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REDHALL SCHOOL____________________ Standards and Quality Report

Session 2018-2019

Holyrood Ranger

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

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How Good is our School?

Context of the School Redhall is a special school for primary age pupils with complex, long term additional support needs associated with a learning disability. Many of the pupils have an Autistic Spectrum Condition. The school was formed in April 2008 and moved to a new purpose building in May 2009, sited in the Longstone Primary school campus in South West Edinburgh.

Redhall is a Rights Respecting School and children’s rights are central to everything we do. The rights most relevant to school are embodied in our School Charter.

We now have nine classes; the maximum school roll has increased to 72. There are nine class teachers, one of whom is a Principal Teacher. The Senior Management Team consists of the Acting Head Teacher, Depute Head Teacher and Business Manager. We have specialist teachers in P.E., Expressive Arts and Outdoor Education. We have four nursery nurses and 23 pupil support assistants. We work very effectively with a wide range of support services and partner agencies.

We have an active parent council and parent fund raising group. The school has attained charitable status through the ‘Friends of Redhall’.

The population of Redhall has changed since opening with a large increase in the number of pupils with autistic spectrum disorders. Currently 81% of our pupils have a diagnosis of Autistic Spectrum Disorder. This year 31% of pupils have English as an additional language.

We have achieved:

Rights Respecting School GOLD ECO-Schools Silver Award Healthy Schools Stage 3 Fairtrade Achieving School

Our School Charter states that all children have:

The right to learn. (UNCRC Article 28) The right to feel safe. (UNCRC Article 19) The right to have friends and to play. (UNCRC Articles 15 and 31) The right to be listened to and express their views. (UNCRC Article 13) The right to be part of an inclusive and global community. (UNCRC Article 2a) The right to a healthy life style. (UNCRC Article 24)


The staff at Redhall act as the duty bearers to ensure the children can enjoy their rights

The Aims of Redhall To meet the individual needs of every child through a relevant, desirable,

predictable and progressive curriculum which has breadth and coherence, with supports to access their personalisation and choice

To provide a curriculum which offers challenge and choice and allows children to enjoy learning

To ensure that all children are able to realise their potential through the recognition of achievement and excellence

To develop a positive school ethos through reflection and debate actively involving staff, children, parents and the wider community

To provide the highest quality of learning and teaching that enables children to reach their potential

To ensure that the school’s promoted staff provide high quality leadership and management and that all staff are supported in their professional development To build and maintain effective partnerships between school, parents, external support agencies and the wider community

To work in partnership with parents and carers, encouraging them to become involved in their child’s education and in the life of the school

To work together effectively and professionally as a team To provide a calm, positive and safe learning environment that promotes positive

behaviour, self -discipline and respect for others

Capacity for Continuous ImprovementIn session 2018-2019 the school used the improvement plan to drive forward improvements and all staff were part of development groups that initiated change. Self- evaluation underpinned school improvement and has helped set priorities for next session. The school has made a great deal of progress in raising attainment and achievement with particular focus on developing an inclusive learning environment, developing parental engagement and using pupil equity funding to support vulnerable children to engage in learning. Learning Conversations were introduced and already we are able to measure impact with children using skills in different contexts. Almost all children are achieving targets set and what we do know is that targets set are meaningful, relevant, challenging and making a difference to the lives of children and their families. We are preparing our children for life beyond school from the day they join Redhall. Innovative practice has been developed by the total communication group and is supporting staff and parents as they support children in their learning. All pupils at Redhall have a voice and they are listened to. We continue to celebrate being a Rights Respecting School but most importantly we are confident that the RRS core values underpin everything we do. The school was engaged in a Validated Self-Evaluation visit by the City of Edinburgh Council and learning conversations were singled out as good practice enhancing learning and teaching. At Redhall the quality of learning and teaching is consistently good with some aspects very good. There are also examples of outstanding learning and teaching which we are proud of. The impact of this is increased attainment and achievement across the school. We continue to offer our children enriched experiences through outdoor learning and wider achievement opportunities with more children achieving Bronze JASS award this year and our work with Lily Laing, Holyrood Ranger on the Heritage Hero award. Redhall is a positive and inclusive learning environment and


the community is thriving. Going forward we will continue to develop parental engagement and develop the work we are doing with our pupil equity funding; supporting children to engage in learning. Our partners (including our newest partner Sainsburys) continue to enhance the quality of the education we offer our children and we will continue to involve them in school improving to help us to continue to raise attainment for all.

