Standards, Quality and Improvement Plan for Fox Covert Primary School and Fox Covert Early Years Centre
Fox Covert Primary School is a happy, nurturing place where pupils, parents and staff are actively involved in ensuring a positive learning community.
Standards and Quality Report for session: 2015-2016
Improvement Plan for session: 2016-2017
Table of contents Standards and quality report 1 The school in context
2 School’s self evaluation
Improvement plan
3 Key areas for school improvement
4
Cluster improvement plan
Standards and Quality Report 1. The school in context
Fox Covert Primary School was built in 1960 and serves the Clerwood area of Edinburgh. The current school roll is 248 pupils which is
spread over 9 classes: 2 x P1, P2, P3, P3/4, P4, P5, P6 and P7. The school is part of the Craigmount High School cluster. The school is
ideally situated to take advantage of the active outdoor learning opportunities offered by Corstorphine Hill. Our pupils represent a
real cross-section of society and this makes for a very stimulating and culturally rich environment. We pride ourselves in having strong
co-operative links with parents, a warm, friendly and welcoming atmosphere, and a rich and varied curriculum. The school shares
playgrounds, a 3G pitch, hall and dining facilities with Fox Covert RC School. The school is a two-storey building with seven classrooms,
an IT suite/Library, GP room, teaching base and staff base. Our school has a rising roll and this session we are fortunate to have the
addition of a new shared teaching space with Fox Covert RC. This building currently houses our P6 and P7 pupils in two classrooms and
provides a shared classroom space for joint and individual work across the schools. The playgrounds and grounds have undergone
improvement in recent years including development of outdoor classrooms, a sensory garden and seating areas. These developments
have been linked to our Healthy Schools & Eco Schools work. The school facilities are used by community organisations in the evenings
and at weekends.
The Senior Management team consists of the Head Teacher, 2 Principal Teachers, a Business Support Manager and the Head of
Centre of Fox Covert Early Years Centre. One Principal Teacher provides Reduced Class Contact for Class Teachers and has
responsibility for Early Years whilst the other Principal Teacher provides Support for Learning for identified pupils 2½ days a week as
part of her remit. There are twelve Class Teachers, 4 of whom work on a part-time basis. There are 6 Pupil Support Assistants
(PSAs) working throughout the school to support learning, teaching and inclusion. The school benefits from having specialist provision
in PE for one day a week and from having instrumental input from string and woodwind instructors. Fox Covert Early Years Centre
which has provision for 70/70 3-5 year olds and 15/15 Eligible 2 year olds opened in August 2015. Janie Jones, Head of Centre, has
responsibility for the day to day running of the centre and is ably supported by two Senior Early Years Practitioners who have
management time for 0.5 of the week. In addition, there is 1 Early Years Officer, 1 Class Teacher, and 8 Early Years Practitioners
who are complemented by 4 Pupil Support Assistants.
2. School’s self evaluation 1.1 Improvements in performance
Standards of attainment over time
Overall quality of learners’ achievement
Impact of improvement plan
Most pupils continue to make good progress in learning from prior levels of attainment in reading and writing. A significant number of children are
achieving beyond the average level in both Literacy and Numeracy. Attainment in P1, P4 and P7 continues to be in line with CEC standards and comparator
schools.
We use a range of tools to help us assess such as AifL strategies, summative assessments, pupil folio jotters to capture a variety of pupil work and
observation. Data is gathered to inform our planning and to provide challenge and support in meeting the needs of groups and individuals. Pupil folio
jotters provide a record of pupil work throughout the year, however, we require to use this data in a more formative manner to ensure that it impacts on
pupil learning and attainment.
We have a strong commitment to provide purposeful learning experiences for our learners and meet regularly to discuss the pace of learning to ensure
that individual needs are catered for and met. Regular attainment meetings provide timely opportunities for staff and senior management to discuss the
progress of groups / individuals and refine planning, learning, teaching, assessment and resources to meet the needs of all learners.
Staff are continuing to develop their confidence in placing children within CFE levels and ensuring that there is progression throughout a level using
curricular frameworks to support. Staff have begun to engage with the new significant aspects and learning statements, particularly in Maths and are
using these to support their professional judgement when assessing pupils. They are continuing to develop focused assessment opportunities and now
need to develop a range of opportunities to allow pupils to show depth and application in their learning. Moderation of pupil work has taken place in writing
and Maths this session which provided valuable opportunities for staff to consider how well our children are supported and challenged and to identify
specific changes which require to be made within our curricular frameworks.
Pupils are benefitting from clear, focused success criteria in lessons to support them in achieving success within levels. They are becoming more
reflective as learners due to having a clear purpose and an understanding of what and why they are learning. Staff now need to work on ensuring that
opportunities are provided for pupils to be involved in creating their own success criteria in lessons, allowing them to become co-constructors of their
learning. They also require opportunities to be more involved in assessment opportunities and to be involved in planning their own personal next steps in
learning.
Staff have identified the features of an excellent Maths lesson and are working hard to ensure that these features are apparent in all Maths lessons and
that there is good pace, support and challenge for all learners. Big Maths has been further embedded in classroom practice this year and is bringing
positive benefits for pupils in improving their recall of table facts and number bonds. The majority of pupils have been highly motivated by the
challenges offered and the sense of achievement gained from progressing through the levels. The use of SEAL in early years classes is impacting on pupil
ability to use and discuss mental strategies with increasing confidence and in using number bonds with increasing ease.
