Agenda and minutes

1.0    WELCOME

         The Chair welcomed everyone to the meeting, which included members of the Sub-Committee and those watching via the Live Stream, and outlined how the meeting would be conducted.

Minute of the meeting held on 24 May 2023 for signature by the Chair.  (Copy attached.)

2.0    MINUTE

         There had been circulated copies of the Minute of the Education Sub-Committee held on 24 May 2023.

         DECISION

         AGREED.

(Copy reports attached.)

3.0     BROOMLANDS PRIMARY SCHOOL

          In Attendance: - Mr A Lindsay (Headteacher), Pam Guthrie and Jennifer Redpath (Parent Council Representatives), Gillian McKenzie (Quality Improvement Officer) and Councillor Mountford.

   The Chairman welcomed the representatives from Broomlands Primary School.

3.1        HMIe report

There had been circulated copies of a report on His Majesty’s Inspector of Education (HMIE) Reports for Broomlands Primary School and Nursery Class and the Improvement Plan developed by the Headteacher to address the key recommendations.  The report explained that Broomlands Primary School was inspected using a ‘full’ inspection model, which means that 4 key quality indicators were inspected in both the Early Learning and Childcare setting and the Primary School over a 5 day period.  The HMIE Report evaluated the Early Learning and Childcare provision as very good and the Primary provision as good, across all quality indicators. The evaluation gradings range given by HMIE on school inspections can range from unsatisfactory to excellent.  A grading of very good indicated there were major strengths in this aspect of the school’s work. Gradings of good indicated there were important strengths with areas for improvement in this aspect of the school’s work. 

3.2     The inspection team had found the following strengths in the school’s work - a)  

Articulate, enthusiastic and confident children who clearly demonstrate their school and nursery values each day. They play and learn together well and are supportive of each other; b) The effective leadership of the headteacher and senior leaders in establishing a team of staff who work very well together and support one another to improve. School and nursery staff engage in professional learning and reflection, and this was supporting school improvement and helping children achieve and attain; c) Senior leaders and all staff create a nurturing, inclusive ethos where children feel safe and cared for. This has a positive impact on the wellbeing of all children across the nursery and school; d) Staff make very effective use of digital technologies which are fully integrated across school life. This is enhancing children’s learning experiences and skills and e) In the nursery, practitioners make highly effective use of outdoor spaces to promote and support children’s thinking, curiosity and enquiry across the curriculum.

3.3     The following areas for improvement had been identified and discussed with the Headteacher and representative from Scottish Borders Council a) Senior leaders should continue to develop clear measures to evaluate their success in improving outcomes for children b) As planned, school staff should continue to develop opportunities for children to lead their own learning and apply their skills in real-life and meaningful contexts c) In the school, staff should review how they plan, implement and evaluate the support offered to children who need additional help with their learning. This should involve identifying specific targets that help demonstrate more clearly children’s progress and successes and d) Senior leaders and teachers should continue to develop their use of information about children’s progress in learning to plan further improvements in attainment.

3.4     Mr Lindsay explained that the model  ...  view the full minutes text for item 2a

(Copy reports attached.)

4.0       GREENLAW PRIMARY SCHOOL  

In Attendance: - Rosemary Berrett (Headteacher), Catherine Thomson (Quality Improvement Officer) and

WELCOME

            The Chairman welcomed the representatives from Greenlaw Primary School.  

4.1       HMIe Report

There had been circulated copies of a report on His Majesty’s Inspector of Education (HMIE) Reports for Greenlaw Primary School and Nursery Class and the Improvement Plan developed by the Headteacher to address the key recommendations.  The report explained that Greenlaw Primary School was inspected using a ‘short’ inspection model, which means that only two quality indicators were inspected in both the Early Learning and Childcare setting and the Primary School over a 3-day period.  The HMIE Report evaluated the Early Learning and Childcare provision as good across all quality indicators. The evaluation gradings range given by HMIE on school inspections can range from unsatisfactory to excellent.  A grading of good indicated there were important strengths with areas for improvement in this aspect of the school’s work. 

4.2       The inspection team had found the following strengths in the school’s work - a) Children across the school and nursery who are happy, friendly and eager to share their learning b) Teachers’ effective use of digital technology to personalise children’s learning. Children enjoy these motivating learning experiences, which take account of their different strengths and needs c) The regular celebrations of children’s achievements, widely shared through social media across the whole school community. These support children to develop confidence and team building skills.