This year we have celebrated success not only with our children but also with our staff and parents. We are all lifelong learners and we fully understand that the achievements of our staff and parents have helped enrich the quality of the experiences we offer our children.

We will continue to drive forward our school improvements next session, all of which will have an impact on the quality of the learning provision for our children and raise attainment and achievement.


Leadership of Change QI 1.3

Themes Developing a shared vision, values & aims relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and change

Our Illustration

Developing a shared vision, values & aims relevant to the school and its community

The Senior Leadership Team provides strong leadership at all levels and promotes whole school engagement with our vision, values and aims.

The HT has a clear vision for the school and the SLT promote this vision consistently and well

The staff team have a good understanding of the unique context of the school The school has embedded the RRS and has the schools Vision, Values and Aims at its

core. The school has achieved Gold Level Rights Respecting School- the first special school in the City.

The school’s Vision, values and Aims are clearly understood by staff, children, partners and all other stakeholders

The Values, Vision and Aims have been linked to the school curriculum rationale The staff team have a good understanding of the unique context of the school and are fully

engaged in addressing the relevant areas for development, e.g. giving learners a voice through Learning Conversations where targets set are more relevant and “make difference” and develop skills for learning, life and work.

A strength of the school is that leadership across all levels is embedded and encouraged

Strategic planning for continuous improvement

There is clear and effective strategic planning for improvement involving all staff, parents, and partners

The priorities in the school’s improvement plan are closely aligned with the NIF. The school improvement plan is co-created and owned by all staff. This ensures active

engagement and focus on improvement for our children and wider school community. All class teachers are involved in working parties that are focused on specific, identified

areas for improvement. Rolling logs of evidence are shared regularly with whole staff to ensure accountability and progression towards agreed improvement.

All staff are clear on the school’s strengths and areas for development based on a range of evidence collected and agreed upon collegiately

The SQIP is written as a collegiate activity and a Parent version is also shared. Self-evaluation activities lead to identifying strengths as well as clear areas for

improvement which are well-focused on learning, teaching and achievement.


Among staff there is a strong commitment to self-evaluation for improvement. There are opportunities for all staff to lead learning and improvement strategies The self-evaluation calendar ensures a regular and robust programme of evaluation and

improvement. The school continues to focus on improving learning and teaching There have been improvements in Teaching and Learning, leading to improved

engagement, and this will continue to be a focus for next session. Staff take part in shared classroom experiences and the Senior leadership team give

written and oral feedback to them

Implementing Improvement and Change

SLT are pro-active in promoting leadership opportunities for all staff Staff skilfully take leadership roles in a range of school developments and initiatives. Almost all are part of a development group driving a school priority forward. Progress is shared across the whole school community via the strategic board. Self-evaluation underpins school improvement. We measure what we value using a range

of approaches Questionnaires are distributed throughout the school year. Responses are analysed, next

steps set and shared across the school community. Staff, pupils and parents take part in learning conversations which are also leading to improved outcomes for our learners

Evidence folders for Outcome and Lever QIs sit centrally in the school. Staff contribute to building evidence weekly.

SLT have created a systematic approach to building evidence of change and progress and have involved all staff in the process

Staff now have a deep understanding of where the school is on its journey to improvement and can measure the impact on learner’s achievements. Children are more active in their learning.

Next Steps

The Journey to Improvement will continue to be displayed on a strategic board sitting centrally in the school. The whole school community will have access to this at all times and can measure progress.

To develop more home learning linked to the learning conversations and skills for learning, life and work

There is scope for children and parents and partners to become further involved in identifying and agreeing priorities for improvement

Questionnaires will be distributed throughout the school year linked to school improvement. Responses will be analysed, next steps set and shared across the school community.

Learning, Teaching and Assessment QI 2.3


Themes Learning and Engagement, including use of digital technologies Quality of Teaching Effective use of Assessment Planning, Tracking & Monitoring

Our Illustration

Learning and Engagement

There are very positive relationships between staff and young people. The school values of nurturing everyone in an inclusive environment promote respect, compassion, trust and fairness. These values are reflected in all planned learning. Children are listened to, and contribute ideas to their ongoing learning.

Learning is coherent, progressive and well planned. Teaching is energetic and flexible to engage learners in a well- ordered learning environment to support learning and engagement

Staff are skilled at motivating children to engage in their learning. Teachers use creative teaching strategies, including the use of play.

There is an effective behaviour support system in place which helps children to engage in their learning and the positive behaviour policy focuses on behaviour being seen as communication.

