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The School West Barns Primary School serves the community of West Barns village and its surrounding area including Belhaven, Tynefield and into the Lammermuir Hills up to the Halls, with many pupils coming from the nearby town of Dunbar. The present school building came into use in 1972 and overlooks the John Muir Country Park and the Firth of Forth. The building is on three floors; the lower ground housing the P1-P4 in two classrooms; the ground floor containing the administration offices, staffroom, medical / learning support room, the school hall / dining area and adjoining resource area, stage and kitchen; the upper floor caters for P4-P7 in two classrooms, with a covered balcony between housing a computer suite. During the session 2003/2004 the school roll comprised 96 pupils, 7 teaching staff including those designated to support pupils with learning difficulties and special needs, with 1 classroom assistant and 1 auxiliary and 2 Special Needs Auxiliaries. The Nursery is housed in a separate building to the rear of the main school and had, during session 2003/4, 29 pre-school pupils and 13 ante-pre-school children. The school is set in a large grass play area, with its own seven-a-side football pitch, and a tarmac netball pitch. West Barns School is co-educational and non-denominational providing education for children from approximately three to twelve years old. When year groups are required to be split, as in the case of P5/6 and P6/7, it is the policy of the school to do so by age.
School Aims
In West Barns School we aim: to promote the highest standards of achievement, through programmes which enable all pupils to realise their full potential as individuals, and to develop the values needed to become full members of society; to provide equality of opportunity for all pupils, regardless of gender, racial or cultural background, by identifying and removing barriers to achievement, and programmes which are appropriate to the needs of the pupils; to provide a broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, social subjects, science and technology; to provide a sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their child's first teacher; to encourage pupils to become independent and life-long learners by providing programmes which will develop the knowledge, understanding and skills needed to be successful in the modern, ever-changing world; to ensure good health in all pupils through strategies which promote physical, and mental well-being and self-esteem; to maintain and improve the quality of educational experiences for pupils through a programme of continuing professional development for all staff.
Current Development Priorities
The following priorities were identified in last year's report and incorporated within the school's development plan this session: 1) to raise attainment in 5-14 Writing Target : to develop skills in writing at all stages Outcomes : at the pre-writing stage pupils display an increased readiness for writing; there is clear evidence to show improvement in the standards of personal writing beyond levels A/B; pupils are increasingly able to select the most appropriate vocabulary and writing style to match the purpose of writing; there is clear evidence of improvements in grammar, punctuation and spelling at all stages; pupils in the later stages are increasingly aware of setting, atmosphere, events and characterisation in relation to extended writing assignments. Target : to raise levels of attainment in 5-14 Writing at all stages Outcomes : by P4 some pupils will have achieved Level C in 5-14 Writing by P6 most pupils will have achieved level C in 5-14 Writing by P6 some pupils will have achieved Level D in 5-14 Writing by P7 the majority of pupils will have achieved level D in 5-14 Writing by P7 some pupils will have achieved Level E in 5-14 Writing :
2) to develop education about citizenship Target : to establish a whole school strategy for developing citizenship Outcomes : - teachers and pupils have discussed and agreed a whole school strategy to promote and develop the concept of citizenship in the school and community context - pupils have a clear sense of identity and belonging, feel empowered to participate effectively and recognise their roles and responsibilities as global citizens - the school strategy recognises that citizenship involves rights and responsibilities to be exercised in the school community - the school strategy encourages pupils to be sensitive to the needs of others and the potential impact of choices and decisions on others and the environment - the school strategy encourages openness, objectivity and the rejection of prejudice and discrimination Target : to develop effective education for citizenship in practice Outcomes : - there is clear evidence of pupils developing skills and competences to work independently and in collaboration with others across the school - there is clear evidence of pupils demonstrating the ability to take account of and respond constructively to the views of others when forming views on issues - pupils are increasingly able to contribute to discussion and debate, make informed choices and persevere in the face of setbacks - pupils are increasingly able to recognise issues, critically evaluate views, demonstrate responsibility and understand and value social justice
