Merrylee Primary School and Nursery Class
Standards and Quality Report
2008-2009
The school serves the urban areas of Newlands, Cathcart and Simshill. There is a mix of housing from
flats to large mansions. The children come from diverse social backgrounds although there is not a large
ethnic mix within our population.
The new Merrylee building has large grounds. There is a full size football pitch which is surfaced by 3 rd
generation turf. (The cost of this was subsidised by the Scottish Football Association due to our
schools high level of involvement with football at all levels.) There is ample hard surface at the back of
the school on which is placed picnic benches, planters and seats provided by funds raised by the Parents
Association and community grants. The parents and pupils have planted trees which were donated by the
Hidden Gardens and the Children’s Orchard, on a mound area which softens the outlook on to the pitch.
There is a large grassed area to the right of the building with a circle of hard surface. This is an area
for free play with the basketball stands placed on the hard surface.
The Nursery Class has a large semicircular hard surfaced playground area surrounded by fencing which
can be accessed from both playrooms and an enclosed soft surfaced, covered play area accessed from
playroom 4.
The school boasts the first Natural Play site within a school campus in the UK. The Parent Council, Pupil
Council and staff have worked together to raise £80,000 of funds to realise this. The project is
supported by the Forestry Commission, Glasgow City Council and local area committees. The site was
designed by the pupil council following research at other sites and by working with landscape architect,
Felicity Steers, who is a parent. The play site should have been ready by summer but delays in the
tendering process, difficulties in accessing equipments and the lack of watering by the contractors mean
that it may not be ready for opening until September. This site will offer our pupils wonderful
opportunities for more active play within a natural setting thus encouraging imaginative play,
opportunities to assess risks in the natural world, respect for their environment and to encourage a love
of nature. The whole school community is very proud of its achievement.
This has been a very difficult year for all in Merrylee Primary School. We are a very close community
which prides itself on excellent relationships at all levels.

Tensions mounted within the community due to the fact that we continued to operate a split
site. (As detailed below)

Tragically the Depute Head Teacher, Mr Frank Mallon, died at the end of October. This was
sudden and a great shock to all. Mr Mallon was a well loved and popular colleague, teacher and
friend. Great help and support was received from Education Headquarters at this very difficult
time. Emphasis was placed on supporting the children. Staff acted on professional advice to deal
with those in their care. The HT and other DHT supported staff and parents though a very
challenging time. A memorial celebration was held for Mr Mallon. A sum of money was raised to
allow an artist to work with pupils to produce a lasting tribute to the contribution Mr Mallon
made to the life of Merrylee.

