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Standards, Quality and Improvement
Plan for Tollcross Primary School
Bunsgoil Crois Na Cise
Tollcross Primary School/Bunsgoil Crois Na Cise is dedicated to
creating the very best standards of learning experiences for all of
our pupils within a caring and secure environment in which every
individual feels happy, confident and valued.
Standards and Quality Report for session:2010-11
Improvement Plan for session: 2011-12
2
Table of contents
Section Section title Page
Standards and quality report
1 Purpose of the report Page 5
2 School aims
Page 5
3 The school in context
Page 5
4 Improvement plan priorities 2011-2012 Page 6
5 Success and achievements Page 6
6 Work and life of the school Page 7
7 Vision and leadership Page 7
Improvement plan
8 Key areas for school improvement and Cluster Curriculum
for Excellence Implementation Plan Page 10
9 Action pages
Page 11
3
Standards and Quality
Report
4
1. Purpose of the report
This report aims to inform the reader about the performance of our school over the last
session; highlight our successes and set out our future plans for improvement.
2. School aims
We aim to improve the service we offer our families year by year.
We aim to offer our children the highest quality of learning and teaching experiences, so
enabling them to increase levels of attainment in all curricular areas year by year.
We aim to encourage our children to be Responsible Citizens, Successful Learners,
Confident Individuals and Effective Contributors in line with the Curriculum for Excellence.
We aim to develop positive and effective relationships between home and school, external
support agencies and the wider community in order to support the learning process.
We aim to place the social and emotional health and well being of all of our children and
staff at the root of everything we do.
We aim to provide all members of staff with opportunities to participate in programmes of
Continuing Professional Development matched to individual needs through the process of
Professional Development and Review (teachers) and Staff Development and Review
(non teachers).
3. The school in context
Tollcross is a co-educational non denominational school serving the inner city of
Edinburgh. Whilst the amount of family accommodation within the school’s catchment
area has decreased over the recent years, the school roll continues to climb. We have 13
classes (6 taught in English and 7 taught in Gaelic) and a Gaelic Nursery. In August 2011
we estimate that we will have 300 school pupils and we will grow to 60 in the nursery. The
Head Teacher is supported by two Principal Teacher posts, one of which is job shared.
Although the school is entitled to a Depute Head Teacher, that budget has been spent on
additional teaching time, increased Expressive Arts provision and increased Learning
Assistant time. We have two visiting music teachers, two PE specialists including one from
JGHS, a French Assistant from the Jules Verne Foundation, a Spanish teacher from
JGHS and an art specialist. We have tutors in clarsach and brass as well as parental
volunteers who offer chanter and flute. This year is the Centenary of the school. This
session also includes the plan to move the Gaelic Medium Pupils to a new Gaelic School
in Edinburgh which will be established, with a possible date for opening of Session 2012-
13.
5
4. Improvement plan priorities 2010-2011
Developing Curriculum for Excellence Maths and Numeracy through Active
Learning.
To develop our practice in Assessment for Learning and Moderation in Writing.
To develop our Personal Learning planning approaches and Reporting to Parents
5. Successes and achievements
How are we doing? / How do we know?
This session we have taken part in the pilot of the new City of Edinburgh Council online
testing. This used the Suffolk Reading Scale at P4 and P7 stage and the Progress in
Maths 08 test.
Both our English and Gaelic Medium pupils undertook the Maths test. Pupils scored
above the National average in all categories.
We tested only our English Medium pupils in the Reading test, this is a stage with a
significant number of EAL and SfL pupils, however, over two thirds of the pupils tested
achieved a Reading age at or above their chronological age. The test highlighted some
pupils who require further support with literacy, especially some EAL pupils.
We took part in the SEEMIS Reporter pilot and our reports were entered into SEEMIS at
all stages. Every class recorded attainment within the Curriculum for Excellence levels, in
SEEMIS, for Literacy and Numeracy. We also undertook Personal Learning Planning for
all pupils as part of reporting to parents. Target sheets were developed with pupils and
shared with parents to be included in final reports.
Every class teacher, both English and Gaelic, undertook a full days training in Big Writing.
All classes have begun to use this resource.
Active Maths and Numeracy resources have been purchased and are available to staff.
Four pupils achieved medals and certificates in the Maths Challenge.
