Dounby Community School
Section 1 - The School and its Context
Section 2 - School Aims
Section 3 - Progress on Targets
Section 4 - Overview of Priorities
Section 5 - Annual Report by Key Area
Section 6 - Other Achievements & Notable Events
Section 7 - Continuing Professional
Development (CPD)
Section
8 - Continuing Professional Development Opportunities Outwith Orkney
Section
9 - Development Priorities
Section 1 top
The School and its Context
Dounby Community School
was opened in 1976 to serve the parishes of Harray, Sandwick and Birsay.
Pupils transfer to Stromness
Academy along with pupils from Evie, Firth and Stromness Primary schools.
The school facilities include 7 class teaching areas, a pre-school unit,
a learning support base, a small games hall and stage, a music room, an
art room,
an Information
Technology base, a kitchen/dining area, library areas and a resource base.
There is also an administration block comprising reception area, secretaries’ office,
headteacher’s office, janitor’s room, medical room and staff
room.
The community facilities include a large hall with changing rooms and showers,
a fitness suite, games room, an Information Technology base, multi-purpose
community rooms and a cafeteria facility in the reception area. These facilities
are available
for community use during and outwith school hours and we are fortunate
to be able to share these facilities. All facilities have access for the
disabled.
The shared grounds include 2 pitches used for football and rugby. There
is also a netball court, tennis court, tarred play areas and car parking
area
with bus
drop off / pick-up points. A Play Area is situated in the
grounds adjacent to the tennis court.
The pupil roll and teaching staff as at June 2005:
| Support for Learning | Jude Barnes | |
| Nursery | 13 | Ruth Matches |
| Pre-school | 15 | Ruth Matches |
| Class 1 | 17 | Anita Slater |
| Class 2 | 16 | Elspeth Beaton |
| Class 3 | 24 | Lawrence Bews |
| Class 4 | 22 | Rebecca Pirie & Lorna Penny |
| Class 5 | 30 | Eileen Sandison & Marlene Mainland (job share) |
| Class 6 | 22 | Anne Robertson & Greer Norquoy (job share) |
| Class 7 | 20 | Anne-Marie Connor |
Total 179
| PE | Amy Smith |
| Art | Carole Harvey |
| Music | Jayne Hayden |
| Drama Adviser (on request) | Chris Giles |
In addition Instrumental Instructors provide tuition for
| Brass | Brian Jones |
| Woodwind | David Griffiths & Steve Miller |
| Strings | Rhona Casey |
Support staff include 1 Early Years Worker,
1 Early Intervention Nursery Nurse / Classroom Assistant,
2 full-time and 1 part-time
Classroom Assistants,
1 full-time and 1 part-time Auxiliary, 1 part-time Secretary and
1 part-time Secretary / Auxiliary and 1 full-time Janitor.
Children's Services / Health Board provide support as required.
The school is supported by the School Board and the Friends
of Dounby School.
Both groups play a vital role in home / school communication. Further links
are made with the wider community through the Dounby Centre and community
groups
using the school.
The school budget for 2004-2005 was £44,220. In addition to this
a government grant of £1155 for books, ICT £1815 and an Enterprise
project grant of £50.
Section 2 top
The School Aims
The aims of the school relate directly to the Education Service Aims as
stated in the Education Service Improvemnent Plan (SIP).
| 1. | In the curriculum we aim to | |
| 1.1 | provide a broad and balanced curriculum through a variety of appropriate and stimulating experiences according to local and national guidelines / policies | |
| 1.2 | educate each child according to his or her needs. | |
| SIP Aim 3 NP 2 |
To develop the curriculum Framework for learning |
|
| 2. | In attainment we aim to | |
| 2.1 | ensure that all pupils endeavour to maintain a high standard of education | |
| 2.2 | set realistic targets for all pupils | |
| 2.3 | monitor their progress through on-going assessment and National Testing. | |
| SIP Aim 1 NP 1 |
To raise attainment and achievement in all
learners Achievement and attainment |
|
| 3. | Through learning and teaching we aim to | |
| 3.1 | plan purposeful teaching and learning experiences | |
| 3.2 | foster independent thinking and learning | |
| 3.3 | be clear about what we are doing and share this knowledge with parents. | |
| SIP Aim 2 NP 2 |
To support all learners and promote inclusion
and access Framework for learning |
|
| 4. | In supporting pupils we aim to | |
| 4.1 | provide quality learning support programmes for pupils experiencing difficulties in their learning | |
| 4.2 | provide support for their emotional, physical and social needs | |
| 4.3 | develop their self esteem and a positive attitude to behaviour. | |
| SIP Aim 2 NP 3 |
To support all learners and promote inclusion
and access Inclusion and equality |
|
| 5. | In our school community we aim to create an atmosphere where | |
| 5.1 | all staff, pupils and parents feel that they belong | |
| 5.2 | pupils feel happy and secure | |
| 5.3 | parents and other visitors feel welcome | |
| 5.4 | through consultation the views of pupils and parents are valued. | |
| SIP Aim 4 NP 3 |
To promote meaningful partnerships Values and citizenship |
|
| 6. | In resourcing our school we aim to | |
| 6.1 | provide a range of appropriate resources in terms of materials and equipment used by staff and pupils | |
| 6.2 | recognise the expertise of staff and respect the different roles played by members of staff in supporting each other and their pupils. | |
| SIP Aim 5 NP 2 |
To develop the skills of all staff Framework for learning |
|
| 7. | To ensure quality of provision the headteacher is committed to | |
| 7.1 | developing a strong team | |
| 7.2 | involving all staff in school self-evaluation | |
| 7.3 | monitoring the effectiveness of learning and teaching to ensure continuing improvement. | |
| SIP Aim 7 To manage the service and manage
change effectively. All NP's |
||
These
aims have been drawn up in consultation with staff and have been
shared with
parents. Our
personal pupil aims are listed in the Standards and Quality Report.
