https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwjniZK_18_iAhWwAmMBHSPwDwoQjRx6BAgBEAU&url=https://deanparkschool.org.uk/welcome/gold-rrs-logo/&psig=AOvVaw3JT3DR0j1zRta_8GMr-4Tf&ust=1559732766691896

Introduction

Our school is a vibrant and ambitious centre where children are encouraged to enjoy success in their learning and where wider achievements are valued. Pupils have a strong voice in the school and influence the world around them by their involvement in local and global citizenship. We are a rights respecting school as well as a Dyslexia Friendly School where our children enjoy and benefit from a wide range of experiences planned by a dedicated and hard working staff who support and challenge pupils to be the best they can be. We are proud of our Burns connections and are involved in lots of activities where our heritage can be celebrated. Parental involvement and working in partnership with parents and the wider community is an important feature in our school life and we actively encourage close parent/staff liaison in a number of ways. It took time to establish the direction, vision and values of the school. The school vision and values were created through engaging with all stakeholders.

This document takes account of local improvement priorities alongside those in the National Improvement Framework (NIF). We are happy to share, with all stakeholders, a common understanding of our strengths and the local challenges we face. We hope to clearly communicate our improvement in attainment in Literacy and Numeracy and how we are addressing the attainment gap of our children in our context; the improvement in children’s health and wellbeing and the employabiltiy skills through Developing the Young Workforce to support future and sustained positive school leaver destinations in our communtiy.

Our staff work closely and collegiately on agreed priorities which this year were.…..

Raising children’s attainment and

achievement in Literacy, with a focus on writing.

Raising children’s attainment and

achievement in Maths, with a focus on problem solving and calculations.

Meet children’s needs by further implementing the

GIRFEC agenda.

Develop children’s knowledge and skills in Technologies and Social

Subjects in order to raise attainment and improve

employability skills.

To create a safe, happy, caring and inclusive school where children, staff, parents and visitors feel valued, are encouraged to succeed, are treated

with respect, enjoy learning and actively work together to be the best they can be.

These development priorities have been scaffolded by quality CLPL, learning walks, professional discussions, parental workshops and new resources as well as materials added to our website for parental engagement. We have made siginicant progress in the final year of a two year School Improvement Plan. We have also continued to maintain improvements in the following areas;

S.T.E.M. Moderation and assessment Rights Respecting Schools Two hours quality PE Professional update/PDR/PRD Self-evalution using HGIOS4 and HGIOELC Eco Schools Outdoor learning

Values

At Alloway Primary we believe every child should enjoy and be challenged by the curriculum we offer.

At Alloway Primary School we aim to develop every child to “be the best they can be” by providing high quality learning and teaching throughout a broad and relevant curriculum. We believe the development of the whole child to be vital.

Aims

Respect

Honesty

Equality

Co-operation

Responsibility

Context of the school / early years centre

Alloway Primary School serves the village of Alloway to the south of Ayr with 424 pupils in 14 classes and a 48/48 Early Years Centre providing Early Years education for 3-5 year olds. The school has a teaching staff of 20.9 fte, EYC staff 6.5 fte, 0.2fte PEF assistant, HT, DHT and 1 permanent and 1 acting PTs all of whom have remits which impact on the quality of learning and teaching across the school.

The community is forever growing with the building of many new houses and people continually moving into this well sought-after area due to the peaceful village setting on the outskirts of town. This has a direct impact on our increasing numbers for intake at Primary 1 and throughout the school. The community also benefits from a historical connection with Robert Burns which brings many visitors to the area and many opportunities to the school. We continue to take a high number of children on placing requests (52) and this is becoming a familiar pattern with many children transferring in during the school year; resulting in an economically diverse local context with numerous children being transported into the area daily. Children attending the Early Years Centre travel across the

authority, as well as from neighbouring authorities leading to an increase in placing requests for Primary 1.

The school building was opened in 2009 and provides a bright, airy and stimulating environment for children at this crucial stage of their development. The school provides excellent opportunities for young people to grow and to develop their wider interest in an environment that is exceptional in terms of modern primary education. There is an active, supportive Parent Council working in partnership with the school, meeting regularly, raising funds, taking an interest in the school’s development and now engaging in quality self-evaluation to improve the outcomes for our children. The Christmas and summer fetes organised annually by the Parent Council are always well supported by children, staff, parents and partners in the wider community who play an active role in school life. This year the parents have paid for numerous resources and treats such as school parties, outdoor learning resources, reading materials, an Activ Panel and a huge variety of classroom games and resources as well as buses to the theatre, transition gifts and party goods for celebrations throughout the year. The majority of staff support school events and our parent body are supportive of all learning events.

