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Tomintoul Primary School Handbook
Moray Council Education, Communities &
Organisational Development
The information contained in this handbook is correct at the time of
publication and is updated annually
Date of issue: 10th December 2021 The Moray Council:
Education, Communities & Organisational Development
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COVID-19 Impact on Schools
If you have concerns about sending your child to school during Covid-19 you should refer
to the National Parent Forum of Scotland back to school guidance which has helpful
advice. To find out more information about Covid-19 from a health perspective you will
find more information from the NHS.
All Moray schools have restrictions in place which have been risk assessed. There are
enhanced health and safety protocols, limited visitors and enhanced cleaning regimes.
All measures have been put in place in order to reduce the risk of outbreak and
transmission in schools.
Copies of the following guides are available to support you and your children/young
people at this time and may answer questions you may have.
Parent/carer guide, Learner guide, Learner top tips
http://www.moray.gov.uk
Education, Communities & Organisational Development is a single, integrated department
which brings together Education; Social Work support for Children and Families;
Community Care services for adults; and Lifelong Learning, Culture and Sports.
Our vision: - Ambitious to Achieve Excellence Together
Our aims:-
Ensuring people's outcomes remain at the heart of what we do
Ensuring effective partnership working
Supporting, enabling and encouraging people, their families and local communities
to achieve what is important to them
Actively promoting early intervention
Delivering accessible, consistent, equitable and high quality services
Using our resources effectively and targeting our capacity appropriately and
efficiently
Engaging and involving through effective communication with everyone we work
with
Promoting equality
Sharing and using our information openly and fully
Creating a culture of self-evaluation and continuous improvement
Moray Council has produced a “Notes for Parents and Carers” booklet, which is designed
to provide basic information about the education system in Moray and also to detail
specific areas of government legislation which may relate to your child's experience at
school. This booklet is available from the school, from Education, Communities &
Organisational Development, or the Moray Council Internet site
www.moray.gov.uk/moray_standard/page_47236.html . This booklet is also available in
other languages.
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Letter from Head Teacher Page 3
Contact Details Page 4
Members of Staff Page 5
School Times Page 5
School Calendar Page 6
Values, Vision, Aims, Smarts and Rationale Page 7
Parental Involvement Page 8
Communication and Consultation with Parents and Carers Page 8
Concerns and Complaints Page 9
Pupil Voice Page 9
Links with Our Local Churches Page 10
Links with the Wider Community Page 10
Celebrating Success Page 11
Enrolment to Primary 1 Page 13
Induction from Nursery to Primary 1 Page 13
Induction from Primary 7 to High School Page 13
New Pupils Page 14
School Rules and Behaviour Page 14
House Teams Page 15
The Dux Award Page 15
The Creativity Award Page 16
The Community Award Page 17
Absence and Attendance Page 17
Emergency Closure Page 17
School Uniform Page 17
School Meals Page 18
The Curriculum Page 17
Teaching and Learning Page 20
Use of Support Staff Page 21
Use of Specialist Teachers Page 22
Use of Ability Groups Page 23
Collaborative Learning Strategies Page 23
Specialist Interventions for Children with Additional Needs Page 23
Getting It Right for Every Child Page 24
Child Protection Page 24
Involvement of Partnership Agencies Page 25
Assessment Page 25
Summative Assessment Page 26
Formative Assessment Page 26
Children Requiring Special Provision Page 26
Extra-Curricular Activities Page 27
Medicines in Schools Page 28
Data Protection Page 28 - 30
Conclusion Page 31
Appendix 1 – Information Lines Page 32
Appendix 2 – Standard and Quality Report 2020 - 2021 Page 33 - 37
Appendix 3 – School Improvement Plan 2021 - 2022 Page 38 - 42
Appendix 4 – School Catchment Area Page 43
SCHOOL HANDBOOK: APPENDIX A Page 44 - 47
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10th December 2021
Dear Parents and Carers
Welcome to Tomintoul School. This is the school that serves the parishes of
Tomintoul and Kirkmichael within Moray District. Our catchment area extends
northwards to Oyster Cottage on the Aberlour road, North West towards
Avonside, north east to the Braes of Glenlivet and south into Glen Avon.
Tomintoul School provides Primary Education for those in Primary 1 to Primary 7.
We are a non-denominational school and do not offer education in the Gaelic
medium.
Our present roll is 27 pupils arranged into three composite classes, Primaries 1-
3, P4/5 and P6/7. These composites will change in August 2022.
Staff members are committed to supporting the needs of individual pupils and
their families. Parents, carers and the wider community are encouraged to play
an active role within the school.
This handbook is designed to welcome you to the Tomintoul School Community.
However, whilst I hope it is informative and useful, it should not be seen as an
alternative to personal communication and, if you have any additional enquiries,
please contact the school and I will be happy to arrange an appointment to meet
with you.
Yours sincerely,
Louise Davidson, Acting Head Teacher
EDUCATION, COMMUNITIES & ORGANISATIONAL DEVELOPMENT
Louise Davidson Acting Head Teacher
Tomintoul Primary School, Cults Drive, Tomintoul, AB37 9HA Telephone: 01807 580271
Email: [email protected] www.moray.gov.uk
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Contacting Tomintoul School
Postal Address Tomintoul School
Cults Drive
Tomintoul
Ballindalloch
Moray
AB37 9HA
Telephone Number 01807 580271
Email [email protected]
Twitter https://twitter.com/tomintoulp1
Contacting Moray Council’s Education and Social Care
Department
Postal Address Moray Council
Education and Social Care
High Street
Elgin
Moray
IV30 1BX
Telephone Number 01343 563374
The Moray Council Website www.moray.gov.uk
Head of Education Vivienne Cross
Contacting Our Associated High School
Postal Address Speyside High School
Mary Avenue
Aberlour
Moray
AB38 9PN
Telephone Number 01340 871522
Email [email protected]
Head Teacher Mrs Patricia Goodbrand
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Members of Staff at Tomintoul School
Acting Head Teacher Miss Louise Davidson
P1-3 Class Teacher Miss Jennifer Fraser
P4/5 Class Teacher Miss Maria Fowler
P5-7 Class Teacher/ Mrs Gwendoline Dumenil
Acting Principal Teacher
Support for Learning Teacher Mrs Jo Carvell
Classroom Assistant/Children’s Supervisor Mrs Sonia Sinclair
Classroom Assistant/Children’s Supervisor Mrs Allana Galloway
Pupil Support Assistant Mrs Michele Birnie
School Administrator Mrs Dionne Sim
Teacher of Recorder Mrs Alison Gillies
School Cook Mrs Joan Milne
Catering Assistant Mrs Lynne Marie Durno
School Cleaner Mrs Catherine Smith
Janitor Mr Ian Ross
School Times
School Opens 9.00
Morning Interval 10.35 – 10.50
Lunchtime 12.30 – 13.15
School Closes P1-7 15.00
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School Calendar
2021 - 2022
Term 3
Starts Monday 10 January 2022
Mid- term Holidays Friday 11th February 2022
Monday 14th February 2022
Ends Friday 1st April 2022
Term 4
Starts Monday 18th April 2022
May Day Holiday Monday 2nd May 2022
In-service Days (no school for pupils) Thursday 12th May 2022 and
Friday 13th May 2022
Occasional Day Holiday Monday 6th June 2022
Ends Friday 1st July 2022
2022 - 2023
Term 1
In-service closure Monday 15th August 2022
Term starts Tuesday 16th August 2022
Term ends Friday 7th October 2022
Term 2
Term starts Monday 24th October 2022
In service closure Monday 14th November and
Tuesday 15th November 2022
Term ends Friday 23rd December 2022
Term 3
Term starts Monday 9th January 2023
Mid-term Holidays Friday 10th February 2023
Monday 13th February 2023
Term ends Friday 31st March 2023
Term 4
Term starts Monday 17th April 2023
May Day holiday Monday 1st May 2023
In-service closure Thursday 11th May 2023 and
Friday 12th May 2023
Term ends Friday 30th June 2023
Plus one occasional day holiday to be agreed by 30th March 2022.