As development priorities are drawn up, taking account of local
and national priorities, the related school aims are reviewed and
referred
to in all
action plans.
There is need now to review our aims during next session to take
account of the views of a number of new staff members.
Our aims are guided by the principles underpinned
in the vision and
values of the Education Service:
| ‘Education is | ||
| • for all • about the whole person • for life |
||
The vision of education, and its delivery, is the shared responsibility of all its stakeholders. |
||
Pre-school Aims
The Pre-school aims are in line with the school and authority aims and take account of the principles laid out in the The Child at the Centre - the specific aim of this guide is to provide the benchmark of quality provision in the early years sector.
| 1. | In the curriculum we aim to | |
| 1.1 | provide a broad and balanced curriculum
through a variety of appropriate and stimulating experiences according
to Curriculum Framework for Children 3-5 (SCCC 1999). |
|
| 2. | In children’s development and progress we aim to | |
| 2.1 | ensure that all children make good progress in the key aspects of their development and learning. | |
| 3. | In development and learning through play we aim to | |
| 3.1 | provide a stimulating learning environment which offers opportunities for learning through play. | |
| 4. | In support for children and families we aim to | |
| 4.1 | be responsive to the support needs of children and families and be sensitive to individual circumstances. | |
| 5. | In our nursery community we aim to | |
| 5.1 | create a climate where mutual trust, respect, confidence and a caring ethos are evident to children, parents and staff. | |
| 6. | In resourcing our Nursery we aim to | |
| 6.1 | provide a range of appropriate resources in terms of materials and equipment used by staff and children. | |
| 7. | To ensure quality of provision the Head Teacher is committed to | |
| 7.1 | developing a strong team | |
| 7.2 | involving all staff in school evaluation | |
| 7.3 | monitoring the effectiveness of development and learning to ensure continuing improvement. | |
The Pre-school aims were reviewed during session 2002/03.
Section 3 top
Progress on targets 2004/05
Curriculum
To establish a framework that will enable the introduction and promotion of
a
Health Promoting School.
•
Existing opportunities for health education within all stages of the curriculum
were reviewed.
•
Views of senior citizens, health board, all staff and school’s council
were canvassed through questioinnaires to establish school priorities.
•
A draft approach to health education in the school/community was drawn up for
consultation.
•
Through ‘Active Schools’ all class 7 pupils have been trained in
teaching children playground games.
Through the Hungry 4 Success initiative funding to secure new furniture has been
granted. This will create a more pleasant and relaxed atmosphere and improve
organisation and mangement of the dining hall.
The Tuck Shop now provides healthy options only and this is monitored through
class and school councils.
Progress towards target is good.
Learning and teaching
To establish a Dyslexia Friendly School and promote Inclusion.
• Whole school audit shared good practice and determined areas for staff
development.
• Dyslexia Friendly resources were generated and distributed to all classes.
These have supported all pupils in aspects of their learning.
• The networking group played a prominent role in sharing good practice
and developing resources.
•
Staff development re Jane Mott and Neil Mackay was well received in the wider
school community. As a result of their visits the development has grown to encompass
a much wider interpretation of Inclusion.
Progress towards target is very good and will be further developed next session.
To develop the use of ICT to enhance learning and teaching in the 3-5 curriculum.
•
Staff awareness has been heightened re how ICT resources support and enhance
children’s learning. The benefits to children have been identified through
observation and discussions at pre-school staff meetings.
• The use of ICT resources purchased have positive implications for promoting
Inclusion.
• Individual learning styles are now being taken account of in planning
and practice.
•
Staff are more confident in the use of ICT to enhance children’s learning
and to inform parents (video presentations, photos, slide shows on the Laptop
etc.).
Attainment
To evaluate ‘Buttons’ as part of a pilot group of participating
schools.
• Class teachers were provided with Laptops to evaluate the package.
• Introductory training sessions proved to be difficult -
i not all class teachers had access to a laptop from the outset
ii the software was meaningful but not manageable
iii our Masterclass tutor left mid session.
Progress towards target is fair.
Support for Pupils
Review and update our Behaviour Policy to take account of recent research into
effective learning and inclusive practice.
• Draft policy produced following staff development:
i attendance at How to Connect Better Behaviour with Better Learning Conference
and Managing Challenging Behaviour (Bill Rogers)
ii resourcing and reviewing Bill Rogers videos
iii adopted Framework for Intervention practice - 2 staff members trained.
• Consultations were open to teaching and non teaching staff, pupils and
School Board.
• Anti-bullying policy drawn up and adopted.