Our focus on problem solving within Maths this session has had a noticeable impact in terms of boosting staff confidence in teaching identified problem
solving strategies and planning challenging tasks through collegiate planning and collaboration. The children have experienced a range of problem solving
strategies through play and structured activities and are developing their confidence in being able to articulate their thinking and apply this within the
tasks set. Our next step is to further develop pupil skills and to ensure consistency across the school using a clear progression of focused strategies and
resources.
Our continued focus on the teaching of reading skills and learning approaches has impacted on achievement levels. More children achieved beyond the
expected level than in Session 2014-2015. Staff and pupils are enjoying an increased range of reading material and there is a noticeable improvement in
boys' enjoyment in reading in the upper stages of the school staff have reported. We have a planned progression of skills through Literature Circles and
staff feedback indicates stronger links between reading and writing. This impacts on the children applying their skills. With careful training and support,
the children have been able to lead the learning within Literacy Circles discussions displaying high standards of work. High levels of motivation and
engagement in reading lessons were observed in reading learning visits in classrooms across the school.
Higher order questioning is now more embedded within reading lessons in most classes. Pupils are being provided with good opportunities in reading tasks
where they are encouraged and supported to confidently create their own questions using bloom’s taxonomy particularly in P5, P6 and P7. Our next step is
to adopt this approach in other curricular areas.
Pupils have benefitted from specialist input in Technology this session which has linked extremely well with our work in Growth Mindset and in promoting
engineering. Learners have been extremely engaged in this area of the curriculum which has promoted the different qualities of learning powers, allowed
pupils to develop creative thinking skills, has presented many opportunities for collaboration, and has raised the profile of using a process learning cycle
such as think – plan – change – revisit. Pupils have enjoyed opportunities to explore what engineering is and to develop their understanding of the role that
Scotland plays in engineering innovations, and relished the opportunity to create their own products of the future. Pupil work was entered into the
Scottish Engineering Special Leaders Award and led to two of our pupils being commended for their designs. Our pupils were inspired by a number of
parents and visitors from other organisations who visited to share their experiences in the engineering roles that they have as well as their motivation
for becoming engineers and to share the exciting opportunities that the world of engineering presents.
In Nursery, planning is displayed for parents on a weekly basis in cloakroom areas, shared within our weekly bulletin and on the screen in the foyer to
communicate what the children are learning. This provides opportunities for parents to reinforce this learning at home. Key worker guidance is planned
by the Class Teacher and is used to direct dialogue within keyworker groups. Floorbooks are being used to promote discussion and pupil voice in directing
topics. Achievements are celebrated well within the nursery through the use of e-journals, stickers and praise. Literacy and numeracy trackers have
been introduced and are being used to track pupil progress through Early level. These are also used to identify any gaps in learning and are being used to
set and address next steps for individuals and groups. Opportunities in Literacy and Numeracy throughout all areas of the nursery and the garden will be
increased next session. Consideration will also be given to offering active and energetic play indoors as well as outdoors.
What are we going to do next? Continue to create opportunities for staff to share good practice across learning and teaching, planning and moderation
Develop understanding of Significant Aspects of learning and learning statements and use these to inform assessment planning
Further increase opportunities for moderation particularly in Maths and Reading
Further improve learning and teaching strategies that promote deep learning – higher order thinking skills, quality questioning, quality feedback
Continue to review and reflect on the design of our curriculum
Share children’s achievements with nursery staff more formally, e.g. use of an achievement tree in the foyer
Use parent postcards to communicate achievements on a daily basis with parents
Provide information for parents who speak another language , using staff team where possible to support this
2.1 - Learners’ Experiences
Learners are motivated, eager participants in their learning.
Learners make good progress in their learning.
Learners know their views are sought and acted upon. They feel valued.
Learners feel safe, nurtured, healthy, achieving, active, included, respected.
Day to day engagement in learning demonstrates that most children are committed to their learning and are confident and motivated participants. All of
our learners are encouraged to participate in a wide range of curricular and extra-curricular activities which helps them to develop the four capacities
within our school community and beyond. Opportunities are provided for pupils to share their experiences and achievements with their classmates and
staff in the classroom and at assemblies.
Pupils have benefitted from a range of focus weeks such as Information Handling, Christmas, Scottish History and culture, Health and Financial Education
allowing them to further develop their knowledge and skills in these areas. They have also had opportunities to celebrate other important events in the
calendar such as International Day, World Book Day and Burns Day, enjoying a range of experiences such as visiting Blackwell book shop, having visiting
authors in school, creating and tasting dishes from other countries, visiting places of interest related to topic work such as Gladstone’s Land, Tesco and
Gorgie Farm, and having opportunities to learn from visiting instrumental staff/workshops, e.g. woodwind, ukele and NYCOS.
Staff have worked collegiately to bundle Technology, Social Studies ,Science and Health & Wellbeing experiences and outcomes together this session to
form Interdisciplinary contexts which is allowing more engaging contexts to begin to emerge.