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Rationale
Our school is proud to work together as a team to support everyone’s learning and wellbeing. Through our curriculum, we enjoy a wide range of
experiences to develop our knowledge and skills. We work with our partners, including parents and the local community, to help us all to achieve in
life.
Our Aims
• Successful Learners – to be involved, engaged and make progress with my learning
• Confident Individuals – to know my strengths, know when I need help and be able to ask for it
• Effective Contributors – to work together as a team and be welcoming and inclusive to all
• Responsible Citizens – to be responsible for myself and understand how my actions can affect my community and the wider world
To Be As SMART As We Can Be!
Values
Responsibility
Enthusiasm
Achievement
Learning
Art Smart
Thinking Smart
Number Smart Body Smart
Self Smart People Smart
Word Smart
Music Smart
Nature Smart
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Parental Involvement
We have a very supportive Parent Council with Primary and Nursery parent
members, a staff member and two co-opted community members. The Council
meets at least once each term. The main features of the Council’s remit are to
raise parental issues, support the head teacher in reviewing and renewing policy
and involving the school and wider community in fund raising activities.
Parents regularly volunteer to help in school. Over the past few years we have
valued parents support in helping during trips, supporting learning in the
classroom, assisting at Golden Time, membership of the Eco Committee, running
after school clubs and passing on personal skills. It is our policy that, if the
volunteering is on a one off basis such as one art session during Golden Time,
then the volunteer will not need to be disclosure checked but will be supported
at all times by a member of school staff. However, if the volunteering is regular
and frequent, a fully enhanced Police Scotland disclosure will be done.
Open mornings and afternoons, assemblies and concert performances are a
regular feature in the school. Each of these provides children with the
opportunity to share their learning with parents, carers and friends.
Due to current mitigations, visits into school are restricted. We hope to
reinstate these when we can.
Communication and Consultation with Parents and
Carers
Communication with parents and carers happens on various levels:
Parents and carers are welcome to phone, write or call into the school at any
time. If it is appropriate a member of staff may be able to answer their
enquiry immediately or an appointment can be made.
In the interests of safety, parents and carers should always let the school
know if their child is absent and the reasons for the absence. If no reason
for absence has been given, the school will phone the parent, carer or
emergency contact before 9.30am.
Parents and carers can use the Parent Portal to update information and
report absences.
Parents and carers and the school can communicate using the school’s
information line. This is particularly useful for leaving messages when the
school in unattended, during residential trips or when the weather is poor
(Appendix 1).
Newsletters are sent home either in paper form or by email. These detail
the main events which have happened or that are planned since the last
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communication. They always have a list of diary dates and often contain
updates on learning from the class teachers.
At the start of new learning about Social Subjects and Sciences, parents and
children are asked to think about what they might like to learn during the
project. Their responses come into school and the suggestions may be
included in learning and teaching.
Each child completes a weekly Learning Log or profile in which he or she
reflects upon their learning and achievements. Children may also set
personal targets through their learning logs. Parents are encouraged to
comment on their child’s reflections. The child’s teacher may also comment
on the learning log.
There are two Parent’s Evenings each year where parents and carers can
discuss their child’s progress.
Each year the school undertakes self evaluation and from the findings of this
produces a ‘Standards and Quality Report’. (Appendix 2) This report is
presented to the Parent Council and then to the whole Parent Forum.
Following on from the Standards and Quality Report the school produces a
School Improvement Plan (SIP) which generally has 2 – 4 action plans designed
to improve teaching and learning. Parents are made aware of the action plans
and can request the full SIP. Through out the year parents are informed of the
Plan’s progress and may be asked to contribute to formulation of policy and
procedure (Appendix 3).
Concerns and Complaints
Tomintoul Primary is a very happy school. However from time to time parents
and carers do have concerns or complaints. When a concern arises, parents and
carers should contact the school and make an appointment. Most often concerns
are addressed at this stage and a resolution is reached. If a resolution can not
be found, the school has a complaints procedure which is brought into practice.
Pupil Voice
At Tomintoul School we have a Pupil Council, the Tomintoul Task Team, which
form the more formal mechanisms for pupils to voice their opinions and help with
school developments. However, the less formal systems such as learning logs,
the Thursday Business Clubs (STEM, RRSA and Health Club) and day to day
discussion with all staff members also allow pupils to express their opinions,
contribute to the life and work of the school and to take some responsibility for
their own learning.
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Links with Our Local Churches
There are Church of Scotland and Catholic Churches in the village and we have
strong links with each of these. The minister and the priest each visits the
school on a monthly basis and deliver an assembly (on hold due to COVID). At
Christmas time we have a school Nativity service for family, friends and the
wider community. Parents considering withdrawing their child from religious
education are encouraged to discuss this with the school prior to making a
decision.
Links with the Wider Community
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Everyone in our community is interested in and joins with the school to celebrate
special occasions and to help us raise funds for additional activities. Every year
we invite local senior citizens to a special morning performance of our Nativity
Service and then ask them for morning coffee and mincemeat pies. We also
have a range of social evenings and fundraisers throughout the year. Community
members always come along to support us and we reciprocate by supporting their
activities and by making trips to the sheltered housing to entertain the ladies
and gentlemen.
We have mutually beneficial links with the Crown Estate. They include us in
many of their environmental initiatives and we enlist their help for outdoor
learning opportunities such as pond dipping or garden work.
