Scottish Borders Council
Education and Lifelong Learning
Quality Improvement Framework
DRUMLANRIG ST CUTHBERT’S PRIMARY SCHOOL
School Improvement Report
Session 2014/15
1
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
The School in Context
Drumlanrig St. Cuthbert's Primary School is situated in the south of the town of Hawick.
The school population is from a wide catchment area, serving the southern part of Hawick
and its hinterland. The school caters for pupils from Nursery to Primary 7 i.e. three to
twelve year old pupils.
The Building
The building, which was opened in 1960, has a split-level design on three floors with
separate access for different classes. In addition to the classrooms, there are two halls (with
a stage), a GP room, computer suite and a Library. The Nursery has been repainted and
the toilets improved this year and the DHT toilet has also been painted.
School Grounds
The playground consists of 3 main areas
and is supervised by 2 members of staff.
The front of the school is used by P1-4 and
has a mixture of grass and tarmac areas.
Staging has been built in the shelter to
enhance our outdoor learning. Our
gardening club have been working with the
Eco committee to improve the front area of
the school. The side of the school is a small
area which P5 may use.
The back of the school is for children in P57 and is divided into a large football / sports
play area, an activity area and a level
playing area with a climbing wall. The eco committee have instigated the installation of a
‘rain but’ which has been added to the shed at the back of the school for recycling water.
The Nursery children and Out of School Club also use the area at the rear of the school.
School Roll
During the session the roll fluctuated but we ended the year with 263 pupils and 70 children
in the Nursery.
Class Organisation
The classes were organised into 11 classrooms. For session 2013/14 the classes were
organised into: P1, P1, P2, P2/3, P3, P4, P5, P5, P6, P6/7, P7.
Staffing
There are 11 class teachers and a Nursery teacher. There is 1 PE teacher, 1 Music teacher
and 2 Primary Curriculum Support Teachers who cover classes to provide teachers with
their non-contact time. The management team consists of 1 Headteacher, 2 Depute
Headteachers and 1 Principal teacher. There is 1 classroom assistant and 5 Additional
Needs Assistants. There are 3 Nursery Nurses and 1 Senior Nursery Nurse.
The Primary 6 teacher went on maternity leave and was replaced by 2 teachers on a job
share basis.
Additional Funding
The parent council have held several fund raising events over the year. They have paid for
the P7 Yearbook and plan to re-surface the shelter with a non slip material.
2
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
A bid was made funding from Borders Charity Support which secured transport to allow one
of our pupils to attend riding for the disabled.
Money from the Hawick Common Good Fund
was used to pay for swimming lessons for
P6. A group of P7 parents helped to raise
funds for the P7 residential. This benefitted
all parents as their overall cost of the trip was
reduced. Donations of material from a local
business ensured every child in the school
had a costume for the Vision 2014 Big
Return. Through participation in The Queen’s
Baton Relay event, funding was provided for
drumming lessons and a dance tutor.
Sponsorship
from
a
local
housing
organisation provided us with new rugby
shirts for both our teams. Vouchers gathered from Morrisons provided gardening resources
and equipment for the school and Sainsbury Vouchers allowed us to get Cookery and PE
equipment and some outdoor clothing for the Nursery children.
Parent Council and Drumlanrig Out of School Club (DOOSC)
The school has a very active and supportive parent council which is supported by our 3
local councillors. The parent council is referred to as Friends of Drumlanrig School (FODS).
The chair person is Mrs M Wood. New members joined FODS this year following a
‘recruitment campaign’ at the open evening.
We have a successful partnership with Drumlanrig Out of School Club (DOOSC), which
offers wrap-around care for 3-12 year old children.




Significant factors which have influenced the capacity for improvement
Changes at SBC level and the consultation and preparation for changes to the Nursery 600
hours and the asymmetric week have impacted on HT workload which has influenced some
of the focus on development work.
Lack of supply affected opportunities to carry out development work.
The Nursery were recently inspected by the Care Inspectorate. The grades we were
awarded were:
Quality of Care and Support
6 Excellent
Quality of Environment
5 Very Good
Quality of Staffing
5 Very Good
Quality of Management and Leadership 5 Very Good
Summary of consultations with parents and children and young people about our
strengths and areas for improvement.
Parents were asked to complete a questionnaire which covered various aspects of school life.