Further work will be carried out in this area next session. Collaborative planning and teaching has taken place across levels in P4 and P5 through work
carried out on Ancient Greeks and in preparing and delivering a highly successful show. This was highlighted by many pupils and parents as being a
highlight of the school year and a wonderful context for learning presenting many opportunities for pupils to develop a wide range of skills.
The use of Learning to Learn tools continues to become further embedded within classroom practice. New tools introduced this session has added to the
variety of tools available to both staff and pupils to use in assessing pupil progress. In most classes, the children are more aware of what they are
learning and why. They are able to talk about their progress, what they did well and suggest areas for improvement.
Leadership roles for pupils were increased significantly this session for pupils allowing them opportunities to be involved in Fair trade, International
Schools, Eco, Webbies, Pupil Council, JRSO, House Captains and Vice Captains. Pupils have participated in a range of activities in these areas such as
planning and preparing for events, speaking at assemblies, house meetings and to visitors, running a Fair trade tuck shop, running competitions and
collecting information for the school website etc. Pupils have been instrumental in the school gaining their 3rd Green flag from Eco Schools Scotland and
their FairAware Award from Fairtrade Schools. A link has been created with the One World Shop through our Fairtrade work, with pupils raising a
significant amount of money through providing and running a Fairtrade shop and tuck shop. House Captains and Vice Captains have further improved the
House system by suggesting and implementing a variety of ideas such as buying and naming mascots for each house, making organisational changes to
assemblies and being involved in organising and running end of term House celebrations and meetings.
Outdoor experiences are provided for pupils in P6 through visiting Foxlake along with their peers from Fox Covert RC and for pupils in P7 who have a 5
day residential experience at Lagganlia.
Pupils had opportunities to participate in a range of cluster and city wide sporting activities/events such as the Clubgolf festival, Games at the Hub,
Interscholastics and Swimming Gala where they had good success.
The school forged a working relationship with Edinburgh Hilton as a community partner who supported us during our Health week and Sports Day.
Pupils have also developed their enterprise skills this year in a variety of ways. P6 worked hard to raise money for their coach to Lagganlia in P7, P3
undertook am enterprise challenge to raise money for an orphanage in Tanzania as part of their interdisciplinary work and pupils across the school raised
money throughout the year for a variety of charities including Comic Relief, Mary's Meals and MacMillan Cancer.
A new school website has been launched and a school twitter account created to share information, pupil experiences and work as well as pupil and school
achievements. Our P2/3 class trialled having their own class twitter page which has been successful in allowing parents to be more aware of the
experiences that their child is having in the classroom. We aim to build further on this next session.
Children's views in the nursery are gathered through small group times, floorbooks and mindmaps. The children are encouraged to share their views, vote
and give feedback in different ways. Learning walls are used to document the children's achievements and have had a good impact in promoting pupil
voice. Children are exposed to a variety of learner experiences both indoors and outdoors to allow them to progress well in their learning, providing
appropriate support and challenge to ensure they reach their full potential. Small group times have been introduced on a daily basis to allow children to
have time and space with their key adult to develop listening and talking skills, turn taking, Circle Time etc. Children have experienced trips to the library
and have benefitted from visits from adults to share their experiences, e.g. Chinese New Year.
Staff have worked hard in conjunction with parents to develop the garden area to develop skills and promote curiosity. The children are provided with a
range of experiences which allow them to negotiate, take turns, assess risk and keep each other safe allowing them to develop an understanding of how to
keep themselves safe. They are benefitting from learning experiences in gardening to take care of plants and living things through creating a bug hotel.
Children are able to help prepare foods and take part in baking activities which supports increasing their knowledge of healthy foods and promoting a
healthy lifestyle. Children are encouraged to be responsible and accepting of others who are different to them. The Class Teacher has positively
impacted on staff confidence with planning to ensure that high quality learning is taking place
What are we going to do next? Introduce vertical learning groups to further promote pupil voice within school and encourage children to take responsibility for a specific area
Provide opportunities for pupils to learn new skills through the introduction of master classes led by pupils, staff and members of the local community
Develop a whole school approach to profiling and pupil target setting
Further develop our use of moderation to improve learning and teaching
Continue to actively involve pupils in planning learning, ensuring further opportunities for choice and personalisation when appropriate
Extend opportunities for children to actively participate in the e-journal process, e.g. e-learning station
Improving the quality of staff evaluations of children’s learning through sharing exemplification and good practice
Expand opportunities for children to visit places of interest within local community and to have visitors in to share knowledge and skills
Consider how to keep parents informed of children's experiences on a daily basis
Review adult directed times to prevent hindering free play using Building the Ambition to support staff
5.3 - Meeting Learning Needs
Tasks, activities and resources Identification of learning needs The roles of teachers and specialist staff
Meeting and implementing the requirements of legislation
In almost all classes, tasks, activities and resources are well-planned to match children`s differing needs and learning styles. Specific resources are
utilised to motivate and encourage children`s participation in learning. Differentiation is evidenced in planning and teaching to support and challenge all
learners. In most classes, there is appropriate pace in learning. The Support for Learning Teacher is focused on supporting staff to support children and
has had a positive impact in the short time she has been in post.
Teachers monitor and track attainment at class level, identifying the need for additional support/challenge and assessment information determines next
steps in learning. Attainment meetings take place termly with the Head Teacher, Principal Teachers and Class Teachers. The attainment of each child is
discussed using current data, assessment information and knowledge of the child. Strategies are then agreed to address any identified needs and put in
place thereafter.