The fire, police and ambulance services all give us regular support when we are
teaching the children about their health and wellbeing. These include visits to
the fire station, fire safety talks and paramedics demonstrating basic first aid
and internet safety and drugs education from the police liaison officer.
Celebrating Success
The Tomintoul Smarts enable us to set high expectations and celebrate success
in its widest sense. Children have daily opportunities to reflect upon their
learning and behaviour and to gain Smart points for their House. Each term
class teachers award Smart certificates to the child they feel has been most
Self Smart, Number Smart etc.
There is an assembly every second Friday where the head teacher nominates
two children as pupils of the fortnight. When making this award the head
teacher will consider what is being promoted within the school at any given time.
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For example, when the school’s values were reviewed, pupils were recognised for
showing responsibility, enthusiasm, achievement and learning.
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Enrolment to Primary 1 Any child whose 5th birthday falls between 01.03.22 and 29.02.23 will be of
enrolment age for Primary 1 in August 2022. Children enrolling at Tomintoul
School will usually be resident within its catchment area. However, when
registering their child, parents have the right to make a placing request so that
their child may attend another school. On request the leaflet ‘Placing Requests
– A Guide to Parents’ is available from the school or from the Moray Council
website.
Induction from Nursery to Primary 1
Throughout the year we work closely with Tomintoul Nursery involving them in
all special occasions such as the Nativity, fundraising or House Team activities.
Senior pupils act as Buddies to the nursery children and help them every week
with their Learning Logs. After the Easter holidays we begin the formal
process of induction for new entrants to Primary 1. The Primary 1 teacher will
visit the Nursery to meet the children in their usual working environment. In
addition to this, the children will visit the P1 classroom. Parents will be invited
to an individual parent/teacher meeting to discuss their child’s entry to P.1. The
Senior Early Years Practitioner from Nursery passes transition documentation
to the P.1 teacher.
Induction from P7 to High School
Pupils progressing from Tomintoul Primary School are within the catchment area
for Speyside High School, Aberlour. However, parents have the right to make a
placing request so that their child may attend another school. On request the
leaflet ‘Placing Requests – A Guide to Parents’ is available from the school or
from the Moray Council website.
Pupils who transfer from Tomintoul School to Speyside High School take part in
three full induction days between April and July and often have other
opportunities through out the year to meet with P7 pupils from other schools.
As well as this, P7 pupils from Tomintoul School will get together 3 times
throughout the year with children from other small primary schools – ‘The Small
Schools Induction Programme’. This gives our children the opportunity to meet
and make friends in smaller groups before they go to the full induction days at
Speyside High School.
Pupils with additional support needs may take part in an enhanced transition to
High School and this would be discussed with individual children and their
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parents or carers. Prior to their transfer, the P7 teacher passes documentation
relating to individual pupils to the High School.
New Pupils
We are delighted to welcome new pupils to our school whatever age and stage
they are at. Anyone considering placing their child at Tomintoul School should
contact the school office to arrange an appointment to meet with the Head
Teacher. During the meeting prospective pupils and parents will be able to ask
any questions they have and will be shown around the school and have the
opportunity to meet with teachers and support staff.
School Rules and Behaviour
In keeping with our ethos we have very high
expectations of good behaviour at Tomintoul
School and have simple rules in place to guide all
of our pupils. We call these the ‘Golden Rules’
and each of them is presented in a positive way.
As with everything related to school, strength
comes from pupils, parents and staff working
together so, as well as introducing the Golden
Rules to pupils each year, we also issue a
summary of our behaviour policy to parents.
When faced with challenging behaviour from an
individual pupil, the school will always work with
the child and his or her family and within school and local authority guidelines to
maintain good discipline. However, on some occasions, after all measures have
been tried, the Head Teacher may consider exclusion from school.
Parents should also note that any incidents involving violence, dangerous
weapons, drugs or alcohol are reported immediately to The Moray Council’s
department of Education, Communities & Organisational Development and the
Police may also be involved.
We accept that bullying can take place in school and encourage children and
their families to report incidents. We work with all concerned in a solution
orientated way to investigate the reasons for such behaviour and to stop it from
happening.
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House Teams
As part of our programme to promote positive behaviour, we link achievement in
the SSMMAARRTTSS to points for our three House Teams. The houses are Conglass
(green team), Strathavon (red team) and Tomnabat (blue team). There are two
House shields - one for class work and one for sporting achievement.
Dux Award
Traditionally a Dux award in Scotland is presented for academic achievement. At
Tomintoul School we consider that, in light of the values within Curriculum for
Excellence, our Dux award should be awarded to the pupil who demonstrated
that they strive towards our vision – To Be as Smart as We Can Be!
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The Creativity Award
The creativity award was created by our Room13 art studio. It is awarded to
the Primary aged pupil who staff feel has showed Creativity in all curricular
areas throughout the year.
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The Community Award
In 2020, a new community award was introduced. This is for the pupil who is
working hard within the local community.
Absence and Attendance
Good attendance is imperative in supporting pupils to achieve their full potential.
If, for unavoidable reasons, a child is absent for short periods of time, parents
and carers should let the school know and the school will do its best to make up
for the learning opportunities missed. For longer term absence due to ill health,
the school will work with home tutors or hospital teachers to provide whatever
level of teaching the child is able to cope with.
Advice from the Scottish Executive is that holidays taken in term time, other
than for exceptional circumstances, should be considered as unauthorised
absence.
Emergency Closures
On some occasions it is necessary to close the school at very short notice. In
this case it is important that the school can contact parents or their nominated
emergency contact. A letter requesting emergency contact information is sent
to all parents at the beginning of each academic session.
When there is an emergency closure the head teacher will keep parents, carers
and staff informed through the School Information Line, The Moray Council
Website and Moray Firth Radio:
http://www.moray.gov.uk/moray_standard/page_53021.html
School Uniform
There is a school uniform that all children are encouraged to wear. It consists
of:-
Grey or black skirt or trousers
White or pale blue polo shirt
Navy sweatshirt
Sweatshirts and fleeces can be bought from the school office. At present
sweatshirts are priced from £8.50 (December 2021). Children should have a
change of shoes for indoors. For PE each child requires shorts or tracksuit
trousers, a t-shirt and gym shoes or training shoes. Details about the
entitlement to school clothing grants are available on The Moray Council’s
website. http://www.moray.gov.uk/moray_standard/page_55486.html
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School Meals
Meals are prepared each day in our own school kitchen. The children choose
their meal each day using the electronic iPayimpact system. Parents can
also pay through this system. You will be given information on how to
register for this service when your child starts school. At the time of
writing, school meals for P5-7 cost £2.30. (December 2021).