School closure due to COVID 19In line with government guidance the school building closed to the majority of pupils on 23rd March however key worker children accessed childcare at the school until local authority hubs were established with some school staff supporting them. We fully prepared for lockdown by establishing online platforms and paper packs to support learning. Staff used Seesaw and Microsoft Teams to engage with pupils. Our website was updated weekly with all home learning grids. Pastoral care continued with free lunch deliveries, check ins and door stop visits for vulnerable children. Teaching staff used teams effectively to share teaching points and created teaching videos. EYC staff did likewise through the use of Seesaw and sent home play/learning ideas, daily check ins and nightly bed time stories which the children loved. Engagement remained high across all stages and we continued to track this and support any family where disengagement was noted. We received very positive feedback during and after lockdown from parents who appreciated the level of support and communication from the school. During the month of June we fully prepared for blended learning until the Government changed their tactic and decided to open to all pupils in August so blended learning remains our contingency plan and children are still organised in pods should we need this approach. We continued to find new ways to engage with transition during lockdown with weekly communications being sent home with information for P1 parents, transition phone calls to all new P1 parents and a teddy bear’s picnic at the end of June in small groups in our garden. Primary 7 engaged in Secondary transition online activities and staff met with secondary teachers remotely for transition meetings. Primary 7 had a drop in session in June for leavers which secondary staff supported. All staff took part in online transition meetings in June followed by a face to face meeting in August as a follow where the usual transition paperwork was completed. During the summer break HT and DHT worked on COVID recovery plans in response to the new guidance sent out on 30th July so that the school was in a place of recovery and ready to reopen on 11th August. During lockdown HT/DHT continued to check in regularly with all staff including whole staff online meetings, SMT, office meetings, online PDRs, EYC meetings online and numerous new appointments through Skype interviews. HT/DHT continued to work on the

risk assessment throughout this whole period in response to changing guidance and consulted with staff and communicated with parents all through this period – this continues to date. How evidence was gathered this session

We were unable to complete HGIOS with staff/pupils/carers due to COVID school closure so we surveyed parents/carers during lockdown about access/support for home learning and transition.

Staff worked in department to self—evaluate an area within their department using the Team Canvas approach.

We surveyed parents about the opportunity for an additional parents’ evening in February.

We consulted children and parents about ASN reviews. We consulted parents about the ethos of our school on open day. We surveyed parents about their input in school and nursery life, after school

activities and homework as well as seeking feedback from open days, concerts and reporting progress. We used Forms as an E online method survey to give us instant feedback.

We invited parents to comment about their children’s learning in their Learning Logs.

We surveyed parents about use of digital communications. Parents completed questionnaires based on ‘How Good is Your School’ and

these were positive. We consulted parents about Developing the Young Work Force and Health and Wellbeing fortnight.

Class monitoring by SLT with full written evaluations and feedback given to staff to support and challenge their practice as appropriate to ensure a consistent approach is fostered.

SLT and staff monitoring pupils’ experiences by having learning conversations, talking to pupils about their current learning, problems and challenges.

Sampling pupils work with individual oral and written feedback. Sampling learning logs. SLT conduct regular jotter monitoring. Asked for feedback from parent on our HWB Workshop as well as workshops

in each stage of the school. Asked for feedback from EYC parents at parental events. Questionnaires for pupils, parents and staff have been issued regarding the

life of the school e.g. Survey Monkey. Analysing results of all questionnaires and responding positively as

appropriate and amending school procedures in response e.g. traffic management.

Staff development groups have reported progress of school projects and this has helped inform our new recovery School Improvement Plan.

Monitoring of all planning of Learning and Teaching on a termly basis and identifying support/challenge needs in the process as well as identifying Boost groups from our core learners.

Monitoring the impact of PEF funding and collecting pupil views. SLT planned visits and timetable of formal class observations with a focus

which is shared with staff. These are followed by professional discussions and next steps with any excellence or action noted. This is based on HGIOS4 and HGIOELC documents where staff have engaged in the challenge questions to reflect on own practice.

