Tong Primary School

STANDARDS & QUALITY REPORT

 TONG PRIMARY SCHOOL

 

Background Information

Tong School serves the villages of Milkinghill, Aird Tong and Tong.

The pupils, on leaving Primary attend either Back Secondary School or The Nicolson Institute.  This session 9 of the Primary Seven pupils will transfer to Back Secondary School and 3 will transfer to The Nicolson Institute.  At the beginning of the session the school roll of 53 pupils was divided into three composite classes:  Primary One, Two and Three, Primary Four and Five, Primary Six and Seven.

During 2005/06 staffing was 3.0 full time equivalent teachers.  The staff consisting of the Head Teacher who was class committed for three days and two other members of staff.  In addition the school had 0.61 compliment of staff providing, music, art, support for learning and PE.

A chanter tutor provided tuition to a small group of pupils in Primary six and seven.  The school secretary was committed to giving support to teachers within the classroom for 12.5 hours a week She spent 17.5 hours on secretarial duties.  An Auxiliary worked in the P6 and 7 classes for 15 hours.  The crossing patrol attendant has also the additional duties of playground and dining room supervisor.

The School Board met regularly, discussed a wide range of issues as well as helping to raise funds for the school.

Statement of school aims

At Tong Primary School we aim to:-

Provide a relevant, broad and balanced, differentiated bilingual curriculum.

Achieve optimum standards of attainment.

Provide a happy, caring and purposeful environment in which learning can take place.

Foster an atmosphere of diligence, tolerance and co-operation within the classroom and the wider school community.

Maintain community involvement in the life of the school.

Provide a stimulating learning and teaching environment within the school building and the school grounds.

Make the best possible use of the resources and accommodation provided.

Ensure that the school is led and managed effectively.

Enable all young people to become successful learners, confident individuals, responsible citizens and effective contributors.

To further these, the Development Plan for 2005/06 concentrated on the following.

PROJECT 1         N.P. – 1

                          Q1 – 3.5

                          L.I.O. – 1.1

Aim                         Formative Assessment

Targets

To raise staff and cluster awareness of formative assessment.

To use strategies in learning and teaching.

Criteria for success

Staff will be aware of what formative assessment entails.

They will begin to use some of the strategies in their learning and teaching.

Implementation Strategies

Staff will undertake training in Formative Assessment..

Staff in Tong and Tolsta school will meet together to discuss Formative Assessment.

They will read relevant documents relating to Formative Assessment.

They will use some of the strategies in their own teaching.

Timescale - August 2005 – June 2006 – June 2007 (into next plan).

Resources - Staff in Tong School.

               - Staff in Tolsta School

               - Tutor input

Time - Inservice days (centre based).

        - CPD – Formative Assessment training (school based).

Materials - Resources (books, CD Rom).

              - Some resources bought by the schools and some provided by course trainers.

Cost - £750.00.

Evaluation - Quality of teaching.

                - Quality of pupils’ learning.

                 - Provision of resources.

                 - Effectiveness of staff training.

                 - Course quality in terms of ‘value for money’.

PROJECT 2      N.P. – 2.3

                     L.I.O. – 2.3.1.

Aim - To investigate the possibility of siting a small wind turbine to the rear of the school, which would power

the school polytunnel.

Criteria for success

Wind turbine in place, providing power for the school and the polytunnel.

Implementation strategies

Consultations with WIE representative and council personnel.

Application made to appropriate bodies for funding.

Work undertaken.

Timescale - 2003 – 2006

Resources - Human

               - Financial

Materials  - As deemed necessary

Cost - To be allocated

Evaluation - Cost effective resource provided.

                - Reduction in heating and lighting.

                 - Children’s awareness of alternative sources of energy is heightened.

PROJECT 3   Q1 – 6.3

                    N.P. – 2

                    L.I.O. – 2

Aim - The re-organisation of Teaching and Learning Resources.

Targets - To re-organise the teaching and learning resources for easy access.

Criteria for success

The resources will be re-organised and catalogued in such a way that it will make it much easier to access them for all staff.

Implementation Strategies

With the help of the classroom assistant, it is planned to locate resources in staff room, catalogue them and make them readily available for all staff to use

Timescale - August 2005 – June 2006

Resources - Teaching and Ancillary staff

               -  Computer – used for cataloguing.

Time - Tuesday afternoon

Materials - Computer

Cost - Ink Cartridge

        - Paper

Evaluation - Accessibility to materials.

                - Database of all resources.