3) to develop a whole school framework for health education/promotion Target : to ensure that pupils take increased responsibility for their health and well-being Outcomes : - pupils have the knowledge and skills to make healthy, informed lifestyle choices - pupils are encouraged to express their views on health related matters and contribute to the development of the health education programme Target: to ensure that adequate resources are provided to support the health/education/promotion programme Outcomes : - pupils and staff have good recreational and social areas and make use of healthy eating facilities provided by the school - a wide range of health education resources have been acquired or developed and effective use is made of them In the main the development priorities detailed above have been achieved with the school well on its way to being awarded Health Promoting School status. EvidenceAs part of the school's procedures for monitoring and evaluating progress towards development targets, the following methods have been utilised during the session: Agendas of meetings Aims of the school Assessment records Broad view audit records Curricular materials Curriculum statements Curriculum structure and balance (audit) Departmental development plans Development plan - progress reports Diaries or records of work Display in school Forward plans (teachers) Golden Rules ICT usage (record) Individual education plans Minutes of meetings Parental involvement (record) Personal learning plans Pupil council (record) Pupil records of progress Pupil work sampled Quality Indicators - detailed audit School attainment targets School Development Plan SQA attainment data Staff involvement in school self-evaluation Survey of parents (record) Teaching materials Tracking records The CurriculumAccording to HMIe inspectors in their recent inspection the overall structure of the curriculum is very good. I t is broad and balanced across each aspect, with additional time given to ICT, Science and Technology. Senior pupils continue to have an input into the school website which can be accessed at www.westbarnsprimaryschool.com . In the Expressive Arts the programmes of study were deemed suitably broad, with specialists teaching Physical Education and Music. Either French or German was taught in P6 or P7. Citizenship was being developed within the very effective Personal and Social Development programme which also included a very good focus on Health Education. The school continues to work closely with Lothian Health Board and East Lothian Council in the pilot scheme on Health promoting schools. The school has completed the programme and the submission for accreditation has been submitted. The order of topics in Environmental Studies was reviewed to ensure that learning was built on prior knowledge as pupils moved from stage to stage. In Language and Mathematics the input from Dunbar Grammar School has been removed, however we continue to move forward in our quest to raise standards in writing and mathematics. Attainment At West Barns raising attainment across each aspect of the curriculum is one of the key aims of the school. The HMIe inspection showed that the overall attainment in English language was good. Most pupils were achieving appropriate levels of attainment in listening, talking and reading, with many pupils at the early and middle stages achieving beyond these levels. At P1 and P2, pupils' early literacy skills had improved over the last three years. At P3 to P6 a majority of pupils were achieving national levels in writing, but there was a dip in attainment at P7, however, at the upper stages, the overall quality of pupils' writing had improved considerably over the last year. Pupils with additional learning difficulties were making good progress overall. In Mathematics the inspectors found that the overall attainment was good. Attainment levels were generally above the national averages. Most pupils were achieving appropriate levels of attainment in key aspects of mathematics. At several stages, some pupils were attaining these levels earlier than the national norm. Throughout the school, pupils showed good skills in mental calculation. Performance in National Tests show that the school continues to progress and although writing continues to fall below our expectations, the strong upward trend in the lower school, due in part to our participation the Achievement of Literacy programme, is beginning to have its effect, and we confidently expect writing results to reach or surpass our targets for next June. However, it is always worth noting that care should be exercised when drawing conclusions from raw data as the school population in relationship to class size varies from year to year, and there can be distortion to the overall trend when the class size can mean that one pupil accounts for 10%, or more, of that class. It is also worth noting that pupils with special educational needs, or a specific learning difficulty, are counted in the overall percentages. Reading Target for June 2004 = 80% Result at June 2004 = 79.25% Writing Target for June 2004 = 65% Result at June 2004 = 56.4% Mathematics Target for June 2004 = 80% Result at June 2004 = 82.12% The school has set revised targets for June 2005 of Reading 85%; Writing 65% and Mathematics of 85% which our projections show are attainable. Learning and Teaching HMIe inspectors found that teaching throughout the school was effective, with examples of very good teaching. Teachers employed a variety of teaching approaches, gave very clear explanations and used questioning effectively to check pupils' understanding. The purpose of lessons was made clear to pupils, and praise was used effectively to build pupils' confidence. Teachers had a good knowledge of pupils' strengths