• Policy to be put into practice at the beginning of next term.
Progress towards target is very good.
Section 4 top
Overview of Priorities 2004-2007
Section 5 top
Annual Report by Key Area
Evaluation of the school is made using the Quality Indicators contained within the HM Inspectorate of Education document ‘How good is our school? Self-evaluation using quality indicators’. The aim of the publication is to help school staff evaluate the quality of education in their school across seven key areas which are:
| • Curriculum • Attainment • Learning and teaching • Support for pupils • Ethos • Resources • Management, leadership and quality assurance. |
In terms of scale of evaluation :
| - very good - good - fair - unsatisfactory |
indicates major strengths indicates more strengths than weaknesses indicates some important weaknesses indicates major weaknesses |
and
| - almost all is - most is - majority is - less than half is - few up to |
over 90% 75%-90% 50%-75% 15%-50% 15% |
Curriculum
The curriculum follows the 5-14 national guidelines and local advice. Good
programmes of study have been designed for all curricular areas. These
programmes contribute to a continuing interest in learning and self-development.
In developing the curriculum, full consideration has been taken of best practice
as embodied in the national advice and local guidance.
All class teachers work to a weekly timetable. These timetables are monitored
by the headteacher.
Main Activities
• Improving Primary Mathematics scheme extended to class 4. The emphasis
is on whole class teaching. Speaking, listening and oral mathematics are a high
priority, aimed at developing fluency, accuracy and understanding. Parents
were
informed of the IPM method of teaching and learning multiplication facts.
• Catch-up Maths materials to support IPM programme have been successfully
implemented to support pupils as required.
• Word boxes for phonic blends have been created to extend the early years
phonic programme.
•
Word wasp, an individual spelling support programme, has been established
with some pupils in class 6 and will continue on to class 7. The success of this
initiative will now spread to other classes.
•
‘Penpals’, a whole school handwriting scheme has been adopted
from pre-school to class 7.
• New enterprise projects were developed in:
Class 2 - Sponsored Walk to raise money for Guide Dogs for the Blind.
Class 7 - Gift bags in a range of sizes for a variety of occasions. Proceeds
from
these went towards their class 7 trip.
•
A health programe covering ‘Changes / Stages of development’ was
introduced to class 6 to compliment the Sexuality and Relationships programme
for class 7.
The evaluation of this module is very good.
Key Strengths
•
The curriculum has breadth and balance across the various elements. It
is in keeping with the school’s aims and with national and local guidance.
The structure of the curriculum is good and should be very good once policy statements
have been drawn up for all programmes of study.
•
Attainment results indicate that the IPM maths programme is raising achievement
in Maths.
Future Action
•
Termly plans for reading, writing and listening & talking (classes
3-7) will be modified following review consultations this session.
• The new / revised programme of study for Information & Communications
Technology needs to be further developed.
• Policy statement to be drawn for Enterprise Education.
• Look at Health Education programme to ensure continuity of experience.
Attainment
Teachers use a wide variety of assessment procedures including continuous
assessment, check-ups, pre and post topic tests in Environmental
Studies to gather evidence
of pupils’ attainment. National tests in Reading, Writing and Mathematics
are used to confirm teachers’ judgements. Most pupils have attained
the appropriate level in these curricular areas and some pupils have
achieved higher
levels. Overall the attainment in English Language is very good and in
Mathematics is good and in some cases very good.
Aim 1 of the Education Service is to raise attainment and achievement in
all learners.
Schools and the authority will set targets in literacy and numeracy. The
authority targets for June 2005 are:-
• 90% of primary pupils will achieve minimum attainment levels in reading
• 85% of primary pupils will achieve minimum attainment levels in writing
• 90% of primary pupils will achieve minimum attainment levels in mathematics.
| Our attainment levels in June 2005 were as follows:- | |
Reading |
91% |
Writing |
83% |
Mathematics |
91% |
In Reading almost all pupils achieved the appropriate
level.
In Writing most pupils achieved the appropriate level.
In Mathematics almost all achieved the appropriate level.
Main Activities
• The Quest Kit, a diagnostic test, assessing maths and reading
was carried out with all primary 3 pupils at the begining of the year. This identified
the
pupils’ strengths and development needs and informed the teacher’s
planning.
• Class 5 took part in the Scottish Survey of Achievement English Language
and Core Skills Survey, 2005. This is a new national survey of pupils’ attainment
in the Scottish 5-14 curriculum.
• National Tests monitored - targets set by teachers.
•
PIPS baseline assessment carried out with all primary 1 pupils. The results
showed that in reading the pupils were above the local and well above the national
levels. In maths their level started above the local level but fell slightly
at
the end of year assessment. This is due to the fact there a miss match between
the PIPS
assessment and the IPM scheme. This has been discussed with personnel in the
education department.
• The Schonell Spelling test was administered to class 2. The average spelling
age for the class was 7.6 years.
Key Strengths
•
The attainment level in English Language is very good. Almost all
pupils achieved level A in reading, writing and mathematics by the end of primary
3.
All pupils achieved level B in reading, writing and mathematics by the end
of primary 4. Most pupils achieved level C in reading and mathematics by the
end
of primary 6 and the majority achieved level C in writing. Most pupils achieved
level D
in reading and mathematics by the end of primary 7 and the majority achieved
level D in writing.