PROJECT 4     N.P. – 4.1

                     L.I.O. – 4.1.1

                     Q1

Aim - To work towards gaining the Eco-school green flag award.

Criteria for success

To continue to raise awareness amongst staff, pupils and parents of the eco-school initiative.

To maintain the eco-school work already carried out.

To build on the eco-school work in order to achieve the green flag status.

Implementation Strategies

Further raise awareness through the eco-schools video.

Eco-school notice-board in place.

Meetings held on a regular basis with eco-school group.

Become more waste aware through corridor display, input from Western Isles Waste Awareness team.

P5 – 7 pupils to cascade information acquired to all other school pupils and staff.

Timescale - 2003 –  2006

Resources - Human

               - Time

Materials  - Video

               - Eco-schools handbook

Cost - Travel costs to attend meetings

Evaluation - Children, staff and parents awareness of the eco-school initiative is highlighted.

                - Self evaluation will be carried out by pupils.

PROJECT 5    N.P. – 2

                    L.O. – 2.4

                    Q.1

Aim - To work towards achieving Health Promoting Schools Award.

Criteria for success

To achieve the Health Promoting Schools Award (Gold Level).

Implementation Strategies

To carry out a school audit at stages 1 and 2.

To use the Health Promotion toolkit to identify areas requiring development.

To make any necessary changes to ensure that the school is the best it can be in relation to Health Promotion.

Timescale - August 2003 – June 2006

Resources - Human

Materials - As deemed necessary

Cost

Evaluation       

Increase in awareness of health promotion issues with school and home and the wider community.

During session 2005/06 most development plan targets were either achieved in full or substantial progress made.

How evidence was gathered

How do we know? – The Evidence

Staff plan the work of the year together.  They meet at the beginning of each term and plan together, ensuring that all areas of the curriculum are given appropriate breadth and balance.  This ensures that the Head Teacher is fully aware of the curriculum being provided and the resources used at each stage.

The staff have a planning and assessment folder which they regularly maintain.  It is available for the Head Teacher to monitor on a termly basis.  The teachers keep a daily diary into which they write all the work to be carried out in a day.

The teachers monitor and assess the work of the children on a daily basis, giving oral and or written feedback as appropriate.  The Head Teacher monitors the work of the classes by visiting each class and sampling childrens’ jotters. As our school is small; daily discussions can take place during lunch and interval break.  Each member of staff is fully aware of the learning and teaching situation in each class, as the staff have open and honest discussions.  This is one benefit we have in being a small school.

The children sit the National Assessments at a time when they are deemed “ready” by the class teacher.  The assessments are retained in the pupils progress report file.

The school set targets for reading, writing and mathematics which should be achieved by June 2005.

Cognitive Ability Testing used to inform the target setting process,  is carried out with pupils in Primary five and Primary seven.

During the session 2003/2004, a questionnaire was given out to parents, pupils and staff.  It was based on the HMIE questionnaire.  The information received from that, together with the quality indicators from How Good is our School, views from the School Board, input from outside agencies, Pupil Council, etc are used to review and practice and identify areas requiring further development.

The questionnaire will be given out again during session 2007/08.

As a staff we meet regularly to monitor the pace of the development plan implementation and in February the whole staff review progress and devise the targets for the coming session.

All staff have had a review meeting with their line manager.  Targets have been agreed and our staff development needs have been identified. 

School Policies are reviewed on a cyclical basis.

A school web site serves to inform parents, pupils and the wider community of the life and happenings of the school.  The school also inputs to a local community newspaper on a monthly basis.

Key Area 1 - Curriculum

CURRICULUM

The School curriculum covers all areas recommended in the national guidelines and is broad and balanced. Timetabling has been allocated in line with the 5-14 guidelines with the flexibility allocation being assigned to language and mathematics.  Pupils are motivated and achieve good results. High standards are set by the staff.  Pupils in Primaries six and seven are taught French.

Good opportunities for PSD are afforded to the pupils though the School’s Assembly programme, the pupil council, the informal buddying system and the weekly circle time.

Next Steps

The staff will continue to monitor the curriculum provided and maintain its breadth and balance.

The staff will keep abreast of the latest curriculum developments as outlined in “A Curriculum for Excellence”, A Journey to Excellence and the ‘Improving Scottish Education document’.

A formal Buddying System is to be implemented during session 2006/07.

Key Area 2 - Standards of attainment

ATTAINMENT

A variety of assessment strategies are used to gather evidence of pupil attainment.

Assessment records are kept for each child in each curriculum area.