and needs and made good use of assessment information to monitors pupils' progress and support those with additional needs. Teachers were found to respond constructively to pupils' work. Learning experiences for pupils was judged to be very good with aspects of Scottish language and culture permeating the curriculum. Pupils' learning experiences and personal and social skills were enhanced through participating in a wide range of activities such as an after-school drama club, residential experiences, after school arts and craft club, and various sporting activities. Pupils were well motivated and generally worked hard. They had started to assess how well they were doing in relation to the aims of their tasks, and in the upper school to set themselves targets for improvement within their personal learning plans. The needs of pupils requiring additional support are well met. There are Individual Learning Plans and Action Plans for pupils with special needs, and those with behavioural difficulties. An outreach teacher from the Longniddry Literacy Base meets the needs of a pupil with particular needs, and the school employs two SEN auxiliaries to support class teachers working with SEN pupils. A variety of aids are used within the school to make sure that pupils with additional needs can access the curriculum, e.g. alphasmart word processors, dictaphones, sloping desks, etc. Visiting Specialists continue to plan, teach, and assess alongside the class teachers. Homework is regularly set and marked with positive feedback given to pupils. Forward Planning and assessment is computerised which is an aid in the sharing of information amongst the staff. It is completed with particular emphasis on differentiation within composite classes. West Barns continues to be at the forefront in its use of technology within learning and teaching and pupils have the opportunity to use computers, digital cameras, digital video cameras and digital recorders within their learning experiences, whilst staff have the opportunity to employ all of the above as well as an interactive smart board to enhance their teaching. Parents continued to be encouraged to be active participants in their children's education. Within the school's consultation procedures parents receive an interim report during the first term, and a comprehensive report on their child's progress at the end of the session. In addition to the reports parents are invited twice yearly to Parental consultations when they can discuss with the class teacher their child's progress. West Barns Primary operates an open door policy and parents are encouraged to come to the school to discuss any particular concerns they may have. Support for Pupils The inspectors found that the quality of pastoral care was very good, with staff showing considerable concern for all aspects of pupils' well being. The school had appropriate policies for dealing with issues of child protection and bullying. The school's approaches for supporting and integrating vulnerable pupils and those with additional needs were very good. When staff became aware that pupils were upset they acted promptly and effectively. All staff worked hard to provide an environment in which all pupils felt included. The school very successfully promoted pupils' personal and social development. Arrangements for supporting pupils' transfer from nursery to primary and from primary to secondary school were very well planned. Teachers addressed pupils' learning needs effectively and support staff made important contributions to the work of the school. The school has an effective system through which staff can alert the Headteacher and support for learning teacher to pupils' individual learning, social and emotional difficulties, and to parental concerns. The quality of the support provided by the school was found by the inspectors to be very effective in helping pupils with specific difficulties i.e. learning, social, emotional or behavioural, to make good progress in their learning, and to develop their personal and social skills. Recent initiatives in early intervention were proving successful, and were beginning to have a positive impact on attainment. Many senior pupils take part in Buddying arrangements for Nursery and P1 pupils. P7 pupils continue to take part in a transition programme over their last year in primary when they have the opportunity to integrate socially and educationally with pupils from other cluster schools with whom they will be attending Dunbar Grammar School. The programme continues to be beneficial for all pupils. The School Pupil Council allows pupils to have a voice in school matters. Almost all pupils demonstrate positive self-esteem, co-operate well in the classroom and playground, and show kindness to others. Ethos West Barns Primary School has aims which we hope reflect the ethos of the school. These aims are primarily focused on children's learning within a broad and balanced curriculum. The environment of the school, which is secure and happy, is intended to provide opportunities for each child which allows them to perform to the best of their abilities; where their attainment can be maximized; where their learning experience is of the highest quality regardless of gender, or social or cultural background; where they can learn to understand and care for their personal and wider environment, and they are helped towards understanding and accepting responsibility for their own actions; where children are helped to meet any challenge confidently whether it be physical, intellectual, emotional or practical. We