All of our P7 pupils undertook the Silver JASS Award and 90% achieved it. These pupils
hope to take this forward into High School and undertake Gold in S1 or S2.
Four staff members received training in Co-operative Learning.
We achieved Green Flag status in March 2011. We also won a Silver Gilt medal in the
Schools Pallet section at Gardening Scotland in May.
What are we going to do next?
In the coming session we are going to continue to develop our work on Personal
Learning Planning.
We will continue to use the Big Writing approach to enhance teaching and learning
in Literacy, we hope this resource will be translated into Gaelic by Storlann.
Development work on Active Learning will continue with a group feedback session
on resources planned for early next session.
6. Work and life of the school
6
How are we doing? / How do we know?
Visits to classrooms by Promoted Staff show that our children are receiving a very good
service. The quality of teacher/pupil interaction is very good and excellent in places.
Children are aware of teaching goals and know what is expected of them. They have
begun to set their own targets for learning, in discussion with teaching staff. Pupils are
highly motivated and enthusiastic about learning. Parents have been involved in
developing Personal Learning Planning. Parents have also been effective partners in
many aspects of Eco Schools development. The well established Pupil Council worked
with the Headteacher to discuss changes to the playground and produced an excellent
photographic record of the local area for inclusion in a Time Capsule.
Learning Assistants are doing an excellent job in focusing on the needs of individuals or
groups, although we are finding it challenging to recruit Learning Assistant support with
the necessary skills in Gaelic.
The Principal Teacher, Support for Learning, provides outstanding support for pupils
across both English Medium and Gaelic. We have ?? pupils with ASP’s and ?? pupils
with IEP’s, and one pupil with a CSP. Our Support for Learning Principal Teacher also
supports another ? pupils through group work or co-ordinated programmes of work with
Learning Assistants. A TIPS Group is also run throughout the year. This provides a high
level of individualised support for many pupils. LAAC?
What are we going to do next?
Recruit Learning Assistant support for the Gaelic Medium Classes
Continue to offer the same high level of Support for Learning despite budget
constraints.
7. Vision and leadership
How are we doing? / How do we know?
The Head Teacher is extremely well supported by the 3 Principal Teachers (2 posts of
which 1 is job shared). Each member of the Promoted Staff has a clear remit and all work
together to support staff in offering the very best service to our pupils. Other members of
staff have readily taken on responsibility for various curricular areas and the teamwork is
very good, excellent in certain areas.
All teachers have been reviewed this term and staff development priorities which tie in with
the school and Council priorities have been identified in all cases. The Head Teacher has
reviewed all Learning Assistants, including four Nursery Staff, using the new system. The
Head Teacher has undertaken regular Learning Walks, visiting classrooms and observing
learning and Teaching. The Principal Teachers have also shared classroom practice with
teachers, following on from Forward Plan reviews. The quality of teaching and learning is
very good and excellent in most classrooms.
Tollcross/Crois Na Cise has strong and effective partnerships. This session we have had
two days working with over 50 volunteers from Lloyd’s Banking Group. They have done
significant work in our school grounds.
We have had Reading and Maths Games volunteers working all year in several classes
from local businesses.
We worked with the Edinburgh International Conference Centre on a project to develop
and place a Time Capsule into the foundations of their new extension.
We worked with Historic Scotland to produce a DVD tour of Edinburgh Castle in Gaelic.
7
Our Gaelic Nursery took part in the Piccolingo Event at St Thomas’ High School, to
showcase our Bilingual Education.
Our Gaelic nursery worked with the International Unit on a Partnership Project with
Grassmarket Nursery.
Gaelic pupils worked with BBC Alba and other Gaelic broadcasters.
Pupils have visited Fountainbridge Library which has both Gaelic and English Literacy
Resources.
What are we going to do next?
Tollcross/Bunsgoil Crois Na Cise now moves to a period of great change and
challenge. We will work closely with parents to ensure that we support our school
community through the move to Bonnington Gaelic School, planned for 2012-13
session.
Work with the City of Edinburgh Council Publicity Department to publicise Tollcross
English Medium School.
Celebrate our Centenary Year.
Develop our Forward Planning Format to further reflect Curriculum for Excellence.