Pupils’ portfolios are now completed and shared with parents who continue to write evaluative “Love Notes”.

We have used HIGIOS 4 and HGIOELCC for reflection and self-evaluation to identify strengths and CLPL needs across the school.

Parental Survey from SAC was issued and audited and has informed staff of parental views.

Staff continue to receive CLPL on tracking and recording pupil progress as a means of reporting progress to ensure evidence was valid and reliable. Tracking folders are sampled at attainment discussions and HT continues to monitor this and engage staff in discussions about professional judgement.

HT conducts attainment and target setting discussions with staff and this takes account of AfE data and makes direct links to groupings in class.

Boost groups have been formed and progress tracked to ensure added value. We use the AfE data to check professional judgement, pace and inform

planning. Staff continue to develop Portfolios of children’s work to evidence progress

through the CfE levels and these are shared with parents. This is ongoing in our nursery through to P6 then children develop e-portfolios in Primary 7.

Children are encouraged to add to these folios by identifying work which shows progress or achievements in the wider sense and parents are given the opportunity to comment.

Online journals and targets shared with parents on Seesaw, in order to gather further feedback.

Children have learning conversations with teachers where they set targets and these are included in the pupil profile.

We revisit Staged Intervention and GIRFEC principles three times a year and ensure that children receive relevant support by engaging pro-actively with other agencies such as the Social Work, NHS, S.A.L.T. and Educational Psychologist Services.

Pupils record their targets and complete individual, visual records with their teachers and these are shared with parents.

Support assistants are involved in tracking pupils’ individual targets to help raise attainment.

SLT evaluated family engagement using a Connect survey.

What key outcomes have we achieved?

School Priority 1: Raising attainment and achievement in Literacy ensuring equitable experiences and opportunities for all, with a focus on writing.NIF Priority: Improvement in attainment, particularly in literacy and numeracy.Improvement in employability skills and sustained positive school leaver destinations for all young people.

Links to HGIOS 4 / HGIOELC: 1.5, 2.3, 2.4,3.2

Progress and ImpactTo improve children’s literacy skills within the Early Years Centre.To increase opportunities for children to mark make and write in all areas of the EYC, an outdoor ‘Creative Station’ has been introduced for children to engage with freely. EYC Senior has visited other establishments to see outdoor learning and participated in Outdoor Learning CLPL. Outdoor and indoor areas are regularly updated and developed in order to promote Literacy. Staff have also made Literacy aprons, which they wear daily to allow for easy access to writing resources in all areas of the EYC. 3 Read Approach is now fully embedded in the EYC; it is carefully timetabled on a Monday, Wednesday and Friday to ensure 3x per week focus.

EYC has introduced a ‘bedtime buddy’ that children take home and read to and share their day with. This has created a very successful home link with parents. Read and Munch initiative, linked to November Firework’s crafts was highly successful and well attended by parents. This initiative will

continue in collaboration with local library.

Planning formats have been revised taking account of Developmental Milestones, CfE E&O’s and Benchmarks to track progress, with space for additional pupil voice; planning is responsive to the children. EYC staff focus on Literacy and Numeracy Developmental Milestones, using a focussed 2 week planner. All children also have individual Dev. Milestones profile books. Developmental Milestones are assessed 2x per session and monitored throughout the session to establish baselines and track progress. Moderation of writing for EYC children supports assessment of Developmental Milestones. This is an area for further development; it would be beneficial to moderate writing across EYC and P.1. New staff will be provided with CLPL and support in APS policy to ensure consistency and robust tracking.

Staff have begun to familiarise themselves with ‘Realising the Ambition’, updated from ‘Building the Ambition’. Further CLPL and professional enquiry is required.

Increased opportunities for Digital Technologies have been introduced and planned for- iPads are now used throughout the EYC, specifically to film outdoor play stories where the children are encouraged to make their own. This has been a positive move and children are confident in using the iPads to enhance creativity in their learning. This will continue in line with Technology developments.

