St. Margaret’s Primary School & Early Learning
and Childcare Centre
Standards & Quality Report
Session 2014-2015
Building Strong Partnerships between Staff, Pupils, Parents/Carers and the
Wider School Community
Vision, Values and Ethos in St. Margaret’s Primary School and Early Learning
and Childcare Centre
We are striving to build a community which reflects
a happy, secure and caring environment where all stakeholders:
Staff, Pupils, Parents/Carers and the Wider school Community are Valued, Motivated and
Encouraged to be the Best They Can Be..
….We strive to ensure this ideal.
St Margaret’s Primary School and Early Learning and Childcare Centre continues to share our vision
with all stakeholders. A vision of ensuring every one of our children here in St Margaret’s Primary
School and Early Learning and Childcare Centre will achieve their full potential. Our team strive
daily to achieve this vision. Together in partnership we are working to fulfil the 4 capacities of
Curriculum for Excellence—Successful Learners, Confident Individuals, Effective Contributors and
Responsible Citizens. In order to achieve this vision we ensure that our children need to be; safe,
healthy, active, nurtured, achieving, respected, responsible and included.
Curriculum for Excellence (CfE) Early, First, Second and Third levels
Teddies are having fun on the parachute at our Transition Event!
Early Learning and Childcare Centre Pupil
1
Dear Parents/Carers
As you probably know, each year the government and the council publish information designed
to show how well schools and local authorities are improving pupil performance and
achievement year on year.
In similar fashion, we in St Margaret’s Primary School and Early Learning and Childcare
Centre, would like to tell you how we are progressing in our school. This booklet has been
designed to do just that. It is our 'Standards and Quality Report' for last session.
Inside, you will find a brief description of our main achievements during the last session.
Whilst we do many things in the course of a year, we have focused on what we consider to be
the most important areas. I have outlined the school's main priorities for next session.
We are exceptionally pleased with the progress of our pupils as individuals. Their
achievements reflect the strengthening partnership between staff, pupils and parents/carers
and the wider community of Polmont.
I hope you find the booklet helpful. If you have any questions about it, please do not
hesitate to phone the school office for an appointment. I will be pleased to offer
clarification.
Ann Bateman,
Headteacher
Learning is fun. We always get to be the teacher and teach our friends!
P1 pupil
2
What we have achieved in Session 2014-2015
Literacy RACI Group
Target: To develop a systematic approach to the teacher led assessment of reading skills
across the curriculum
Current Strengths at August 2014 identified:







Across the school children are making good progress in all aspects of literacy.
Some classes make regular use of the library and have frequent opportunities to
read for enjoyment. A weekly after school story-club is very well attended.
The recent introduction of standardised assessment gives evidence of current
attainment across literacy.
Standardised assessments (CEM) administered at all stages from P1-P7.
The introduction of Bloom’s Taxonomy Higher Order Questioning.
Literacy Links resources now organised and labelled.
Skills Progression sheets for reading have been created and are being used by class teachers
to plan for groups.
Key Outcomes to be achieved by April 2015:













Planning and Assessment
Consistent planning for Reading across the school
Reading assessments developed and shared with staff
Active Literacy
Active Literacy approach used consistently across the school Nursery-7 for reading
Parents informed about the Active Literacy Reading programme
SfLAs confident in active literacy reading when working with groups/individuals
Thinking Reader
All teaching staff trained in the Thinking Reader approach
Thinking Reader approach used throughout the school
CSI Literacy
CSI Literacy resource used in P5, P6 and P7
Higher Order Thinking Skills
Children and teacher using Bloom’s Fans to interrogate texts
Teaching and Learning
Reading approaches developed to ensure strategies are systematically taught and resources
matched to well-organised reading activities.
Teaching to ensure that children make connections between features of texts they read and
reflect these in their writing.
A systematic approach developed to teaching reading skills and making learning in reading
more explicit to children.
6 key reading comprehension strategies explicitly taught across the school
3





Three books to go home each week-either two group readers and one library book or one
group reader and two library books
All genre covered per level
Children reading in pairs/to self-teacher listens in with a focus on checking for their use of
strategies taught
All classes timetabled for and visiting school library weekly. Children to take at least two of
these books home.
Class links with Meadowbank Library
Evaluation and impact of the Assessment approaches from Nursery to P7, Curriculum for
Excellence levels, Early, First, Second and Third at April 2015:
A consistent approach to planning and assessment across the school has been achieved. The
approaches used to teach reading comprehension strategies are:
 The Thinking Reader (Nursery, P1 and P2)
 Literacy Café (P3 and P4)
 CSI Literacy (P5, P6 and P7)
Almost all staff use the reading progression planners when forward planning. All staff use the
language of the 6 reading comprehension strategies and most children able to do so too. Children
have opportunities to develop skills which they can use now and in the future. They reflect on
strategies used and have opportunities to discuss how these help them understand texts. Pupils are
achieving a deeper understanding of the texts they are reading through the above approaches.
Parents are informed of the reading strategies via e.g. newsletters, café menus, letters, learning
logs, parents’ consultations. Learning Events have already taken place with reading as a focus-in both
P6 and P3 classes. One class led an assembly to pupils and parents highlighting the school’s new
approach to reading. Parents have been invited to take part in a Thinking Reader lesson as part of a
Learning Event. The feedback was very positive. “Really liked the Thinking Reader. Great for
comprehension and encouraging children to listen and find facts from the story.” “I think it’s a great
way to read a book in that it gets the children using their imagination and really thinking about the
story.”