Evidence of attainment is recorded on the pupil’s progress report and is retained in the pupil file together with the current national assessment papers.

Level of attainment achieved by pupils, at each stage, at June 2006 are as follows:-

All targets set for 2006 in Maths and Reading have been achieved.

Attainment Levels in each class

Three-year trends in reading, writing and mathematics

Next Steps

The CAT scores will continue to be used to assist in setting National Test targets for each pupil in Primary five and Primary seven.

Formative Assessment strategies will continue to be implemented this session.

The National Assessments will continue to be administered in line with National Guidelines.

Key Area 3 - Quality of Learning and Teaching

LEARNING AND TEACHING

The learning environment within the School is well organised, stimulating and challenging. The varying learning styles of pupils are taken into account when planning and delivering the curriculum.  A range of teaching approaches are used; individual, class and group. Teachers and pupils work well together with Formative Assessment techniques being used in all classes..   Pupils are encouraged to take responsibility for their own learning.  They are frequently reminded to think about “why they are learning and who they are learning for”.

Homework is given daily.  It is appropriately planned and linked to class work.

All staff set high expectations of pupil behaviour and pupils respond well.  Pupils work at an appropriate pace.  They are well motivated, produce work of a very good standard and they are making good steady progress in their learning.

Praise is used effectively throughout the school.

National Testing is used appropriately throughout the school.  The format for reporting to parents is in line with 5-14 guidelines and includes a space for parental feedback.

Next Step

To maintain the standard of learning and teaching within the school.

To maintain high expectations within learning and teaching and behaviour.

To support all staff in CPD activities which will improve their teaching and impact positively on the pupil’s learning.

Key Area 4 - Support for Pupils

Support for Pupils

Staff are aware of the emotional, physical, social and pastoral needs of pupils and willingly give time to meet with parents.  The needs of individual pupils are identified at an early stage and appropriate support is sought.

The support for learning teacher works with pupils for two afternoons a week (3 hours 40 minutes).  Priority is given to pupils with specific difficulties in order to maximise the time allocation.

Pupils who are in receipt of additional support for learning are making good progress towards achieving the required levels.

The school is actively involved in Promoting Positive Behaviour and provides many opportunities for pupils to be praised and their achievements recognised.  At the weekly assembly pupils are presented with Head Teacher Awards.  Pupils achievements are displayed in the foyer of the school. 

Personal and Social Skills have been developed across the curriculum.  Skills of citizenship have been encouraged through assembly work, class work and participation in Enterprise activities.

Pupils are given the opportunity to express their views through a suggestion box and the pupil council.

Next Steps

To continue to support childrens’ learning.

To continue to provide experiences which enable citizenship to be developed.

To continue to provide opportunities to allow the children to have a voice within the school.

To maintain an enterprising approach and allow the pupils to participate in a wide variety of enterprise activities.

To continue to give the pupil council the responsibility of managing and executing the enterprise budget.

Key Area 5 - Ethos

Ethos

Very good relationships exist between all staff and between pupils and staff.  Pupils are well behaved and polite.  A warm and welcoming ethos pervades the school.  The ethos has been commented on by many visitors to the school.

The attendance figures are above the national average.  The effective pupil council promotes consultation with pupils and involves all pupils in decision making.

Equality and fairness infiltrate all aspects of school life.  The monthly newsletter provides effective communication between home and school.  The school contributes to a monthly community newspaper; making the life of the school known to a far wider audience.

A full induction programme for pre-school (rising fives) is in place.  This involves organised visits by the play leader and the new pupils to the infant class on a weekly basis in the summer term and two mornings in class during the month of June.  The infant teacher visits the playgroup on a weekly basis in the summer term and works with the pupils.

The pupil transfer procedure by Back Secondary School involves the P7 children having an induction day in the receiving secondary school in May or June each year.  A teacher from Back Secondary School visits our school to talk to the Headteacher who informs them of the pupils progress and wider achievements.  The P7 pupils attending The Nicolson Institute have three days induction in June each year.  A teacher from The Nicolson Institute also visits our school to talk to the Headteacher.

Good discipline exists within the school.  The children are encouraged to respect one another and to respect school property.  Good relationships exist between the associated primary (Tolsta), Back School and The Nicolson Institute.

Homework clubs which encourage curricular work, sports and cultural activities take place throughout the year.

There are well developed links with the School Board.  They meet regularly and are supportive of the school.

Next Steps

To continue to monitor the ethos within the school.