• The emphasis on whole class teaching and the structure of the IPM maths
programme have given the children a much better understanding of mathematical
processes.
• Pupils with an Individualised Educational Programme (IEP) are achieving
almost all of their termly targets.
Future Action
• Analyse Writing results at level C and beyond in order to raise attainment.
• Tracking and monitoring system to be introduced to track the progress
of all pupils in language and mathematics.
• The IPM maths scheme will be extended to primary 5.
• Formative Assessment practices to be extended in all classes.
•Personal Learning Planning is a main development priority.
Learning and Teaching
Teachers plan to meet pupil needs long term (annual overview), medium term
(termly plans) and short term (weekly plans). Teaching plans provide concise
and clear
specifications of what pupils are expected to learn and how and when learning
is to be undertaken. All plans are monitored by the Head Teacher. Revised
plans for Language, Maths and Environmental Studies are in place at all
stages. These
plans were monitored and evaluated at the end of each term with the class
teacher and head teacher. The language plans for classes 3-7 were over
ambitious in
content and will be modified for this session. Termly reviews will continue
next session.
Teacher’s planning is very good and is under ongoing monitoring and evaluation.
Teaching approaches are suitably varied with appropriately chosen activities
and learning experiences.
As part of the ‘Dyslexia Friendly School’ development all staff are
now more aware of pupils’ preferred learning styles and are adopting strategies
to enhance their practice.
The quality of learning and teaching is good and in some cases very good.
Main
Activities
• GN and JB attended the Dyslexia Scotland Conference 2004 in Glasgow in
September. A key note speaker, Neil Mackay, inspired GN and JB and subsequently
influenced the direction of our school development - making our school a ‘Dyslexia
Friendly School’.
All staff have enthusiastically embraced this development and this has led
to a more comprehensive understanding of inclusive practice. In turn all
classrooms are being resourced to support all learners.
• Staff attended an introductory training session in Whiteboard technology.
This taster session has had implications for staff development next session.
• All teaching staff attended after school training sessions in the use
of laptops supplied this year.
• The use of ‘Clicker’ ICT resources to facilitate learning
for pupils with additional support needs was demonstrated to staff.
•
Pre-school staff attended ‘Early Years ICT Training’ which
focused on how ICT can promote learning in the pre-school years.
• Class 7 used powerpoint presentations to share their independent Environmental
Study projects with their peers.
Key Strengths
• Communication and collaboration between class teachers and support staff
is very good.
• Weekly pre-school staff meetings chaired by RM continue to identify next
steps in children’s learning. Minutes of these are shared and discussed
with HM.
• The pace of learning in mathematics in classes 1-4 is very good.
•
The increased use of the video and digital camera in the pre-school setting
to record teaching and learning allows the staff to self-evaluate and assess
children’s learning. Staff development in ICT has further enhanced
information to parents in the form of slide shows and video presentations.
• The positive impact on all teaching and non teaching staff of the ‘Dyslexia
Friendly ‘ development has implications for enhancing the quality of learning
and teaching throughout the school.
Future Action
• Continue staff training in ICT in particular the interactive whiteboard.
• Introduce electronic tracking and monitoring systems for recording pupil
progress.
• Include pupils in review meetings where appropriate.
• Introduce personal learning planning in all classes including Pre-School.
• Develop the use of formative assessment.
Support for Pupils
Support for pupils is very good through quality teamwork within the support
team and very good communication with all class teachers. Staff are alert
to the emotional,
physical and social needs of individual pupils. All staff have a clear understanding
of their roles and responsibilities regarding pupils health and safety
and are fully aware of child protection issues through recent training.
Teaching and non teaching staff provide very good support for pupils’ care
and welfare.
They are committed to developing personal and social skills and are active
in promoting whole-school strategies.