SfLAs and class teachers have had training from Sharon Wallace on Blooms fans and the Thinking
Reader ensuring a consistent approach and progression across all levels.
Literacy resources are now stored in a manner that allows ease of access and displays the available
resources to their best advantage. This impacts on teacher planning, time and efficiency.
New phonics reading resources have allowed for greater differentiation and for those who need
additional challenge at their level.
Parent helpers have been trained and are now timetabled to maintain the school library on a daily
basis. All classes (N-P7) have been timetabled for the school library and library skills sessions have
been delivered to all classes, nursery to P7. This has ensured the library is kept in good order and
4
used effectively. Book Week this year was linked to the launch of the library and children were
asked to reflect on the importance of reading and having a school library as part of a whole school
competition.
Some classes have paid regular visits to Meadowbank Library and the Community Art Learning Team
has provided art work to be displayed there. This ensures children have the opportunity to develop
real-life employability skills, promotes reading for enjoyment and allows for an understanding of how
libraries as well as other institutions work.
A very successful book fair was held and the school benefitted tremendously from the commission,
which has enabled the school to purchase more reading resources and keep abreast of current
trends and authors.
The school is involved in a number of reading initiatives. To promote the enjoyment of reading, we
took part in the Scottish Children’s Book Awards as well as Falkirk Council’s version of this award.
Twelve children from Nursery, P1, P2, P3 and P7 attended the recent (11.2.15) Celebration of
Reading S.C.B.A. event organised by Yvonne Manning. Regular paired reading sessions take place
between the P6 and P3 classes. The P6 pupils use Bloom’s Fans to create questions on the texts for
the P3s. This has increased pupil engagement with reading and has given a real purpose to their use
of higher order thinking skills.
Our recent (28.01.15) Talking Heads meeting with parents focused on the school’s approaches to the
teaching of reading. All of the feedback from parents was very positive. “Great that they read a
selection of books every week”, “School has really engaged daughter with reading books and (she)
can read fluently” and “It seems that there is a focus on stamina and concentration-excellent!
(seemed to go out of fashion for a while).”
I can read the story and find interesting words and common words too!
P1 Pupil
5
Mathematics and numeracy RACI Group
Target: To increase the development of pace and challenge within mental maths, with a strong
emphasis on learned facts and developing the mental agility to do something with these facts,
within Mathematics and numeracy
Current Strengths at August 2014 identified:
Based on CEM data, ongoing CLIC tests and summative assessments, all children are making good
progress in number, money, measurement, interpreting information and other mathematical
concepts. Almost all children are accurate in written and mental calculations.
 Most children are accurate in written and mental calculations and this has been further
improved through the introduction of Big Maths.
 Children are developing their skills in numeracy through real-life situations and financial
education, for example the Tuck Shop.
 Children are encouraged to think about how well they are learning and set themselves targets.
Big Maths is being used throughout the whole school from P1-P7.

Key Outcomes achieved by April 2015:
1. Launch new Big Maths characters at an early date during whole school assemblies, in new
session.
2. Provide additional resources for each curriculum level. (Early, First, Second & Third)
3. Big Maths Tracking – check if we have tracking CD, if so get IT to upload to all computers.
4. Contact Andrell to enquire about up-date of some Big Maths resources due to the fact we
purchased our resources just prior to their refresh.
5. Reassess use of CLIC book – gather data from the rest of the staff.
6. The Assessment RACI group work alongside the Numeracy and Mathematics RACI group to
develop the progression of skills and targets from Early to Third level (Review Assessment
RACI group’s work on Numeracy and Mathematics tracking and collate/compare with Andrell’s
planning).
Evaluation and impact of the Big Maths approach from Nursery to P7, Curriculum for
Excellence levels, Early, First, Second and Third from April 2013-2014 and at April 2015:
Evaluation of impact from session 2013-2014 and 2014-2015:
The Numeracy and Mathematics RACI team shared the new Big Maths characters with pupils at
Assembly and the new Big Maths song. Pupils were extremely excited to see and talk about the new
characters and we able to talk about the purpose of these characters in a CLIC sessions.
All teaching staff received a CAT session explaining transition changes from the old Big Maths
Resources to the newly updated resources. All teaching staff were issued with a folder containing
all manuals, planning sheets and an introductory booklet. All teaching staff were also issued with a
folder containing a full set of posters and characters for display, stickers for CLIC Books and some
classroom resources. The Big Maths folder in the shared area was also updated and staff were
6
shown the huge variety of resources we now have, including PowerPoint Presentations which are
ready to use/adapt for your class. The introduction of Inverse Beat That (all resources created by
Numeracy and Mathematics RACI team) was also shared with staff at this CAT session and the
reasoning behind it. In discussion with SLT we identified four main reasons to introduce Inverse
Beat That challenges, these are as follows:
 Able Pupils – In St Margaret’s Primary School and Early Learning and Childcare Centre we
have a number of pupils who are extremely able and require further challenge.
 Pace and Challenge – We must ensure we provide pace and challenge for all pupils.