School meals are provided free of charge for all P1-4 children. Details
about the entitlement to free school meals are available on The Moray
Council’s website: Free School Meals
Free school meals will be extended to P5 by January 2022 and to P6 and
P7 later on in 2022.
Most children have a school lunch but some choose to bring a packed
lunch. All pupils sit together in the dining room and will be supervised by
a member of staff. We believe that good table manners are important
and expect and will encourage all children to be polite, chat sociably to
those next to them and to use cutlery properly.
The Curriculum
In common with all schools throughout Scotland we adhere to the Curriculum for
Excellence (CfE). You can find in-depth information about CfE on the
Parentzone website. https://www.parentingacrossscotland.org/info-for-
families/resources/the-3-18-curriculum-parentzone-scotland/
Curriculum for Excellence aims to help prepare children and young people with
the knowledge and skills they need in a fast changing world. Through our
teaching and learning within CfE learners can expect to:
know they are valued and will be supported to become a successful
learner, an effective contributor, a confident individual and a
responsible citizen
experience a traditionally broad Scottish curriculum that develops
skills for learning, skills for life and skills for work , with a sustained
focus on literacy and numeracy, that encourages an active, healthy
lifestyle and builds appreciation of Scotland and its place in the world
benefit from learning and teaching that strikes a better balance
between equipping them with the skills for passing exams and skills
for learning, skills for life and skills for work.
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have the benefits of an assessment system that supports the
curriculum rather than leads it and ensures that their transition into
qualifications is smooth
The Eight Curricular Areas The Seven Principles
Expressive Arts
Art, Music, Drama and Dance
Health and Wellbeing
P.E., Personal, social and emotional health
Literacy and English
Communication with others, Reading and
Writing and Modern Languages (French)
Numeracy and Mathematics
Number work and problem solving
Religious & Moral Education
Christianity, Other World Religions and
values and beliefs
Sciences
Understanding our planet
Social Studies
Scotland and the world; past, present and
future
Technologies
Food, design and computing
All learning must take account
of these principles
Challenge and
Enjoyment
Breadth
Progression
Depth
Personalisation and
Choice
Coherence
Relevance
When planning how each of these areas is taught, we have carefully considered
how to make activities challenging and enjoyable and how to ensure that all areas
are covered in such a way as to provide breadth, balance and progression for
individual children. We seek, where appropriate, to create learning
opportunities which combine more than one curricular area. We refer to this as
inter-disciplinary learning (IDL). IDL is an important feature because it gives
opportunities for pupils to acquire, practise and apply skills in realistic situations
thus giving relevance to their learning. Through IDL pupils have more
opportunities to make choices about their learning and to personalise what they
do. In effect, our pupils will be given opportunities to develop skills for learning,
life and work.
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Teaching and Learning
At Tomintoul School we base our teaching on our knowledge of the children’s
previous level of attainment and achievement. Our prime focus is to further
develop the knowledge and skills of the children, that is to say, moving their
learning forward from its previous point. We strive to ensure that all tasks set
are appropriate to each child’s level of ability. When planning work for children
with special educational needs we give due regard to information and targets
contained in the children’s Individual Education Plans (IEPs). We have high
expectations of all children, and we believe that their work should always be of
the highest possible standard.
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We plan our lessons with clear learning objectives. These are based upon
assessment which leads to identification of each child’s next steps for learning
and are in accordance with the Experiences and Outcomes within ‘The
Curriculum for Excellence’. Our planning contains information about the learning
intentions, tasks set, resources needed and the way we assess the children’s
work. We regularly monitor and evaluate teaching and learning so that we can
modify and improve our teaching in the future.
Use of Support Staff
We deploy Pupil Support Assistants, Classroom Assistants, Children’s
Supervisors and other adult volunteers as effectively as possible. Sometimes
they work with individual children and sometimes they work with small groups.
Our Classroom Assistants also assist with the preparation and storage of
classroom equipment.
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Use of Specialist Teachers
Some PE, Music and Art may be taught by specialist teachers. These teachers
have excellent subject knowledge and will use this expertise to provide excellent
teaching for children. Specialist teachers will also be on hand to advise class
teachers on specific subjects.
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Use of Ability Grouping
We believe that, on some occasions, children learn best if they are working with
children of a similar ability. This means that the teacher can get a very close
match between what the children already know and what they need to learn
next.
Collaborative Learning Strategies
We believe that children can learn from each other and that we should provide
regular opportunities for children to work together and share ideas. Teachers
will regularly use ‘talk partners’ whereby children work together to test out each
other’s thinking and explain answers.
Specialist Intervention for Pupils with Additional
Support Needs or English as an Additional Language
The Moray Council’s department for Education, Communities & Organisational
Development allocates levels of teaching and support staff to the school
according to the additional needs of individual children in the school. This varies
from year to year dependent upon the children enrolled at any given time.
The Support for Learning teacher will plan collaboratively with class teachers to
meet the needs of individual pupils.
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Getting It Right for Every Child
As part of the national Getting it Right for Every Child (GIRFEC) approach
children and young people from birth to 18, or beyond if still in school, and their
parents will have access to a Named Person to help them get the support they
need. In primary schools the Head Teacher is usually the Named Person and will
remain throughout their time at primary school. In our school this is Miss
Davidson. On transition to Secondary School, Principal Guidance Teachers
usually become the Named Person. The Named Person will be the single point of
contact for children and young people, their parents/carers and the
professionals who work with the child or young person.
The GIRFEC approach (which includes the Named Person Service) aims to
improve outcomes for children and their families based on a shared
understanding of wellbeing. Most children receive the support they need from
their own families and their community, in partnership with universal services
such as health and education. Where extra support is needed the GIRFEC
approach aims to make that support easy to access with the child or young
person at the centre. It looks at a child or young person’s overall wellbeing to
establish how safe, healthy, achieving, nurtured, active, respected, responsible
and included (SHANARRI – wellbeing indicators) they are, to ensure that each
and every child gets the right support, at the right time, from the right people.
The Named Person Service supports this approach, offering a single point of
contact for children and their families at a time when support may be needed.
It also serves as a way to coordinate multi-agency support (e.g. from health,
social work, police etc.) if required.
Should you have anything you would like to discuss regarding a child’s wellbeing,
please do not hesitate to contact your Named Person by phone, email or
alternatively a letter marked for the attention of your Named Person.
Child Protection
It is everyone’s job to ensure that children are kept safe. Schools in Moray
follow the National Guidance for Child Protection in Scotland 2021 and are
required to report any suspected child abuse to Police or Social Work.
If you have concern for a child, call duty Social Work on 01343 563999 (08457
565 656 out of office hours) and/or the Police on 101. Alternatively, you can
email [email protected]
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Pass on your concern and all the information you have available to you. This is not
a process that intrudes on families and their children, but a process that is
inclusive and supportive to achieve the best outcomes for children.