also aim to involve the local community in the life of the school, and the staff and pupils in the life of the community. The HMIe inspectors found that staff had created a welcoming environment for pupils, parents and visitors. Office staff, ancillary staff and classroom assistants made effective contributions to the life and work of the school. Pupils were considerate, polite and generally well behaved. The school has a range of awards for encouraging pupils to succeed and for sharing their achievements with parents. Pupils, parents, staff and members of the community were treated fairly and with respect. HMIe inspectors found that the strengths of the school included : - Climate and relationships - Pastoral care - Partnership with parents, and the community - Equality and fairness Resources The HMIe inspectors found that the school occupied an attractive site providing good opportunities for pupils to engage in outdoor activities which promoted Health and Fitness. The building was generally well maintained with bright and stimulating classrooms. West Barns Primary is very well resourced to meet the demands of the 3-14 curriculum and have, through the involvement in the Health Promoting Schools pilot scheme, added outdoor equipment to enhance the quality of the learning experiences for pupils. The school continues to invest in resources which meet the needs of the National Guidelines and allow teachers to deliver the curriculum in an effective way. The deployment of resources to develop a wide range of information and communication technology (ICT) skills in pupils was judged by HMIe inspectors to be very good and a key strength of the school. Staff in the school have undertaken the ELC Staff Development and Review which has aided them in their Staff Development choices. The deployment of staff is very good with teaching staff well supported by SEN auxiliaries, auxiliary and classroom assistant. The PTA have contributed enormously in the acquisition of resources such as outdoor play equipment, an indoor bowling mat and sets of bowls, and new chairs for the hall for assemblies, shows, etc. Management, Leadership and Quality Assurance The HMIe inspectors found that the school was well led with the Headteacher being very committed to the pupils and had introduced a number of innovative approaches for motivating and encouraging them. The Headteacher had a clear view of the strengths of the school and had identified key aspects requiring improvement and had taken appropriate action to improve pupils' skills. The Headteacher worked alongside teachers in classes, discussed the appropriateness of learning activities with them and monitored the progress of individual pupils. The Principal Teacher had good relationships with pupils and other staff and had led the development of Health Promotion effectively. Parents are informed of what is happening in the school through a monthly newsletter. The Development Plan is discussed with the PTA whose members are welcome to make comment and suggestions. The Quality and Standard Report will be discussed with the PTA committee before being made available to the wider parent body. The school continues to ensure that all staff are fully familiar with school policies and procedures with each class having a Policy Folder. The management structure within West Barns Primary continues to operate through teamwork with an emphasis on joint decision-making. Promoted staff are always available to give advice and offer support for teachers, classroom assistants, ancillary staff, parents and pupils. Other Achievements Throughout the past year staff and pupils have made noticeable contributions to the life and success of West Barns Primary School. The website continues to flourish through the efforts of staff, and especially senior pupils who have responsibility for key aspects of the site. The school magazine is edited and produced by two of our senior pupils. A group of P7 pupils run the Healthy Eating Tuck shop which is popular with many of the pupils. Our Netball team won the County Shield and League Championship whilst the football team are making good progress in their competition. Individual pupils won county cross country and swimming championships, with one child representing East Lothian at swimming. There is increasing interest in brass instruction with more children taking up the opportunity to take part. We hope to have a school band in the not too distant future. National events such as Comic Relief and Children in Need continue to be well supported. The school continues to support Jennifer, a Nigerian girl, with her education. Future Developments The areas planned for future developments are as follows : 1. To engender the concept of Equality and Fairness, including access to the curriculum for all pupils, imbedded in the practice within the school; and to produce a written policy to that effect. 2. To develop a programme and policy for Enterprise in Education in line with National Guidelines; and to have to have Enterprise as an integral component of the school's curriculum. 3. To formulate an action plan to meet recommendations made by HMIe i.e. focus more closely on evidence of pupils' learning and attainment across the school when evaluating the overall quality of its work and planning for improvement. 4. The introduction of a Positive Behaviour Strategy. Further to the priorities listed above, developments to be carried forward include teaching Science as a discrete subject and the continuing development as a Health Promoting School.
David Wharton Head Teacher Nov. 2004 |