Staff know the children very well Learning conversations support children to engage and achieve. Pupils and parents are

engaged in the learning conversations which measure what we value: “What will make a difference for each learner?” Children are beginning to take more of a lead in their learning through the conversations.

Relevant learning activities are planned built on prior learning, and personalised to suit the pupil’s needs

Appropriate level of support are in place for all pupils and all staff promote children’s independence

Many children enjoy their learning achievements (in and out of school) being recognised and celebrated

A wide range of digital technologies are used to maximise communication and engagement in learning.

Children are supported and encouraged to contribute to the wider life of the school

Quality of Teaching

Staff have a shared understanding of the features of effective learning where lessons are well planned and structured and include suitable levels of challenge and support for individuals.

Staff aim to make learning relevant for children and there are links to real life experiences


There is a strong focus on skills development across the school, particularly in developing skills for life, learning and work

There is a robust system in place to monitor and evaluate learning and teaching with a whole school focus on improving the learning provision. Activities linked to this are timetabled in the self- evaluation calendar which is shared with all staff before the new session starts. Staff submit forward plans and receive written and oral feedback from SLT. Evaluation and feedback informs next steps for planning. This has enhanced the pace and challenge of learning as well as ensuring individualisation and differentiation.

Learners’ experiences are appropriately challenging and enjoyable and well matched to their needs and interests. Learners are benefitting from high quality learning experiences resulting in improved individual achievements, celebrated through the WOW system and the school’s well embedded rewards assemblies

All learners experience a range of learning environments and creative teaching approaches. Beyond the classroom children participate in a range of activities that are developing skills and providing good opportunities for achievement

Whole staff have shared ownership and implementation of school graffiti wall, with a focus on best practice in learning and teaching, across the school.

Learners are achieving personalised targets through their learning conversations being regularly evaluated and adapted / extended to ensure appropriate teaching input.

Primary 6 and 7 learners have opportunities, as appropriate, to attend secondary schools as part of the school transition process. Redhall has very strong transition processes across all stages.

Effective use of Assessment

A range of evidence types are used to support assessment judgments and identify next steps. Assessment at Redhall is a dynamic process. AIFL strategies are used by all teachers. AiFL is embedded. At Redhall assessment is part of learning and informs next steps.

An effective planning system is in place helping staff to plan high quality learning experiences. The termly evaluation of the plans measures progress, pace and sets next steps for class groups and individual learners where appropriate. Learning is built on prior learning.

Expectations of progress and achievement are agreed and shared in school; and moderation activities continue at planned times in the year.

National benchmarks are used with confidence to support assessment judgments (including milestones and skills development) ensuring attainment consistency with schools across Scotland.

Staff know the individual learners very well and continually make sound professional judgments on progress.

Planning, Tracking and Monitoring Staff plan learning effectively and evaluate thoroughly. At a recent City of Edinburgh

Validated Self Evaluation visit this was seen as a strength of the school. Staff had a lead role in the City-wide curriculum development group creating a new

planning system and now support other schools to implement this.


Plans are evaluated regularly, measuring progress and planning next steps. Plans are discussed and monitored with class teachers and SLT, supporting challenge and pace built on prior learning.

SLT meet with class teachers each term to discuss existing data and predicted progress and achievement.

Regular SLT engagement with SIMD, LAAC, and wellbeing and attendance data ensures any issues are identified. Targeted support is then planned and actioned to ensure learners’ holistic needs are appropriately met. Appropriate PEF strategies are in place; through both planned interventions and identifying and addressing ongoing needs as they arise.

All children’s achievements are tracked and appropriate actions are taken in order to ensure barriers to learning are addressed.

The tracking system measures progress using levels of involvement and the Education Scotland milestones to support learners with complex additional support needs. Skills are tracked through the learning conversations and C for E levels are collated annually for literacy and numeracy.

Tracking is holistic and gathered through a variety of approaches e.g Learning Conversations and planning profiles. All pupils have a detailed learner profile.

Next Steps

Investigate EDICT as a possible tracking tool for Redhall. Ensure skills are tracked across the school in addition to tracking with EDICT. For next session continue to track through a detailed learner profile of every child.

Develop parental engagement further by offering training in SCERTS approaches.