 CEM Results – We have already seen an improvement in mental ability in addition and
multiplication, we believe due to Big Maths. However, mental ability in subtraction and
division has not progressed at the same rate as the other operations. Therefore, introducing
Inverse Beat That will hopefully have a positive impact on instant recall of subtraction and
division facts, as well.
 GHS Maths Grid – The GHS Maths Grid further highlights the need to improve pupils’ ability
in quick recall of subtraction and division facts.
Previous to this CAT session the Numeracy and Mathematics RACI team discussed with the SLT the
use of CLIC books. This information was shared at the CAT session. This change will again have
impact in numerous areas, such as: • Sharing progress and success with pupils, parents and carers/SLT/SfLT.
• Sharing with other teachers during transition.
• A useful tool to push pupils on.
• Planning from (Forward Plans) … and to assist in planning personalised learning.
• Used as a visual for pupils – Previous, Now, Next.
• To track rate of progress.
We also shared how planning for Big Maths should be completed and highlighted the need for Big
Maths lessons to be differentiated keeping in mind the need for pace and challenge for all pupils.
The RACI team have also worked extremely hard to relocate all of the Numeracy and Mathematics
resources to the Mathematics and Numeracy mezzanine area. This means teachers will easily be
able to access resources they need facilitating the ability to teach practical mathematics.
I can count and practise my Learn-Its! P1 pupils
7
Assessment RACI Group
Target: To introduce an assessment framework to monitor individual learners’ progress.
Current Strengths at August 2014 identified:






Standardised assessments (CEM) at all stages from P1-P7.
The introduction of Bloom’s Taxonomy Higher Order Questioning from Nursery to P7.
Through quality assurance, there is evidence of assessment for learning practices such as
sharing learning intentions, differentiated success criteria and self, peer and teacher feedback.
In discussion with HMIe at a return visit in August 2013, the Senior Leadership Team
created a pro forma and guidance paper outlining the criteria for assessing children’s learning
using skills based language.
Guidance has also been created for gathering evidence of progress and achievement in Big
Books.
Staff have been given training on ‘Teaching for Deep Learning’. This supports teachers in
providing opportunities for the performance of deeper understanding within learning and
supports short, medium and long term planning and assessment. For example, Progress
Meetings with the Headteacher, Planning Walls and Big Books.
Key Outcomes to be achieved by April 2015:
1) Use the revised pro formas* to gather, record and evaluate learner’s progress in respect
of ‘how much’ and ‘how well’ they have learned.
(*Pro formas for reading, writing and Mathematics and numeracy to track progress in the
aforementioned curriculum areas)
2) Bloom’s Taxonomy Higher Order Questioning used to support pace and challenge in all
learners
3) The Assessment RACI group work alongside the Numeracy and mathematics RACI group to
develop the progression of skills and targets from Early to Third level
I am transferring my Mathematics and numeracy skills into real life contexts!
8
Evaluation and impact of Assessment from Nursery to P7, Curriculum for Excellence levels,
Early, First, Second and Third at April 2015:
December 2014
Assessment vocabulary displayed in each classroom and pupils are using this to evaluate their
learning.
All staff involved in CPD on the effective use of Bloom’s questioning and this is being developed
particularly through reading but also across all curricular areas.
Pro-formas for tracking skills in reading and writing are being used by staff and pupils and are
evident in planning folders and jotters. CLIC books and Big Maths planning sheets are used as skills
progressions for numeracy. These are informing planning and shared with pupils regularly. Mental
maths tests have been introduced weekly to ensure we are tracking progression in these skills.
Stampers are being used to show where self, peer and teacher assessment has taken place.
Through Learning Journals pupils are evaluating an aspect of their learning each week and
identifying their next steps. Pupils are revisiting these and reflecting on how well they are
progressing.
Achievement boards are being used in every class including specialist classes. Children identify
something they have achieved each week and place this on the board. Achievements are filed for
each child to create a record of their achievements.
A draft guidance paper has been produced on how we assess pupils in St Margaret’s Primary School
and Early Learning and Childcare Centre. A separate summary leaflet has been produced for parents
and carers. Staff consultation will take place in the New Year and this guidance will be shared with
all stakeholders.
Learning journals will be shared with parents and carers at the February parent consultations.
A further consultation process will take place with staff on the development of the Learning
Journals and how we continue to develop these across the school.
February 2015
Guidance on how we assess pupils in St Margaret’s Primary School and Early Learning and Childcare
Centre has been shared with parents and carers.
Sharing of practice and feedback from staff, pupils and parents has shown that learning journals
are being used effectively to develop pupils’ skills in evaluating their learning and planning their own
next steps. Teachers have stated that most pupils are making good progress in being able to use the
assessment vocabulary to talk and write about their learning in their learning journals. Many are able
to transfer these skills into other areas. The feedback from pupils generally showed that the pupils
liked being able to reflect on everything that they had learned. “You can see y our achievements and
what you have learned” (P7 pupil). “It makes you think about your next steps in learning and how you
are going to use the information” (P5 pupil). Both teaching staff and pupils highlighted that pupils
planning their own next steps in learning was what they found most challenging. Strategies to
support with this were discussed during the sharing of practice session and responses to challenges
shared with the collated feedback.
Learning journals were shared with parents across the school at parent/carer consultations and
feedback was also very positive. “Gives them clarity over what they have achieved and what to aim
for” (parent).
9
Collated feedback from staff, pupils and parent/carers will be shared with all stakeholders.