Evidence in place relevant to:
A Welcoming Environment
Teaching and Learning
Support for Pupils
Achievement
Leadership
Always
81%
81%
78%
67%
Strongly
Agree
70%
Mostly
18%
17%
17%
24%
Agree
Sometimes
1%
2%
3%
9%
Disagree
29%
1%
Never
2%
Strongly
Disagree
3
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
Aspects which parents feel we could improve on include; sharing more information with parents
when their child is experiencing learning difficulties, providing more after school clubs for P1-3
children, playground supervision in the P1-4 area, more opportunities to come in to school and
information on children’s social skills shared with parents.
We do have standard letters which go home to parents when a child is working with the Support
for learning teacher for a prolonged period of time, however, we will extend this to children
working with other support staff. We provide a range of after school activities and have tried to
address the need for more opportunities in the early years by offering activities from external
providers, however, these have a cost implication. Staff have agreed to allocate some
collegiate hours to additional pupil activities so we will endeavor to create more choice for
pupils. The DHT has acted promptly to playground issues this session. We recognise a need to
be more proactive with some children and plan to put ANA support in the front playground to
support identified children. Currently parents are invited to meet their child’s teacher at an open
evening in September and then again for a 1-1 meeting in February. Next session each class or
department will also hold an open afternoon or information evening for parents to attend. We
are continuing to develop the use of the learning folder and plan to include targets on learning
to learn and social skills.
The parent council discussed the use of social media and the HT and a parent attended SBC
training on this. The parent forum’s views were gathered and a school Facebook page was set
up as a result. The learning community DOLF project was also shared with FODS with special
reference to the vision and values. Parents were also consulted on the SBC proposal to change
to an asymmetric week and the implementation of the 600 hours in the Nursery. A workshop
and survey was provided for parents regarding the introduction of the Respectful Relationships
Policy. We invited Primary 1 parents to come in and give us feedback on the induction process
for starting school. Views were very positive.
Pupils: Regular meetings take place with the eco committee and the pupil council. The
children’s views are gathered on specific and general aspects of the school. Drumlanrig’s Got
Talent took place as a result of pupil’s requests. Chat ‘n’ snack meetings have taken place with
the Headteacher and invited pupils. These meetings are used to gather information and gain
views on the school improvement plan development work. Information gathered showed
children know when they have been successful and why. It also identified that they do not have
a clear understanding of all aspects of health. The support for learning teacher also gained
feedback from the pupils regarding the Tapestry work on Assessment is for Learning. This was
recorded on to a DVD for all staff to see. As a result, staff were able to see how well the
children understood the purpose of the prompt cards and the value of using the strategies with
the children.
Staff: Informal feedback on development work is carried out throughout the year at CAT
sessions, on Inset days, management meetings and from members of working groups. Formal
feedback was provided from HGIOS audits, J2Ex audits, Child at the Centre 2 audits, collegiate
group and use of an online resource to evaluate the school and against the 5 annual QIs. The
information gathered was used to amend plans and identify areas for further improvement.
Learning Community: The learning community board carried out a self-evaluation of the boards’
contribution to development work, progress and improvements this session. A copy of the LC
report is available.
4
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
EVALUATION OF PROGRESS
Question 1: HOW WELL DO CHILDREN LEARN AND ACHIEVE?
QI 1.1 Improvements in Performance
Overall we have evaluated ourselves as Good
SIP Actions from Session 2013/14 including impact and evidence.
 Continue to develop the use of My Learning Folder to include personal learning goals. Staff
were given the flexibility to create a method for setting and recording individual targets with
the children. This has helped the children to focus on their targets to improve specific
aspects of their work. The children are able to discuss their targets and evidence of the
impact can be seen in their work or through dialogue. Parents told us the Learning Folder
was not providing sufficient information on their child’s progress so staff are beginning to
include evidence of the children’s work in the folder.
 Review teaching and learning approaches for literacy technical skills. The overview for
technical skills was amended following moderation work across the learning community. A
greater emphasis has been placed on teaching through active learning. Children’s writing
shows some improvement in the application of technical skills.
 Review teaching and learning approaches for basic numeracy skills. Numicon resources
were purchased and staff trained in their use. Tracking progress in maths shows children are
showing an improvement in their number skills at the early years.
 Introduce tracking procedures for Reading. This has allowed us to monitor children’s
progress from their previous levels. We have used this information to identify target children
for specific reading work such as Reading Recovery. Run charts show an impact as a result
of this intervention.
 Continue quality assurance and moderation activities within the school and across the
learning community. In addition to regular QA &M of writing, staff reviewed children’s art
work, setting examples out to show progression and discussing quality and standards of art
work at the different levels. This helped teachers to set their expectations. The art work
produced for the annual 5 14 competition was of an extremely high standard.