All teaching and support staff have undertaken training this session for Epilepsy, Asthma and Epi-pen and supporting ASD children. Pupil Support
Assistants have benefitted greatly from fortnightly training with the Support for Learning teacher in areas such as using SEAL, using Read/Write Inc
with particular groups of children, supporting children in using cursive handwriting along with receiving training from the Literacy and Dyslexia support
service. Support staff have also all undertaken First Aid training.
Some Read/Write Inc training has also been delivered to Class Teachers and this is beginning to have a positive impact on practice within P2, P3 and P4.
These classes are benefiting from support from the Support for Learning teacher in planning and directing Read/Write Inc sessions with specific groups
within these classes.
A Lego group and Talk and Move groups have been implemented for specific children through training from a member of the Speech and Language Team.
This training has been undertaken by some pupil support assistants who have then been responsible for organising and delivering the sessions for pupils.
These groups have led to an increase in pupil confidence and ability to listen to, follow and carry out instructions, take turns, work co-operatively, speak
with confidence and in being a successful member of a team. This approach will be further developed next session with more opportunities being available
for other members of staff to be trained in using these approaches.
The Support for Learning teacher has introduced and implemented a new IEP format for sharing personalised targets of pupils with parents. This has
been highlighted as a model of good practice by the ASL Cluster Leader. Pupils have their own child friendly IEP targets which have been received by
staff and pupils positively and support everyone in planning appropriate and relevant next steps. This is supporting teaching and support staff in being
clear of where the children are in their learning and of the steps which require to be taken.
Parents and other professionals have been given the opportunity to provide feedback following Child Planning meetings this session. This has been well
received with positive feedback highlighting the good support which is provided by school staff, parents and other professionals who are all working
closely together to support the child.
Looked After Children are closely monitored, with regular review meetings planned, to ensure that their needs are being met and that they are making
progress. The school has worked closely with outreach teachers and other agencies to provide additional support, as required.
Children are supported well through targeted support and high quality individualised plans. Very effective relationships have been formed with other
professionals to support and have a positive impact on children’s needs. Emotion Talks is used to support some children in articulating their emotions. Now
and next visual timetables and Boardmaker symbols are used well to support ASD children.
Some progress has been made in identifying next steps in learning for children in e-journals within Nursery. Staff are continuing to develop their skills
and confidence in noting suggested next steps in learning through planning sessions and professional dialogue.
PEEP groups have supported parents in developing trusting relationships with staff and other parents. Parents feel that they are listened to, feel
respected and included within the work of the centre. They acknowledge that their views are taken on board and are used to improve the service of the
centre.
Parents are provided with the opportunity to comment on their child’s journal. However, the response and motivation to do this has been low. Steps will
be taken next session in a bid to improve parent engagement with this. Children’s progress is reported to parents through bi-annual cuppa chats and a
written report.
What are we going to do next? Continue to identify and support children through rigorous attainment analysis
Provide training for all staff to develop knowledge and understanding of the new CEC pathways/circle documents
Provide SMART target training to allow staff to become more involved in writing IEP targets
Implement social skills groups for pupils which will be undertaken by SFL teacher and PSAs
Undertake staff training to support Dyslexic learners successfully
Provide training to allow all nursery staff to support ASD learners effectively
Involve key workers, PSAs and parents in creating individual plans to support children effectively
Ensure regular meetings between Senior Keyworkers and keyworkers take place to identify and discuss individual next steps for children
5.1 The Curriculum
The rationale and design of the curriculum
The development of the curriculum
Programmes and courses Transitions
New planning formats have been introduced for Reading, Writing, Listening & Talking, Maths and Interdisciplinary work this session and are having a very
positive impact by providing a clear progression of skills for staff to plan learning and have supported fluidity across a level/stage. Curricular programmes
are being reviewed and refined in line with updated national expectations and advice.
We have revisited our school vision, values and aims and have gathered pupil, staff and parent views to create a Curriculum Rationale to support us in
continuing to develop, promote and sustain an aspirational vision for our curriculum. Our next step is ensuring that the school’s vision is clear and
understood by all partners within our local community and that we use this proactively to support us in continually shaping our curriculum, being creative
and innovative in our approach.
Pupils benefit from a wide range of opportunities and experiences which enrich our curriculum such as trips and outings, visiting talkers and specialists,
participating in a range of sporting activities and presenting to invited guests. We are continuing to try and make more use of our local environment and
community within interdisciplinary and standalone topics and are working hard to increase partnership working with businesses and specialists to help in
supporting developing skills for learning, life and work. Particular highlights for pupils and staff have been work carried out in Growth Mindset and
Technology, gaining our 3rd Eco flag, Open Morning to showcase work carried out this year, trips to Linlithgow Palace and Museum on the Mound and class
performances and assemblies.
Our weekly bulletins, newsletters, class newsletters, website, twitter, Parents Consultations, pupil reports and events such as Meet the Teacher and
curricular Open Mornings provide parents and carers with information about their child’s learning helping to help them support their child at home.
