The Journey of St. Peter's Primary School: Narrowing the Attainment Gap through Effective Interventions
St. Peter's Primary School in West Dunbartonshire utilized assessment tools to address the poverty-related attainment gap among its pupils. By implementing targeted interventions and focusing on measuring impact, the school successfully improved outcomes for students facing additional challenges. Their story demonstrates the power of data-driven approaches in tackling educational disparities.
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Be what you can be and you will set the whole world on fire St. Catherine of Siena St. Catherine of Siena Kathryn Gallagher Head Teacher St Peter s Primary School, West Dunbartonshire Be what you can be and you will set the whole world on fire
Overview This is the story of how St Peter s Primary School used the Assessment of children s progress driver as a focus and structure to narrow the poverty related attainment gap through PEF. What did we do? Why did we do it? What was the impact? What are our next steps?
St. Peters Primary 46,800 PEF 144 pupils 37% of our pupils live in SIMD band 1 & 2 HMI inspection in March 2018
SIMD profile of St Peters Primary School 40% 36% 35% 30% 25% 19% 20% 18% 17% 15% 10% 6% 5% 3% 1% 0% 1 2 3 4 5 6 7 8 9 10 Decile
PEF steps to intervention and evaluation Identify our gap Identify the barriers related to learning Define the change we wanted to see Plan the intervention Plan the measurement of impact Review, review, review Adapt, adopt or abandon There are highly effective arrangements in place to identify the socio-economic related attainment gap across the school, and in attainment at P1, P4 and P7. Staff have a clear understanding of these gaps and resources and interventions are targeted effectively to support children who are facing additional challenges or barriers to their learning. HMI June 2018
Defining the change we wanted to see What shifts were we looking for? What would we see, hear if the change we wanted happened?
Pupil and Family Support Worker First priority was to build relationships with parents Reviewed attendance and late-comings Visited parents and children Made links with Young Carers in Clydebank Identified patterns of absences Provided individual support for children Soft start breakfast Linked parents to Family Hub at Our Lady and St Patrick s High School (OLSP)
Pupil and Family Support Worker Responsive, bespoke service Provided tailored support for targeted children Roots of Empathy trained Seasons for Growth trained After school anti-bullying club Friendship Friday Lambs Looking After Mind Body & Soul
Measuring the impact of the intervention Attendance improvement Average target group - increased from 82% -91% Late coming improvement Target group - decreased by 64% Attainment - improvement
Parental Engagement Improved trust Barriers broken down More comfortable coming into school More comfortable giving accurate information about their child More comfortable asking for help
Use of data to show wider impact 2017/18 2016/17
HMI June 2018 - QI 3.1 Excellent Senior staff have collated very rich data around meeting the needs of learners and measuring the impact of teacher interventions. The use of the school PEF has been carefully planned to deliver clear improvement for specific children. This is carefully tracked and monitored and there is evidence of improvement in a number of key areas. One of the areas of focus has been to support families in relation to attendance and timekeeping. There have been some very positive improvements and many families told us they are highly appreciative of the school and how much they have helped them. For a few families the support they have received has been invaluable and deemed to be life changing.
Our next steps Adopt, adapt or abandon? Adapt - what the Pupil and Family Support Worker does Adapt - how and what we measure to evidence impact Adopt - as a model with a view to sustainability
