SCHOOL STANDARDS AND QUALITY REPORT referencing 2018/2019 priorities.

Report compiled May 2019

Standards and Quality Report

Context of the school: Millbank Primary is one of 2 large primary schools serving the town of Nairn. Millbank offers Gaelic Medium as well as English Medium and also has a well-established ASN department. Millbank prides itself on its inclusive approach and positive, nurturing ethos. Our pupils come mainly from the catchment area.During 2018/2019 major refurbishments were carried out to provide Millbank with appropriate ASN classrooms and facilities; this long-awaited upgrade to our ASN facilities has had a very positive impact on the teaching and learning environment for our ASN pupils and staff. The work also included refurbishment of all pupil toilet facilities; pupil toilets were in a very poor condition and we are very appreciative of these new facilities.

Further work has been done in our school grounds and gardens, led by our Parent Council and the local Scout group. Works include turfing play areas, installing playground markings and games, completion of an outdoor classroom and improvements to the memorial garden. Staff and pupils make good use of these facilities to further develop outdoor learning.

During session 2018/2019 all staff completed Nurture for all training. This further developed our knowledge of Nurture principles and increased our capacity to support pupils.

The Hive (a Nurture room set up with Pupil Equity funding) continued to offer Nurture support in a variety of contexts – breakfast club, small group support, individual support, resilient kids programme, mindfulness, parental engagement.

During 2018/2019 PEF funding was also used to fund a PSA to work intensively on literacy and numeracy with identified pupils.

During 2018/2019 we further developed our continuous profiling and reporting by introducing key assessment tasks – numeracy themed in December, literacy themed in March and health & wellbeing to be completed in June. SMT moderated the tasks and provided feedback to teachers; parental comments on the key assessment tasks were very positive. In May 2019 our continuous profiling and reporting arrangements were signed off and the shorter progress and performance report is to be implemented from June 2019.

ELC In August 2018 we moved to the flexibility model for our ELC department. An additional EYP joined the team to facilitate this model and we were allocated a graduate whose remit is to strengthen and develop strategies for raising attainment and ensuring equity for all; a key aspect of this role is to support ELC staff and families. This initiative sits well alongside the work being done in the main school with regard to raising attainment in literacy, numeracy and health & wellbeing.

School: Millbank Primary school

Head Teacher: Maria McPherson

Date submitted: June 2019

School Vision, Values and Aims:

Millbank: If you believe you can achieve.

I smile and say hello. I listen to learn. I care for everyone and everything.

I keep healthy and have a positive attitude.

I work hard and challenge myself.

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement detailsTeachers and other staff, including ELC staff

18th Sep (INSET) – Nurture for all training

Oct 2018 – SMT sampling of timetables.

28th Nov (CAT session) – Nurture for all training

15th Jan (CAT session) – Feedback and review of Key Assessment task on numeracy completed in December 2018.

12th Feb - (CAT session) – Nurture for all training

20th Feb (INSET) - Staff discussions on Highland Council guidance on Promoting Positive behaviour policy; looking at this guidance after completion of Nurture for all training showed that we need to review our promoting positive behaviour policy – this is to be an improvement priority for 20-19/2020.

20th Feb (INSET) – teaching staff looked at benchmarks, Es and Os and current planning and assessment materials and then discussed/planned numeracy assessments to ensure appropriate assessments available at each stage. Principal teachers undertook compilation of these assessments which will now be part of the yearly assessment programme.

26th Feb (CAT session) - SEEMiS training for staff on pastoral notes has led to improved recording and monitoring of pupils’ health and wellbeing.

8th May – Lesley Taylor, QIO, visited school and met with pupils and SMT to assess progress re continuous profiling and reporting. Continuous profiling signed off and shorter report to be implemented from June 2019.

14th May – QIs 2.2 and 2.7 discussed in groups during CAT session, alongside discussion of 2018/2019 SIP and 2019/2010 priorities.

May 2019 – QI.3 discussed during teacher/management meetings to further evidence SIP and review/develop outdoor learning.

Parents Pupil/parent letters exchanged at Parents’ evenings then filed in Snapshot folders

Parental comments from Key Assessment tasks and Snapshot folders – 2/3 x during session.