Opportunities have been created to further develop a culture of pupil voice through the introduction of pupil learning conversations. These conversations
take place between a member of the senior management team and a group of children from every class across the school on a termly basis. Pupils are
confidently able to articulate and share their experiences within the classroom on a range of topics linked to our school priorities and to make
suggestions regarding further improvement. This is enabling pupils to be actively involved in the decision making process and to be further involved in
shaping the future direction of the school.
The use of Mild, spicy, hot challenges has been well received by both staff and pupils this session. Pupils feel that this has encouraged them to challenge
themselves more than they normally would and has been successful in developing a "can do" attitude and self-belief, linking well to our work in Growth
Mindset. Staff feel that the approach has led to their groupings being more fluid and has led to increased self-confidence for some children and a
noticeable increase in children challenging themselves. It has supported staff in differentiating within their planning and in reconsidering their own
personal judgement.
Our “Learning to Learn” toolkit has continued to evolve with the introduction of some new tools, supporting pupils to reflect on their learning and to make
links across curricular areas. Most staff feel that this has encouraged greater reflection on what, how and why pupils are learning and that pupils are
able to talk about their progress, what they did well and areas for improvement.
Very good arrangements for transition are in place particularly at the key stages of coming into nursery, P1 and moving to S1. Our pre-school nursery
children and P1s carried out a joint transition topic "The Garden" which was extremely successful and led to great experiences of teamwork, supporting
one another, building friendships and allowed our nursery children further opportunities to become more familiar with the school environment and staff.
A PEEP transition group was provided for some pre-school children and their parents to provide further support in preparing for the transition from
nursery to P1.
Joint work with our campus neighbours Fox Covert RC continues to provide valuable opportunities in developing partnerships and friendships through a
variety of activities such as curricular work, celebrating events such as World Book Day, Sports Day, Eco committee and in participating in city wide
sports events such as Interscholastics. Our joint Interscholastics team this year won the B schools category for the first time as a result of their great
team work, talent and determination.
The Daily Mile was introduced in all classes which proved to be a great success. The children are enjoying taking part, it is helping to increase physical
fitness levels and is promoting confidence with running.
Bedtime stories have been purchased and introduced to support families in accessing good quality books to read at home with children and to support in
improving literacy skills. Generally, there has been a poor engagement with this initiative with a large number of books not being returned. This is an area
which will require future development next session.
High quality environments promote play both indoors and outdoors and have been developed in collaboration with both parents and children. A highly
successful Garden Project day was well attended by both parents and staff to improve the outside environment for children. Parents very generously
gave their time and utilised a variety of skills to create a variety of areas within the nursery garden for the children to explore and play. The children
have benefitted immensely from weekly library visits and have been supported by parents on their trips.
The Magic of Music resource has been introduced and implemented through setting up a parent group which has been extremely successful and well
attended. This has been very well received by both parents and children and has provided a leadership opportunity for a member of staff.
Extensive transition has taken place over a period of 5 months which has resulted in the children who are attending Fox Covert Primary being happy and
secure, and familiar with the building and staff. A very successful joint transition project “The Garden” was undertaken by both the nursery and P1
children, developing both existing and new friendships and trusting relationships with school staff. A PEEP transition group was run and was extremely
successful in preparing parents for their child transitioning into P1.
What are we going to do next? Further develop Outdoor Learning by introducing "Play in a Pod" initiative and continue to implement the Daily Mile for all pupils
Provide opportunities for pupils to develop our allotment and the creation of a new wildlife garden within our school grounds
Develop and introduce milestone assessments in Maths and Reading to support measuring pupil progress
Further embed SEAL within Early and First Level in Maths
Introduce French as Language 2 in nursery-P7 and German as Language 3 in P5-7
Further develop our Growth Mindset culture and further embed Learning powers work to continue to promote high expectations of our pupils
Further engage parents in bedtime stories by celebrating and raising the profile of books/modelling storytelling and reading aloud
Ensure enhanced transition arrangements are put in place for specific children earlier in the year
Continue to build on joint transition work with P1 next session
Improve learning environments and develop experiences in line with child-led learning and as a result of staff undertaking Froebel training
Consider best practice document " My World Outdoors" to support nursery garden developments
5.9 Improvement through self-evaluation
Commitment to self-evaluation Management of self-evaluation School improvement
The school has a very strong partnership with the Parent Council who are very supportive of the school. The Education sub-group have played a key role
in revising the existing homework policy this session. They have worked with school staff to create a questionnaire to survey parent views and attitudes
towards homework and of the school's current homework arrangements. A small group of staff volunteered to trial a new approach to homework which
was very successful and will be introduced next session. Some of the benefits of the new approach were older pupils taking more ownership for the
organisation of their learning, opportunities to experience other curricular areas, opportunities to work on a homework tasks with siblings, and more
practical and enjoyable ways to practise and develop important life skills.
The Parent Council have also supported our improvement in Maths this session by contributing towards the cost of working with Maths Educationalist,
Tom Renwick this session. Tom led an information session for parents sharing strategies and techniques for supporting basic numeracy at home and
highlighting the importance of number bonds and times tables facts in supporting children's maths. Feedback from the session was that they really
valued the input and really supported them in understanding how they can work with a 100 square at home. Some teachers have positively commented
that they feel that some pupils have made more progress following the session as a result of input from home as well as in school.