To implement home learning linked to learning conversations. To continue to engage in moderation activities and ensure that assessment information

consistently informs next steps in learning

Ensuring Wellbeing, Equality and Inclusion QI 3.1

Themes Wellbeing Fulfilment of Statutory Duties, including presumption of ASN for Looked After, unless

assessed to the contrary, and specific arrangements for support to improve outcomes Inclusion and Equality


Our Illustration

Wellbeing Relationships across the school community are highly positive and supportive, founded on

a climate of respecting rights and understanding children’s behaviour as a form of communication

Rights Respecting School is a key strength in the school which creates a positive learning environment

All staff are sensitive and responsive to the wellbeing neds of each child. Staff use the wellbeing indicators well to support children.

Staff consider all our children as individuals with their own needs; and have good knowledge of individual strengths. Children are valued and included in all aspects of the life of the school. Children are at the centre.

Class teams engage in professional dialogue looking at effective approaches and highlighting appropriate skills to be developed for each learner within the learning conversations.

Partnership working with AHPs and Educational Psychologists is effective. Learners have opportunities to improve physical wellbeing.

Class teams engage in weekly dialogue in the context of supporting learners within the classroom. Minutes are taken at class team meetings.

Professional dialogue also takes place around behaviour plans, risk assessments and learning and teaching supporting learners to achieve

Class teachers are aware of Care experienced learners, SIMD 1 / 2 and bilingual learners in their class.

Children are well supported by partners to improve wellbeing. Success is celebrated for all children. Success is celebrated through the WOW system

which identifies each learner’s significant achievement. Certificates are also presented at assembly. Parents are informed about their child’s WOW moments as certificates are sent home. Parents are very positive about this. There is WOW wall displayed centrally in the school so the whole school community can share in success

A range of Allied Health Professionals are actively involved with our learners to support in wellbeing

Fulfillment of Statutory Duties (with specific reference to Looked After children) There is a strong focus on monitoring and tracking attendance, exclusions and progress of

all children in facing challenge All staff understand their responsibilities in the context of child protection; and all staff have

engaged in appropriate training. All staff in school who have direct contact with children participate in face-to-face training sessions for the Specific Contact Workforce every two years. Promoted staff complete training for the Intensive Contact Workforce every three years.

SLT monitor attendance falling below 85%; along with LAC attendance Staff have engaged in regular professional learning, are confident in the key principles and

their responsibilities in relation to:Child protectionGIRFECAdditional support for learning actEducation act 2016Equality act 2010Local guidance/policy


Staff take account of current legislation and policy in their planning, pedagogy and practice

Volunteers, students and new staff are made aware of their child protection duties, as part of their induction.

Signs are displayed throughout the school; showing names / posts of Designated Child Protection Co-ordinators.

SLT attend / complete other relevant identified training opportunities, e.g. WRAP, and cascade information to staff, as relevant.

SLT have completed training in Managing Allegations of Abuse against Staff.

Inclusion and Equality Rights Respecting School approaches help all children to feel included in the life of the

school, leading to improved outcomes. The school’s Values Vision and Aims are closely linked to the core of the school’s pro-active approaches to promote inclusion and equality

A range of strategies and resources are implemented to increase attainment and enhance the range opportunities for achievement for learners facing a range of additional challenges. Disability is not a barrier to participation and achievement. Learners are well supported to do their best.

PEF funding is supporting opportunities and resources to enhance the delivery targeted work to raise attainment in children’s literacy, numeracy and health and wellbeing. The school has introduced a behaviour and learning support teacher to improve children’s engagement and support families to support their child in learning

There is robust data gathered and analysed showing how children are well supported to feel included and that there is equity for all learners e.g.

Learning conversations Behaviour plansCPM minutesData on attainment and achievement awards improved outcomesTwice yearly reports on progress within curricular areas.

Learning conversations showing progress PEF supporting behaviour management

WOW celebration of achievement Achievements are celebrated through assemblies, letters home and the WOW wall. We communicate with, and involve parents and families in the life of our school through

home/school diaries and letters. We hold several events throughout the year to which parents are invited. We hold two parents’ consultation sessions per year.

The annual family BBQ took place in June 2018 and was attended by learners and families raising money for the school supporting the school to improve outcomes for children. The event is annual and was also successful in June 2019. Parents also attend Macmillan coffee mornings and a special themed family event at Halloween and Easter time

Attendance at all school events is monitored. SLT have attended Diversity training.

Next Steps


To further develop parental engagement further through learning conversations and home learning

Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways in which PEF is directed in our school.