Continue to build strong partnerships in the local area, nationally and
internationally.
8. Conclusion
Tollcross/Bunsgoil Crois Na Cise is a school facing great challenge and change. It is,
however, a highly effective and nurturing learning environment with a strong focus on
teaching and learning. The whole school community is united in working together to
achieve the best outcomes for the pupils at the centre. This Centenary Year gives us an
opportunity to celebrate, share and built upon this before the planned move for the Gaelic
Medium Education stream.
8
Improvement Plan
9
8. Key Areas for school improvement
August 2011 - June 2014
Key Priority 2011-2012 2012-2013 2013-2014
Curriculum for
Excellence
Assessment is for
Learning
Health and Wellbeing
Centenary Celebrations
Literacy and Numeracy
Curriculum for Excellence : Cluster Implementation Plan
Curriculum 2011-2012 2012-2013 2013-2014
Area
Technologies Health and Wellbeing Modern Languages RME
RME
Expressive Arts
Science Literacy and Numeracy Social Studies Science
Social Studies
Modern languages
Expressive Arts Technologies Literacy and Numeracy
10
Tollcross/Crois Na Cise Action Page- Priority Health
and Wellbeing
Priority To audit and develop Personal, Social and Emotional Health and
Wellbeing in the Tollcross/Crois Na Cise and the Sgoil Araich, establishing a
cohesive, progressive, relevant and exciting programme of study for all pupils in
English and Gaelic.
Key area Quality indicator(s)
Impact on Learners 2.1 Learners’ Experiences
Delivery of Education 5.3 Meeting Learning Needs
Support for Learners 5.8 Care, Welfare and Development
Partnerships and Resources 5.4 Assessment is for Learning
8.4 Managing Information
Outcomes and impact on learners
All pupils will be motivated and enjoy Health and Wellbeing( HWB) activities and
feel actively involved in their own learning and development.
Our HWB programme will be designed to promote challenge, enjoyment, breadth,
depth, progression, relevance, coherence, personalisation and choice of learning
for all pupils
Tasks and activities will be well planned and involve all learners as effective
contributors, working independently and with others co operatively in solving
problems
Our HWB programme will promote active learning, whole class and group work,
collaboration and role play
Learning activities for HWB are relevant and meaningful for pupils and use a
variety of approaches and methodologies
Teaching approaches will be based as far as possible on an understanding of
pupils health needs and previous learning, making use of pupils’ own evaluation
of their health needs where appropriate.
Parents will feel appropriately involved in our approaches to learning and teaching
of HWB particularly in relation to sensitive health- related issues
Resources (including CPD)
Working group of cluster staff will be formed
QIO Cathy Stewart’s HWB essential HWB outcomes document will be used as a
starting point.
Monitoring and evaluation of impact
Opportunities for staff to share planning and assessment strategies built into
Remaining Time Agreement
Pupil voice –evaluation of involvement in the development and planning process.
Parental involvement within Health and Wellbeing planning.
Teaching Staff Meeting Focus
Self Evaluation exercise from all staff members
Learning walks
Overall responsibility
Anne MacPhail PT
Priority timescale
May 2012
11
Tollcross/Crois Na Cise Action Page- Priority Literacy
Priority To audit and further develop literacy skills, including Big Writing and
produce a cross curricular literacy policy in English and Gaelic, including Early
Literacy within the Gaelic Nursery.
Key area Quality indicator(s)
Impact on Learners 2.1 Learners’ Experiences
Delivery of Education 5.3 Meeting Learning Needs
Support for Learners 5.8 Care, Welfare and Development
Partnerships and Resources 5.4 Assessment is for Learning
8.4 Managing Information
Outcomes and impact on learners
All pupils will be motivated and enjoy Health and Wellbeing( HWB) activities and
feel actively involved in their own learning and development.
Our HWB programme will be designed to promote challenge, enjoyment, breadth,
depth, progression, relevance, coherence, personalisation and choice of learning
for all pupils
Tasks and activities will be well planned and involve all learners as effective
contributors, working independently and with others co operatively in solving
problems
Our HWB programme will promote active learning, whole class and group work,
collaboration and role play
Learning activities for HWB are relevant and meaningful for pupils and use a
variety of approaches and methodologies
Teaching approaches will be based as far as possible on an understanding of
pupils health needs and previous learning, making use of pupils’ own evaluation
of their health needs where appropriate.