Continue the use of weekly learning journals and achievements boards to evaluate learning and wider
achievements and to plan next steps in learning.
Learning journals will continue to be shared with parents and carers at biannual parent/carer
consultations and be part of the Senior Leadership Team’s quality assurance process.
We get to help the children in the Early Learning and Childcare Centre. They are coming into
Primary 1 after the summer holidays. I am their Buddy. I like helping other children.
P6 Pupil
10
Self Evaluation
During session 2014-2015, the Senior Leadership Team have continued to be robust in their
approach to the Quality Assurance and Self-Evaluation process.
Learning and Teaching
The Senior Leadership Team quality assures the learning and teaching each term. This involves
observing the learning and teaching of lessons, monitoring jotters and speaking with groups of pupils
about their learning. Feedback from these observations is discussed between the Senior Leadership
Team and class teachers.
The Headteacher meets class teachers once a term to discuss the academic and holistic needs of
each individual pupil, nursery to P7. From these ‘Progress Meetings’, action plans are discussed for
key individuals and/or groups of children where appropriate.
We are ensuring the pace and challenge for each individual pupil is appropriate and effective to take
forward their learning.
Last session 2014-2015, all pupils participated in the CEM standardised test. These tests depict a
baseline of each child’s development in Literacy, Mathematics and numeracy and their developed
ability (attitude) to learning. This is an assessment and tracking tool to support the Senior
Leadership Team and the class teacher in assessing each pupil as an individual learner. The class
teacher uses this data to converse with each child to set personal learning targets across all
curriculum areas.
All children and staff are involved in leading Learning Teams. The Learning Teams are composed of
children P1 through to P7. These learning opportunities are not only curriculum led but require the
children to learn social skills, leadership skills and provide a forum for pupils to share their ideas
and opinions and be heard.
Within St. Margaret’s Primary School and Early Learning and Childcare centre , we meet the
Scottish Government initiative of ‘1+2’ which means we deliver two languages in addition to our
mother tongue of English. French is formally taught in the Nursery, Primary 1, Primary 6 and
Primary 7. In all other stages French is taught on an informal basis using conversational French
phrases and key vocabulary.
The second language taught is Gaelic. Mrs Myles delivers Gaelic in the school and has visited a Gaelic
School in Cumbernauld to experience the pupils being taught the curriculum in this language.
In session 2014-2015, we introduced Spanish as a Learning Team option. We believe in adding to
the learning experience by offering a range of opportunities to our children.
11
This session Caroline Bryden and Claire Harris led on the ‘1+2’ initiative. The outcomes identified for
Session 2014-2015 were:
1.
2.
3.
4.
5.
French language delivery across all stages from Early Learning and Childcare centre to P7
Suitable resources to support staff in the delivery of French, Spanish and Gaelic.
Ongoing identification of needs of staff in terms of resources, guidance and support.
Consistency of conversational French development at Cluster level.
All staff participating in the development of the conversation of French within our School and
Early Learning and Childcare Centre.
We learned how to say body parts in French!
P1 pupil
12
Dalguise Residential Week 2014-2015
The P7 children from the Graeme Cluster attended Dalguise from Monday 27 th October 2014 until
Friday 31st October 2014. The children had a fantastic time and faced lots of challenges and fears!
They sang Heather Small’s ‘Proud’ at the cluster camp disco which parents were able to watch at the
class assembly. This show also included gymnastics!
The Senior Leadership Team would like to say a personal thank you to Miss Rose, Miss Bryden,
Miss Johnson and Mrs Lewis for accompanying the children and giving up their own time to make this
a valuable experience for the children.
I was scared of heights but Dalguise helped me conquer my fears!
I was up really high on the Catwalk!
P7 Pupil
13
Sporting Events and Talents of Pupils attending
St Margaret’s Primary School and Early Learning and Childcare Centre
Baton Relay
Ben Crumley was chosen to do a karate demo at the Baton Relay on the 24 th June 2014. Well done
Ben! The staff and pupils are proud of you.
Tennis Championships
P5/P6 Falkirk District Primary Schools Championships
Thursday 19th June 2014
Report written by Kirsty Humphries Sports Development Officer
This tournament, one of biggest annual events for both Falkirk Community Trust and Tennis
Scotland’s calendar, saw nearly 2000 pupils receiving coaching in school, with the opportunity to
play at the local school cluster event and move into coaching. A massive 2016 games of mini tennis
were played across the region, culminating in the last six schools playing in the finals at Falkirk Lawn
Tennis Club on Thursday 19th June 2014, overseen and led by the pupils of St. Mungo’s High School.
The finalists included and representing:
Bo’ness and Grangemouth Cluster – Bo’ness Public PS
Larbert Cluster – St Bernadette’s RC
Denny Cluster – Head of Muir PS
Falkirk Cluster – Comely Park PS
Braes Cluster – Wallacestone PS
14
Graeme Cluster – St Margaret’s PS
Tennis Scotland President Ian Conway and Peter Gordon, along with FCT’s General Manager Neil
Brown was on hand to make presentations and commended the standard of play on show.
1st Place: Comely Park PS, 2 nd: Wallacestone Primary School,
3rd: St Margaret’s Primary School and Early Learning and Childcare Centre.
Tennis and Tennis Championships
St. Margaret’s Primary School and Early Learning and Childcare Centre participated in the tennis
initiative again this year. Primary 5 were specifically involved in Tennis sessions over Terms 1 and 2.