The categories of abuse are:
Physical abuse
Emotional abuse
Sexual abuse
Neglect
If you are unsure, ask for the Child Protection Co-ordinator in the School. They
have received the latest training in Child Protection so that they are confident,
well informed and supported to promote the protection of children. You can
discuss your concern with them. Social Work and/or Police can also be consulted
out with School hours if required.
More information can be found on the Moray Child Protection webpage here:
http://www.moray.gov.uk/moray_standard/page_55497.html
The Involvement of Partnership Agencies
When there are concerns about the progress of individual pupils, the school will
work with necessary partner professionals to provide additional support.
Examples of professional partners are Speech and Language Therapists, Early
Years Language Support Teachers, Behaviour Support Teachers, Social Workers
and Educational Psychologists.
Assessment
We believe that effective assessment provides information to improve teaching
and learning. We give our children regular feedback on their learning so that
they understand what it is that they need to do better. We use information
collected from assessments to allow us to plan lessons based on detailed
knowledge of each pupil. We strive to ensure that all tasks set are appropriate
to each child’s level of ability. Our lesson plans make clear the learning
objectives for each lesson. We make a note of those individual children who do
not achieve at the expected level for the lesson and use this information when
planning for the next lesson. We also keep this information as a record of
progress made by the class. We give parents regular reports on their child’s
progress so that teachers, children and parents are all working together to raise
standards for all our children.
26
Summative Assessments
Summative assessments are those which simply check if learners can produce
the right answer at a given time. For example, an end of week spelling test.
We use summative assessments when we need to set baselines for individual
pupil’s knowledge and understanding. These include the Scottish National
Standardised Assessments (SNSA) that are completed by children in P1, P4, P7
and S3. This is part of Scottish Nationalised Standardised Assessments done by
all children in Scottish state schools. The assessments help to identify
children’s progress, providing diagnostic information to support teachers'
professional judgement.
Children and young people do not have to revise or prepare for these
assessments. The assessments are as inclusive as possible to accommodate the
needs of children and young people who require additional support. There is no
pass or fail.
When individual children are referred to the Support for Learning teacher she
may use any of the following summative assessments to judge their needs:
The Nelson Single Word Spelling Test
The Neal Analysis of Reading Assessment
Formative Assessments
Formative assessments are those that take place as part of the lesson.
Formative assessment strategies engage the teacher and learner in strategies
such as sharing and understanding the learning intention of the lesson,
questioning throughout the learning, on-going teacher, self and peer assessment
and constant feedback to the learner on how they are doing and what they need
to do next.
Our teachers are knowledgeable about a vast range of formative assessments
strategies and employ these in ways that are relevant to particular learning
situations and individual learners.
Children Requiring Special Provision
The curriculum in our school is designed to provide access and opportunity for all
children who attend the school. If we think it necessary to adapt the curriculum
to meet the needs of individual children, then we do so in consultation with their
parents. This may include children who have special needs, children with English
as an additional language or children who are gifted or talented in some way.
27
If a child has a special need, our school does all it can to meet these individual
needs. If a child displays signs of having special needs, his/her teacher consults
with the support for learning and head teacher who will consider referrals and,
in collaboration with class teachers and parents, make an assessment of this
need. In most instances, by differentiating the curriculum the teacher, with
support from the SfL teacher or auxiliary is able to provide resources and
educational opportunities which meet the child’s needs within the normal class
organisation. If necessary, partner professionals will be consulted to help with
assessments and ongoing support.
When appropriate, the school provides an Individual Educational Plan (IEP) for
children with additional support needs. This sets out the nature of the special
need, and outlines how the school, in partnership with the pupil and parent, aims
to address the need. It also sets out targets for improvement, so that the
school can review and monitor the progress of each child at regular intervals.
Within our school we recognise that we may at any given time have children who
could be termed ‘gifted’ or ‘talented’. The term ‘gifted’ refers to a child who has
a broad range of achievement at a very high level. Children who are gifted often
have very well-developed learning skills. The term ‘talented’ refers to a child
who excels in one or more specific fields such as sport or music, but who does
not perform at a high level across all areas of learning. In our planning we will
use the term ‘more able’ rather than ‘gifted’ or ‘talented’ as this makes the
terminology more manageable.
In common with all pupils, we will give more able pupils the opportunity to show
what they know, understand and can do and will move their learning on from that
point.
Parents and carers may wish to seek further advice about Additional Support
Needs by contacting ‘Enquire’. Enquire is the Scottish advice service for
additional support for learning. Enquire offers independent, confidential advice
and information on additional support for learning. These are their contact
details:
Telephone Helpline: 0845 123 2303
Email Enquiry service: [email protected]
www.enquire.org.uk
Extra-Curricular Activities
Tomintoul is a rural school where many of the children travel by school
transport. Providing transport for their children when they have been to after
school clubs can be difficult for some parents and carers. Consequently we have
few after school clubs. However, we have Room 13 which is a creative art and
technology club which takes place once a week during term time.
28
Medicines in School
A copy of the “Guidance on the Administration of Medicines in School, June
2018” document is available in school.
In line with policy agreed by the Senior Clinical Medical Officer, schools will only
administer medicines with the written approval of a medical practitioner.
Painkillers such as aspirin and paracetamol fall into this category, and will
therefore not be administered on pupil request.
Data Protection Act
Information on pupils and parents/carers is stored securely on a computer system.
The information gathered is subject to the terms of the Data Protection Act 2018.
The information may be used for teaching, registration, assessment and other
administrative duties. The information is shared with Moray Council for
administrative and statistical purposes. Extracts of the information are shared
with a range of partners such as Skills Development Scotland, the Scottish
Qualifications Authority, and the NHS (for the dental and child health
immunisation programmes). Information is also shared with The Scottish
Government for statistical and research purposes, although individual children are
not identified. The Data Protection Act ensures that information is collected
fairly and lawfully, is accurate, adequate, up to date, not held for longer than
necessary, and may only be disclosed in accordance with the Codes of Practice.
More information is available on the Moray Council Internet site at:
http://www.moray.gov.uk/moray_standard/page_75569.html
Privacy Statement
Tomintoul School has a legal responsibility to deliver an effective educational
programme to its pupils. In order to do this, we need to collect personal data
about our pupils/children and their families so that we can help them learn, and
keep them safe. The type of personal data we will collect include:
Data about our pupils/children and their families
This will include the name, address and contact details of the pupil/child and
relevant family members. It will also include information about relevant medical
conditions, any additional supports which are needed, and their family situation.