Parents will feel appropriately involved in our approaches to learning and teaching
of HWB particularly in relation to sensitive health- related issues
Resources (including CPD)
Working group of cluster staff will be formed
QIO Cathy Stewart’s HWB essential HWB outcomes document will be used as a
starting point.
Questionnaires and focus groups will gather information from all user groups
Monitoring and evaluation of impact
Focus groups of staff pupils will review current position in each school and
suggest any improvements
Head teacher cluster group and HWB working party will monitor effectiveness of
HWB programme at termly meetings.
Overall responsibility
Anthea Grierson Head Teacher JGPS
Priority timescale
May 2012
12
Tollcross/Crois Na Cise Action Page- Priority AifL
Priority To establish and embed personal learning planning approaches in our
Assessment and Moderation and Tracking of pupil attainment, including within
SEEMIS Reporter.
Key area Quality indicator(s)
Impact on Learners 2.1 Learners’ Experiences
Delivery of Education 5.3 Meeting Learning Needs
Support for Learners 5.8 Care, Welfare and Development
Partnerships and Resources 5.4 Assessment is for Learning
8.4 Managing Information
Outcomes and impact on learners
All pupils will be motivated and enjoy Health and Wellbeing( HWB) activities and
feel actively involved in their own learning and development.
Our HWB programme will be designed to promote challenge, enjoyment, breadth,
depth, progression, relevance, coherence, personalisation and choice of learning
for all pupils
Tasks and activities will be well planned and involve all learners as effective
contributors, working independently and with others co operatively in solving
problems
Our HWB programme will promote active learning, whole class and group work,
collaboration and role play
Learning activities for HWB are relevant and meaningful for pupils and use a
variety of approaches and methodologies
Teaching approaches will be based as far as possible on an understanding of
pupils health needs and previous learning, making use of pupils’ own evaluation
of their health needs where appropriate.
Parents will feel appropriately involved in our approaches to learning and teaching
of HWB particularly in relation to sensitive health- related issues
Resources (including CPD)
Working group of cluster staff will be formed
QIO Cathy Stewart’s HWB essential HWB outcomes document will be used as a
starting point.
Questionnaires and focus groups will gather information from all user groups
Monitoring and evaluation of impact
Focus groups of staff pupils will review current position in each school and
suggest any improvements
Head teacher cluster group and HWB working party will monitor effectiveness of
HWB programme at termly meetings.
Overall responsibility
Anthea Grierson Head Teacher JGPS
13
Priority timescale
May 2012
14
Cluster Action Page-Priority 1 Expressive Arts
Priority To share and raise awareness of developments across the Cluster in
Expressive Arts, within the theme of ‘One Scotland, many Cultures’ event
To share the standard in expressive arts outcomes and experiences
Key area Quality indicator(s)
Impact on Learners 2.1 Learners’ experiences
Delivery of Education 5.1 The Curriculum
5.7 Partnership with Parents and
Learners
Policy, Development and Planning 6.1 Policy Review and Development
Partnership and Resources
Outcomes and impact on learners
Pupils within JGHS Cluster will develop skills and be more motivated to
engage with Expressive Arts
Expressive Arts planning will reflect learning across the curriculum
Significant aspects of Expressive Arts within the Experiences and Outcomes
will be included in planning across the cluster
Staff will have a common understanding of the standard within Expressive Arts
Parents will have a better understanding of the role of Expressive Arts in
developing the four capacities
Staff, pupils and parents will come together in celebratory event at JGHS with
an focus on Expressive Arts
Resources (including CPD)
JGHS will provide S6 pupils to facilitate performances
The Cluster will seek the advice of David Leslie, QIO Expressive Arts
CfE Expressive Arts essential outcomes and experiences document
Monitoring and evaluation of impact
Placemat audit at outset of project conducted by staff and JGHS pupils.
HT and staff will monitor effectiveness of Expressive Arts programmes at PRD.
Focus groups led by S6 JGHS pupils will evaluate improvements in the
programme.
Overall responsibility
Ann Moore, HT Preston Street PS and Marie Chetty, DHT JGHS.