Sep 2018 – P1 information evening, parental views sought re transition.

Oct 2018 – Parents of P1 pupils invited to Hive to review transition arrangements (for Nursery – P1).

2nd & 4th October – parental views on homework sought at parents’ evenings.

15th & 22nd Feb – drop-in sessions at the Hive to further discuss homework.

26th Feb - Information evening re Chrome books – Nairn Academy.

11.3.19 - Parents reminded of SIP priorities in newsletter and invited to look at pupil posters on improvements in the janitor’s corridor.

March 2019 - Chrome book information/ demos from pupils at Parents’ evening

30.4.19 - SIP priorities for 18/19 reviewed and priorities for 19/20 discussed at Parent council meeting – minutes distributed.

6.5.19 - SIP priorities for 18/19 reviewed and priorities for 19/20 detailed in newsletter – comments requested.

Pupils Sep 2018 - Pupil Council reps meeting with Fiona Shearer and other ASG Pupil council reps to inform Nairn & Nairnshire Community Partnership: Child Plan, further meeting in May 2019.

Oct 2018 - Pupil council survey on homework

Feb 2019 - Pupil council audit conducted around safeguarding.

Feb/March 2019 - HT met with groups of pupils in each class re numeracy

Feb/March 2019 - Improvement priorities discussed at assemblies and competition organised for pupils to illustrate these priorities – displayed in corridor for parents to see at parents’ evenings.

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Newsletter comment sheet (6.5.19) issued to volunteers.

Other partners Newsletter comment sheet (6.5.19) issued to partners .

Associated Schools Group

Nairn ASG meets monthly. We have planned jointly around Chromebook roll out by identifying Digital leaders in each school who have worked together to offer staff support and training and also information to parents.

We regularly discuss/plan transition; for example equality forum for P6 and science event for P7.

Teachers from the Academy Maths department and English department visit P7 pupils in term 4 to carry out assessments and identify appropriate support for pupils in literacy and numeracy.

We have established links with Inverness Royal Academy where some of our Gaelic Medium pupils transfer to, for example by completing profiles and facilitating transition visits.

Nairn ASG has had a literacy group successfully working for the last two years to develop literacy resources.

The INSET day in June will give opportunity for ASG P6 and P7 teachers to work with literacy and numeracy staff from Nairn Academy on digital literacy and the use of critical analysis of source material in research.

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?Relevant Improvement Priority title/ Pupil Equity Funding project/ Scottish Attainment Challenge additional funding project:

Impact and data

Staff use a range of data (eligibility for free school meals, SIMD, Additional support needs) to be clear about pupils who may experience barriers to their learning due to socio-economic factors.Attainment meetings took place in May 2019 to analyse this data alongside results of standardised assessments and the summary of pupil progress and performance. This analysis informed plans for the further development of Pupil Equity funding (PEF) initiatives.

Our PEF was used to further develop two major initiatives in 2018/19 –

The Hive (Nurture room) continued to support pupils around emotional literacy and resilience. Pupils were identified through attainment meetings with staff and analysis of data and assessments. The Hive is led by our Depute Headteacher, Mrs Thomson.

Our Principal teacher for ASN, Mrs Laws, continued to deliver targeted literacy and numeracy sessions to identified pupils. Again, pupils were identified through analysis of data and assessments in addition to discussions with teaching staff. Two PSAs support Mrs Laws in the delivery of these sessions and meet with Mrs Laws each week to discuss/review/plan/identify resources.

ELCIn ELC our graduate has worked with SMT to identify pupils for whom socio-economic circumstances may affect attainment. Various measures have been introduced such as drop-in sessions, PEEP (Parents as Early Education Partners) sessions and ‘Stay and Play’ sessions. With support from PT ASN the developmental overviews are being closely monitored to ensure early identification of pupils who may require additional support when they transition to P1. Next session these measures will be further developed alongside continuous profiling and reporting.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title:

Impact and data

Our Principal teacher for ASN, Mrs Laws, continued to deliver targeted literacy and numeracy sessions to identified pupils. Again, pupils were identified through analysis of data and assessments in addition to discussions with teaching staff. Two PSAs support Mrs Laws in the delivery of these sessions and meet with Mrs Laws each week to discuss/review/plan/identify resources.

