Inspectors note ‘positive environment’ at Crossford PS
CHILDREN benefit from a “positive and caring” learning environment at Crossford Primary School and nursery according to a recent Education Scotland inspection.
The school got several ‘good ratings’ when the team of inspectors carried out the visit in September.
Strengths highlighted in the resulting report were the headteacher’s calm and reflective leadership and sound knowledge and awareness of the strengths and areas for improvement of the school and nursery class.
There were effective staff interactions in the nursery, which support children’s learning and developments well. Children are highly engaged, eager learners who explore and investigate confidently the richly resourced play contexts.
The report stated: “Children benefit from a positive and caring learning environment. Almost all relationships between staff and children are supportive and nurturing, with the majority of children saying that other children treat them fairly and with respect.
“Most children are motivated and engage well in lessons. They learn very well and enjoy developing a broad range of skills, including skills gained from high quality physical education (PE) lessons.
“Most children speak enthusiastically about planned learning for the school’s fiftieth-anniversary celebrations.”
Positive relationships were found across the nursery class and the school. Staff knew children well and worked effectively as a team to support children’s learning.
The report also highlighted children’s involvement in enjoyable, motivating physical education and broader sports experiences.
Areas for improvement identified were for leadership responsibilities to be built for staff and children to enable them to influence change across the school. This should include providing children with more opportunities to achieve.
Inspectors also said increased account of children’s views across the school should be taken while the school should ensure appropriate planning for all children who require additional support with their learning.
The need for an improvement in the pace and challenge of children’s learning to continue to raise attainment was also highlighted.