Next Steps
 Introduce Dynamic Youth Awards and School Awards as part of our development of
opportunities for personal achievements.
 Achieve Green Flag status.
 Undertake PDSA studies for writing
QI 2.1 Learner’s Experiences
Overall we have evaluated ourselves as Very Good
SIP Actions from Session 2013/14 including impact and evidence.
 Continue to develop Assessment is for Learning (AifL) through the Tapestry programme. All
teachers are using AifL strategies in most lessons. Most teachers involve the children in
setting success criteria and the children are using this to self and peer assess their work. A
video recording of the children reflecting on AifL strategies being implemented showed most
children were aware of the strategies and how they helped them with their work.
 Raise staff awareness of the GIRFEC agenda. All staff completed the SBC on-line GIRFEC
module and are aware of the SHANARRI indicators. These are used to discuss the health
and well being of the children during consultation meetings with management. A new record
sheet has been created to identify children who are at risk and this information has been
used to target support where required. Feedback from support workers indicates the support
provided is benefitting the children. The wellbeing wheel has been shared with parents at
MAC meetings and the SHANARRI indicators used to plan how to support the children and
family.
5
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
 Vision 2014 The Year of Heritage. Every class undertook a topic based on heritage. In
addition, the whole school participated in
the learning community project ‘The Big
Return’. Primary 7 were given The Big
Drum Experience and went on to perform
at The Reivers Festival and The Big
Return. All children were taught a ‘Call and
Response’ and a dance routine called ‘The
Hawick-a’. These were performed at The
Big Return which involved all children in the
learning community coming together for the
re-enactment of The Battle of Hornshole –
a significant event in the history of the town
and the 500th anniversary. The planning
and organisation of The Big Return involved members of the local community and a network
of support was expanded. Every child was dressed in period style costumes which added to
the experience of all involved. The children commented that this was a great day and lots of
fun. They were able to learn about local history through participation in outdoor and active
learning. Parents and members of the community provided very positive comments on the
experience provided and the participation of the pupils.
 Implement SBC’s Respectful Relationships policy. Staff, pupils and parents have received
training and information on the new school policy. Parents said they wanted to be kept
informed about bullying behaviour so we have ensured any incidents are recorded on
Seemis in pastoral notes and parents informed promptly. By recording information on
Seemis all members of the management team are able to refer back to the notes to inform
discussions with parents.
Next Steps
 Deprivation target groups
 Languages 1+2
 TLC3 – embedding AifL strategies
Question 2: HOW WELL DOES THE SCHOOL SUPPORT CHILDREN TO DEVELOP AND
LEARN?
QI 5.1 The Curriculum
Overall we have evaluated ourselves as Good
SIP Actions from Session 2013/14 including impact and evidence.
 Review Health programme. All staff were involved in revising our health programme to
ensure coverage of all the E&Os over 3 years. This was also to ensure the E&Os tied in with
existing Social Studies and Sciences planners. Resources and activities were reviewed to
ensure progression across levels. The children are now able to experience breadth and
depth across the Health E&Os.
 Engage staff with Better Movers, Better Thinkers to meet the national target of 2 hours of
quality PE. Every teacher has implemented the 2 hours of PE strategy. Staff have reported
improved standards of their own teaching of PE as a result of the CPD sessions from PE
CSTs. Staff have a better understanding of the Better Mover, Better Thinkers approach and
significant aspects of learning for PE.
 Review Expressive Arts E&Os. Staff have a clearer understanding of the E&Os for Art. They
are aware of the significant aspects of learning for Ex Arts. Further development of this area
was not possible due to a lack of supply cover.
6
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
 P1 curriculum to reflect the Nursery approach with increased opportunities to learn through
play and active learning. The early years
teachers meet to plan coverage of the E&Os.
The Care Inspectorate noted ‘The nursery was
very much included as part of the school and
early years team to provide consistency and
smooth transitions from nursery to P1.
Observations in the Primary 1 classrooms
record increased opportunities for learning
through structured play. Outdoor learning has
also been used to develop the E&Os to ensure
the children are experiencing relevance,
challenge and enjoyment.
 Continue second level moderation work for Maths across Primary / Secondary. The P6/7
teacher was engaged in this activity and was able to observe teaching and learning in
another Primary school and the high school. He was able to apply lessons learned from the
activity to ensure high standards are maintained at Drumlanrig. The information gathered
from the moderation work will be used to produce a learning community benchmark for
maths.