We need this information to ensure we know our pupils/children and their
families, and to ensure we are able to educate them appropriately, and keep
them safe
29
We will also collect personal data relating to personal characteristics, such as
ethnic group to enable statistics to be reported. We need this information so
the Council can ensure it is delivering education appropriately to all its citizens.
Data about pupils/children at school/within ELC setting
This will include data about progress, assessments, and exam results. It will also
include records of attendance, absence, and any exclusions. We need this
information to understand how our pupils/children are progressing, and to assess
how we can help them to achieve their best
Data about when and where they go after they leave us
This will include information about their next setting/school, career paths or
intended destinations. We need this information to ensure we support our
pupils/children in all their transitions and do all that we can to help their future
be a success
There will be times where we also receive information about them from other
organisations, such as a pupil’s previous school, the previous local authority
where that school or ELC setting was based, NHS Grampian, Police Scotland,
Social Work, Additional Support Services, and sometimes other organisations or
groups connected to a pupil’s education. We use this data similarly to the above:
to support our pupils’ learning, monitor and report on their progress, provide
appropriate pastoral care; and assess the quality of our services.
When we collect and use personal data within school/ELC setting, and for the
reasons detailed above, we will normally be acting in accordance with our public
task. Occasionally we are also required to process personal data because the law
requires us to do so, or because it is necessary to protect someone’s life.
We will also take photographs in school/ELC setting and display them on our
walls, and in newsletters and other communications. We do this in order to
celebrate and share what we have done, including individual achievements and
successes. We consider this use of images to be part of our public task as it
helps us build an effective community which supports learning. We will not,
however, publish these photographs on social media or in newspapers without
permission. Consent for this use will be sought when a pupil/child joins [Insert
School/ELC setting Name] and will be kept on record while they are with us.
Consent can be withdrawn at any time, please just let us know.
Sometimes we need to share pupil information with other organisations. We are
required, by law, to pass certain information about our pupils to the Scottish
Government and the Council. This data is for statistical purposes, and will
normally be anonymised. It is normally required to enable the Council, and the
Government, to understand how education is being delivered and to help them
plan for future provision.
30
If a pupil/child moves schools/ELC settings, we have a legal obligation to pass on
information to their new school/education authority about their education at
Tomintoul School.
When we record and use personal data, we will only collect and use what we need.
We will keep it securely, and it will only be accessed by those that need to. We
will not keep personal data for longer than is necessary and follow the Council’s
Record Retention Schedule and archival procedures when records are identified
to be of historical value and require to be retained in the Moray Council
Archives. For more information on how the Council uses personal data, and to
know more about your information rights including who to contact if you have a
concern, see the Moray Council's Information Management
webpages.
Sharing personal data to support Wellbeing
In addition to the above, Tomintoul School has a legal duty to promote, support
and safeguard the wellbeing of children in our care.
Wellbeing concerns can cover a range of issues depending on the needs of the
child.
Staff are trained to identify when children and families can be supported and
records are kept when it is thought that a child could benefit from help
available in the school/ELC setting, community or another professional. You can
expect that we will tell you if we are concerned about your child’s wellbeing, and
talk to you about what supports might help in the circumstances. Supports are
optional and you will not be required to take them up.
If it would be helpful to share information with someone else, we will discuss
this with you and seek your consent before we share it so that you know what is
happening and why. The only time we will not seek consent to share information
with another organisation is if we believe that a child may be at risk of harm. In
these situations, we have a duty to protect children, which means we do not need
consent. On these occasions, we will normally tell you that information is being
shared, with whom, and why – unless we believe that doing so may put the child
at risk of harm.
We will not give information about our pupils to anyone without your consent
unless the law and our policies allow us to do so.
31
Conclusion
It is hoped that this school handbook has provided you with a great deal of
useful information. However, please remember that the school’s staff is always
willing to help with any individual enquiries.
““TTOO BBEE AASS SSMMAARRTT AASS WWEE CCAANN BBEE!!””
Responsibility Enthusiasm Achievement Learning
32
Appendix 1 – Information Lines
Using the School’s Information Line (Calls to this number will be
charged at 2p per minute service charge plus your call providers
access charge)
1. Dial 08700549999
2. enter PIN number 031520
3. confirmation message ‘Tomintoul School’
4. enter menu
1 – To hear severe weather information
2 – To leave a non-urgent message
3 – To hear general information
4 – To enter a different PIN number
# - to end call
~~~~~~~~~~~~~~~~~~~~~~~~~
The Moray Council’s School Closures Website:
http://www.moray.gov.uk/moray_standard/page_53021.html
~~~~~~~~~~~~~~~~~~~~~~~~~~
Moray Firth Radio
Radio
Tune in to 97.4, 96.6, 96.7, 102.5, 102.8FM and 1107AM or search for us
on your DAB radio
33
Appendix 2 – Standards and Quality Report 2020/2021
Context of the School At Tomintoul School we are striving ‘To Be As SMART As We Can Be!’ through:
Responsibility
Enthusiasm
Achievement
Learning
At Tomintoul School we aspire to ensuring every child is safe, happy and doing well at school and in their wider community. Learning will grow from our children’s experience, knowledge and understanding of their environment. In line with the curriculum for Excellence, relevant contexts will be used extensively to make learning meaningful for our children, thus embedding skills for learning, life and work. Through their learning there will be an expectation that each child will contribute to the school’s Vision and Values and the life and work of the school. The needs of each child will be supported to encourage him or her to be ‘As Smart As We Can Be’ and in doing so raise the attainment of all. We work hard to maintain high standards in learning and teaching where our children and young people achieve their full potential within and out with the classroom. We do this by ensuring all our children and young people are fully prepared, nurtured and encouraged to achieve their best and deal with challenges they face. We also work closely with all of our parents, partners and the wider school community with whom we have a shared vision. We used our experience from the initial lockdown and reflected on this for the second period of remote learning (January to March 2021). All families (not in the hub) were engaged in remote learning via TEAMs. The regular face to face virtual check ins and the individual learning meetings with the class teachers supported the health and wellbeing of children, parents and staff. We also continued with regular emails, certificates, phone calls and weekly newsletters.
TO BE AS SMART AS WE CAN BE!
