Glebe Primary School is situated in a residential area in the centre of Irvine. The school has a roll of 285 pupils, organised across 12 classes. Placing requests account for around 50% of pupils. Almost 50% of the school community live within Scottish Index of Multiple Deprivation (SIMD) deciles one and two. A significant number of children in the school who are bilingual. There are 14 different languages spoken at Glebe Primary School.

The improvement issue

On taking up post in 2019, the headteacher was committed to working with staff, children and parents/carers to improve Glebe Primary School. It was an exciting time as all stakeholders were keen to make positive changes to improve outcomes for all children.

Staff and children wanted learning environments and teaching resources that were more conducive to creativity and independent learning. Children were keen to be involved in the selection books for a new library. Children, parents and staff wanted to make better use of outdoor areas to support learning and teaching.

Attainment was good, however Pupil Equity Funding (PEF) needed to be used more effectively to reduce the poverty attainment gap and meet the needs of the most vulnerable pupils.

Many children were dysregulated, and behaviour was poor across the school. There was a high level of need and staff were overwhelmed trying to support children and their families. The number of recorded incidences of aggression and violence was above the North Ayrshire average. Staff were frustrated and morale was low. Parents/carers were mainly supportive of the school’s work. However, survey results showed they were concerned about their child being safe in school and how well staff knew their child as an individual. Everyone was keen to build more positive relationships.

What Glebe Primary did

Senior leaders involved all stakeholders in updating the school’s vision, values, aims and curriculum rationale. They worked hard to ensure they were understood by all and underpinned the school’s ethos. The values are displayed, embedded and lived across the school.

Senior leaders prioritised professional learning. All staff received training about the nurture principles to ensure a consistent whole school approach to meeting the wellbeing needs of all children. These approaches included using emotional check-ins, check-outs and supporting children to develop growth mindsets. Staff received training on co-regulation language and de-escalation practices. All staff were involved in the co-creation of designated spaces for children who feel overwhelmed/distressed. Children who experience barriers to their learning, such as poor self-esteem or anxiety, are supported and challenged very well by highly successful nurture approaches. This includes high-quality, planned sessions in the Rainbow Room. Those children who attend nurture groups increase their social skills, independence and confidence. They work with their peers on activities which strengthen their understanding of health and wellbeing. For example, learning to cook a healthy snack and improving social skills at snack time. They are supported to manage their emotions better and are more able to learn in class, as a result. All stakeholders have created an Anti-Bullying Policy and a Promoting Positive Relationship’s Policy. Staff use restorative approaches and the language of rights and values to repair relationships.

Staff have improved the learning environment and purchased creative teaching materials including digital resources. Learning areas are designed to support children collaborating with peers and learning independently. There are improved opportunities for play throughout the school. This included the development of loose parts play and the purchase of new resources for classes. Outdoor equipment has also been bought, including a new upper school play trail. PEF has been used to improve the school library. Children in partnership with staff purchase new books. Books in the library help children expand their understanding of equality and diversity, and wider society beyond their local community

Senior leaders have introduced new quality assurance processes. This involves senior leaders meeting termly with staff to track the progress of children and monitor the impact of planned interventions. New planning and robust tracking and monitoring procedures ensures children’s wellbeing, attainment and achievement, is a central feature of the school’s work. PEF is used well to enhance staffing, resources and nurturing approaches across the school. Additional staffing supports the implementation of bespoke interventions for individuals and groups of children including literacy and numeracy boost groups. The progress of children receiving specific programmes of support are carefully tracked and monitored.

What the sustained impact has been

The sustained focus on wellbeing, nurture and inclusion is ensuring all children’s needs are fully met. School survey/questionnaire data is very positive and recognise the impact of school improvement priorities.

• 96% of children report they enjoy being at the school.
• 95% of children report they are making good progress in their learning
• 98% of children said the school was interested in their views and took account of their suggestions.
• 99% of parents/carers report their child enjoys being at the school.
• 98% of parents/carers report their child is making good progress.
• 97% of parents/carers report their child feels safe at school, an increase of 19% from 2019.

The ongoing focus on quality professional learning is having a positive impact on school improvement. Staff and are given time for dialogue, support and guidance to ensure improved outcomes for children. Staff feel supported and empowered to lead aspects of the school's work. As a result, the majority of staff now take on additional areas of responsibility across the school.

Raising attainment and supporting needs continues to be prioritised at Glebe Primary School. Improved robust tracking procedures allows senior leaders and staff to identify trends, gaps in learning and identify children who need to be challenged or supported better.  Post intervention data and tracking data over time including standardised assessments and National Standardised Assessments for Scotland evidence positive trends in attainment in literacy and numeracy. In 2022-2023 achievement of a level data in P1, P4 and P7 was above the North Ayrshire Council average and the National average for reading, writing and numeracy and Maths.