All staff are involved in regular self-evaluation opportunities through high quality responsive planning and reflection, Learning and Teaching meetings and
professional dialogue. Children`s views are sought through a wide range of activities such as Pupil Council, assemblies, pupil learning conversations and in
lessons. The Pupil Council created a questionnaire to gain formal information on how visitors feel within our school which will be implemented next session.
A wide range of techniques and opportunities were utilised to gain feedback, information and views such as Quality Assurance procedures, school
performances, Open Morning, Parent Council meetings, surveys, questionnaires, meetings, minutes and feedback forms etc.
Staff have begun to engage in professional reading linked to school improvement priorities and have had increased opportunities to have leadership roles
within the school in leading activities such as Improvement groups focusing on a curricular area and pupil voice groups. Staff have undertaken a peer
learning visit within school to observe learning and teaching within Maths and have been given the opportunity to visit another school to observe good
practice within a curricular area of their choice. This has provided staff with opportunities to consider the impact of specific practices such as SEAL, to
further develop their own understanding and practice and to ensure they are planning learners experiences appropriately ensuring a progression of skills.
A variety of opportunities have been provided for parents to be provided with information about their child's learning and to allow parents to feel more
involved in the life and work of the school such as Meet the Teacher, P1 curricular evening, Open Morning, P7 Burns Supper, P4 & P5 show and Tom
Renwick Maths information evening. Class assemblies have also been introduced as a further opportunity to allow pupils to share their learning with their
parents. These have generally been well attended, particularly in Early Years classes.
An Open Morning showcasing many different aspects of our School Improvement plan and highlighting the excellent progress being made in these areas
was extremely well attended by parents in April. Areas highlighted were Financial Education, Growth Mindset, Hot, Spicy and Mild challenges, Fair trade,
Eco schools and International Schools. This provided an opportunity for parents to observe learning, be involved in activities themselves, enjoy a
performance by the French Theatre club as well as seeing a variety of work from all classes throughout the school on display. Feedback from parents was
extremely complimentary and highlighted that they appreciated the opportunity to see and hear first-hand about the children's great experiences in
these areas. The children confidently and articulately were able to share their learning, demonstrating clearly the knowledge and skills that they had
developed.
A Learning Walk was undertaken by a group of children to survey the Growth Mindset and Learning Power work being carried in classrooms. It was clear
that children and staff are working hard to develop a learning culture which promotes the values of resilience, perseverance, independence,
determination, confidence and curiosity from the language being used and the displays which have been created. This work has begun to have a good
impact on pupils realising the benefits of not giving up and finding new ways and strategies to allow them to be successful learners. We will continue to
build on this very valuable work next session.
ICT Drop in professional learning sessions have been organised and delivered by members of the ICT improvement group this year to share good practice
and to promote the use of specific resources, websites and apps to further enhance learning with pupils.
Engagement with families within the nursery has been promoted through displaying information on the noticeboard and on the tv screen, through cuppa
chats, weekly bulletins, and through using a suggestions box and wishing tree to gather views, opinions and suggestions to improve the service. Parent
questionnaires have been also been used to gather information about the service and to support further development.
Nursery staff are encouraged to take on roles of responsibility by leading groups or projects such as Magic of Music sessions, Number Rhyme sessions
and PEEP groups. Further opportunities will be provided for staff to become lead learners or champions in specific areas next session. Staff have also
had the opportunity to visit other establishments to observe good practice and will continue to do this next session. Some work has been carried out in
supporting staff in becoming familiar with the Building the Ambition document to support practice and further work will be carried out using this and
other important documents and frameworks next session.
What are we going to do next? Introduce a professional reading group for staff to provide further opportunities for personal professional development
Further develop use of school website and twitter feed to share information, experiences and achievements with parents
Develop staff knowledge of How Good is Our School 4 and use this in self evaluation activities
Provide information sessions for parents at the beginning of the new session
Provide further opportunities for parents to see and be involved in the work and life of the centre
Further develop staff knowledge and understanding of "Building the Ambition" and "How Good is our Learning and Childcare?"