The eventual move into the new school

The closure of our nursery class. Having waited for 4 years to be on the one campus as the
Primary School, the community was very sad to hear the council’s decision to close our nursery
class. Parents lobbied all parties in a very organised campaign to save the nursery class from
closure. On the announcement of closure the HT and DHT were very proactive in reassuring
parents as much reassurance and advice as possible. Strong links have been made with the day
nursery on campus, Lime Tree.
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It had been anticipated that we would move into the new Merrylee building on Friarton Road in August
2008. However we learned in June that this was very unlikely. A decision was taken to house P4 and P5 in
the annexe building as it was thought that this was preferential to P7 or P1. It was thought that these
children would only require transportation for a maximum of 6 weeks. Parents of these children were
most unhappy. Considerable time was taken to reassure that the children would receive the same quality
education and would in fact have a better learning environment. Both parents and children were bussed
and participated in tours and activities in the annexe to reassure them. Subsequently the pupils and
staff settled well into the annexe in August and enjoyed increased outdoor learning as they used Linn
Park on a regular basis.
Unfortunately entry to the school was delayed until October. Having been told the move would definitely
go ahead in October; staff packed in preparation for the move. Once again it was delayed. Until
November. Then December. Then January. Then February. We finally moved in on the 10 th of March
2009 having operated a split site since August 2005 and being told of the amalgamation in August 2004.
The move into our new school was seamless due to the dedication of the staff and help from parents.
We were allowed access to our new building 3 weeks before official entry. Staff and parents worked in
the evenings and at weekends to prepare the school for the long awaited entry. It was noted by all how
prepared the building was on the first day. Not a brown box in sight!
The average pupil role was 260. The Head Teacher, Mrs Liz Mahindru, is supported by very effective
Deputes, Mrs Caroline Deans and Mr Frank Mallon (deceased) and 2 highly committed Principal Teachers,
Mrs Irene Sutherland and Mrs Colette Haddock. The school has 15.3 FTE teaching staff and 9 support
staff. This includes a staffing enhancement of 1 full time teachers funded by Glasgow City Education
Department to support the working across a split site and to ensure co-ordinated practices across the
previous 3 school communities.
The Nursery Class has a Teacher in Charge, one full time CDO and 2 job share CDOs. The Nursery Class
was registered by the Care Commission as a 30/30 despite expectations that we would be restored to
post amalgamation numbers of 40/40.
Staged enrolment of afternoon ante-pre school nursery pupils offered places in August 2008 took place
during March and April of 2009. Parents/carers of these pupils elected to await entry to the new build.
This took our nursery role to full capacity of 30/30.
The school enjoys the support of a thriving and enthusiastic Parents’ Association and a highly committed
Parent Council. The school has a substantial number of placing requests which is testimony to our good
reputation as a successful and caring school with a high level of achievement. Merrylee maintains a high
profile in the community which in turn offers great support to the school.
Aims
We work together to be the best we can be!
We strive to create a safe, secure and happy learning environment for all based on active learning,
equality of opportunity, mutual respect and co-operation based on our values of wisdom, justice,
compassion and integrity.
1.
We aim to create the climate and offer a range of experiences to encourage each of our pupils
and staff members to be successful learners, confident individuals, responsible citizens and
effective contributors
2. We endeavour to provide a broad, balanced cohesive and progressive curriculum which is flexible
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and dynamic and responsive to the needs of all of our pupils
3. We aspire to assimilate local and national advice and guidance on teaching for effective
learning strategies to engage our pupils in their own learning, overcome barriers to learning and
raise achievement and attainment
4. We aim to build and nurture strong home-school partnership and partnership with the wider
school community where we all work together to achieve a common goal. Success for all of our
pupils in realising their potential
5. We design to provide staff with opportunities for personal and professional development,
ensuring their training needs are met through self evaluation and progressive staff development
Priorities
Each year we produce a school improvement plan outlining our priorities for the school session.
These were the main priorities for session 2007-2008.

Integrating ICT. Particularly in maths

Working towards developing A Curriculum for Excellence

Incorporating FA and tfel strategies in language development

Whole school approach to teaching of French

Development of technology
In the
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
Nursery
Children’s progress in the key aspect of their development and learning
Quality of planning
Self evaluation and monitoring
The purpose of this Standards and Quality report is to share with all interested parties the success of
the school in overtaking the priorities in the school Improvement plan of 2008/09 and the intended
developments for session 2009/10
These developments take into account the five National Priorities set out by the Scottish Executive,
Glasgow City Council improvement plan, the single outcome agreement and the school aims.
The evidence contained in this report is based on the progress made by our school during session 200809, information from our own self-evaluation using “How Good is Our School” and feedback from
children, parents and the wider community.
Priorities from the School Development Plan 2008-09 were

Language – Development of Big Writing

Environmental studies- Developing in line with ACE

Positive Futures

Enriching the programme of study for Talking & Listening
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
Implementation of programme of study for French from nursery to P7
In the Nursery -:

Review playroom provision and create playroom set up in new build in relation to 5 key
aspects of the 3-5 curriculum to ensure high levels of pupil motivation and involvement in
own learning.