PT ASN met individually with class teachers in November and May to ensure detailed discussion around SPP trackers. Support needs were identified and actioned from these meetings.

Our Early level teachers continue to embrace the emerging literacy approach and continue to engage in twilight sessions and cpd to further develop knowledge and understanding.

Headteacher carried out sampling exercise of pupil views around teaching and learning in numeracy in Feb/Mar 2019.

Our P5 teacher continued her involvement in the ASG literacy group where resources were discussed, developed and shared.

ELCIn ELC EYPs have taken on leadership roles within numeracy and literacy in order to drive improvement in these areas within ELC.

Termly self-evaluation exercises are carried out in order to collegiately identify strengths and areas of development within numeracy and literacy.

EYESO visits twice each session to support and advise the ELC team.

Speech and language support worker has offered support to ELC staff to further develop ‘Words Up’ initiative across the Early years.

The Care Inspectorate carried out an inspection in March 2019 and is to re-visit in May 2019 to offer further support.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project:

Impact and data

Our Children’s Services Worker continues to support pupils and their families who have been

identified through the staged approach. Pupils receive individual and group support and there are very effective systems in place around enhanced transition for P7 pupils who require this additional support as they move on to secondary school. Our CSW collaborates with other CSWs within the ASG to deliver a programme of activities during the school holidays for pupils who have been identified as benefiting from this targeted support. The holiday club is very successful in ensuring that pupils and their families receive support over school holiday periods.

The ‘Seasons for Growth’ programme has been delivered (by Millbank’s CSW and another CSW from the ASG) to a group of P2/3 pupils and another group of P7pupils, identified as requiring support around loss and change.

The ‘Resilient Kids’ programme continues to be delivered to P7, P3 and ELC pupils following attendance at training by members of the Senior Management Team.

ELCAll ELC staff have attended ‘Nurture for All’ training in line with the school’s improvement agenda.

A robust transition programme has been developed over the last 3 years, offering transition sessions across the school year. These visits include familiarisation with the canteen and playground and developing relationships with P6 Buddies. A review of our transition plans took place in September 2018 and parents gave very positive feedback.

ELC staff continue to engage with ‘Safe Strong and Free’ to develop children’s resilience.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Relevant Improvement Priority title/ school project:

Impact and data

Highland Council’s Skills document forms part of the planning process and its implementation is discussed at termly teacher/management meetings. Skills are regularly referenced at assemblies.There is a termly focus on wider achievement skills in learning logs.In P6 Parents were invited in to share their job experience, skills etc as part of a ‘World of work’ topic.

ELCAn EYP has taken on the leadership of ‘developing the young workforce’. This has been linked to further development of free flow using the outdoor space; the emphasis is on skills for learning, life and work. Pupils have the opportunity to develop these skills through planned activities including role play, creativity, independent problem-solving and risk assessment skills.Further enhancement of these skills was facilitated by off-site visits to the Fire Station and visitors to the ELC discussing their roles in the community.Next session, our development of continuous profiling and reporting in ELC will give further opportunity for these areas to be developed.

Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☒* We have some concerns about our capacity for continuous improvement ☐

Comment:

QI 1.3Leadership of change

Themes (HGIOS?4) Developing a shared vision, values and

aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and changeThemes (HGIOELC?) Developing a shared vision, values and

aims relevant to the ELC setting and its community

Strategic planning for continuous improvement

Implementing improvement and change

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Our Senior management team shows strong leadership in identifying and delivering improvement priorities. They work well together with clearly defined remits and responsibilities.

Staff meetings and collegiate activities involve active participation around the school’s improvement priorities; for example, professional dialogue, moderation, discussion of Quality indicators.

Leadership is encouraged at all levels, across all curricular areas and including out of school activities; for example, digital leader training staff in preparation for Chromebook roll out, teacher member of ASG literacy group, Early level teachers attending twilight training for emerging literacy, teachers leading charity & fundraising ventures, Enterprise projects, teachers running various after school clubs – athletics, cross country, netball, gardening.

We have clear tracking procedures and teachers are involved in analysing data; this ensures we have a shared understanding of the school’s context and we address equality and equity for all.

Support for ASN pupils and their families is a strength of the school; we have robust measures in place to identify and support pupils who require additional support.