Raising Attainment and Achievement QI 3.2

QI 3.2

Themes Attainment in Literacy and Numeracy Attainment over time Overall Quality of learners achievement Equity for all learners, including specific reference to Looked After children and other

Equity cohorts

Our Illustration

Attainment in Literacy and Numeracy Almost all children are progressing in their learning of literacy and numeracy Progress in Literacy and Numeracy is tracked using Education Scotland Benchmarks; with

Milestones (including pre-early and foundation) introduced in Tracking documents, where relevant. Literacy and numeracy is embedded across the school. Literacy and numeracy is planned and tracked by all teachers.

All staff know where children are in their literacy and numeracy skills Data on literacy and numeracy in BGE is recorded in line with authority guidance Tracking system measures progress using levels of involvement – and milestones support

in showing progression, where relevant See suggested amendment in QI 2.3 section Data shows that almost all learners achieved targets set last session. New and targeted

staff are now supported in setting clear and appropriate targets within the learning conversations. The learning conversations build up a record of a child’s progress journey developing skills for learning, life and work. Parental engagement has been further developed through the implementation of learning conversations. Children are achieving targets that are meaningful, relevant, challenging and purposeful. All children have a


monthly learning conversation and engage where possible. Parents are encouraged to engage with their child’s learning conversation. We have gathered positive feedback from parents on learning conversations.

There is a strong focus on developing communication skills through a total communication environment and the visual support project leading to improved outcomes for children and their families. Learners are supported in engaging in learning experiences, developing listening skills and in interacting with others and taking turns in a communication rich environment across our school. A staff focus group is developing a tracking system for children using PECS.

Learners are supported in communicating their wants and needs; and in making choices through a range of visual supports and communication systems

Teaching and Support staff are skilled in a range of communication approaches including the use of symbols, sign, objects of reference signifiers and song signifiers.

Teaching and support staff are developing skills in sign (Signalong / BSL) through opportunities to attend Signalong level 2 / BSL level 1. A very strong focus group led by the Acting Principal teacher continues to develop this across Redhall.

Attainment over time

A greater number of learners are now following Individual Milestones (Literacy / Numeracy). Individual Milestones support in demonstrating progression. Staff have been aware of Education Scotland Individual Milestones since their production early in 2018 and this can explain the increased number of children following own milestones. Staff are continuing to develop in using National benchmarks which enables them to analyse progress well overall. The benchmarks are embedded in the planning system

IEPs have been replaced by Learning Conversation where targets are set within the mindset of when the target is achieved it will make a difference for each child. Staff, pupils, partners and parents work together in learning conversations

There is a rigorous system to plan, track and monitor children’s progress. We record data on attainment over time showing the progress made by all learners. The school has had a strong focus on improving the quality of the learning provision and the impact of this has been raised attainment and achievement for learners.

The school has shared good practice on the learning conversations across the City. The school promotes a collegiate approach at times of transition to support in terms of

building on prior learning.

Curricular Area

Not Yet Achieved Early Level (00)

Achieved Early

Level (E)

Achieved First Level (01)

Achieved

Second Level (02)

Achieved Third Level (03)

Achieved Fourth

Level (04)

Child Following Individual Milestone

s (98)

Not Yet Assesse

d (99)

Listening and

Talking61% 11% 0% 0% 0% 0% 27% 0%

Reading 61% 10% 0% 0% 0% 0% 29% 0%


Writing 64% 4% 0% 0% 0% 0% 31% 0%

Numeracy 59% 16% 0% 0% 0% 0% 26% 0%

The data shows that children are mainly working within Early Level. Some children have achieved benchmarks at First Level, however they have not achieved all of them.

Other attainment is shown through significant aspects of learning in all curricular areas within forward planning and is often in small sideways steps. This is measured through teachers’ professional judgment within learning and teaching, which includes using AifL strategies. It is recorded in interim and end of year evaluated reports to parents.

Children are also developing specific skills for learning, life and work through our Learning Conversations. The focus on these being social communication, emotional regulation and self-help skills. Other skills for learning, life and work are developed through our HWB programme which is linked to GIRFEC.

In August 2018, we moved to a Learning Conversation system of target setting. Targets were set in conjunction with parents around ‘What would make a difference’ in their children’s lives and skills for learning, life and work. The system has been evaluated since it began.

Year 2018/19

LC targets met 83%

This data may appear to show that fewer children have achieved all of their targets this session, however we introduced the Learning Conversations which means we set targets that will make a difference to each child’s life. We will not compare old to new systems in terms of data because in the old system targets set were far less challenging and in some cases not meaningful. What we know to be true is that all targets set are relevant, meaningful, challenging and measurable. This is done in partnership with parents. The figure is likely to increase by the end of this session. Already staff and parents see children using skills in different contexts which will further develop as the Learning Conversation system evolves. Parents also report that targets achieved are making a difference to their family life, for example one child who has now achieved a target of travelling on public transport can now go out with his family at weekends instead of being isolated.