Priority timescale
May 2012 with Expressive Arts Cluster Working Party using termly meetings to
evaluate progress and feedback to Cluster HT group.
15
Internal to cluster
Priority
To raise awareness of developments across the Cluster in Curriculum for Excellence
Expressive Arts, within the theme of ‘One Scotland, many Cultures.’
To share the standard in expressive arts outcomes and experiences
Tasks By whom Timescale
Establish a Cluster Expressive Arts Groups. All HT’s August 2011
HT’s to send names to Ann Moore
Contact David Leslie and seek his support re Ann Moore August 2011
priority outcomes for expressive arts
Working group to meet 1 x termly. Dates to Ann Moore September
be agreed 2011
Group will look at outcomes and experiences
st nd rd Cluster April 2012
early, 1 , 2 and 3 stages( summary
document) for all 4 areas of expressive arts working
and provide exemplification from their own group
schools
Working group will design workshop to Cluster May 2012
share the standard across the 4 stages for working
May 22nd in service day group
Marie will provide each primary and nursery Marie Chetty September
school with 6th year students who can work 2012
with school on an expressive arts activity
Each school will produce a performance All HT’s TBC
piece ( music, drama, dance ,art) to show at
“One Scotland, Many Cultures” event
( Friday 25th November 3-4.30 at JGHS)
JGHS students will liaise with feeder schools Marie Chetty September
in term 1 2011
16
Cluster Action Page- Priority 2 Health and Wellbeing
Priority To review current provision for Health and Wellbeing in the JGHS cluster
and develop a cohesive, progressive, relevant and exciting programme of study for
all pupils
Key area Quality indicator(s)
Impact on Learners 2.1 Learners’ Experiences
Delivery of Education 5.3 Meeting Learning Needs
Support for Learners 5.8 Care, Welfare and Development
Partnerships and Resources 5.4 Assessment is for Learning
8.4 Managing Information
Outcomes and impact on learners
All pupils will be motivated and enjoy Health and Wellbeing( HWB) activities and
feel actively involved in their own learning and development.
Our HWB programme will be designed to promote challenge, enjoyment, breadth,
depth, progression, relevance, coherence, personalisation and choice of learning
for all pupils
Tasks and activities will be well planned and involve all learners as effective
contributors, working independently and with others co operatively in solving
problems
Our HWB programme will promote active learning, whole class and group work,
collaboration and role play
Learning activities for HWB are relevant and meaningful for pupils and use a
variety of approaches and methodologies
Teaching approaches will be based as far as possible on an understanding of
pupils health needs and previous learning, making use of pupils’ own evaluation
of their health needs where appropriate.
Parents will feel appropriately involved in our approaches to learning and teaching
of HWB particularly in relation to sensitive health- related issues
Resources (including CPD)
Working group of cluster staff will be formed
QIO Cathy Stewart’s HWB essential HWB outcomes document will be used as a
starting point.
Questionnaires and focus groups will gather information from all user groups
Monitoring and evaluation of impact
Focus groups of staff pupils will review current position in each school and
suggest any improvements
Head teacher cluster group and HWB working party will monitor effectiveness of
HWB programme at termly meetings.
Overall responsibility
Anthea Grierson Head Teacher JGPS
Priority timescale
May 2012
17
Internal to school
Priority 3 To review current provision for Health and Wellbeing in JGHS cluster and
develop a cohesive, progressive, relevant and exciting programme of study for all
pupils
Tasks By whom Timescale
HWB working party will be formed All HT’s August 2011
Group will audit current provision for HWB Working October
and highlight strengths and weaknesses of Party 2011
the current provision in their own schools
( PMI will be administered)
Group will begin looking at HWB document Anthea November
by QIO and JGPS programme of study Grierson 2011
Individual members of working party will look Working December
at putting together a draft programme for Party 2011
their school based on their own resources
Working Party will look at each others Working February
programme and ensure all outcomes and Party 2012
st nd
experiences are covered at early, 1 , 2 and
rd
3 stages
Working group will produce parental leaflets Working April 2012
for Health and Wellbeing for JGHS cluster Group
Working party members will produce leaflets
for pupils ( made with pupils from individual Working party May 2012
schools)
Working group will design workshop to Working
share the standard across the 4 stages for Party May 2012
May 23rd in service day
18
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