Attainment 2015/16 National Improvement Framework – Attainment of Curriculum for Excellence levels 2015/16. Reading Writing Listening & Talking School P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better Robert Owen Memorial Primary 92.3% 66.7% 67.3% 92.3% 62.5% 59.6% 92.3% 85.4% 76.9% SLC 80.0% 75.2% 72.3% 78.2% 67.9% 62.7% 83.8% 82.6% 79.7% National 80.8% 75.2% 72.3% 78.2% 69.3% 65.1% 85.0% 80.9% 77.4% Numeracy School P1 Achieved Early or better P4 Achieved or better P7 Achieved Second or better Robert Owen Memorial Primary 92.3% 72.9% 61.5% SLC 83.0% 71.2% 67.9% National 83.9% 73.1% 67.8% 1.2 Attainment 2016/17 National Improvement Framework - Attainment of Curriculum for Excellence levels 2016/17 Reading Writing Listening & Talking School P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better P1 Achieved Early or better P4 First or better P7 Second or better P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better Robert Owen Memorial Primary 68.89% 84.91% 62.50% 64.44% 54.72% 47.92% 68.89% 83.02% 77.08% Numeracy School P1 Achieved Early or better P4 Achieved First or better P7 Achieved Second or better Robert Owen Memorial Primary 73.33% 62.26% 66.67% Teachers across Scotland were required to use professional judgements for the first time in session 2015-2016. These levels of attainment were published. It is fair to say that this is a work in progress across the country and it could be argued
measure children’s progress. Moderation has taken place in writing in school and across the learning community. Parental engagement has been enhanced this year through world of work, vision and values team, playground improvement team and parent council. This will be further developed next session. Further work on formative assessment is required for staff to enable pupils to more confidently. 1.3 Leadership of Change New planning, tracking and monitoring and attainment meetings ensure high expectations for all learners. The school has a newly developed vision, values, motto and aims which has been created in consultation with stakeholders. All staff are familiar with the current national educational policy and the priorities for SLC. Staff and pupils throughout the school have been actively involved in leading initiatives promoting leadership at all levels. All staff are familiar with HGIOS 4 and have used this to evaluate progress and plan for improvement. Creative learning is greatly encouraged and our current P6 have initiated and led a project to set up Radio. Continue to live the vision and values in all aspects of school life bringing these more to life for the children. Continued change to improve learners’ experiences will follow next session. Further opportunities for all staff to engage in critical and creative thinking is required. Pedagogical review particularly in the teaching of literacy will take place next session. We have had a successful session with regards to leadership of change. Positive changes have been implemented with some evidence of impact. 2.3 Learning, teaching and assessment We have a positive, welcoming learning environment. Pupils are happy and provided with nurture and support to succeed. There is an increased level of pupil involvement across the school There needs to be a greater emphasis on ensuring that all children are appropriately challenged. Further opportunities for personalisation and choice are required. We are continuing to work on learning teaching and assessment. Evidence of good practice exists throughout the school however more consistent
around the wellbeing indicators and all children are able express themselves using the language of the indicators. Pupils report that they feel listened to and their opinions are valued in school. All staff are familiar with the contents of all documents related to wellbeing and ensure they are followed as they meet the needs of each child. All staff fully engage with Professional Learning to ensure they are up to date with the latest legislation in order to ensure inclusion for all. The RME and HWB curriculum have been enhanced by the newly established Equity Week, giving children the opportunity to explore diversity. We are a very inclusive school. All children accept one other. Diversity is celebrated. 3.2 Raising attainment and achievement Attainment in literacy and numeracy has been raised in Primary 4 and Primary 7 for most pupils. (2016/2017) Attainment in literacy and numeracy in Primary 1 has improved for the majority of pupils. Pupils across all stages who are not making the expected level of progress have been identified and targeted support has been put in place daily to raise attainment. Identified pupils have their own Additional Support Plans in place. Almost all learners make progress over time and a Having identified the attainment gap at P1 appropriate interventions will be put in place. Moderation activities to extend to other curricular areas next session. Effective use of AifL strategies will result in pupils being able to set their next steps following assessments. Additional Support Plans will be updated using the wellbeing facility on SEEMIS. Further work on AifL for all staff and pupils We have made good progress in this area. Tracking and monitoring is now well established with strong evidence of impact. We are continuing to work on formative assessment to ensure greater consistency of approach.