Responsibility Enthusiasm Achievement Learning
34
Priority 1
Developing the Technologies Curriculum
Key links to Moray Education Priority Area(s):
☒ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement
☒ Learning, Teaching and Assessment ☒ Supporting All Learners
☒ Curriculum ☐ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☒ Improvements in attainment, particularly in Literacy and Numeracy
☒ Closing the attainment gap between the most and least disadvantaged children
☐ Improvement in children and young people’s health and wellbeing
☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☐ School Leadership
☐ Teacher Professionalism
☒ Parental Engagement
☒ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☐ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☒ Priority 4 – Corporate Parenting
☐ 1.1
☒ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☒ 2.2
☒ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☐ 2.7
☐ 3.1
☐ 3.2
☒ 3.3
Progress and Impact The technologies progressions are now fully embedded in the planning across the school. This has had a positive impact, especially during the remote learning period. The children’s skills are greatly increased e.g. uploading to Notebook, emailing, engaging in and running TEAMs meets. This meant that all children were engaged fully in their learning during remote learning. Both classes have continued to use IT skills developed during lockdown as this is supporting learning across the curriculum (e.g. using Thinglink for learning logs in P1-4, developing listening and talking skills, research and coding). The children used their filming and drama skills, developed with the artists, to produce the whole school (including nursery) nativity. This was very popular with our community and provided IDL learning for the children (e.g. art, drama, IT, filming, listening and talking, editing). The IT booklets are now completed and a trial run with P7 proved very successful. These will support the children’s independence in their digital technologies. We have continued with STEM Nation. We have three parts complete and will gather evidence for the next two parts over the next year.
Next Steps Revisit the technologies progressions ensuring the reflect the new technologies and children’s increasing skills – esp in IT. Launch the digital booklets across the school. Begin the digital skills award Continue with STEM Nation
35
Priority 2
Developing the Numeracy Curriculum
Key links to Moray Education Priority Area(s):
☒ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement
☒ Learning, Teaching and Assessment ☒ Supporting All Learners
☒ Curriculum ☐ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☒ Improvements in attainment, particularly in Literacy and Numeracy
☒ Closing the attainment gap between the most and least disadvantaged children
☐ Improvement in children and young people’s health and wellbeing
☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☐ School Leadership
☒ Teacher Professionalism
☒ Parental Engagement
☒ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☐ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☒ Priority 4 – Corporate Parenting
☐ 1.1
☒ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☒ 2.2
☒ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☐ 2.7
☐ 3.1
☒ 3.2
☐ 3.3
Progress and Impact The numeracy passports are now completed and ready to launch in August. The review of online resources identified ‘White Rose Maths’ which was successfully used during the remote learning period. The teaching film clips supported learning and ensured the children continued to make progress in the numeracy curriculum. The Primary Maths for Scotland has been introduced in P5-7. This resource has enabled the children to develop their problem solving skills and introduced different strategies. Although this has recently been introduced, the impact has been more depth to the learning. We have continued to use Sumdog to practise skills. In P4, SNSA numeracy scores are between 6 and 7 and in P7 SNSA numeracy scores are between 9 and 11.
36
Next Steps Share numeracy passports with staff/children Engage in the numeracy moderation events offered by Moray Council to support teaching and learning in school Continue to use SHS resources and assessments for transitions
Priority 3
Leadership
Key links to Moray Education Priority Area(s):
☐ Raising Attainment and Achievement ☒ Self-evaluation for Self-improvement
☐ Learning, Teaching and Assessment ☐ Supporting All Learners
☐ Curriculum ☒ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☐ Improvements in attainment, particularly in Literacy and Numeracy
☐ Closing the attainment gap between the most and least disadvantaged children
☒ Improvement in children and young people’s health and wellbeing
☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☒ School Leadership
☐ Teacher Professionalism
☒ Parental Engagement
☐ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☒ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☐ Priority 4 – Corporate Parenting
☐ 1.1
☒ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☐ 2.2
☐ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☒ 2.7
☒ 3.1
☐ 3.2
☒ 3.3
Progress and Impact
37
The Tomintoul Task Team supported creating the SIP and have been updating it throughout the year. They have provided feedback using HGIOURS on the school grounds, which led to the team ordering new resources for playtimes and upgrading the garden. The new resources include loose parts play equipment, footballs, benches and an outdoor chalkboard. The loose parts play has been popular across the school and has encouraged team building and provided additional things to do at breaks. The Task Team have discussed and drawn a map of where everything will go in the garden. The nursery children built a new bird table for the school as part of their technology learning. The Task Team also took responsibility for organising Halloween activities, taking into account the COVID regulations. These were well received across the school and supported the ethos and moral of all. They are currently organising the Talent Show. Moderation between Tomintoul and Glenlivet has been very successful and allowed for a shared understanding of the progressions. This year we have been unable to have in school sharing the learning events with parents. However, we have used SWAY to share the learning (e.g. P1-4 Toy Museum, P5-7 French learning during remote learning. Parental engagement in learning is very good, shown during remote learning, support with homework and parents’ feedback.
Next Steps Ensure that the success of this year’s Task Team continues with future events and the SIP wall Continue to engage in moderation between the two schools and link with other schools for moderation where possible Continue to share the learning and engage parents in learning
38
Appendix 3 – Tomintoul School Improvement Plan 2021-2022
MORAY COUNCIL: Education Department SCHOOL IMPROVEMENT PLAN 2021-22
SCHOOL: Tomintoul Primary School QIO/QIM LINK: Kevin Pirie
Priority 1 Technologies – Digital Learning and STEM Nation
This priority builds on the progress made with our technologies during 2020/21. As a school, we plan to launch our digital booklets. We will continue to work towards STEM Nation and begin our digital schools award journey.
Key links to Moray Education Priority Area(s):
☐ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement
☐ Learning, Teaching and Assessment ☐ Supporting All Learners
☐ Curriculum ☐ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☐ Improvements in attainment, particularly in Literacy and Numeracy
☐ Closing the attainment gap between the most and least disadvantaged children
☐ Improvement in children and young people’s health and wellbeing
☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☐ School Leadership
☐ Teacher Professionalism
☐ Parental Engagement
☐ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☐ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☐ Priority 4 – Corporate Parenting
☐ 1.1
☐ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☐ 2.2
☐ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☐ 2.7
☐ 3.1
☐ 3.2
☐ 3.3
Actions Outcomes for learners Timescales Responsible Measures of success
Launch the digital booklets across first and second levels.
Learners will be able to take responsibility for their digital learning and progress at their own pace.
From August 2021
GD Learners engaging with the digital booklets
Certificates achieved and success celebrated
Skills visibly being used across the
39
curriculum
Progress of learners through progressions
Continue to work towards the STEM Nation Award.
Developing STEM skills Achieve 3 areas by
June 2021
LD Achieve 3 areas of STEM Nation (STEM Family Learning, Employability and STEM partnership working and STEM Curriculum and Learner Pathways)
Begin the Digital Schools Award.
Promote and recognise the children’s achievements in digital technologies
From August 2021
LD The school will have achieved the first step in the award
Learners’ feedback
Identify a Digital Learning Champion in school.
Children will be introduced to innovative digital learning in the curriculum
From August 2021
To be identified
The Digital Learning Champion will be in place – promoting CPLP, increasing staff’s confidence/skills in digital learning
Continue to update the school community with digital progress.