Main Activities
| • JB and GN have completed
the Postgraduate Diploma In Inclusive Practice. • JB and GN have spearheaded a development on making our school ‘Dyslexia Friendly’ • Further funding was obtained to extend the range of Curiousity Sacks. These are being used by class 5-7 pupils. • Karyn Hewitt, Behavioural Support Tutor, worked alongside some class teachers and playground staff to help promote positive behaviour. • 8 members of staff passed an Emergency First Response Course. • Improvements have been made to allow access for disabled pupils. • There is good quality collaboration between class teachers, classroom assistants and the support for learning teacher. • The pre-school pupils are supported by primary 7 pupils when they start using the playground in term 4. • Class 6 pupils spent a week at the Birsay Outdoor Centre undertaking a programme of outdoor activities. • Class 7 pupils travelled to Lagganlia Outdoor Centre for their outdoor activities. • School and class councils develop pupils in the skills of active citizenship. • Pupils are given the opportunity to participate in extra curricular activities eg drama, football and netball. |
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| Key Strengths | ||
• Teaching and non teaching staff have adopted ‘dyslexia friendly’ methods. • Pupils are very well supported in their learning by teachers and classroom assistants. • All parents and some pupils are involved in drawing up IEPs. • High priority is placed on collaboration with outside agencies eg Speech and Language Therapist. • Pupils are given the opportunity to develop citizenship skills through class and school councils, extra curricular activities, residential experiences and through involvement in community group activities both in and outwith school. |
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| Future Action | ||
• JB and GN to share inclusive practice with new staff. • GN and JB (trained Behaviour Co-ordinators) to deliver staff training on Framework for Intervention to all teaching and non teaching staff. School Framework to be established. • Pupils to be involved in drawing up IEPs. • Pupils, parents and all staff to be involved in Personal Learning Planning. |
||
| Ethos We strive to create a warm and welcoming environment to parents and members of the wider community whilst maintaining an atmosphere of trust for our pupils so that the school is a place that they feel ownership for and a place where they feel happy to learn and play in. The ethos throughout the school and nursery is very good. Main Activities |
||
• A ‘buddy’ system and a ‘friendship’ bench placed in the playground helped to support pupils from classes 1-3. • All class 7 pupils were given training in playground games to help others in the playground. • A new End of Year Summary Report was issued to all parents and as a result of the Ethos Survey a second Parents’ Evening was introduced. • Class 1 teacher held a workshop for parents to explain the Jolly Phonics scheme. • Playground and lunchtime supervisors have been consulted on setting up rules for the dining room and playground in collaboration with the School Council. • The results of Ethos surveys issued to pupils, parents and staff were analysed and on the whole results in all 3 surveys were positive. • A term’s work on anti-bullying was preceded by an ‘Anti-bullying Awareness Week’. •The Dux Award has been replaced with an award for Citizenship. •All staff took part in Race Relations Training. |
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| Key Strengths | ||
• All staff - teaching and non teaching - have high expectations of pupil behaviour. Playground staff join the Wednesday (classes 1-3) and Friday (classes 4-7) Assemblies where weekly reports of behaviour are shared. A positive approach is favoured. •Parents are issued with termly letters from all teachers outlining their plans for the term. •Parents were issued with ‘noting concern’ forms and advice on how to deal with bullying. •New Behaviour and Anti-bullying Policies were produced. • Playground staff work well as a team and are keen to develop their practice. |
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| Future Action | ||
• Parents will be asked to read the Behaviour and Anti-bullying Policies and sign a contract of support. •Monitor the effectiveness of the School and Class Councils and train new members. •Review school aims. •All pupils will contribute to school website. |
||
| Resources The strengths in terms of human resources lie in the balance of experience among staff and the strong teamwork that is evident at staff development meetings. Resources for learning and teaching are very good. |
||
| Main Activities | ||
• Personal Review and Development meetings carried out by HM. • Main resources acquired/purchased: |
||
| - digital projectors for all class
areas. - wireless connections installed - materials for Curiousity Kits - 9 laptops for ‘class in a box’ trolley - Recommended ICT resources for pre-school / nursery programmable toys metal detector resources for house play computer programme |
||
• Waterproof trousers and jackets were purchased for outside activities - pre-school • Joan Mowat completed training to become a gymnastics instructor. |
||
| Key Strengths | ||
• The expertise and range of experience of teaching staff. • Classroom Assistants and Nursery Nurses provide very good support for pupils and work extremely cooperatively with staff. •Office, auxiliary, janitorial and kitchen staff make valuable contributions to the work of the school. •Material resources generally are very good. •Outside play facilities are spacious and well resourced. |
||
| Future Action |
||
| • A Training Post to be established in primary 1. LB to ask as mentor. • Partitions to be provided for classes 4-6. The tiled area to be replaced with carpet. Sinks to be installed. Floor tiles in class 1 area to be replaced with non slip flooring. Pinboarding to be erected on 2 walls. •A whole school ICT programme to be purchased. •Purchase writing programme for classes 3-7. •Aim to supply whiteboards for all classes including Nursery and SfL Base. •All digital projectors to be ceiling mounted. |
||
| Management,
Leadership and Quality Assurance The head teacher manages a strong team of experienced teachers who are committed to and actively involved in reflective and systematic self-evaluation to improve the quality of pupils’ experiences and standards of attainment. Staff are fully involved in policy development, quality assurance and planning. Although the 2 senior teachers have come to the end of their contract they continue to give very good support especially in aspects of self-evaluation and development planning. The appointment of a principal teacher, Greer Norquoy, to the school has been of considerable benefit to the head teacher. The normal time allocated to principal teacher duties is a half day per week however we have been in the fortunate position this session of having more time available due to GN’s class being shared with a probationer teacher. This arrangement has principally afforded extra quality support to the head teacher, class teachers, non teaching staff and pupils and well as quality on-site training and personal development for the post. This has been a fragmented year with regard to staff changes and absences, nevertheless new staff have enthusiastically contributed to the team and have been well supported by their colleagues. |