High level of parents, carers and families committed to and actively involved in the life of
the centre
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Impact on the Community
The extent to which the centre engages with the local community
High level of parents, carers and families and parties from the local and wider community
committed to and actively involved in the life of the centre
NATIONAL PRIORITY 1
Achievement and Attainment
To raise standards of educational attainment for all in schools, especially in the core skills of
literacy and numeracy, and to achieve better levels in national measures of achievement including
examination results.
Overall the attainment in mathematics, reading and writing throughout the school is very good. Presently
90% of the P3, P4, P6, and P7 have achieved national standards and above in reading, 91% in writing and
96% in mathematics.
The early stages are making very good progress in an active approach to learning. The rest of the school
is making good progress towards a more active approach to learning.
The quality assurance measures in place in the school have been systematically implemented during this
session. This has enabled the Senior Management Team to monitor the progress of stages, individual and
groups of children.
The achievements of the children are commendable at all stages and they have shown that they are
confident individuals through participating in out- of -school activities, such as “Speak Easy”, Choices for
Life, and exhibiting artwork at the Kelvingrove Art Gallery. These activities have raised the selfesteem of the children, which has had a direct effect on the attainment in the classroom.
In the Nursery, staff continue to use planning and monitoring procedures based on local and national
advice with pupil interests at the heart of the process.
Each planning cycle in the Nursery is supported by “Learning at Home and the Nursery” booklets which
encouraged partnership with parents and link learning experiences.
Pupils were fully involved in the process of playroom set up in our new build facility to ensure a broad and
balanced range of learning experiences were offered covering all five of the key aspects of the
curriculum.
Parents and pupils were encouraged to contribute to assessment records to track progress and identify
next steps in learning for individual pupils.
Pupil progress, engagement and confidence is generally high supported by skilled staff/pupil interaction.
STRENGTHS

Next steps
The high expectations of the staff


In the nursery
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The planning for learning
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Continue to improve overall attainment
Increase the pace of learning throughout
the school with particular emphasis on
literacy
across the curriculum
and

Confidence of the pupils

Partnership with parents
assessment of listening and talking
The overall school results are based on those pupils in primaries 3, 4, 6 and 7 who have attained (or
exceeded) the expected 5-14 level.
NATIONAL PRIORITY 2
Framework for Learning
To support and develop the skills of teachers, the self discipline of pupils and to enhance school
environments so that they are conducive to teaching and learning;
During this session all staff further developed formative assessment strategies and teaching for effective
learning and these have improved the learning of almost all children. The learning outcomes and success
criteria of lessons are shared with children. The teachers have concentrated on the development of quality
feedback. This will continue to be further developed in session 2009/10 in line with the NLC policy and
practice.
A Personal Learning Planning format was designed and trialled throughout the school this session. Pupil
engagement with their own learning and quality feedback was at the heart of this trial. All stakeholders
participated in an audit of this PLP format in term 4, the results of which will be collated, shared with our
stakeholders to consider impact on learning and ameliorated into our next steps for development in session
2009/10.
A full programme of CPD opportunities was again offered to staff this session including Big Writing training
for all staff, active literacy workshops for lower, middle and upper school staff, global citizenship workshops
and positive futures training.
Nursery and Primary staff members have continued to embrace the outcomes and principles of A Curriculum
for Excellence. Training and CAT sessions have raised staff awareness and increased confidence in ACE. All
teachers have developed an area of Environmental Studies to espouse A Curriculum for Excellence.
The teaching of French Language has been extended to all stages of the primary and to our Nursery Class
pre-school pupils.
VCOP Big Writing strategies have been adopted throughout the school.
Planning formats including planning for Talking and Listening and Language have been adapted to emphasis
cross curricular links, self evaluation and use of ICT.
We promote a positive approach to discipline and work within a climate of mutual trust and respect.
Relationships between staff and pupils are excellent. Each valuing the contribution the other has to make to
effective school life. The standard of behaviour is high. If discretions occur, the management team are
involved and use a system of community pay back where the pupil makes amends for poor behaviour by
helping within the school community. This has proved very effective.
Staff morale is generally high although the management team recognise the increased workload for staff
and endeavour to support and relieve stress whenever possible.
The normally high level of nursery staff morale has undoubtedly been affected by the decision to close our
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Nursery Class and amalgamate with Lime Tree.
The SMT in Merrylee and Lime Tree have worked very closely with all members of the school community to
alleviate stress and ensure a smooth transfer for all stakeholders.
A series of liaison events were organised including joint Merrylee and Lime Tree staff inset day training,
shared Merrylee and Lime Tree pupils events, staff swapping and an opportunity for parents/carers of
Merrylee nursery pupils to meet with members of the Lime Tree staff.
The Head Teacher recognises the success of the school is fundamentally due to the strong sense of team
work within the school.
Next Steps
Strengths

