Comrie Primary School

Dunning Primary School
Life at Dunning Primary School

DUNNING PRIMARY SCHOOL

2018 - 2019

 At Dunning Primary School, we endorse Perth and Kinross Council’s “Statement of Intent” which sets out the broad principles determining the ethos and nature of education to be delivered across the Council area.

 

Our vision is of a caring and confident school community where children enjoy their learning and have a sense of purpose. There are equal opportunities for all, and individuals are valued, nurtured and supported. In the pursuit of excellence everyone is encouraged to develop their full potential and to aspire to achieve the highest standards. Respect for others, and for self, is the core of our ethos.

 

 

Our aim is to develop confident and responsible children

who are well prepared for lifelong learning

and ready to take on challenges.

 

 

GROWING TOGETHER, LEARNING TOGETHER!

 

 

Dunning Primary takes forward a continuous programme of Self-Evaluation.

 

The School, our Quality Improvement Officer and Education & Children’s Services have evaluated key aspects of the work of the school at all stages.

We evaluated pupils’ attainment and achievements, the effectiveness of the school, the environment for learning, the school’s process for self-evaluation and innovation, and our capacity for improvement.

We examined pupils’ work, monitored classroom and school experiences and gained the views of groups of pupils, staff, members of the Parent Council, individual parents and groups of parents.

 

GROWING TOGETHER, ACHIEVING TOGETHER!

 

 

The Evaluation Process has identified the following key strengths:

  • A very welcoming and inclusive ethos
  • Courteous, very well-behaved and motivated pupils
  • High attainment in Numeracy, Literacy and Health & Wellbeing
  • Numerous and varied opportunities for pupils’ wider achievement
  • The Leadership and involvement of all staff, pupils, parents and the wider community in the life and work of the school

 

 

1.3 Leadership of Change

5

2.3 Learning, Teaching & Assessment

4

3.1 Ensuring Wellbeing, Equality & Inclusion

5

3.2 Raising Attainment & Achievement

5

 

 

ATTENDANCE, ATTAINMENT and ACHIEVEMENT

Attendance remains very high and is above the National and PKC average. All unauthorised absences are due to family holidays. There have been 0 exclusions this session.

Attainment in Literacy

  • Almost all pupils in P1 (91%) have achieved Early Level Reading and most (82%) in Listening & Talking and Writing. 27% of our P1 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support.
  • Most pupils in P4 (80%) have achieved First Level in Reading and Writing and most (90%) in Listening & Talking. 45% of our P4 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support.
  • Most pupils in P7 (85%) have achieved Second Level Reading and Writing and almost all (92%) in Listening & Talking. 46% of our P7 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support. 

 

Attainment in Numeracy

  • Most pupils in P1 (82%) have achieved Early Level Numeracy. 27% of our P1 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support.
    • The majority of pupils in P4 (75%) have achieved First Level Numeracy. 45% of our P4 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support.
  • Most pupils in P7 (77%) have achieved Second Level Numeracy. 46% of our P7 pupils have Additional Support Needs and are making good progress or better and receive appropriate and effective support.

 

  • 23% of our pupils across the whole school have recorded Additional Support Needs. Almost all are making very good progress towards their predicted targets and planned outcomes.
  • Attainment over time has remained consistently above the National average. The trend of attainment over time has remained at a high level or increased for our current P7.
  • 97% of pupils have participated in at least one Extracurricular Club and almost all attend more.

 

 

LEARNING

 

The impact of the School’s developments has resulted in most pupils being engaged effectively in their learning, maintained or increased levels of attainment and increasing levels of achievement.

The School encourages pupils’ wider achievements very effectively. Pupils have participated in and achieved success in a broad range of endeavours, including sporting, cultural and enterprising activities, in and out of school. Pupil Achievement is planned for, recorded and celebrated through our POWA (Programme of Wider Achievement).

Significant Parental Support has increased the range and number of opportunities available. Many thanks to everyone involved for their time, effort and support.

The school’s ‘Health Promoting School’, ‘Green Eco Flag’ and ‘Gold SportsScotland Award’ status reflect the achievements of the school in ensuring the pupils’ Health & Well-Being.

The overall quality of wellbeing, equality and inclusion is good. Staff know the pupils well and are sensitive to their emotional, social and medical needs. There are very effective Child Protection and effective Additional Support Needs procedures in place.

 

 

IMPROVEMENT PRIORITIES 2018-2019 

The School has made satisfactory progress in achieving the outcomes detailed in our 2018 – 2019 School Improvement Plan (SIP) and the improvements made have had a mostly positive effect on pupils’ experiences and outcomes.

In accordance with a Curriculum for Excellence:

Assessment of Writing using ‘Big Writing’ criteria, Moderation Activities with staff across our local cluster schools and Summative Assessments have reinforced National Expectation of appropriate standards in Literacy.

Our Reporting Jigsaw has increased Parent awareness of their children’s effort and progress and is continuing to increase almost all pupils’ attainment in Literacy and Numeracy. Pupils with additional support needs are making good progress or better.

In conjunction with formative assessments and teacher judgements , Assessment for Excellence in P2, P3, P5 & P6 and Scottish National Standardised Assessments in P1, P4 and P7 have provided a bank of high quality evidence which is used to inform school decisions and to target resources and staff more effectively. They ensure we have a robust method of measuring and reporting progress of pupil attainment and achievement and the impact of new developments. Information has helped to inform next steps for individual pupils to meet their needs and to raise attainment.

Improving wellbeing, equality and inclusion will continue to be a focus in 2019-20

Staff, parents and pupils had opportunities to be involved in the production of this Quality & Standards report through evaluating the quality of our provision and in identifying improvement priorities.

 

We all show a strong commitment to taking our identified priorities forward.

The school has many strengths and is well placed to build on the existing high standards.

 

MAIN IMPROVEMENT PRIORITIES 2019 - 2020

 

  1. Continue to improve Wellbeing, Equality and Inclusion
  2. Create Pathways in all Curricular Areas to ensure appropriate challenge and progression through Curriculum for Excellence Levels.
  3. Focus on Effective Feedback to raise pupil Attainment in Reading, Writing and Numeracy.

Please look at our 2019-20 School Improvement Plan for more information.