SIMD is not a barrier to accessing opportunities. Class staff are aware of LAC and bilingual learners in their class groups. We have worked conscientiously to minimise the impact of cost on learner experiences. For example, horse riding / visits to The Yard are now significantly subsidised. Parents / carers are not asked to make any financial contribution in practical subject areas.

Events, including parties are at no cost to parents / carers. Families are asked to make a donation towards the full cost of some excursions, and are

not asked for fixed contributions so as not to exclude any learners from these wider experiences.


Overall quality of learners’ achievement Children are achieving a wide range of skills and awards which develop skills, resilience

and confidence There is a strong focus on skills development across the school. There is a systematic

tracking of skills in place through programmes such as:

JASS Heritage heroes Drake music Active schools

Learners’ wider achievements are celebrated collectively through weekly assemblies and on our WOW Wall.

Learners have increased opportunities for wider achievement. Children have a strong focus on skills through the learning conversations, curricular areas and personal choice. Children are encouraged to transfer skills into other contexts. JASS offers more opportunity for further achievement for our children and Learners also access Horse-riding, The Yard, Drake music workshops, Imaginate children’s festival, Forest schools at Oaklands School as well as an exciting outdoor learning programme.

Parents are given a monthly opportunity (more frequent, if required) to share information

regarding wider achievement from home through the learning conversations

Equity for all learners, including specific reference to Looked After & Equity We are very proud to have received a letter from Nicola Sturgeon congratulating us on

being a GOLD Rights Respecting School but even more proud that its values sit at the core of everything we do

As part of ensuring staff have a strong understanding of the barriers children and families face in addition to their ASN, Class staff are aware of information regarding SIMD / and bilingual and LAAC learners in their class groups. LAC and bilingual learners identified on tracking documents.

Progress of bilingual / LAC / SIMD 1-3 learners is monitored and discussed (with actions identified, as appropriate) during SLT meetings. SIMD is not a barrier to accessing opportunities. Class staff are aware of LAC / bilingual learners in their class groups

The school has a strong commitment to ensuring equity for all. It has a strong focus on raising attainment for all young people including those in SIMD 1. SLT write a comprehensive value added report annually recording SIMD profile and analysis

Attendance levels are high. Individual attendance falling below 85% is monitored and discussed during SLT meetings

All stakeholders are invited to Child Planning Meetings.

Next Steps

To develop parental engagement further through the learning conversations and home learning

To ensure that SCERTS profiling is linked to data


Choice Quality Indicator QI 2.4

QI 2.4 Personalised support

Themes

Universal support Targeted support Removal of potential barriers to learning.

Our Illustration

Universal support

All learners are at the centre of all planning and are active participants in their learning All staff respond very well to the individual needs of learners and promote and support their

wellbeing Effective and unambiguous systems in place to support learners engage in learning Staff identify the learning needs of each child and plan individually when appropriate. The

curriculum allows flexibility and there is coherence across stages supporting children to achieve.

Targeted support Class teams have an awareness of individual support needs; and plans are in place to

support individual learners. All learners at Redhall receive support from appropriate specialist services for example:

education services, educational psychologist, allied health professionals as well as from social work. This targeted support allows all of our learners to have full access to Learning

All staff understand why the learners need targeted support creating an inclusive and positive learning environment e.g. Family circumstances, disability and health needs.

A key strength of the school is the positive relationships developed between staff and learners supporting them to engage in learning

Through PEF the school has invested in a range of resources including a Learning and behaviour support teacher to support targeted children and families to manage challenging behaviour and engage in learning. Staff are also supported to support children with challenging behaviour


Staff identify the learning needs of each young person and plan individually when appropriate. The curriculum allows flexibility and there is coherence supporting young people to achieve

Removal of potential barriers to learning.

There is a strong focus on monitoring and tracking the progress of our learners facing challenges, resulting in improved outcomes for young people. Every child has a comprehensive tracking folder and a learning conversation which tells a detailed story of each child’s learning journey.

Through PEF funding a behaviour and learning support teacher has been appointed supporting the behaviour management across the school and giving specific support to targeted children and their families

A comprehensive system is in place to help praise learners and celebrate success. This has helped break down barriers and improve outcomes for all

We have helped ensure a range of basic needs are met for learners where families are in need of financial assistance.