The commitment and teamwork of the
staff

Pupil behaviour

Use of ICT

Continue to develop the Curriculum for
Excellence and active learning

Further develop self evaluation
In the nursery

The commitment and teamwork of the
staff

Pupil behaviour

Range of liaison opportunities
NATIONAL PRIORITY 3
Inclusion and Equality
To promote equality and help every pupil benefit from education, with particular regard paid to
pupils with disabilities and special educational needs, and to Gaelic and other lesser used
languages;
The Additional Support for Learning Act came into force in November 2005. All staff have received
training on this and the procedures for staged intervention in the school were reviewed during session
2007/08 in line with the Act and guidance from the authority.
All staff undertook further training this session as part of the authority’s review of the staged
intervention framework.
A high percentage of pupils have their needs identified and met through the process of staged
intervention and this will continue.
Additional Support Plans are in place for those pupils with high levels of need and are reviewed regularly
in partnership with parents and support for learning staff. The staff place great importance on Equality
and Fairness and this is evident throughout the school.
Mrs Deans, DHT, had established a range of support groups for pupils. Examples of these are the 2
Friendship Groups, a ‘SULP’ group and Paired Reading.
There is a group which offers cognitive behavioural therapy in which all staff have undertaken initial
training. This support has dovetailed well with our development of the Positive Futures programme
undertaken this year as part of our SIP and embraced by all staff.
A transition group has proved very valuable for pupils transferring to secondary education. She also
guides and advises staff of activities within daily routines in classrooms. All of these have been much
appreciated by pupils, staff and parents.
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Irene Sutherland, Principal Teacher, has responsibility for the development of enriched experiences for
able and gifted pupils. She runs a very successful support group for these pupils and offers guidance to
class teachers on how to extend the potential of these pupils.
Merrylee has establish excellent links with a range of outside agencies including Psychological Services,
Cluster Support, SALT, DCFP, Social Work Services, Interrupted Learners and Occupational Therapy to
meet the needs of all pupils in the primary and nursery and overcome barriers to learning.
Merrylee staff have been part of the NLC development group to review the policy for ASN in line with
the authority’s new Staged Intervention Framework.
Transitions from Pre 5 to Primary and from Primary to Secondary continue to be a priority in Merrylee.
Nursery and primary staff undertake liaison with colleagues from other establishments to ensure a
smooth transition for pupils and an exchange of information on how best to meet pupil need.
Staff undertook visits to feeder nurseries. Transition records are completed for all Nursery pupils.
An extensive Induction Programme for Primary 1 pupils and parents is in place. Individual visits are
organised for new pupils with ASN.
Transition programmes and visits are offered by Hillpark and Kings Park Secondary to Primary 7 pupils
and there is extensive transfer of information in relation to strengths and next steps in learning
provided by staff for all pupils moving on to S1.
Transition Reviews with secondary colleagues are undertaken for Primary 7 pupils with ASN.
STRENGTHS




Next steps
The inclusive nature of the school
The support for children with additional
needs
Links with outside agencies and
partnerships
Support for transition