We continue to develop Outdoor Learning and have made good use of the many improvements to our school grounds and gardens (made possible by the hard work and commitment of our local Scout group and the Parent Council).

ELCOur DHT has led the successful introduction of the flexibility model for ELC which has further developed the support in place for pre-school children and their families.

The addition of our graduate has given renewed focus to the raising attainment and equity for all agenda.

Leadership is encouraged and facilitated across the ELC team. The DHT facilitates the identification and development of leadership roles with clear links to self-evaluation to drive improvement across the setting.

We work closely with our EYESO and all staff have attended a wide range of up to date

training in key areas.

Question 2How do we know? What evidence do we have of positive impact on our learners?

We have detailed tracking information which informs assessment and support strategies.

There are regular self-evaluation, monitoring and observation opportunities.

Child plans are detailed and are regularly reviewed; we have robust systems in place for identification and regular review of additional support needs including regular SF meetings, termly teacher/management discussions and SPP/tracking meetings.

ELCEYESO visits twice each session and gives detailed reports.DHT monitoring meetings with Graduate and EYPs.Records of self-evaluation discussions (carried out termly).

Question 3What could we do now? What actions would move us forward?

We will ensure that all staff have leadership opportunities by discussing all events/activities at the start of the session and asking staff to sign up.

We will build on the excellent work done by PT ASN in tracking and ensure that data informs next steps in planning and that staff lead initiatives which will improve attainment outcomes.

ELCLooking ahead to 1140 hours we need to ensure self-evaluation and leadership opportunities remain firm priorities in ELC.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and Childcare? six-point scale?

good

QI 2.3Learning, teaching and assessment

Themes (HGIOS?4) Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoringThemes (HGIOELC?) Learning and engagement Quality of interactions Effective use of assessment Planning, tracking and monitoring

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Early level staff continue to engage positively with emerging literacy and use baseline assessments to inform teaching and learning in literacy.

Through implementing our profiling/reporting priority teachers have developed key assessment tasks to supplement existing profiling procedures.

We promote outdoor learning throughout the year and use/visit our community partners to support the delivery of the curriculum.

Question 2How do we know? What evidence do we have of positive impact on our learners?

Maths learning visits and sampling exercise by HT in Feb/March evidenced high levels of pupil engagement and enjoyment of maths and a wide range of learning opportunities.

Our PT ASN has developed clear tracking procedures; these give detailed assessment data as well as evidencing the wide range of supports in place for pupils.

Parental comments on Key Assessment tasks are positive.

Teacher/management discussions evidence the range of assessments being used.

ELCSMT observations take place in each planning block.EYESO reportsCare inspectorate report – March 2019 – was graded as ‘good’.Question 3What could we do now? What actions would move us forward?

Further develop Key Assessment tasks to ensure focus on skills and clear learning intentions and success criteria.Develop digital literacy across the school.Further develop opportunities to engage with the DYW agenda.

ELC Increased opportunities for drop in sessions to discuss learning and facilitate engagement with families.What is your current evaluation of this QI using the How good

good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

QI 3.1Ensuring wellbeing, equality and inclusion

Themes (HGIOS?4) Wellbeing Fulfilment of statutory duties Inclusion and equalityThemes (HGIOELC) Wellbeing Fulfilment of statutory duties Inclusion and equality

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

All school staff (Teachers, PSAs, EYPs, CSW and clerical staff) have completed the ‘Nurture for all’ training which was facilitated by Senior Educational Psychologist, ASN manager and SMT. This training developed our understanding of Nurture principles, thus increasing our capacity to support and nurture pupils.Relationships across the school are positive and supportive. Positive relationships are promoted across the school.

All staff received Child Protection training in August and teaching staff attended training on SEEMiS pastoral notes in February 2019.

We encourage and facilitate pupil voice opportunities and opportunities for pupils to hold roles of responsibility.

ELCELC staff attended ‘Nurture for all’ training.In 2018/19 there have been Increased opportunities for family engagement – PEEP sessions, ‘stay and play’ sessions.

Question 2How do we know? What evidence do we have of positive impact on our learners

Hive plans evidence planning in line with CfE Health and Wellbeing Experiences and Outcomes with a key focus on increased knowledge, understanding and engagement of the Health and Wellbeing outcomes, the development of resilience, emotional and literacy skills.