Redhall has introduced a WOW system this year to celebrate success for every child. A certificate is presented to children at assemblies and also posted home to parents. Feedback on the new WOW system is very positive.

We have a celebration assembly each week where achievements are also recognised. Staff and parents successes are also celebrated

Next Steps

Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways in which PEF is directed in our school.

To review Learning Conversations to ensure that they continue to provide personalised learning targets to support progression in learning and attainment


Equity and Best Value

Pupil Equity Fund

Best Value Overview of Pupil Equity Funding in REDHALL School 2018 - 19

Pupil Equity Funding

Redhall School received additional funding of £ 34,000 from the Scottish Government for Session 2018/19.

We identified a gap in terms of consistent engagement and participation in learning for our children with complex additional support needs. We identified this through analysis of tracking data, planning meeting minutes and observations. We worked to consider where we could close our gap and add greatest value with subsequent impact on attainment in Literacy, Numeracy and equity in opportunity to succeed, in line with key priorities from the National Improvement Framework and School Improvement Plan.

What did we do? Report from SLT and ANNA


In removing barriers to engagement in learning, and working towards delivering equity for all we:

1. Appointed a behaviour and support for learning teacher

Remit: Identified children who would benefit from 1-1 support to help engage in learning Worked alongside teachers in the classroom or extracted for intensive support Liaised with parents to offer support and advice Recorded all sessions and monitored progress Gave intensive support to a targeted learner who is now successfully engaged in

learning again Supported class teams with individual behaviour issues

Next Steps: To develop the role further so that where appropriate more targeted children either in

groups or 1-1 situations can be supported to access learning

2. Funded a nursery nurse to do Sensory Circuits and deliver Playbox sessions on an individual basis with children.

Next Steps: Evaluate impact of Playbox sessions Intensive Interaction – send staff on training and implement with children.

Going forward, we will:

Monitor and analyse behaviour data as a measure of impact of interventions Analyse data collated and share with the school community Offer more support to targeted learners Link to home learning packs - we piloted the homework pack linked to the learning

conversations this session. Feedback was very positive.

Gather feedback from learners, families, staff, partners on the play boxes and sensory circuits.

Develop intensive interaction Measure increased participation / engagement evidence (staff to collate data)

There is a current carry forward of £ 20,000 to Session 2019 / 20. This will support in developing further opportunities for learners to engage in learning opportunities through planned supports wrapping around targeted learners. The role of the learning and behaviour support teacher will develop further so that where appropriate more targeted children either in groups or 1-1 situations can be supported to access learning. Families will also be better supported. The nursery nurse will continue to develop play boxes and sensory circuits and introduce Intensive Interaction – send staff on training and implement with children.

PEF spend is deemed exceptional, and plans for this spend are included in the School Improvement Plan for 2019 / 20 and coded in green.


Quality Indicator Grades


Self-Evaluation Schedule

17/18 18/19 19/20 20/21

1.1 Self-Evaluation for Self-Improvement

1.2 Leadership of Learning

1.3 Leadership of Change

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity * *

Leadership And Management Overall

2.1 Safeguarding and Child Protection * * *

2.2 Curriculum * *

2.3 Learning, Teaching and Assessment ✔ ✔ ✔ ✔

2.4 Personalised Support

2.5 Family Learning * *

2.6 Transitions

2.7 Partnerships * * *

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion ✔ ✔ ✔ ✔

School Nursery HMI/Care Inspectorate

Leadership of Change 4

Learning, Teaching & Assessment 4

Wellbeing, Equality & Inclusion 4

Raising Attainment & Achievement 4

School Choice 4

3.2 Raising Attainment and Achievement ✔ ✔ ✔ ✔

3.3 Increasing Creativity and Employability

Successes and Achievements Overall


REDHALL SCHOOL _____ School Improvement Plan

2019-2020

Priority 1 To develop home learning linked to the learning conversations and skills for learning, life and work

Overall Responsibility HT C Chiswick

Measurable Outcomes

By the end of session there will be an increase in: Children and families working together on home learning Raised attainment and achievement Almost all children achieving all of their targets Learning conversations embedded Number of parents are providing very good learning experiences to support learning

Outcomes By the end of session there will be A home learning pack used by all children Parents training sessions organised on home learning and the learning conversations Parents and family room opened in Redhall to support families

NIF Priority 1- Improvement in attainment particularly in literacy and numeracyNIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged ChildrenNIF Priority 3- Improvement in children and young people’s HWB