To further develop parental involvement

To continue to work in partnership with
outside agencies and associated partners
In the nursery
 Partnership with parents and outside
agencies
 Support for transition
NATIONAL PRIORITY 4
Values and Citizenship
To work with parents to teach pupils respect for self and one another and their interdependence
with other members of their neighbourhood and society and to teach them the duties and
responsibilities of citizenship in a democratic society.
The children continue to be very involved in citizenship activities and the decision-making process of the
school. They are consulted through the Pupil Council and the Celebrating Achievement, Eco School and
Health committees and have made valuable contributions to school life. Pupil consultation was further
developed this year with pupils being consulted on curriculum development. The memberships of these
committees are restricted to mainly P5-7. The members of the committees involve the rest of the
stages by making visits to the classes, questionnaires and at assemblies. It is now recognised that all
stages must be represented on committees. This will be rectified next session.
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At the upper stages children have the opportunities to be Buddies and Monitors and provide good role
models for the younger children. They have been trained in peer mediation and playground games. This
has made an improvement in playground relationships. Pupils throughout the school can apply for and are
appointed to various positions within the school. Examples of these are referees, gardeners, litter
patrol, ICT technicians, and librarians. The effect of these activities is to promote a sense of
citizenship and participation throughout the school.
Pupils have worked with a landscape architect to design a natural playground for our new school. This has
been a valuable experience for the pupils. They have been involved with the steering group, have been
interviewed by national press and have confidently contributed to ideas for future developments.
The school has firmly embedded equality and fairness and this is evident throughout the curriculum and
the life of the school.
Throughout this session we have enjoyed many visitors to the school who never fail to comment on the
vibrant welcoming ethos of the school. This is testament to the highly motivated and committed staff,
pupils and parents. Parents are a regular feature in the school as they support the learning in
classrooms, help with paired reading, and resources etc thus creating partnership in education.
Mrs Helen Pattie, class teacher, established our school web site which has been very successful and
much appreciated by the whole community. The Parent Council now also has a web site. Both of the sites
are linked and support the other.
In the Nursery Class pupils are involved in all aspects of their own learning, working with staff to decide
on the structure of the nursery session, playroom layout, themes for planning and they participate in the
monitoring of the work of the nursery.
Pupils contribute to their assessment records and decide on their next steps in learning.
A buddying system continues in the nursery with older pupils supporting the learning of newly enrolled
pupils.
Pupils design snack menus and work with staff to take learning outside.
STRENGTHS
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Next steps
Pupil participation and consultation
Equality and fairness
School ethos
Establishment of the first natural play
site in the UK



Further develop pupil involvement in
curriculum development
To include pupils from all stages in
committees etc
To continue the development of natural
playground
In the nursery
 Consultation with children
NATIONAL PRIORITY 5
Learning for Life
To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a
changing society and to encourage creativity and ambition.
The school has achieved ‘Health Promoting’ status. We were proud to achieve all ‘5’ ratings with the
exception on one which related to leadership. It was advised that we include health promotion in our
school aims, (which has been done) and that we include health promotion in the SIP. (which has been
done) The Health Coordinator was advised that she should have considered rating the school as ‘6’ in
some areas. We will review this. As part of learning for life children have been able to take part in
sports activities after school and on a Saturday. Every child has a minimum of 2 hours core time PE.
This has increased their fitness levels and participation in sport and exercise clubs out with school.
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These activities will continue during next session.
The school held a Health Week that gave the children access to various activities to encourage healthy
living and to make choices for life. This week was attended by the wider school community. All classes
were involved in learning outdoors. Although successful experiences were undertaken, the approach is
not coherent or well structured. As a result this will be further developed next session.
The children have participated in various activities relating to Learning for life. The P7 attended
Choices for Life and had Internet training using Net safe. This programme, which was shared with
parents, will help the children make the right choices when using the Internet. The senior pupils have
participated in the Positive Steps Programme
The Enterprise and Determined to Succeed activities undertaken by all classes enable those children to
develop varying talents and gain experience of working in teams. This was evident in the very successful
evening to promote Fair Trade directed and produced by the P7 pupils. We achieved Diamond status in
enterprise education this year.
Our nursery pupils have enjoyed Mini-kickers training all year and have again undertaken a series of
workshops with Susan O’Byrne our community artist.
Links with the NLC have been developed and a series of outdoor learning workshops have been provided.
STRENGTHS

Enterprise Education

Health Promotion

Become a health promoting school

Sporting activities
Next steps

To further develop the programme and
policy in relation to Health and
Wellbeing
In the nursery
Access to outside activities
Thank you for reading this Standards and Quality report. If you wish to make any comments on
the report, Please do not hesitate to contact the school.
GLASGOW CITY COUNCIL EDUCATION SERVICES
QUALITY ASSURANCE: STANDARDS AND QUALITY REPORTS
Response to Standards and Quality Reports
Session
Name of school
Standards and Quality Report (SQR)
The SQR has an introduction which provides a context related to the
SDP aims, the aims of Education Services and National Priorities
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The SQR is based on valid, comprehensive and reliable evidence
It makes concise and accurate evaluations of performance across key
areas based either on National Priorities or HGIOS
The report provides clear summaries of strengths and areas for
improvement
The report indicates progress in meeting the aims and the targets
set in the development plan
The report sets out a clear starting point for the next cycle of
improvement and external audit
Areas for Consideration
Signatures
Headteacher
________________________________
Adviser/Head of Service
________________________________
Date
________________________________
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