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| Main Activities | ||
• Action plan submitted to Peter Diamond, Assistant Director of Education, to address the progress made on HMI recommendations. • Quality Assurance and Improvement meeting with the Assistant Director of Education to discuss:- |
||
| The School Development Plan. Professional Review and Development. ‘Dyslexia Friendly Schools’ initiative. Supporting probationer teachers |
||
| • Member of Retention and
Recruitment Working Party. • Professional Review & Development meetings were carried out for class teachers. • Overseeing and contributing to the development of the probationer teacher post and mentoring process. • Carried out classroom observations in collaboration with principal teacher. • Monitoring and reviewing new termly plans with class teachers. • Involvement in management meetings concerning the development of the Dounby Centre. • Attended Leadership Training courses. |
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| Key Strengths | ||
• Staff are fully involved in drawing up and implementing the development plan. • Staff have a shared understanding of the policies and programmes produced. • Effective teamwork is fostered and all staff respond positively to responsibilities involved in leading school developments. |
||
Future Action |
||
• Continue to monitor the development of the training post. • Structure the additional management time afforded by principal teacher post. • Continue to analyse the School Performance Profile to improve standards. • Check relevant targets within the Service Improvement Plan and take account of these in the School Development Plan. • Initiate staff reviews for non teaching staff. • Introduce and develop electronic tracking and monitoring system with all teaching staff. |
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Section 6 top |
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| • Classes 2-6 participated
in a traditional dance workshop with Maria Leask. • Classes 4-6 went to the Arts Theatre to see ‘Cat in a Cup’ - a live theatre production. • Class 7 pupils attended free golf coaching by a golf professional. • Class 7 pupils took part in a scuba diving session. • Pupils attended the Tree Lighting Ceremony in the Village. • Class 4 entertained parents to an afternoon ‘In Viking Times’ in November and celebrated St Magnus Day in April by performing ‘The Story of St Magnus’ in the St Magnus Church, Birsay. • Whole School and Nursery Concerts in December and March. • Class 2 entertained Grandparents as part of an ES project. • Class 7 took part in the Active Schools Training programme. • Class 7 travelled to Lagganlia Outdoor Centre for a 5 day outdoor activity experience. • Class 6 spent a week enjoying outdoor activities at the Birsay Outdoor Centre. • Class 6 developed road safety awareness through a presentation from the Road Safety Play team. • Pupils from classes 5, 6 and 7 took part in the Athletics Day at the Picky Centre. • School teams participated in badminton, netball, football and rugby matches throughout the session. Dounby hosted the P4/5 football tournament in June. • Classes 6 and 7 attended an afternoon ‘gig’ at Fusion with ‘Freefaller’ and supporting band sponsored by Young Scot. • Book Fairs were held each term. • Scottish Water ‘Water for Life Show’ contributed to classes 4 & 5 ES programmes. • Class 7 went to ‘Choices for Life’, an event open to all primary 7 pupils across the whole of Scotland. • Edinburgh International Science Festival held workshops for classes 1-3 - Circus and for Classes 4-7 - Sorted. • Folk Festival visit from a Bolivian group - Katari. • St Magnus Festival concert and workshop given by the Royal Scottish Academy Brass Ensemble. • Class 7 performed in ‘Notes In Time Of War ‘ as part of the St Magnus Festival. They were invited to attend ‘Zlata’s Diary’ as a thank you. • Monthly visits from the library van for all classes (nursery - class 7) • Aberdeen footbal club personel held a training session for a group of children currently involved in football activities. • Five pupils from classes 6 and 7 attended the School of Music in May culminating in a public performance. • Class 5 pupils provided a rolling programme of entertainment to all pupils about the life and times of Mary Queen of Scots. This included a puppet show and dance demonstration. • All classes and parents were invited to ‘Rainbow Children’ - a play on environmental issues performed by class 5. • The school’s close involvement in the Care Home Development continued this session. The winning designs for the stained glass window were incorporated into a feature displayed in the main entrance. A party of pupils (two from each class) were invited to view the installed window before construction was complete. • All classes were invited to see round the new Care Home, Smiddy Brae, before the official opening. • Open days for nursery entrants and their parents held each term. Home visits are made before the children start nursery. • P re-school and Nursery visits were made to Binscarth Woods, Birsay beach, Smuggler’s Cove and Wellpark Garden Centre, Kirkwall. • A sale to raise funds for the Tsunami Appeal raised £1,200. • Bag2School organised by FODs raised £264. • The school choir participated in ‘Sounds of the Sea’ - Christmas Carol Service in St Magnus Church, Birsay in aid of the RNLI. • Proceeds of £202.35 from the Harvest Thanksgiving Service were donated to the Beslan Appeal. • Class 2’s sponsored walk from Refuge Corner to Binscarth Woods and back raised £431 for Guide Dogs for the Blind. |
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Section 7
top
Continuing Professional Development (CPD)
Creating A Dyslexia Friendly School Consultative visits to North Ronaldsay P S How Children Learn Networking Group ( inter school dev.) Early Years ICT Improving Primary Whiteboard Introductory Course Scottish Health Promoting Schools Let’s Make Orkney More Active Kidz Gym Training Starting Well In Orkney - Supporting Framework for Engagement in Learning The Motivated School Framework for Intervention Solution Focussed Approaches Child Protection Advanced Training Race Equality Training LT Scotland Training Day -tracking, Assessment is for Learning Reporting Working Party Recruitmenmt & Retention Working Party |
All teaching and non teaching staff Jude Barnes Anne Phillips: Mai Banks Jude Barnes: Greer Norquoy Ruth Matches: Phyllis Ballantyne: Leona Benston Maths Elspeth Beaton: Anita Slater: Rebecca Pirie: Greer Norquoy: Jude Barnes All teaching staff Lawrence Bews
Phyllis Ballantyne: Anne Phillips: Mai Banks Ruth Matches: Phyllis Ballantyne
Greer Norquoy Hilary Morrell: Greer Norquoy: Jude Barnes Hilary Morrell Hilary Morrell All staff Hilary Morrell: Greer Norquoy
Greer Norquoy Hilary Morrell |
Section 8 top
Continuing Professional Development Opportunities Outwith Orkney
Managing Challenging Behaviour - Bill Rogers Conference, Glasgow
The school firmly believes that a high quality of climate and relationships,
particularly in relation to pupil behaviour, is fundamental to promoting better
learning. This session opportunities to establish clear links between two school
developments were afforded by a member of staff attending the Bill Rogers Conference
in Glasgow. He is a leading consultant in managing children’s
behaviour.