4.3       The following areas for improvement had been identified and discussed with the Headteacher and representative from Scottish Borders Council a) Children should be more involved in leading their own learning. They need more opportunities to make choices and decisions about their learning and b) Senior leaders and staff should develop learning through play at the early level and beyond. This will enable staff to meet children’s needs better and allow children to apply their skills in real-life contexts.

4.4       Mrs Berrett explained the main actions taken since the inspection - all staff identified ways in which children can lead their own learning and developed more opportunities for children to make choices and decisions about their learning and use the Pupil Voice Forum to ask for children’s views and take into account their ideas and thoughts. Using the expertise and experience of the Early Years team both in school and centrally to develop an action plan which supported the understanding of pedagogical play and what this would look like in a multi composite classroom. Used the key document “Realising the Ambition” to reference and underpin practices so that teachers plan learning spaces, experiences and interactions and enrich children’s learning opportunities within the classroom.  The Headteacher and EYTT planned inset sessions on Play Pedagogy to deliver across the school in Oct 2023.

4.5       In terms of progress made, children were showing confidence in selecting evidence of their own learning and uploading it digitally to share with parents/carers during learning conversations in all classes; all children enjoyed outdoor learning opportunities  ...  view the full minutes text for item 3.

(Copy reports attached.)

5.0       JEDBURGH GRAMMAR CAMPUS   

            In Attendance: - Mrs Susan Oliver (Headteacher), Gillian McKenzie (Quality Improvement Officer), and Councillors

WELCOME

            The Chairman welcomed the representatives from Jedbrugh Grammar Campus.  

5.1       HMIe Report

There had been circulated copies of a report on His Majesty’s Inspector of Education (HMIE) Reports for Jedburgh Grammar Campus and Nursery Class and the Improvement Plan developed by the Headteacher to address the key recommendations.  The report explained that Jedbrugh Grammar Campus inspected using a ‘full’ inspection model, which means that 4 key quality indicators were inspected in both the Nursery Class and School over a 5-day period.  The HMIE Report evaluated the Nursery setting and the school provision as good across almost all quality indicators, with one evaluation of very good for the Leadership of change.  The evaluation gradings range given by HMIE on school inspections can range from unsatisfactory to excellent.  A grading of very good indicated there were major strengths in this aspect of the school’s work. Gradings of good indicated there were important strengths with areas for improvement in this aspect of the school’s work. 

5.2       The inspection team had found the following strengths in the school’s work - a)  

            The headteacher’s very strong leadership, supported well by all senior leaders. Together,

they have established a new, purposeful learning community, in which children and young people thrive and achieve successful outcomes; b) Improvements in the nursery. Leaders and practitioners have worked effectively as a team to make positive improvements to the quality of the learning environment and children’s experiences; c) The aspirational ethos across the campus, which is underpinned by well-embedded values and positive relationships. These values help to create a shared sense of purpose that is demonstrated through children and young people engaging well in, and being motivated by, their learning; d) The learning community’s shared understanding of wellbeing, which contributes to most children and young people feeling safe, supported and valued. Children and young people’s wellbeing is strengthened through the effective work of staff and partners; e) Children and young people’s development of important skills for learning, life and work. Young people also achieve consistently positive destinations after school.

5.3       The following areas for improvement were identified a) Continue to improve learning, teaching and assessment across the campus to ensure consistently high-quality learning experiences; b) Provide further opportunities for children and young people to share their views and know that their views have resulted in improvements across the school. This should include further opportunities for them to be involved in decision-making about their individual learning plans; c) Continue to work with partners to develop further the curriculum in the nursery. Senior leaders and staff should also continue to improve attainment across the curriculum, with a clear focus on literacy and numeracy at the primary stages and d) Continue to develop clear, effective systems for monitoring young people’s progress in learning at each stage of the school.

5.4       The Headteacher explained Areas for improvement identified through inspection had been prioritised in the 2023-24  ...  view the full minutes text for item 4.

(Copy reports attached.)

6.0       WALKERBURN PRIMARY SCHOOL  

            In Attendance: - Ms C. Elsey (Headteacher), Erin Thomson (Parent Council Representative), James Bewsey (Quality Improvement Officer).

            The Chairman welcomed the representatives from Walkerburn Primary School. 