Set up a Nursery Board with representation from the local community to support the future development of the service
Improvement Plan
3. Key areas for school improvement NIF Priority1 - Improvement in attainment, particularly in literacy and numeracy. QIs 1.1 Analysis and evaluation of intelligence and data
2.3 Effective use of assessment
2.3 Planning, tracking and monitoring
3.2 Attainment in literacy and numeracy
Priority: To continue to improve approaches of effective learning, teaching and assessment leading to increased consistency across the school
Outcomes: Improve attainment in Numeracy by ensuring appropriate support and challenge to meet all learning needs
Staff will continue to develop a shared understanding of progression in Reading and Maths within levels
Tasks By Whom Resources Timescale Impact
Identify trends and benchmark performance from standardised assessments, addressing areas of concern
Share whole school attainment levels and results with all staff
SMT CFE Teacher professional judgements Standardised data
August 2016
Use data analysis alongside professional judgements to track children`s progress. Promote, monitor and demonstrate improvement
SMT All staff
Termly Monitoring & Tracking meetings
October 2016 January 2017 April 2017
Developing understanding of quality assessment and achieving effective differentiation to support and challenge all learners
SMT All staff
Lynda Keith (Maths Consultant) CAT Session - Sept 2016 In-service Day - Oct 2016
Further embed SEAL approach in P1-3/Introduce in P4
SMT PT - AK P1-4 staff
SEAL training and resources September 2016
Numeracy tracker to be used within Nursery
All Nursery Staff Numeracy co-ordinator/Class Teacher
Numeracy Tracker August 2016
Create Milestone in Maths Maths Improvement Group CFE Experiences and Sept 2016 - March 2016
assessments to support teachers in assessing and monitoring pupil progress
Outcomes Maths assessments Significant aspects Learning statements
Problem solving progression to be implemented across school to further develop pupils experiences and skills
All staff Weekly problem solving teaching input in all classes Collaboration amongst classes within levels
June 2016
Milestones in Reading assessments introduced to support teachers in assessing and monitoring pupil progress
All staff Reading assessments CFE Experiences and outcomes Significant aspects Learning statements
September 2016
Staff work within and across CfE levels to moderate and agree standards
All staff CFE Experiences and Outcomes Significant Aspects of Learning Learning Statements
In-service/CAT Sessions in school and within cluster Staff Meetings
New progression frameworks to be implemented in handwriting and spelling
All staff Spelling and handwriting progression frameworks
August 2016
NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children
QIs 1.5 Management of resources and environment for
learning
2.3 Learning and engagement
2.4 Removal of potential barriers to learning
3.2 Equity for all learners
Priority: Working collectively together as a school community to promote and achieve excellence and equity for all learners
Outcomes: Provide targeted personal support for individuals
Continue to improve curricular programmes to ensure maximum attainment and achievement for all learners
Tasks By Whom Resources Timescale Impact
Launch and promote newly revised Vision, Values and Aims
SMT All staff
Weekly bulletins/Newsletters Assemblies School website School Twitter feed Class Newsletters School certificates Display boards/posters
August 2016 Refer to this constantly throughout the year
Launch newly created Curriculum Rationale
SMT All staff
Weekly bulletins/Newsletters Assemblies School website School Twitter feed Class Newsletters
August 2016 Refer to this constantly throughout the year
CEC ASL pathways are implemented to support all learners effectively
SMT All Staff
PT ASL CIRCLE documents CPMs Staff meetings Monitoring and Tracking meetings
In-service - August 2016
Work effectively with all partners to remove any barriers to learning
SMT PT ASL All staff
Parents Liaison with specialist partners CPMs for pupils Monitoring and Tracking meetings Parent Consultations
October 2016 January 2017 April 2017
Continue to review and develop Curriculum pathways to provide
SMT All staff
Curricular frameworks and pathways to be
April 2017
flexible learning experiences which meet the needs of all learners
reviewed/implemented: -Health and wellbeing -Technology
Effective differentiation ensures appropriate pace and challenge for all learners
SMT All staff
CAT sessions/In-service Professional dialogue Forward planning ASL support Classroom learning visits Monitoring and Tracking meetings Further develop use of hot, spicy and mild tasks
Throughout the year
Trial an improved approach to documenting children’s progress, identifying strengths and next steps in learning from P1-P7 Nursery to improve current approaches being used in e-learning journals
SMT All staff Profiling Improvement group (School) Profiling champion (Nursery)
CAT sessions/In-service Professional dialogue Consultation with parents and carers Newsletters Website/Twitter
August 2016-March 2017
Ensure that all children are aware of their levels of attainment and achievement in all areas of the curriculum and next steps in learning for most
All staff Profiling Improvement Group
Professional dialogue Classroom learning visits Pupil learning conversations Pupil profiles
Throughout the year
Provide further opportunities for children's learning to be shared more regularly with parents through new profiling approach (P1-7) Provide further guidance and support for parents with e-learning journals in nursery
All staff Profiling Improvement group (School) Profiling champion (Nursery)
Pupil profiles e-learning journals Information to be available to support parents in curricular areas
April 2017
Participate in 1 in 5 poverty project
All staff - led by PD (Class Teacher)
Focus group discussions - staff, pupils and parents 1 in 5 poverty training materials Assemblies Staff meetings
In-service - October 2016
NIF Priority 3 - Improvement in children and young people's health and wellbeing QIs 1.3 Implementing improvement and change
2.2 Learning pathways
3.1 Wellbeing
Priority: Develop a whole school approach to improving Health and Wellbeing
Outcomes: Learners will feel safe, healthy, active, achieving, nurtured, respected, included and responsible
Develop knowledge and understanding of Rights Respecting Schools Award within school community
Tasks By Whom Resources Timescale Impact
Implement new Health and Wellbeing resource