After over 200 games of tennis, St Andrews R .C. Primary School sneaked 1st place, just in front of
St Margaret’s Primary School and Early Learning and Childcare Centre who came
2nd, and in 3rd place, Laurieston Primary School.
Football
Zane Russell (P5D) has been selected and invited to join Falkirk Football Club under 12s category.
The Senior Leadership Team, staff and pupils are very proud of your talents and getting the
recognition they deserve.
15
Swimming School Events
Dawn Michie and Fiona Stoddart, two of our parents, supported the swimmers at the Grangemouth
Schools Swimming Event on Saturday 8 th November 2014.
Out of 14 individual swims (7swimmers) they accumulated 10 medals and 9 personal bests. The boy's
relay team were 2nd in a nail biting race (Fiona’s voice was hoarse from cheering!) The school team
were 3rd overall, just being pipped by Comely Park by 1 point in 2nd place and Dollar Academy in 1st.
There were 27 Central primary schools represented, with St Margaret's having joint 5th highest
number of entries. So we beat 2 schools with a larger number of swimmers!
There are so many achievements to be proud of as both individuals and as a team!
Swimming Championships in Aberdeen
Ellie Palmer (P7R) was successful in qualifying for the Scottish National Age Group Swimming
Championships in Aberdeen. This is the highest graded gala there is in Scotland. It was a super
experience for Ellie to compete alongside some amazing swimmers. Hannah Miley also competed in
the older age events. Ellie competed in the 100m fly, 100m freestyle and 100m breaststroke. Well
Done Ellie!
Cross Country Event
Six of our pupils took part in the Forth Valley Cross Country Championships at Queen Victoria
School in Dunblane on Tuesday 10 th March 2015.
Elvie McLean finished 7 th in a competitive field of 45 and Olivia Wilson was 12 th out of 49. Well done
to everyone who participated. We are proud of you all!
16
The Basketball Team
Mr Smith, our PE Specialist supported the school’s Basketball Team who played an away game with
Kinneil Primary School on Monday 17 th November 2014. The school Basketball Team produced an
excellent performance to defeat Kinneil Primary School, 78-2. Well done to the team!
The Basketball Team played against Beancross Primary school on Friday 14 th November 2014 at
Grangemouth Sports Complex. The team won confidently with 26-2.
The Team played a home game against Maddiston Primary School on Monday 24 th November 2014
and drew 34-34! A fair play on both sides! Maddiston Primary School have previously won the Jump
2 It competition so the team were particularly pleased to have matched their expertise!
The school are extremely proud of the children who represent the school and try their best in all
they do. Thank you also to Mr Smith who coaches and supports the team with their training and at
matches.
Ryder Club
The Primary 5s were invited to attend the Junior Ryder Club at Blairgowrie Gold Club on Tuesday
23rd September 2014. It was a huge success as the children practised their golfing skills at a
workshop and got autographs from the stars. The Americans were the winners in the match! Thank
you to Mrs Veitch, Mrs Davis and the parent helpers for their support in accompanying the children,
particularly as it was a late finish to the school day of 5:30pm!
17
Going for Glasgow
In session 2013-2014, the school participated in the Going for Glasgow initiative in connection with
the Commonwealth Games. Miss Harris attended the award ceremony with Kai Collinson and Paige
MacMillan to receive our ‘GOLD’ award. We have been told on good authority that not many schools
have achieved the Gold status so we are even more so delighted at this achievement.
We could not have achieved the Gold status without the children participating in the numerous
sporting events that are in offer in St. Margaret’s Primary School and Early Learning and Childcare
Centre. The Senior Leadership Team are also appreciative and grateful for the teamwork of the
staff in order to make this happen.
Miss Harris also held a stall with the two Primary 7 pupils which showcased the highlights of the
events we held in school. Thank you very much to the three of them for representing our school!
Young Writer’s Falkirk Herald
The Falkirk Herald launched its inaugural Young Writers competition in September 2014. Chloe’s
story is titled, ‘The Hundred Year Old Woman’ and she won 2 nd prize! Chloe and her parents were
invited along to the Prize Giving reception on Thursday 27 th November 2014, where she was awarded
with two books and a certificate. Well done Chloe! We’re very proud of you!
18
Ten Pieces
Primary 5 were involved in a BBC Music Project titled ‘Ten Pieces’ with Mrs Brockie the Music
Specialist. This project was delivered over the school year (2014-2015) starting in the second term
with a week of special events being held centrally for schools across the country. Our P5 classes
visited the Vue Cinema in Stirling to watch an orchestra and absorb the musicianship and talent of
the performers.
The Ten Pieces Project aimed to open up the world of classical music to children and inspire them to
develop their own creative responses to the pieces through music, dance or digital art. The
repertoire included a range of music from baroque to contemporary styles.
Miss Collier-West visited a lesson and validated that every child was engaged, motived and excited
about the project. The Parents/Carers of Primary 5 children were invited to watch the cumulative
performance and this was further shared at a whole school assembly. Mrs Bateman commented,
“The children were outstanding in their interpretation of classical and contemporary pieces of music
played and in their rhythm and dance sequences.”
