• School Details
• Curriculum
• History
• Priorities
• School Report

ROBERT DOUGLAS MEMORIAL SCHOOL

STANDARDS AND QUALITY REPORT 2007-08

 School Aims

Throughout nursery and primary schooling at RDM:

1. We aim to provide a happy and safe environment for all pupils in which they can develop at an appropriate pace and in which their individuality is valued.
2. We aim to foster a school ethos that is conducive to effective learning and teaching which will consistently nurture each child's development emotionally, culturally, socially and physically, as well as academically.
3. We aim to encourage all children to achieve their potential as independent, self-disciplined individuals, equipped with a sound basis of life skills required for their future, utilising a wide range of media and providing a good foundation in all areas of the curriculum.
4. We aim to encourage all children to be socially well equipped, able to share, respect themselves and others, to be tolerant, considerate, polite, co-operative and honest.
5. We aim to work in partnership with parents and other professionals in identifying and meeting the varying needs of all children within our care.

Her Majesty’s Inspectors of Education

The HMIe report of May 2006 with the follow-up in 2008 were very positive. The few issues raised have all been very well addressed and provide a sound foundation for ongoing work in the school.

The move from “5-14 Guidelines” to “Curriculum for Excellence”

In the course of the next few years all schools in Scotland are moving away from the 5-14 Curriculum as a basis for curriculum organisation to the “Curriculum for Excellence” which now forms the basis for staff development work in RDM. More information about this will be shared with you throughout the forthcoming session.

ATTAINMENT AND ACHIEVEMENT

The following indicates those pupils who have attained the level appropriate to their stage of development. The second figures indicate those who have attained beyond that level. (These figures all refer to pupils in our mainstream classes.)

Pupil success is noted through Star Awards and certificates issued at assemblies. In local sports events: RDM won the rugby tournament; in netball, P7 won Silver and P6 won Gold, 3 pupils were also in the PKC team; the girls’ football teams were first and second and the boys football second in the PKC events; and the boys won silver in the cross-country. Pupils also won national medals, eg karate, swimming, and judo.

Out of school clubs included: netball; football; running/ fitness; reading; chess; rugby, gardening, Eco-school and choir.

As usual we performed well in the Perform in Perth festival with the Brass Band winning their event and individuals and groups doing well. Pupils performed at the Nativity and P4-7 concerts and the Scone Old Folks Christmas and Easter concerts. The Brass Band played at the Kinnoull Fair and in St John’s Kirk.

Various Enterprise topics took place including the Autistic Base recipe book project.

Pupils won the AK Bell “Big Library Quiz” and a pupil won the Safe Taysiders competition.

About £2200 was raised during the session for charities selected by the pupils (£900+ Sport Relief (Autistic Base); £64 MacMillan; £146 Toybox;; £814 Children with Leukemia; £70 Barnardo’s; £174 Poppy Appeal). We also participated in the Shoebox Appeal.

We produced a P7 year book (for all schools linked to Perth Academy) and a P1 transition book for all our new P1 pupils. The Autistic Base created a DVD about the Base which will be seen by all new families.

All these activities helped to boost pupil confidence and self-esteem by providing contexts for the pupils to be effective contributors and responsible citizens.

LEARNING

Learning and teaching strategies were developed further involving the children in planning and setting personal targets for their improvement. The structure of lesson delivery ensured pupils were engaging in their learning. A greater emphasis is being placed on active learning which, being fun, helps pupils to become more involved and develop skills in an enjoyable manner. As a part of this we developed a Play & Learning project for Nursery to P3 including nurseries that send pupils to our P1. The P7 pupils had the experience of a residential adventure week. Visits out of school enhanced pupil experiences.

New resources were introduced. Interactive Whiteboards were installed in every class; additional digital cameras were purchased and a new computer for video editing; new maths textbooks were introduced from P1-7 and new language resources for P4-7. All these enabled improved delivery of the curriculum.

This session we held a number of whole school projects (Litter / Scotland / China / Health) which enabled staff to work together with planning. Pupils shared their experiences with each other. We also involved a range of visitors and held whole school events as the finale to the weeks’ activities. These enabled pupils across classes to work together as well as gaining an insight into the world of work through input from outside agencies and individuals.

Parental awareness of the curriculum was enhanced through a number of curriculum evenings, an open afternoon and a Parent Council sub-group which looked at aspects of the health curriculum. Parental audits indicated 95% appreciation of the aspects covered. Leaflets on Health & Wellbeing and Health promotion were issued to all parents to raise parental awareness of pastoral care and their children’s learning. All class teachers prepared term planners for parents to increase parental awareness of the curriculum at each stage. Parent sessions were organised to show them, “How to Help Your Child at School.”

We followed the new Additional Support Needs procedures created by Perth & Kinross Council which involve parents in their children’s education especially in cases where there are external or additional professionals giving support. A “Motor Skills Group” was established for pupils with handling and moving problems.

Support for Music, Art, Drama, PE and Religious Education were provided by specialist staff on a weekly or fortnightly basis to complement the class teachers’ input.

Some staff made “good practice visits” to other schools and classes to share ideas and develop their own practice. We also had staff from other schools visit RDM.

LEADERSHIP

Pupil groups across the school included: Pupil Council; Junior Road Safety Officers; Communications Group; class buddying; Playground Friends; Motor Skills Groups; Social Skills Groups; Circle of Friends and Autistic Base buddying. These developed the pupils’ confidence as individuals and served the school community.

Parents were involved in school life through the new Parent Council & its sub-groups which organised a number of pupil activities, raised funds, discussed school matters and assisted in school events. Parents assisted with Walkwise; Christmas boxes; a variety of trips; evening events; and talks about a range of issues.

There were staff changes including 2 Acting DHTs appointed. Through the Staff Consultative Committee issues were addressed regarding workload and other staff matters. Having 7 Early Childhood Practitioners means we have our own ECP Network to share ideas. Non-teaching staff also met termly with the Management Team to address relevant issues. As noted elsewhere several staff run clubs and take other responsibilities in their own time. This includes several staff involvements in Perth & Kinross developments and committees. A Child Protection leaflet was produced for all staff to ensure measures are in place for pupil safety.

Through monitoring by the Management Team and curricular tracking by teachers we seek to ensure an even progression by pupils through their learning and attainment. All staff participate in the Employee Review and Development procedures annually to assist with their personal professional reflection.

A number of audits were carried out during the session through which we identified strengths and development needs. Staff rated the following as very good: Leadership; Ethos; Partnerships with agencies; School environment & resources; Personal and Social Education; Education about eating for health; Emotional Health & Wellbeing. Physical activity was rated as Good. Pupils expressed positive views about school through a questionnaire and through the Pupil Council.

Staff training was continued through the session based on the school priorities and individual interests. This enabled staff to reflect on, and improve, their practice. All the Base staff and two in mainstream are CALM trained (“Crisis Aggression Limitation & Management”).

We were involved in the pilot for cashless dining which has proved a success.

KEY IMPROVEMENT PRIORITIES 2008-2009

• Curriculum for Excellence
• New planning formats

Staff, parents and PKC Education & Children’s Services have all been involved in consultation in the production of this report.