Parentzone Scotland
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 Catalog-Item Reuse

Anderson's Primary School

Contact Details


Address: High Street Forres Moray IV36 1DB No

01309 672887 Telephone:

Fax: 01309 675934

admin.andersonsp@moray-edunet.gov.uk

Email:

School Information


Type: Primary

Provision: Gaelic Education

Local authority: Moray

SEED Number: 5201322

 

 

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-3.61067400000000

School information

For further information about the school, visit the website. School websites vary grately but may include: the school handbook, plans and reports about the school, as well as newsletters and contact details.

School level data

This section includes absence and attendance data for all primary, secondary and all-through schools. This data is collected every two years.

For secondary and all-through schools you will also find information on the destinations and attainment of school leavers.

View school level data

Archived data

Data which used to be held on the scottish schools online schools website have been archieved here for reference. The scottish schools online website closed in 2014.

View archived data

Inspection Report


This background information about school inspections will help you to understand the inspection process and how schools are evaluated. Inspection reports are presented in different formats, depending on when the inspection was carried out, but we will always display the most recent inspection report for your child's school.

View Inspection Reports

School Awards

National Level Data


Information on the destinations and attainment of school leavers from across Scotland



School level data

​In order to help raise attainment and support school improvement, information is gathered annually on the attainment and destinations of school leavers across Scotland.

The information presented here is designed to give parents a view of how schools are meeting the challenges facing Scottish education today:

  • equipping children and young people with the skills, experience and attitudes needed in the 21st century,
  • raising attainment for all, and
  • ensuring every child has the same opportunity to succeed.

The data comes from the Scottish Government's online tool for educational professionals, called Insight. Insight presents attainment data from Scottish Credit and Qualifications Framework (SCQF) accredited courses achieved by pupils during their senior phase (S4-S6). Awards gained before the senior phase are not considered in this data. Not all achievement awards are recorded in Insight.

The current performance data is not directly comparable with archived data due to changes brought about by Curriculum for Excellence and the phased introduction of new National Qualifications.
For further background and technical information please read the PDF file: School Leaver Performance Data - Background Information

How well is my school doing?

All schools are unique, so to understand how well a school is doing it is important to look at a range of different data sources, together with information about the individual school. The information provided on Parentzone Scotland adds to that already provided by schools in their handbooks, standards and quality reports, websites, and regular communications with parents. All of these together are designed to help parents better understand schools and encourage communication between parents and school.

The best way to judge the performance of your child's school when using Insight data is to compare the achievements of young people in your school to those in the 'virtual comparator'. The 'virtu​al comparator' is a sample group of pupils from other parts of Scotland who have the same characteristics as the young people in your school. This is fairer than comparing your school with another because no two schools are exactly the same.

In the past, the press have presented the SQA examination results data for individual schools as league tables, which implies that the schools are the top of the table are the best in Scotland and those at the bottom, the worst. This is very misleading for parents because schools operate in very different circumstances and therefore cannot be judged in this way.  For example, som​e schools may have a much higher number of children and young people with additional support needs than others and so this may affect the school’s overall attainment.  There may be fewer job opportunities for young people living in remote rural areas and so this could affect the percentage of pupils who achieve a positive destination in that school. The context of a school must be taken into account when considering how well a school is doing.

This measure is known on Insight as the 'National Benchmarking Measure: Increasing Post- school Participation'.

The graph shows the percentage of school leavers who entered a positive destination alongside the virtual comparator. Positive destinations categories are: higher education, further education, training, voluntary work, employment and activity agreements.

This information on the leaver destinations of publicly funded school pupils is based on information collected in October of each year.

​A key priority of Scottish education is to improve the employability skills of our young people. This is resulting in changes to the way the curriculum is offered. Many young people do fewer formal qualifications than previously, but benefit from stronger engagement with colleges and local employers. This leads to achievement awards and industry standard qualifications.

This measure is known on Insight as the 'National Benchmarking Measure: Literacy and Numeracy'.

One of the core aims of the Curriculum for Excellence is to improve the numeracy and literacy skills of our young people. The graphs show the percentage of school leavers who attained literacy and/or numeracy at  SCQF level 4 or better, and SCQF level 5 or better. They show the attainment of school leavers from this school alongside its virtual comparator.

Further information is available in the background paper.