All staff Jigsaw PSHE resource March 2017
Develop new curricular pathways for Health and Wellbeing
Health and Wellbeing Improvement Group
CFE Experiences and outcomes Significant Aspects Learning statements Jigsaw PSHE resource
August 2016-April 2017
Continue to develop a "Growth Mindset" ethos and culture within school community Further embed use of Fox Covert Learning Power characters
SMT PT - AK All staff
Assemblies Resources Weekly bulletins/ School website School Twitter feed Class Newsletters School certificates Display boards/posters
Throughout the year
Further develop pupil voice and pupil roles and responsibilities through introduction of Vertical Learning Groups
SMT All staff
CFE Experiences and outcomes Significant Aspects Learning statements Forward planning
October 2016-April 2017
Continue to develop outdoor learning opportunities across the life of the school - curricular activities, after school clubs, play opportunities
SMT PT - JD All staff
Active Schools Co-ordinator Play in a Pod materials Partners within the community and further afield Forward planning Learning visits
Throughout the year
Continue to promote "The Daily Mile" as an essential part of pupils' daily experience
All staff Forward planning Learning visits
Throughout the year
Work towards becoming a SMT UNCRC materials Throughout the year
Rights Respecting School and achieving Level 1 status
PT - JD All staff
Curricular experiences Class charters Forward planning Assemblies Focus week
Review school's behaviour policy and adapt in line with RRSA values
SMT PT - JD All staff
Pupil, parent and staff focus groups Questionnaires UNCRC materials
By April 2017
NIF Priority 4 - Improvement in employability skills and sustained, positive school leaver destinations for all young people
QIs 1.2 Children and young people leading learning
2.5 Engaging families in learning
2.7 The development and promotion of partnerships
3.3 Increasing employability skills
Priority: Increase knowledge and understanding of STEM and Developing the Young Workforce
Outcomes: Raise awareness of importance of STEM subjects in developing knowledge and skills that are vital to DYW
Create a framework for partnership working
Tasks By Whom Resources Timescale Impact
Review curriculum planning to ensure pupils are developing knowledge and skills in STEM subjects
DYW/STEM Improvement group
CFE experiences and outcomes Significant Aspects Learning statements STEM resources/publications
August 2016-March 2017
Increase staff confidence and support skill development in delivering STEM education
DYW/STEM Improvement group
CFE experiences and outcomes Significant Aspects Learning statements STEM resources/publications
August 2016-March 2017
Make links with STEM ambassadors to enhance learner experiences
All staff STEM database September 2016
Create parent database to involve them further in the life and work of the school/enhance learner experiences
All staff PT - AK
Parent database created from questionnaire responses
September 2016
Develop partnerships within local community to develop pupil knowledge and understanding of skills required in the workplace
All staff PT - AK
Links made with local businesses/organisations
October 2016
Develop our environments both indoors and outdoors in nursery
Nursery staff Mud kitchens Technology table Woodwork bench Weather station
Throughout the year
Involve pupils in planning and organising a "World of Work"/STEM week
All staff PT - AK
Invited guests STEM materials and resources
April 2017
Involve pupils in planning and delivering an Open Morning for parents to share experiences, skills gained etc
All staff PT - AK
Invited guests STEM materials
April 2017
Involve pupils, parents and staff in planning and delivering skills based master classes
All staff Pupils Parents
April-June 2017
4. Cluster Improvement Plan
Priorities Overall Responsibility
QIs
Outcome and impact for learners
1: To implement 1 plus 2 Modern Languages: French in Nursery-P7 and German in P5-P7
2: To agree consistent standards of assessment in Literacy and Numeracy across the cluster
3: To promote equality through the implementation of Rights Respecting Schools, 1 in 5 Poverty and Sustainability agendas
Tasks By Whom Resources Timescale Progress/Update
Edit Tollcross Skillsand Experiences to include topics and ES & Os
1 plus 2 group Tollcross planners August 2016
Involve and collaborate with Craigmount High School Modern Languages staff
1 plus 2 group Professional dialogue with Craigmount High School Modern Language staff
August 2016
Undertake cluster school audit of staff confidence and skills
Lead teachers in cluster schools
Staff questionnaire June 2016
Set up Shared Drive for cluster - folders for French and German
Lead teachers in cluster schools
One Drive Edinburgh Modern Languages resources
August 2016
Collate French/German resources
1 plus 2 group Source variety of appropriate resources to be used by school staff in implementing French/German
September 2016
Train all cluster Primary teaching staff in the use of resources
1 plus 2 group Cluster CAT sessions December 2016
Literacy & Numeracy co-ordinators to meet to plan
Cluster HTs and Literacy/Numeracy
CEC advice/guidance October 2016
moderation co-ordinators
Moderation event in reading and maths
Literacy/Numeracy co-ordinators
Cluster In-service Day January 2017
Staff raising awareness session (1 ½ hours)
Cluster lead teachers
1 in 5 poverty materials December 2016
Focus groups set up within cluster schools (1 ½ hrs). Schools to decide own individual actions
School staff 1 in 5 poverty materials December 2016
Findings session (1 hr) Growing Confidence team
1 in 5 poverty findings based on focus group discussions
June 2017
Two sessions for parents - raising awareness and "cost of the school day". Group of committed pupils
School co-ordinators
Voluntary groups of parents March 2017
Rights Respecting Schools festival
Pupil focus groups All staff
Craigmount High School Friday 24th March 2017
Summary of evaluations against key indicators (2016)
Evaluation key:
Level 6 Excellent Outstanding or sector leading
Level 5 Very Good Major strengths
Level 4 Good Important strengths with areas for improvement
Level 3 Satisfactory Strengths just outweigh weaknesses
Level 2 Weak Important weaknesses
Level 1 Unsatisfactory Major weaknesses
Primary School Evaluation
1.1 Improvements in Performance 4/5
2.1 Learners’ experience 4/5
5.3 Meeting learners’ needs 4
5.1 The Curriculum 4/5
5.9 Improvement through self-evaluation 5
Nursery Class
1.1 Improvements in Performance 4
2.1 Learners’ experience 4
5.3 Meeting learners’ needs 4