19
Partnership within the Community
Gingerbread Café
The Gingerbread Café asked for the community to make Christmas Tree Decorations for the
Christmas tree being placed in Polmont Shopping Centre. As a school, we decided to do this through
a Learning Log task which was voluntary. The children’s contributions were outstanding! Thank you
very much on behalf of the Gingerbread Café, to all the children and parents/carers who donated a
decoration.
Sounds of Christmas
The Belleplate group and violinist Katie Orrock (P7R) performed at the Sounds of Christmas Concert
at the Old Parish Church on Sunday 7 th December 2014. Each individual child was excellent as a
performer and the collective rendition of “Silent Night”, sounded breath-taking and beautiful to
listen to. Their hard work and natural talents must be recognised and praised.
“Well done everyone – I know how nervous you were on the day when I saw you all at the church.
Thank you also to Miss Harris, who led, taught and supported the Belleplate group.”
Ann Bateman, Headteacher
The authority Piano Instructor, Gregor Blamey also tutored the school’s resident pianists who
performed at the church. The Belleplate Group and pianists performed to the school on the last day
of term at our whole school assembly with staff and pupils present.
20
The children’s efforts were also recognised from the local community via an email that was sent to
the school:
“Thank you so much for St Margaret's School contribution to our parish concert yesterday. The
youngsters in the Belle Plate group, and Katie on violin, made a magical start to the programme; and
the talented young pianists played with such aplomb and character! It only happens by a huge amount
of support and commitment from yourselves, for which we are very grateful.
I don't have the Treasurer's final report on the concert, but really, that is by the by - what is
precious is seeing the youngsters grow in confidence and ability, and letting them teach us a thing or
two! I do hope they enjoyed taking part, and hearing the rest of the programme.”
As Headteacher, I am always very proud of our pupils and even more so when it is then commented
upon outside in the community.
Performers included:
Belle-plate performers who included: Amy Stuart, Brooke Watson, Aimee Smith, Erin Smith, Eve
Miller, Charlie McCallum, Cerys Blackley, Taylor Clark, Tomi Anderson, Cameron Hayden and Neil
Stoddart
Violinist: Katie Orrock
Katie accompanied the Belleplate performers in Silent Night and did a solo performance of O Holy
Night.
21
Pianists: Jack Cunningham & Aidan Cooper (Jingle Bells) Alistair Fraser & Rory Massie (Santa Claus
is Coming to Town), Rosie Keenan & Elvie McLean (Little Donkey), Logan Smith (Deck the Halls), Louis
Ainsley & Ewan Fraser (Good King Wenceslas)
Drums:
Andrew McKechnie accompanied the Choir and Audience in a rendition of ‘I’m dreaming of
a White Christmas’ & ‘Jingle Bells’
A Christmas Play in verse:
performed by 2 nd Polmont Girls’ Brigade including our pupil’s Daisy
Lawson, Emily Dagger, Olivia Ross, Rachel Dagger, Abbie Livingston, Elvie McLean, Cerys Blackley &
Eve Balloch
Graeme High String Group
Agnes Bradley (Instructor of Piano, Violin and Viola) contacted Ann Bateman, to share she was
delighted to let the school community know, that the following pupils performed with the Graeme
High String Group at their Christmas concert on the 11th December 2014.
P7: Charlotte Russell
P6: Maryam Ali, Abbie Livingston, Lia Heeps.
They played really well and even got up on the stage with all of the Graeme High Pupils to sing in the
Finale of the concert!
Fundraising
Thank you very much to the PTA and the little helpers “Elves” who raised monies to support the
school through selling raffle tickets. They sold tickets at the Howgate shopping centre and made a
profit of £1037.96. This total was added to the monies already raised from August to December
2014 and is now at almost £6000.00, which is the target we need to purchase a Sound System.
Many thanks to all families and members of the public for their ongoing support of the PTA.
Thank you to: Charlie Bronsdon, Sophie Trotter, Rory McMillan, Scott Wilson, Eve Balloch, Helen and
Gordon who all raised money at the Howgate Shopping Centre.
22
Parent Council Funding
Hazel Beattie, the chair of the Parent Council met with Mrs Bateman and Miss Collier-West to
discuss an application for a grant for a proposed project around sharing the messages of Anti Bullying through animation and music. The application was successful and we were awarded
£1000.00. From the school, we would like to thank Hazel Beattie for her support and contributions
as the chair of the Parent Council but also in supporting this application.
Digital Animation
Following on from the meeting with Hazel Beattie and the application being successful, the school
worked alongside Digital Animators, Alan and Kevin, to create an animation about building resilience
in yourself and the importance of developing positive relationships in life. The whole school was
given a learning log task to create a comic strip about positive relationships. The Digital Leaders
used some of this material to form an idea for the animation.
The Pupil Council Learning Team contributed to the animation through writing the script, The Music
Learning team composed music and sound effects for the storyline. The Glee Learning Team wrote
lyrics for a song and the Dance After School Club choreographed a dance/movement piece as part
of the animation. The Textiles and Textures Learning team created puppets and backdrops for the
characters and scenery. With all the contributions, the Digital Leaders then created an animation
which we will showcase to parents/carers in the new session, 2015-2016 once the editing has been
completed.
23
Sound System
Thank you to all parents/carers and the wider community for their support towards the school in
raising significant funds which has enabled us to buy a Sound System. The PTA has worked tirelessly
to raise the monies to purchase the Sound System. Many exciting events such as the Christmas
Fayre and The Three Kings Evening entertainment, all helped to raise funds. The Senior Leadership
Team is very appreciative of the time and effort the PTA have put into organising and leading such
events.