6.1       HMIe Report

There had been circulated copies of a report which explained that Walkerburn Primary School and Nursery Class was inspected in May 2023 using a ‘full’ inspection model, which meant that 4 key quality indicators were inspected in both the Early Learning and Childcare setting and the Primary School over a 5-day period.  The HMIE Report evaluated the Early Years setting and the Primary provision as satisfactory across almost all quality indicators, with an evaluation of good for the ensuring wellbeing, equity and inclusion category.  The evaluation gradings range given by HMIE on school inspections can range from unsatisfactory to excellent, so a grading of very good indicated there were major strengths in this aspect of the school’s work.  The inspection team had found the following strengths in the school’s work - a) All staff work together well to provide care and support to children across the school and nursery. Children feel safe, valued and cared for; b) Children’s increasing confidence using digital technology enhances their learning in the nursery and school; ; c) The school grounds and local environment are used well to provide rich and relevant learning experiences for children across the school.

6.2     The following areas for improvement had been identified and discussed with the Headteacher and representative from Scottish Borders Council a) Senior leaders should review the roles and responsibilities of the staff team. This should support effective leadership and more robust evaluation of the work of the school and nursery; b) The staff team should continue to improve learning and teaching across the school and nursery. Staff should provide the right amount of challenge for all children in their learning and play; and c) Staff should continue to develop approaches to planning and assessment to ensure that all children make the best possible progress in their learning across the curriculum.

6.3     The Headteacher explained that a review of roles and remits of the Leadership team had been undertaken to reflect current leadership teams across the partnership and class teachers had identified opportunities for leadership development in literacy and digital learning, linked to their individual professional development targets.  The School Improvement plan was closely linked to the SBC Way and breakthrough curriculum with a focus on Oracy, writing and health and well-being.  Senior leaders were monitoring planning to ensure that teachers and practitioners were ambitious for all learners providing opportunities for challenge and extension activities.  In respect of continuing to develop approaches to planning and assessment, it was explained that a review of tracking progress across the school and nursery had been undertaken with a greater focus on ensuring that planning reflected opportunities for accelerated learning.  There was a sharper focus on individual learning pathways for all children and working closely with families and other agencies continued to support where barriers to  ...  view the full minutes text for item 5.

(Copy reports attached and Inspection Report to follow)

7.0       STIRCHES PRIMARY SCHOOL

            In Attendance: - Ms Lesley Miglis (Headteacher), and Gillian McKenzie (Quality Improvement Officer)

          The Chairman welcomed the representatives from Stirches Primary School. 

7.1     HMIe Report

              There had been circulated copies of a report which explained that Stirches Primary School was inspected in Juen 2023 using a ‘short’ inspection model. This means that only two quality indicators were inspected in both the Early Learning and Childcare setting and the Primary School over a 3-day period.    The HMIE Report evaluated the Early Years and Childcare provision as good and the Primary provision as satisfactory across quality indicators.  The evaluation gradings range given by HMIE on school inspections can range from unsatisfactory to excellent, so a grading of good indicated there were important strengths with areas for improvement.  A grading of satisfactory means that the strengths within this aspect of the setting work just outweigh the weaknesses in this aspect of the school’s work. The inspection team had found the following strengths in the school’s work – a) The relatively new headteacher had established a strong and positive culture in the school and nursery. Children behave very well and there was a calm and purposeful environment for learning; b) Teachers and senior leaders had worked well together to ensure children experience high-quality learning, teaching and assessment across the school. They had improved their approaches to using data to identify gaps in children’s learning and c) Practitioners in the nursery engage children well through a range of learning experiences indoors and outdoors. They have a strong focus on helping all children to achieve the best possible outcomes.

7.2     The following areas for improvement had been identified and discussed with the Headteacher and representative from Scottish Borders Council a) Senior leaders should support teachers to reflect on their practice to make sure it is improving children’s progress in learning; b) Teachers and practitioners need to involve children in planning what and how they learn. This will ensure children know how well they are progressing; and c) Staff should continue to raise children’s levels of attainment in literacy and numeracy at all stages.

7.3     Headteacher explained the actions taken in the nine weeks since the inspection, a Pupil Equity Plan and School Improvement Plan in alignment with the verbal feedback we were given from the inspection team had been created.  Actions in terms of priority one would focus on all staff being familiar with Aifl principles to ensure that children know what they are learning, and the steps needed for success.  There would be consistent and agreed methodologies to ensure that learners were supported with high quality questioning and that there were opportunities throughout learning to clarify children’s understanding.  Raising attainment in Numeracy and Mathematics through the development of effective and consistent learning and teaching methodologies and through the implementation of effective and progressive planning and assessment.  Implementing the #SBCWay Numeracy into good classroom practice and using this effectively in the planning.  Embedding of the work done last session on effective  ...  view the full minutes text for item 6.