Development of independent life skills continues to be a key focus of The Hive programme including budgeting, shopping for and preparation of healthy, sustaining snacks and meals and participation in the organisation of key school events for example providing refreshments for parents’ open afternoon.

Planning continued to be enhanced in Terms 3 and 4 by DHT and PT ASN facilitating the use of Boxall Assessments for all identified children in order to meet specific, individual needs of the pupils. This information was shared with class teachers in order that a consistent approach was taken to ensure appropriate learning and teaching strategies are implemented across the school. Boxall Assessments were also carried out for identified Primary One children at this time in order to identify needs within this age group and inform future planning.

ELCELC newsletters detail opportunities for parental engagement.

Care Inspectorate report from March 2019 states - ‘we saw positive and nurturing relationships between children and staff throughout the inspection. This helped to build children’s confidence and enable them to feel safe in their play. Staff provided a welcoming, relaxed and friendly atmosphere for children and their families which enabled them to be included and involved.’Question 3What could we do now? What actions would move us forward?

Our attendance at ‘Nurture for all’ training and an INSET activity where staff looked at the updated Highland Council ‘Promoting positive relationships’ framework indicated that a review of our Promoting positive behavior policy was required. This has been identified as an improvement priority for next session.

ELCIn ELC we will develop our procedures for continuous profiling and reporting which will include increased opportunities for family engagement.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

QI 3.2Raising attainment and achievement/Ensuring children’s progress

Themes (HGIOS?4) Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learnersThemes (HGIOELC?) Progress in communication, early

language, mathematics, health and wellbeing

Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Attainment meetings with staff in Feb/March 2019 looked at the range of available data and identified where support is needed.PT ASN and HT meet regularly to review ASN support and manage Child plan reviews & IEP reviews.Management meetings every week are another opportunity for discussion and review of pupil attainment and achievement.

PT ASN carried out tracking meetings with teachers in November 2018 and May 2019 and compiled detailed spreadsheets showing attainment levels and support needs.Management team discussed these spreadsheets on 22.5.19 and identified further strategies to address attainment gaps, eg adapting PSA support to include groups of children across classes and teachers to attend ‘Talk for Writing’ course.

ELCDevelopmental overviews are used effectively to track progress.PT ASN has met with Early Years graduate to identify strategies to support ASN pupils and also to identify pupils for whom support will be needed on transition to P1.ELC staff have attended training on Learning Journeys and planning.

Question 2How do we know? What evidence do we have of positive impact on our learners?

PEF literacy and numeracy interventions have led to improved pupil attainment and have also developed staff knowledge and understanding.Phonological awareness assessments show progress across Primary One.

ELCDevelopmental overviews show pupil progress.ELC graduate plans detail intervention and support strategies.Pupil Learning Journeys show evidence of pupils setting targets and their progress towards these targets.

Question 3What could we do now? What actions would move us forward?

We will adapt PSA support to offer focused interventions across the school (in a similar way to that in which PEF support has been organized this session).

Our continuous profiling will continue to be developed and next session a further Key Assessment task will be introduced each term. We will work with staff to ensure KATs are firmly embedded within our planning and that they reflect skills development.

ELCIn ELC staff will work towards continuous profiling and reporting.The role of the graduate will be further enhanced to develop family engagement.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

KEY THEMEfrom QI 2.2Curriculum

Theme 3 (HGIOS?4) Learning pathways

Theme 3 (HGIOELC?) Learning and development pathways

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

We have clear guidelines and programmes for planning teaching and learning across the curriculum.Staff are fully committed to making improvements.There is effective use of learning logs, snapshot folders, learning conversations, key assessment tasks.Staff are beginning to include skills in planning and skills are referenced in learning logs.The P5 class benefited from a teacher exchange scheme; a French teacher visited Millbank and the P5 teacher attended training around this initiative.There are regular transition events for P7 pupils; equality forum at Nairn Academy, Academy science teachers delivering lessons to p7 pupils, attendance at Safe Highlanders.We embrace all opportunities for visiting specialists in music, drama and sport and always welcome visitors to our school - Feis, Countryside ranger, librarian, Fire officers, Pet therapy, music therapy, local ministers.All classes are now confidently incorporating outdoor learning opportunities.