We would also like to extend a further thank you to Hazel Beattie, who arranged the estimate and
installation of the Sound System. We hope you agree, the Sound System added to the enjoyment of
the Summer Concert.
Parent Helpers
Thank you very much for the responses we received from parents/carers who would like to add value
to the school by volunteering to be a Parent Helper and adding to the numbers which we already
have. The school and staff team are very appreciative of any time parents can offer to help with
administration tasks, supporting the learning and teaching and the maintaining of the school library.
Thank you! We very much look forward to seeing the Parent Helpers around the school next session
2015-2016.
Crimestoppers
Staff in Curriculum for Excellence Second and Third levels, were very pleased to have a staff
session with one of our parents who was able to share a resource with us titled Crimestoppers. This
resource supports educating children about reporting street crimes such as vandalism, graffiti and
arson. Thank you very much to Mr Waddell for his time in sharing this resource in school and at
Graeme Cluster level.
24
Polmont Rotary Quiz
On the 17th February 2015, Jack Rodger, Ben Crumley, Murray Brown and Rory Massie represented
the school at the Rotary Club of Polmont Primary School Quiz. The boys were fantastic and
wholeheartedly fought their corner with their amazing general knowledge. They were pipped at the
post on the very last round and came second by one point! Well done boys for your hard work and
effort! We’re all very proud of you.
Silent Film Initiative
On Wednesday 25th February 2015, Primary 7 visited Greenpark Community Centre to watch the
Film Animator. This was an intergenerational project that is about developing relationships with
young and old people. The children got a lot out of the session and wrote about their experiences in
an extended writing session in the class.
Better Movers and Thinkers
Primary 5 and 6 pupils were invited to attend the European Physical Education Association (EUPEA)
Board meeting at Drummond High School, Edinburgh on Saturday 28 th February 2015. There were
approximately 25 Board members representing a range of European countries including Denmark and
Germany.
Mr Dowens showcased a practical session using his highly innovative BETTER MOVERS AND
THINKERS approach. Our pupils took part in this session. Their behaviour was exemplary. They
were polite and extremely hard-working. Thank you also to Ms Kelly, Miss Livingston and Miss
Proudfoot who accompanied the children to the event.
25
Leadership at all levels
Young Dance Leaders Training
Miss Proudfoot enjoyed teaching dance at the after school club on a Monday. She took the dancing
one step further (pardon the pun!) and contacted Active Schools to arrange a training session for
some of the Primary 6 children. On the 26 th February 2015, Miss Proudfoot worked with a group of
Primary 6 pupils teaching them basic dance moves to produce a dance routine. The Pupil Dance group
then delivered their own lunch club and taught other children how to be dancers.
Outdoor Learning
Sara-Lou Johnson attended an Outdoor learning event with Alan Macaloney, Mark Johnstone and
Charlotte Russell at Moray Primary School on Thursday 13 th November 2014. The children visited
Thornlee Primary School in North Lanarkshire. They watched some videos about playground
environments. The children then went outside and made their own dens and ate marshmallows and
hot dogs! Alan in particular was so inspired he has given Miss Johnson a list of ideas of what we can
do at St. Margaret’s Primary School and Early Learning and Childcare Centre to continue to enhance
the Outdoor Learning experience for us all.
“Look, I’ve found worms! They’re pink and brown.”
Early Learning and Childcare Centre Pupil
26
John Muir Award
The school has achieved the First Level of the John Muir Award referred to as ‘Discover’. Last
year, 2013-2014, Primary 6 were involved in liaising with the manager at the Falkirk Wheel about
how they can further develop the site to engage and excite the public. The whole school from
Curriculum for Excellence Early level to Second and Third levels, were involved in planting trees in
the Polmont Woods. These initiatives all contributed towards us achieving the first level of the
John Muir Award. Thank you to everyone for their continued support.
Digital Leaders as Teachers
Pupils can be teachers too! Eight Primary 6 & 7 pupils have been teaching the children across the
school how to develop coding and programming skills. The children attended a lunch club to develop
their skills of using Bee Bots and the programme Scratch. This information was then disseminated
to children across the school. The feedback from the teachers was that they were very pleasantly
surprised at how well the children led the lessons and shared their knowledge.
The staff also received a training session from the children at an after school twilight!
At the teacher’s staff training session on Tuesday 10 th March 2015, eight Digital Leaders from
Primary 6 and 7, explained and taught the class teachers how to use the Coding and Programming
software, Scratch. They were a credit to themselves – confident and knowledgeable! Future
Computer Software Designers in our midst. Watch out Bill Gates and Rockstar North!
It was good fun being a Digital Leader.
I had to be the teacher, teach other children and the teachers!
P5 Pupil
27
Before the Easter holidays, the Digital Leaders delivered the second session of Coding and
Programming across the school from Curriculum for Excellence Early level to Second and Third
levels. The Nursery to Primary 2 learned how to use Bee Bots and Primary 3 – 7 learned about
Scratch and Raspberry Pi.
We are very proud of our children’s expertise and very much value their input.
The school developed a partnership with another Digital Leader club at Carron Primary School. This
club is led by class teacher John Bell who also supports CoderDojo Scotland in his own time as a
hobby. John also delivered at the staff session and is very passionate about children being given the
opportunity to develop their ICT and Technology skills. Thank you very much to John for his
support. Our Digital Leaders visited Carron Primary School to work alongside the children there.