 Introduce Maths planning at Early Level in the Nursery. The early level maths planners were
altered to ensure progression over the 3 years of early level. This allowed the Primary 1
teachers to move more quickly through the programme and results show an improvement in
pupils progress at early level.
Next Steps
 Increase staff’s knowledge and understanding of Significant Aspects Of Learning
 Complete a curriculum map for all subjects
 Introduce the use of the learning community technology benchmarks
QI 5.3 Meeting Learning Needs
Overall we have evaluated ourselves as Very Good
SIP Actions from Session 2013/14 including impact and evidence.
 Introduce the Flying Start approach to engage with parents. Nursery staff have participated
in the training and development of resources for the Flying start programme. Parents will be
invited to participate next session.
 Increase staff awareness of GIRFEC. All staff completed the SBC on-line GIRFEC module
and are aware of the SHANARRI indicators. These are used to discuss the health and well
being of the children during consultation meetings with management. A new record sheet
has been created to identify children who are at risk and this information has been used to
target support where required. Feedback from support workers indicates the support
provided is benefitting the children. The wellbeing wheel has been shared with parents at
MAC meetings and the SHANARRI indicators used to plan how to support the children and
family.
 Implement new IAF paperwork. We are consistently using the multi-agency paperwork for all
meetings with parents to identify concerns, assess needs and agree actions. We focus on
improving outcomes for the children using the SHANARRI indicators. We work with other
agencies and families to share and receive information about children and their families so
that we can best meet their needs. Joint agency working has ensured children who are at
risk are supported and progress monitored.
Next Steps
 Use the SHANARRI wheel and risk indicators with target children as appropriate
 Flying Start introduced to Nursery parents.
 United Nations Convention on the Rights of the child (UNCRC).
 Review teaching and learning approaches for Maths
7
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning
Question 3: HOW WELL DOES THE SCHOOL IMPROVE THE QUALITY OF ITS WORK?
QI 5.9 Self Evaluation
Overall we have evaluated ourselves as Very Good
SIP Actions from Session 2013/14 including impact and evidence
 Continue involving staff in quality assurance and moderation of IDL plans and introduce
moderation of Literacy plans across departments. Staff feedback has shown they have a
greater understanding of this process and that it has helped them to review their own plans.
They have been able to identify whether or not there is progression across a level and
amend plans accordingly. This has led to better experiences for the children. Staff have had
the opportunity to discuss and share forward plans which has continued to increase their
knowledge and understanding of the E&Os and supported the differentiation of plans in
order to meet the children’s needs.
 Staff engaged in moderating children’s work. Each department has participated in quality
assuring and moderating children’s work in writing, maths and social studies. This has led to
increased understanding of the importance of relevant and appropriate success criteria. It
has also allowed staff to share assessment ideas especially for active learning activities such
as the use of floorbooks for drama. Staff moderate children’s work to ensure consistent
standards are maintained.
 Engage with Professional Update Pilot and The New Professional Standards. The New
Professional Standards have been shared with staff and teachers are aware of the
expectations. These standards were used by staff for self-evaluation for their PRD. This has
increased their understanding of the full remit of their job and the importance of GIRFEC and
their role in supporting and developing the whole child. Staff are using the online CPD
Learning Logs to record and evaluate the impact on children’s learning. All PRDs were
completed via the online system and some staff were signed off as part of the professional
update pilot. The DHT group have a wider understanding of Learning Rooms and are
planning CPD within the Learning Community. Staff are recognising that there is a the
range of CPD which is of value to them and not just attending courses.
Next Steps




Engage all nursery staff in peer observations.
Introduce PIPs testing in P1
Introduce INCA tests at P4 & P7
Use learning community benchmarks for Reading and L&T
Any other continuing improvements which have not been commented upon in the
previous sections.








Staff completed Equality & Diversity e-learning CPD which supported the continuation of
positive changes to the way that individual pupils’ needs are met.
Staff also completed the GIRFEC e-learning module.
All staff completed child protection refresher training
The HT completed CP training level 2 – Child Trafficking
A consistent approach has been implemented to track and plan action for attendance
issues
Reports for parents are now completed on SEEMIS
Support material has been produced for staff to use with outdoor learning at Whitlaw
woods
The eco committee are continuing to improve their work towards green flag status.
8
Quality Improvement Framework
Scottish Borders Council
Education and Lifelong Learning