Leadership of Change – The new headteacher and other members of the senior leadership team have collaborated with stakeholders to implement change, in a number of key areas of our School Improvement Plan for 2023 – 2024. We have been proactive in increasing family engagement and promoting pupil and parental voice in order to develop inclusive stakeholder participation in the school improvement process. Processes have been further developed to ensure a supportive and smooth transition from nursery to Primary 1.
Ensuring Wellbeing, Equity & Inclusion - There is a warm, welcoming ethos in St. Teresa’s, underpinned by our commitment to the values of our Catholic faith community. Children’s rights are aligned with the vision, values and aims of the school. All staff have in-depth knowledge of the children, their families and social context and use this effectively to support children’s wellbeing and to develop positive home-school connections.
All pupils have opportunity to express their views and have their ideas acted upon in accordance with UNCRC Article 12. We host a weekly, family-activity club, where everyone enjoys a nutritious dinner followed by games and outdoor learning activities. This has been very well-attended and led to increased levels of family engagement. Other agencies and community partners have also been part of this weekly event, enabling families to access services and support they may require. In consultation with parents and pupils, we have updated our Equalities and Anti-bullying Policy to incorporate relevant UNCRC articles and Glasgow’s Anti-Racism Charter.
We worked in partnership with the EAL Service to assess English Acquisition of all our EAL learners. This has resulted in more accurate recording of acquisition levels and effectively, targeted support. We celebrate the rich diversity of culture, language and religion during weekly assemblies.
We have introduced the Emotion Works resource to increase learners’ social and emotional literacy. Classrooms have been audited to ensure that we are providing inclusive and nurturing learning environments. Clear processes have been put in place to monitor the wellbeing and learning needs of children, ensuring appropriate support and challenge.
Poverty Equity Funding has been used to provide all learners with at least 3 educational or outdoor learning trips throughout the school year. Funds were also allocated to enable all Primary 7 learners to participate in a 3- day residential trip to Blairvadach. Outdoor learning resources and resources to support the development of play-based learning in Primary 2/1 and P3/2 were also funded through our Poverty Equity allocation. The remaining funding has been used to increase staffing in order to provide effective targeted interventions to raise attainment in literacy.
Learning, Teaching & Assessment –
We continue to provide high quality teaching and learning In ST. Teresa’s to ensure that all learners achieve their full potential. Support for learning staff have participated in professional development to enable them to effectively support pupils’ reading development.
All staff participated in impactful moderation within the learning community to ensure that our approaches to assessment are robust and fit for purpose. Our Quality Assurance processes ensure that assessment strategies are impactful in driving learning forward for all learners.
Raising Achievement and Attainment –
Assessment data demonstrates that most learners have attained expected levels in literacy and numeracy, with many achieving beyond expectations in some aspects.
Effective support and targeted interventions are in place to ensure progress and increased attainment for learners who are not yet meeting expected levels. Improving reading attainment has been a key priority for change during the 2023 – 2024 session. The data gathered by the Literacy Leader of Learning teacher, has demonstrated improved attainment for almost all children who have been part of targeted intervention groups.
Throughout 2023-24 there have been increased opportunities for learners to apply their knowledge and skills within real-world contexts:
- Primary 7 worked in partnership with the University of Glasgow as part of the FemEng initiative, promoting the role of women in STEM relating careers.
- All class participated in interdisciplinary learning, linked to Glasgow’s ‘Clean Air Project’ and showcased their work at the City Chambers. Each class presented their learning to parents during an open-afternoon.
- Primary 7 worked in collaboration with learning community schools and St. Roch’s Secondary to present a digital learning event, ‘Create the Future’, as part of their transition to S1
- Primary 6 children collaborated with children from local Early Years establishments, to organise and host a joint, ‘Create the Future Event’, showcasing digital skills as part of the transition process from nursery to Primary 1.
- Primary 6 children collaborated with children from local Early Years establishments, to organise and host a joint, ‘Create the Future Event’, showcasing digital skills as part of the transition process from nursery to Primary 1.
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