School, Wider Community, National and Global Community
European Day of Languages
Miss Bryden has responsibility for leading French across the school and is also an active p articipant
of the Graeme Cluster Languages Mobilisation Group. The Scottish Government has shared a
directive with all primary schools that by 2016, all children must have experience of a 1+2 approach
to languages. Their first language being English as well as any two other languages. Within St.
Margaret’s Primary School and Early Learning and Childcare Centre, we offer French, Gaelic and
Spanish as a Learning Teams choice. French is taught daily in all classes from Curriculum for
Excellence Early level to Second and Third levels. In P7, Miss Bryden leads in teaching French to
pupils in more depth. Miss Harris has completed a Modern Languages course to gain a French
qualification to further support the 1+ 2 agenda within our own school.
In May 2015, the Graeme Cluster Headteachers decided at their planning day that Spanish would be
the second language to be taught across all Cluster Primary Schools and Graeme High School.
On Wednesday 1st October 2014, the school participated in European Days of Languages.
In the Nursery the children learned the Days of the week in French.
Primary 1 & 2 held a Café and ordered food using conversational French.
In Primary 3 the children looked at numbers to ten in Spanish and German.
Primary 4 sang songs in French and learned their colours.
Primary 5 learned Arabic phrases as we have a pupil who lived in the Middle East for a period of
their life.
Primary 6 learned the months of the year in French and Primary 7 were introduced to Spanish
Culture and clothing in French.
The Senior Leadership Team are elated with the experiences our children participate in at St.
Margaret’s Primary School and Early Learning and Childcare Centre.
28
Rights Respecting Schools
Miss McCafferty has been leading the Rights Respecting Schools Initiative. In term 1 2014-2015,
the children were asked to discuss a specific child’s right with parents/carers at home and
completed a Learning Log Task about demonstrating an article through visualisation and or word. A
winner was selected from each class and their design was transferred onto a mug. The winners of
the competition were presented with their prizes at the whole school assembly.
A lunchtime Rights Respecting Schools group with Miss McCafferty, parents/carers and pupils was
formed with the focus of reviewing and updating the current Positive Behaviour Policy and
Guidelines in line with using restorative and rights respecting language.
Within classes, the children have been learning about the specific right Article 12 about children
having the right to expressing an opinion and having a healthy debate. Miss McCafferty submitted
our Level 1 Rights Respecting Award which was endorsed by the inspectors who visited the school on
the 11th May 2015. We are proud to now call ourselves a Rights Respecting School having achieved
Level 1 of the Rights Respecting Schools Award.
We worked with parents and teachers to make our Positive Behaviour Management System more
restorative and we included UNICEF articles on our Golden Tickets.
Rights Respecting School Steering Group
29
St Margaret’s Primary School and Early Learning and Childcare centre
Priorities for 2015-16
 School Improvement Planning (SIP)
During session 2015-16 we will continue to be implementing Falkirk Council’s format for planning and
evaluating continuous school improvement. We will be using RACI as the tool to plan, record, review
and evaluate progress of SIP throughout the session. To complement this approach we will be
continuing to ask for your feedback on our initiatives throughout the session, and importantly seek
your views on how to make our school continue to flourish. The following identified RACI
mobilisation tasks came from discussions with staff, using self-evaluation evidence from pupils,
parents/carers, staff and authority CEM data. Please read each RACI task brief to familiarise
yourself with how we as a school team, will take forward school improvement. These RACI task
briefs are part of school improvement planning, session 2015-2016.
A copy of all the components supporting SIP will be on display for your perusal and comment in the
front foyer of the main school building and Early Learning and Childcare Centre. Likewise, please
access these documents on our school website at www.stmargarets.falkirk.sch.uk.
 RACI – Responsible, Accountable, Consulted & Informed
RACI ensures that the SIP process complements distributive leadership across a school, and
allows staff to be fully involved in the planning, recording, reviewing and evaluating of each RACI
task. This session 2015-16 we have identified three RACI tasks.
RACI: 1
RACI: 2
RACI: 3
Languages and literacy: Develop a systematic approach to the teacher led assessment
of reading skills across the curriculum.
Mathematics and numeracy: To further develop the pace and challenge in
Mathematics and numeracy. Focus on tracking of assessment and skills.
1+2: To develop French language skills across the School and Early Years Childcare
Centre, incorporating French into daily tasks and routines. We will also start to provide
additional resources for Spanish and Gaelic.
 Building Community Through Learning Teams
We are continuing to organise pupils into ‘Learning Teams’ which include pupils from P1 to P7,
focusing on a variety of issues. There are 15 teams in all next session and each team has been named
by the children to reflect the ethos of their particular team’s interest. They meet fortnightly to
discuss issues and organise events for the school and wider school community. Through the self
evaluation process staff and pupils identified they had other practical skills they would like to
develop such as sporting, acting and musical talents. This in turn has led to staff offering a
different and varied experience for each and every one of our children. Each Learning Team feeds
back to the whole school following their learning team meeting at pre-arranged, assemblies keeping
all informed and is a simple way of sharing good practice. Parents/carers will continue to be
provided feedback on these experiences at the end of May 2016 through the Learning Teams
newsletter.
Ann Bateman,
Headteacher
30