ELCStaff know children and their families very well and plan effectively to meet individual pupil needs and interests.Free flow is a strength of the setting and continues to be a key focus for self-evaluation and development.Children’s independence skills are well-developed and they have many opportunities to practice these skills, for example at snack time.There are increased opportunities for outdoor learning.

Question 2How do we know? What evidence do we have of positive impact on our learners?

Results of literacy assessments.Snapshot folders show progression.Teachers promoting the language around skills development.Increased confidence during transition.Pupil feedback on Outdoor learning day.Evidence in planning folder, web-site and school wall displays.Reports/minutes on CAT session and INSET day activities.Teachers’ planning folders and teacher/management meeting discussion sheets.

ELCCare Inspectorate report.EYESO reports from her visits.SMT observations.Question 3What could we do now? What actions would move us forward?

Completion of numeracy assessments.Review and development of IDL bundles to include skills and key assessment tasks.Further key assessment tasks planned for next session – 2 per term.Ensure Outdoor learning linked to IDL.Ensure children fully supported and appropriately challenged.Further development of visits/visitors, focusing on skills.Review and develop writing programme to include grammar progression.

KEY THEMEfrom QI 2.7Partnerships

Theme 3 (HGIOS?4) Impact on learners (focus on parental

engagement)

Theme 3 (HGIOELC?) Impact on children and families (focus on

parental engagement)

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Key Assessment tasks have now been introduced to complement existing profiling procedures – this has given further opportunity for parental engagement.We encourage pupils to hold roles of responsibility and work with other agencies to organise support, for example Young Leader training, JRSO training.We take every opportunity to welcome volunteers and visitors to our school and also facilitate a wide range of sport, music, drama and science activities.IN ASN there are strong links with RDA and ASN pupils access weekly horse-riding lessons.This session we welcomed Buzz and his owner Sara who work for Pet therapy; they have visited ASN classes and mainstream classes.We strive to ensure parents feel welcome and supported in our school by offering a range of formal and informal opportunities for discussion throughout the school year.We encourage classes to work together, for example on paired reading and also regularly organise whole school events such as concerts, Outdoor Learning day and charity events where pupils work together across the school.

ELCIncreased opportunities for ‘Stay and play’ sessions in order to facilitate parental working patterns etc.Further development of partnerships within local community, eg Free church, Fire station, library.Participation in whole school events – Comic Relief, World Book Day, School show.

Question 2How do we know? What evidence do we have of positive impact on our learners?

Newsletters show range of strategies in place to develop partnerships with families to support their child’s learning.Written feedback from parents on Snapshot folders, key assessment tasks and at parents’ evenings.Range of opportunities throughout the year for less formal involvement eg Daffodil tea party and charity fundraising events.Parent Council is strong and very supportive of the school. This session a huge amount has been done to enhance the playground and gardens, giving pupils a wide range of high quality opportunities to engage in outdoor learning.Great variety of after school clubs, visits and visitors as evidenced in weekly newsletter

ELCCare Inspectorate report

Question 3What could we do now? What actions would move us forward?

Further development of KATs to include skills development and ensure differentiation.Continue to make effective use of outdoor space for outdoor learning and skills development work.Rollout of Chromebooks will further develop opportunities for parental engagement.Further development of Young leader programme.Further development of opportunities to make active contributions to local/national issues eg Food bank.

ELC

Develop continuous profiling and reporting procedures in line with the rest of the school.

ADDITIONAL QIThis section is optional – schools are reminded to cycle through the remaining QIs as part of the self-evaluation process

Themes from HGIOS?4 and HGIOELC? (complete as appropriate)

Suggested word count 1000-1500 for all three questions below when taken together.

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting? FOCUS ON IMPROVEMENTS FROM LAST YEAR’S IMPROVEMENT PLAN.

a)

Question 2How do we know? What evidence do we have of positive impact on our learners? MAKE BRIEF REFERENCES TO SUPPORTING DATA AND OTHER INFORMATION.

a)

Question 3What could we do now? What actions would move us forward? POTENTIAL IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED FROM THESE.

a)

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

Choose an item.