To ensure that the warm and welcoming ethos is maintained.

To continue to provide Homework Clubs which meet the requirements of all the pupils.

Key Area 6 - Resources

Resources

The school was refurbished to a very high standard in 1999/2000.  The accommodation and facilities are very good and are being well maintained.  There is an active secure door entry system in place.  Panic alarms have been issued to each member of staff.  Access is suited to the needs of all users; with disabled access at the front of the building, and a toilet for the use of the disabled.

The newly developed school garden and playground games all enhance the environs of the school.  The school garden is open to the community and has been well utilised by the pupils and the public.

A wind turbine was installed at the rear of the school in April 2006.  This wind turbine provides approximately one third of the energy required by the school and also powers the polytunnel.

Throughout the building, the pupils’ work is well displayed, helping to create a stimulating learning environment.  The school has a very good range of up-to-date resources and available finance has been spent effectively.

Resources are efficiently and effectively organised in the classrooms, staffroom and library area.

All of the teaching staff members are experienced.  They use their expertise and individual skills to ensure that the needs of all the pupils are met.  Staff are encouraged to develop professionally and programmes are linked to the school’s development plan.

Next Step

To continue to monitor the resources within the school

To provide new and updated resources as appropriate.

To develop the area of ground to the rear of the school in conjunction with the school board and Friends of Tong Primary School for the benefit of the pupils.

10. Key Area - Management, Leadership and Quality Assurance

Management, leadership and quality assurance

A questionnaire was circulated to parents, staff and pupils.  The results of the questionnaire highlighted that:

The Head Teacher provided effective leadership within the school.

The school has a very good reputation with the community.

The Head Teacher is committed and hard working.  She is aware of the school’s strengths and areas for improvement and she is continuing to build on the positive ethos which exists in the school.

During session 2005/2006 the school had successfully implemented priorities within the development plan.  The school staff regularly evaluate their own teaching and the childrens’ learning.  They plan and evaluate the work of the school on a regular basis.

Next Steps

To continue to monitor management, leadership and quality assurance within the school.

To keep abreast of new initiatives and implement them where and when appropriate.

Other Achievements

Achievements and Successes

During session 2005/06 pupils and staff took part in a variety of activities.

A most successful enterprise project was carried out by pupils in the weekly craft club.  Greetings cards were made and sold to local businesses and members of the community.

Primary 5, 6 and 7 produced a calendar as an enterprise project.  Each pupil produced their own art work for their own calendar. 

Primary 7 pupils participated in an Enterprise Showcase exhibition where they were able to display their enterprise projects by video footage and display stand.

The pupils provided filled shoe boxes for the Blythswood Shoe Box appeal.

The school received both its bronze and silver Eco School Awards.

Worthwhile and enjoyable After School Clubs took place.  These included Badminton, Rugby, Drama, Music and Homework Clubs..

Successful community musical.

Charity event for Save the Children Fund.

Link with an International school.

Fund raising day for the International school in Pakistan.

Participation at the Local Mod.

Bookmarks and notebooks were made by pupils at Craft Club and given to teachers to give to pupils for something well done.

The school is to be given Health Promoting Status.

Strengths of the school

The school building is in a very good state of repair. The environs of the school both internally and externally are attractive and inviting.  The welcoming ethos pervades the school.  The children are well behaved and polite.  There are high expectations with regard to learning and behaviour.  The quality of learning and teaching is high.  The attainment figures reflect this.  There is a real  commitment by the staff to self evaluation and school evaluation.  Environmental Awareness and Enterprise Education infiltrates the life of the school and is embedded into the overall ethos within the school.  Good liaison exists between the school and the Tong Community.  Equality and fairness infiltrate all aspects of school life.

Priorities and Targets for the Coming Session

The following were identified as priority development areas for next session.

Assessment

Formative Assessment strategies to be fully embedded in the curriculum.

Personal Learning Planning to be implemented in all classes.

Health Promotion

The school will work towards maintaining the Health Promoting Status.

Eco-School Initiative

The school will work towards maintaining the Eco-Schools Green Flag Award.

School Environs

To develop an area of ground to the rear of the school

ICT Training

To achieve the European Computer Driving Licence.

Curriculum

To take forward “A Curriculum for Excellence” and implement any advice given.

To embark on “A Journey to Excellence” and take cognisence of the “Improving Scottish Education” document.

Links with Parents

To take forward the Parental Involvement Bill and implement any advice given.

Physical Environs of the School

To continue to improve the physical environs of the school.

Playground project.