The philosophy behind Bill Roger’s approach to promoting positive behaviour
and reducing low-level disruption complemented the Local Authority’s
Policy, Framework for Intervention, which has been adopted by the school. Greer
Norquoy, one of the appointed Behaviour Coordinators for the school, was one
of two Orkney delegates who attended the conference.
Bill Roger’s excellent presentation was very well received. Feedback
and purchased resources from the conference enabled teaching and non-teaching
staff in our school to consider these approaches in the development of our
School Behaviour Policy. Morag Miller, Stromness Primary and Greer shared their
experience jointly and produced an information booklet outlining the course.
Elspeth Beaton also attended a conference on Bullying and Behaviour Management
in Edinburgh in April 2005 which outlined circumstances and strategies that
can reduce challenging behaviour and the impact of Early Intervention and Parenting Courses.
National
Literacy Conference
Literacy and numeracy are the foundation stones of education. The Scottish
Executive is working closely with education authorities, schools and parents
to ensure that all Scotland’s children have the opportunities and encouragement
to attain high standards in literacy and numeracy.
Orkney Education Authority was invited to send four representatives to attend
two national conferences on Literacy and Numeracy in 2005. Greer attended the
National Literacy Conference at Murrayfield Stadium Conference Centre, Edinburgh
in March 2005. The aim of the Literacy Conference was to promote inter-authority
working to provide a forum for the sharing of information and professional
expertise in the effective teaching of literacy across the curriculum. The
programme for the day consisted of presentations from three keynote speakers,
an opportunity to attend two sessions from a choice of thirteen workshops and
group sessions to participate in discussion of key aspects of literacy.
Three representatives from the primary sector, of which Greer was one, planned
their itinerary to include as a wide a choice of workshop sessions as possible.
Collaborative notes from these were shared. The teachers who attended the courses
found them stimulating. Practical ideas and realistic solutions to better classroom
practice were the core messages of the courses. Notes from the discussion groups
were handed in to be collated and published on the website.
Dyslexia Scotland
Conference
This session the staff at Dounby have been working towards making the school ‘Dyslexia
Friendly’. In September Jude Barnes and Greer attended a conference on
dyslexia in Edinburgh. At the same time they visited an accredited ‘Dyslexia
Friendly’ school in East Renfrewshire.
At the October In-service, Jane Mott, Lecturer in Inclusive Practice, University
of Aberdeen, delivered a one day course attended by nearly all our teaching
and non-teaching staff. The emphasis of the course was on understanding this
specific learning difference and focusing on strategies which can be used at
whole school and classroom level. Both whole school and individual classroom
audits
reviewing current practice and looking at areas for improvement have been completed.
The classroom environments have been resourced with ‘aide-memoirs’,
seating arrangements considered and procedures for early assessments of needs
put in place.
Neil MacKay, consultant specialising in dyslexia, spent three days in the school
in May. He worked with children modelling writing lessons for teachers to observe.
He also delivered several talks on issues relating to dyslexia to both staff
and parents.
Over the year the staff have realised that dyslexia friendly teaching is appropriate
for all pupils and especially for those with other learning differences such
as AD/HD, Asperger’s Syndrome, Dyspraxia etc. Initially the development
was intended to last for one year but it has grown in size and will continue
next session also.
SETT Conference
Over the two days at the SETT Conference Elspeth Beaton and Anita Slater attended
two keynote addresses, three seminars and visited the exhibition.