QIs/ThemesQI 2.5

Engaging families in learning Quality of family learning programmes

QI 2.4 Removal of barriers to learning

QI 2.3 Learning and engagement

TasksResources Time

Progress & Impact

To create a development group across all stages in school to develop parental engagement and family learning

To invite parents and partners to be involved with the development group

Audit existing practice

In set day CAT session x2 Staff meetings Development

group time

Allocation of time in line with Working Time Agreement

September 2019

All development groups will be formed during the August in service days

To develop a range of activities and create a home school learning pack

To arrange further training for parents to support

In set day CAT session x2 Staff meetings

October 2019

Priority 2 To further develop SCERTS approaches across the school Overall Responsibility HT C ChiswickPT L Grant

MeasurableOutcomes:

By the end of the session: SCERTS profiling has been completed for every pupil SCERTS will be linked to the learning conversations Targeted support has improved learners’ engagement There is a significant improvement in children achieving individual targets The curriculum offers more predictable and desirable experiences to all children

Outcomes SCERTS approaches will be embedded in Redhall Parents will be well informed on SCERTS approaches Children will be more engaged in learning

NIF Priority 1- Improvement in attainment particularly in literacy and numeracyNIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged ChildrenNIF Priority 3- Improvement in children and young people’s HWB

QIs/ThemesQI 2.2: Rationale and designQi 2.3 Learning and engagementQI 2.4 Removal of barriers to learning Targeted support Universal support

Tasks/OwnerResources Time

Progress & Impact

Create a curriculum development group to audit existing SCERTS practice

To complete each child’s SCERTS profile.

In set day CAT session

x2 Staff

August 2019

All development groups will be

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning 1

meetings Development

group time


formed during the August in service days

All staff to access SCERTS training Identify a SCERTS champion in school

Parent reps to be invited onto the SCERTS development group

Agenda item at all SLT and staff meetings Evaluate progress throughout the year

In set day CAT session

x2 Staff

meetings Development

group time Links with

other schools Parent council

meetings

By May 2020

Dates all included in the school self- evaluation calendar shared with staff

Link SCERTS to learning conversations CAT sessions Staff

meetings In set days

Ongoing- started session 2018-2019

Evaluate all developments and measure against the outcomes set. Invite CEC to carry out a VSE in May 2020 with a focus on SCERTS implementation in Redhall

In set day May

VSE end of May

May 2020


Priority 3 To continue to develop an inclusive learning environment Overall Responsibility HT C Chiswick

MeasurableOutcomes:

By the end of the session: A measurable increase in the number of children receiving appropriate support from the learning and behaviour support

teacher supporting them to engage in and enjoy learning More children taking part in Intensive Interaction andsensory circuits supporting them to engage in learning Almost all children achieving all targets set in the learning conversations There will be an increase in opportunities for parents to engage in the life and work of the school

Outcomes By the end of the session: Parents are fully engaged in the learning conversations supporting their child in the setting and achieving targets Parents and children working together on homework activities linked to the learning conversations

NIF Priority 1- Improvement in attainment particularly in literacy and numeracy

QIs/Themes


NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged ChildrenNIF Priority 3- Improvement in children and young people’s HWB

QI 2.2: Rationale and designQI 2.3 Learning, teaching and assessmentQI 2.4 Removal of barriers to learning Targeted support Universal supportQI 2.5 Engaging families in learning

Tasks/OwnerResources Time

Progress & Impact

The development group working on the visual support project will continue with this further enhancing our inclusive learning environment

Teachers meetings

Development group time

CAT sessions


Complete by May 2020

All development groups will be formed during the August in service days

There will be a particular focus on continuing to develop the role of the learning and behaviour support teacher to support targeted children and their families.

There will also be focus on developing the role of the nursery nurse introducing and implementing intensive interaction

SLT meetings Staff

meetings In set days CAT Sessions Link with

others schools and agencies




Pupil equity funding

The development group developing PECS across the school will continue in session 2018-2019 with a focus on developing a tracking system for children using PECS

Staff meetings

Development group time

CAT sessions


The focus group leading on learning conversations will further develop with a focus on linking to SCERTS and the homework pack. More support will be given to parents to engage in the conversations

SLT meetings Staff

meetings CAT sessions In set days SCERTS

training days


Note: The development groups leading on the above will create their own action plan and set out the tasks and activities as this work is already well established. We want to keep focus on progress of the groups so have included in the Improvement PlanSome staff leading on these initiatives will also be part of the other development groups


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