Children will be enthusiastic in their digital learning and share it with our community
Use of digital technologies to share our learning each term with parents
By June 2021
GD Feedback from parents/staff/children
Evidence to support reduced bureaucracy/workload of teachers
Learners able to track their digital progress
Reporting to parents using digital technologies
Increased confidence for staff and parents using digital technologies
40
Priority 2 Rights Respecting Schools
This priority introduces Rights Respecting Schools and linking this with our Tomintoul SMARTs, Vision, Values and Aims.
Key links to Moray Education Priority Area(s):
☐ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement
☐ Learning, Teaching and Assessment ☐ Supporting All Learners
☐ Curriculum ☐ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☐ Improvements in attainment, particularly in Literacy and Numeracy
☐ Closing the attainment gap between the most and least disadvantaged children
☐ Improvement in children and young people’s health and wellbeing
☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☐ School Leadership
☐ Teacher Professionalism
☐ Parental Engagement
☐ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☐ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☐ Priority 4 – Corporate Parenting
☐ 1.1
☐ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☐ 2.2
☐ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☐ 2.7
☐ 3.1
☐ 3.2
☐ 3.3
Actions Outcomes for learners Timescales Responsible Measures of success
Set actions for RRSA The children in the school will be split into three groups. Throughout the year, each group will be responsible for taking forward RRSA. The children will know their rights and link these to our school vision, values and aims.
From August 2021
GD Observations – increased understanding of rights at own level across the school, use of RRSA language
Learners’ feedback
Minutes/plans from the RRSA Club
Set up RRS club to lead
Learn about children’s rights
Roll out across school
Work towards bronze then silver awards
Evidence to support reduced bureaucracy/workload of teachers
Shared understanding of rights across the school.
41
Priority 3 Curricular Review and Moderation
Begin review of our curricular progressions and programmes of work – ensuring the curriculum meets the needs of all our learners, DYW. Ensuring a robust moderation cycle. Tomintoul Primary and Glenlivet Primary will work together on this.
Key links to Moray Education Priority Area(s):
☐ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement
☐ Learning, Teaching and Assessment ☐ Supporting All Learners
☐ Curriculum ☐ Leadership at all Levels
NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:
☐ Improvements in attainment, particularly in Literacy and Numeracy
☐ Closing the attainment gap between the most and least disadvantaged children
☐ Improvement in children and young people’s health and wellbeing
☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people
☐ School Leadership
☐ Teacher Professionalism
☐ Parental Engagement
☐ Assessment of Children’s Progress
☐ School Improvement
☐ Performance Information
☐ Priority 1 – Improve Wellbeing
☐ Priority 2 – Safeguarding
☐ Priority 3 – Poverty
☐ Priority 4 – Corporate Parenting
☐ 1.1
☐ 1.2
☐ 1.3
☐ 1.4
☐ 1.5
☐ 2.1
☐ 2.2
☐ 2.3
☐ 2.4
☐ 2.5
☐ 2.6
☐ 2.7
☐ 3.1
☐ 3.2
☐ 3.3
Actions Outcomes for learners Timescales Responsible Measures of success
Review technologies progressions
Children will have coverage of all areas of technologies using the most up to date resources available.
August 2021
LD Our progressions reflect the needs of our current learners.
Teacher’s plans
Feedback from children
Review social studies and science progressions and programmes of work
Ensuring all contexts/skills reflect our local area and interests of learners. Enthusiasm in learning.
October 2021
LD Teacher’s plans
Observed – increased engagement and enthusiasm for all learners
Review HWB progressions and programmes of work
GIRFEC – using our SHANARRI plans – children will have improved HWB and know/where/how/what support is available.
December 2021
LD Positive HWB – resilience, focus
42
Moderation of literacy and numeracy
Increasingly robust moderation of literacy and numeracy will ensure differentiation, personalised support, the best support available to progress with their learning.
4 sessions (1 each
term with Glenlivet
PS)
LD SNSA, ACEL data
Continuous dialogue with staff/parents/children
Shared understanding of early to second level
Evidence to support reduced bureaucracy/workload of teachers
Learners engaged in planning, up to date planning/assessment tools
44
APPENDIX A
Moray Council
Education, Communities & Organisational Development
Address: Council Office, High Street, Elgin IV30 1BX
Telephone: 01343 563374 Hours: 8.45am - 5.00pm
Monday to Friday
Email: [email protected] Website: www.moray.gov.uk
Updated 15/10/2019
Moray Council A-Z
Active Schools Telephone
:
01343 563890
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_52055.html
Additional
Support for
Learning
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_42567.html
Adverse
Weather
Procedures
Telephone
:
0870 054 9999 (school information line) Calls to this number will be charged at a 2p per minute service charge plus your call
providers access charge
Local school or 01343 563374
Email: Local school or [email protected]
Website: http://schoolclosures.moray.gov.uk/
www.moray.gov.uk/moray_standard/page_53021.html
After School
Clubs
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_services/page_44889.html
Armed Forces
Families
Information
Telephone
:
01980 618244 (Children’s Education Advisory Service)
Email: [email protected] (Children’s Education Advisory
Service)
Website: www.moray.gov.uk/moray_standard/page_100164.html
Attendance and
Absence
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55580.html
45
Bullying Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_52988.html
Childcare Telephone
:
01343 563374
Email: [email protected]
Website: www.scottishfamilies.gov.uk/
Children and
Families Social
Work
Telephone
:
01343 554370 or out of hours emergency 03457 565656
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_47606.html
Child Protection Telephone
:
01343 554370 or out of hours emergency 03457 565656
or
101 (Police Scotland)
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55497.html
Clothing Grants Telephone
:
01343 563456
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55486.html
Moray Council A-Z
Data
Protection
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_75569.html
Deferred
Entry to
Primary
School
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_52991.html
Disability
Discrimination
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_43019.html
Early Entry to
Primary
School
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_56925.html
Early Learning
& Childcare
Telephone
:
01343 563374
46
(pre-school) Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_42682.html
Education
Maintenance
Allowance
Telephone
:
01343 563338
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_40540.html
Exclusion
from School
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_53001.html
Free School
Meals
Telephone
:
01343 563456
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55486.html
Grants and
Bursaries
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_43903.html
Home
Education
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_53000.html
Instrumental
Instruction
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_53005.html
Placing
Requests
Telephone
:
01343 563374
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_49601.html
Racial Equality Telephone
:
01343 563374
Email: [email protected]
Website: http://www.moray.gov.uk/moray_standard/page_43019.html
School Meals Telephone
:
01343 557086
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55540.html
School Term
and Holiday
Telephone
:
01343 563374
47
Dates Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_55829.html
Transport
(For Pupils)
Telephone
:
0300 123 4565
Email: [email protected]
Website: www.moray.gov.uk/moray_standard/page_1680.html