Literacy and Learning in the 21st Century
David Warlick, Director of the Landmark Project
| David Warlick really made the
participants think about what life will be like in the future for the
children we are educating now and where literacy and numeracy will fit
in. Being literate in the future will still involve the ability to read,
write and do basic maths but it will be much more than the 3Rs. Their
world will be governed by information and we must teach them how to access,
process and communicate that information. He spoke about the Es of education that children need to learn. |
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Expose the Truth |
We must expand our
notions of reading to include skills to research and find information,
gain meaning from what we find and evaluate the information. Maths remains an important skill but it is irrelevant unless students learn to analyse digital information and use it to accomplish worthwhile goals (he showed how digital information on the frequency and position of earthquakes around the world could be manipulated and changed into graphics to show the fault lines on our planet). If our ideas are to compete with the ideas of others we must be able to use images, animation, sound, music and video along with our words in order to be heard. We can see the implications of this for our teaching (he illustrated this point by showing a video that a child had made in response to a writing task and it was certainly more powerful than words on their own would have been). Children will need to learn to respect the information property of other people. They must also be taught to protect the truth. |
|
He finished his talk by saying that we need to stop integrating technology and start integrating literacy - to prepare our students for their future. |
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Ruth Matches attended two keynote addresses and four seminars at the conference as well as visiting the exhibition on several occasions. Guiding Children’s Interactions with ICT in Pre-school Settings |
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| The speakers began by outlining
the history behind the Interplay Project in which they are involved. Interplay: Play, Learning and ICT in Pre-school Education. The purpose of the project is to explore ways of enhancing young children’s experiences with ICT through guided interaction with practitioners. They said that the most common form of adult interaction in ICT is reactive supervision. There is rarely guided interaction. We are - planners and providers; facilitators; observers and assessors in the children’s ICT development. Interplay also aims to raise awareness that ICT does not only mean computers. |
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| Early Learning Forward Thinking:
The ICT Strategy for the Early Years - An Update Sarah Peers, Project Manager, ICT in Pre-school and Early Years Team Members, LT Scotland |
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Sarah Peers was an enthusiastic and interesting speaker. She outlined the four components of the above strategy; 1. the document Early Learning Forward Thinking: the Policy Framework for Early Years 2. staff development programme 3. a range of support and guidance materials 4. a process of monitoring and evaluation. She stressed that the staff development programme provides opportunities for all who work in pre-school settings and said that authorities should be addressing this now. Again ICT resources were talked about - computers, roamers, cameras, programmable toys etc. It was interesting to find out that Sarah Peers would be leading the ICT In-service in October. |
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Making Interactive Stories in Pre-Five Centres Through and With ICT Jean McGhie, Development Officer, Glasgow City Council |
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This seminar provided the most practical information and ideas of all the seminars that RM attended. Jean McGhie had a wide knowledge of the subject and many links with pre-school centres in Glasgow. She showed interesting clips of the use of whiteboards, digital photography, programmable toys etc being integrated into the curriculum. Jean McGhie also talked about the technicalities of using a power point presentation. She emphasised the importance of keeping the information simple and to keep away from green and red pictures and texts which is unhelpful for those who are colour blind. She also talked in length about interactive stories and recommended having animated packages for stories. Her video presentations were very informative. RM saw clips of Smart Boards in use in pre-school centres. She then talked about ICT resources for the nursery - digital cameras, movie makers, toys etc. This was a very worthwhile presentation. |
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Teaching Tots with Technology Diane Izatt, Learning Resources Adviser, LT Scotland |
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This was a short seminar. The speaker emphasised how free online resources can reinforce basic ICT skills as well as the five key aspects of children’s development. She talked about how technology can promote inclusion and how ICT can be differentiated to suit individual children’s needs. |
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The added value of staff attending high quality conferences outwith Orkney is reflected in the development work of the school.
Section 9 top
Development priorities for 2005/2006 and lead personnel
| Learning & Teaching | Personal Learning Planning (Mrs Morrell / Mrs Norquoy) |
Developing Personal Learning Planning
‘Personal learning plans are not about creating extra bureaucracy...........they
are about placing dialogue between teachers and pupils at the heart of classroom
practice.
Peter Peacock TES 21-11-03
The process of dialogue with learners is at the core
of personal learning planning. Recent research findings suggest learners learn
best when :
• they understand clearly what they are trying to learn and what is expected
of them
• they are given feedback about the quality of their work and what they
can do to make it better
• they are given advice about how to go about making improvements
• they are fully involved in deciding what needs to be done next and who
can give them help if they need it.
| Attainment | Formative Assessment (Mrs Slater / Mrs Sandison) |
The Assessment is for Learning Programme
Black and Wiliam define Formative Assessment as assessment that focuses on
the gap between present performance and desired goal. To be formative, the
information gathered must be used to adapt the teaching or the learning to
meet the needs of the learner. In the 5-14 national assessment guidance, this
type of activity is called ‘assessment as part of teaching’. It
is called ‘assessment for learning’ in the current assessment development
programme. This is a development programme established in 2002 to create a
more coherent and effective assessment system in Scottish schools.
This development will focus on raising standards through classroom assessment.
| Support for Pupils | Healthy Schools Initiative (Mr Bews / Mr Harper) |
Following on from last year’s development
work we now aim to achieve a ‘Health Promoting School’ status.
We must be mindful of the importance of adhering to a number of key principles:
• to promote a safe, healthy and stimulating environment
• to act upon identified health needs and incorporate these into our development
• to establish and maintain effective partnerships with multi-agency providers
• to foster links between school, home and community so that all are involved
in a collective responsibility for promoting good health.
| Learning and Teaching | Dyslexia Friendly School (Ms Barnes / Mrs Norquoy ) |
We are now entering phase two of this development.
Phase one established areas for staff development, supporting all pupils
in their learning and raising
staff awareness of how children learn and barriers to learning.
The financial support and backing provided by Trevor Baxter (Children’s
Services) was instrumental in raising the profile of this development within
the county. The financial support afforded us to invite Jane Mott, Aberdeen
University and Neil Mackay Independent Consultant, both experts in the field
of inclusive practices, to take us forward and give us a much wider interpretation
of inclusion.
Phase 2 will now link in with our current development priorities and focus
on how we can improve learning and teaching.