This measure is known on Insight as the 'National Benchmarking Measure: Attainment versus Deprivation'.

In many countries, including Scotland, levels of attainment are linked to the levels of deprivation in the geographical areas in which learners live. Education policy in Scotland aims to raise attainment for all learners and ensure every child has the same opportunity to succeed.

The Scottish Index of Multiple Deprivation (SIMD) enables the areas in which school leavers live to be mapped to concentrations of deprivation and grouped accordingly. SIMD rankings do not relate to individual learners or households.

The number and level of qualifications a young person gains by the point they leave school provides a tariff score. These figures are brought together to provide an average total tariff score for the school. Only the latest and best awards in each subject are counted in the tariff score. For example if someone has an award at National 4 and National 5 in English, it is only the National 5 award that will count towards this measure.

Like other aspects of achievement tariff scores are dependent on the context of the school and should not be used to make comparisons between schools. To understand how well a school is doing in relation to the tariff scores of school leavers, you should compare the school to its virtual comparator.

The graph below shows attainment across school leavers by level of deprivation. (1 = most deprived areas, 5 = least deprived areas). The school's average total tariff score is shown below alongside its virtual comparator.

This measure is known on Insight as the 'National Benchmarking Measure: Improving Attainment for All'.

The graph shows the average total tariff score of school leavers alongside the data for its virtual comparator.

School leavers' individual total tariff scores have been calculated and grouped into the lowest 20%, middle 60% and highest 20% of attainers for each school. The average total tariff score of each of these groups of school leavers is displayed.

Like other aspects of achievement tariff scores are dependent on the context of the school and should not be used to make comparisons between schools. To understand how well a school is doing in relation to the tariff scores of school leavers, you should compare the school to its virtual comparator.

​This measure is known on Insight as the 'Breadth and Depth: Leavers'.

The first table below shows the full range of SCQF accredited awards gained at SCQF levels 1 to 7 and provides the most representative view of the breadth and depth of awards. The second table shows the corresponding data for its virtual comparator.

When a pupil has been awarded a course at a SCQF level, they will be counted in the corresponding box(es) in the table. For example, a pupil gaining three awards at SCQF level 4 would be counted in the cells for:
'1 or more awards’ at 'SCQF level 4 or better';
'2 or more awards' at 'SCQF level 4 or better'; ¬and
'3 or more awards' at 'SCQF level 4 or better'.

They would also be counted once in equivalent boxes for:
'1 or more awards’ at 'SCQF level 3 or better',
'2 or more awards' at 'SCQF level 3 or better'; ¬and
'3 or more awards' at 'SCQF level 3 or better'.

And similarly for 'SCQF level 2 or better' and 'SCQF level 1 or better'.

Only the latest and best awards in each subject are counted. For example if someone has a National 5 and a Higher in Mathematics, it is only the Higher that will contribute to this measure.

Schools that offer young people a curriculum based on a range of leaver destinations may have young people who sit fewer qualifications but who are better prepared, with more appropriate skills and experiences for the world of work.

Attendance and absence figures are collated every two years. They do not form part of the performance data included on Insight.

The data shows the percentage absences for the whole school, the local authority and all of Scotland.

National averages have been calculated from the figures for all local authority and grant- aided schools, whereas the local authority averages are based on local authority schools only. Further background information about attendance and absence data can be found in the Notes for Attendance and Absence Data 2014_15.

​​​​Notes​​

Symbols used:

 
Asterisks (*) have been inserted instead of figures for some schools and categories, where percentages are based on data for more than 0 but fewer than 5 pupils. This is because they could be misleading or lead to the identification of individuals. Within the Attainment in the context of deprivation data, asterisks can be inserted if the numerator or denominator is less than 5, or if suppression of another variable also requires suppression here.
The symbol (#) within the Attainment in the context of deprivation data indicates that the school is a Junior High (ie serving pupils until S4 only). 

The symbols (##) indicate that the school has recently opened or merged with another school and this information is not available.

Where a school has been unable to provide information related to any of the above, or where there are outstanding queries with regards data provided, the relevant entries are shown by an 'X'.

Totals shown in tables may not add up to 100% due to the rounding of percentages



 

Archived Data

Data which used to be held on the scottish schools online schools website have been archieved here for reference.
The scottish schools online website closed in 2014.

 

 

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