To ensure there is a continued focus on children’s reading skills within Alloway Primary School in order to raise attainment and inspire young writers. POLAAR checklists were shared with all staff and completed throughout the school to ensure high quality literacy rich environments. It may be beneficial to display POLAAR checklists in classroom as a regular reminder for Literacy rich environment for all. All staff shared topic vocab on Learning Journeys in line with Word Aware. It is vital that Topic vocab continues to be clearly planned for and identified on termly planners. Further CLPL for all staff on WW will be beneficial to ensure understanding and consistency across the school.

PT led CLPL to all staff on creation of STINT paperwork and SMART targets. Intervention CLPL was also delivered to all staff to ensure all had a sound knowledge of the interventions on offer at APS and the skills that each of these specifically targets, to best meet needs of pupils. Targeted Interventions continue to be very successfully used across the school to both support and boost learning and raise attainment in Literacy. STINT paperwork continues to be created and evaluated (x3 per session) by class teachers and in discussion with PT lead/HT and parents to ensure needs of pupils are met. Intervention assessment data is carefully tracked by Support Assistants, Classroom Teachers, Support Teachers and PT lead and analysed accordingly to provide next steps and targets in learning. Baseline assessments (Schonell Spelling and Schonell Reading) are delivered at the beginning of the session to identify starting points and for reference when determining progress. It Is vital that pupils are assessed 3x per session in order to identify progress and areas for development. PT lead will create an assessment calendar for session 20/21 to ensure formative and summative assessments are carried out throughout the session and inform teacher judgements. Headstart Literacy assessments will also be purchased and implemented by PT lead to ensure there is a consistent approach to assessment in Literacy across the school, in line with CfE benchmarks and levels. CLPL on Boxall Assessments was delivered by HT to all teaching staff and subsequent Boxall assessments were delivered by Class Teachers and Support Teachers to identify needs for a number of individuals. Ensuring quality assessment of all aspects of Literacy has remained a focus. Staff have regular opportunities to work collegiately with Literacy benchmarks and these are used to plan high quality assessment tasks in Literacy each term; good practice is shared. Staff confidence has grown in this. A recent audit of planning, tracking and assessment in 4 Stages of progress (Feb 20), was extremely encouraging and demonstrated progress made by staff throughout this session:

I feel confident in my understanding of 4 stages of progress

I have a good understanding of 4 stages and how this looks in my class

I am confident in my tracking judgements for all pupils

31% strongly agree54% agree15% neutral0% disagree0% strongly disagree

23% strongly agree62% agree15% neutral0% disagree0% strongly disagree

23% strongly agree54% agree23% neutral0% disagree0% strongly disagree

Staff use benchmarks in formative and summative assessments, informing their judgements and have gained confidence in using benchmarks to assess and track pupil levels. It has benefitted staff when using the 4 new stages of progress. Staff have engaged in school, cluster and authority assessment and moderation activities, using benchmarks, which has further developed staff ability to assess accurately, finding evidence of learning and achievement of benchmarks. Assessment of Literacy will remain a focus for collegiate working next session. Moderation of writing continues to be planned for across stages 3x per session and data used to inform tracking judgements. SNSA assessment are effectively delivered and used as a diagnostic tool in P.1, P.4 and P.7. Delivering these assessments in November and March has been very successful in identify progress of learning and clear next steps for pupils in Literacy. This will continue next session and will be planned for in Assessment Calendar next session. Recent Literacy SNSA data is very encouraging for attainment and demonstrates that in Primary 1 (of those tested), all pupils performed appropriately or above expected levels in Literacy (not all pupils were tested due to school closures); in Primary 4 98.4% of pupils performed band appropriate or above in both Reading and Writing; in Primary 7 95% of pupils performed band appropriate or above in both Reading and Writing.

There is a continued focus on children’s reading skills within Alloway Primary School in order to raise attainment and inspire young writers. Book Week Scotland was a huge success across the school and was enjoyed by all. We had several successful Author visits, across the school: Greta Yorke visited p.1-3, Shalla Gray visited Primary 1 and Alan McClure visited P.6 & 7. These visits were both in school and in our local library and were enjoyed by all pupils; they provided such inspiration for our pupils who were encouraged to ask questions, investigate stories and create stories of their own. Alan McClure provide the school with x10 copies of his new book “Callum and the Mountain” which were added to our bank of novels for P.6/7 Literature Circles. PT Literacy lead submitted application for funding from Scottish Book Trust Live Literature for such author visits to continue into session 20/21. This application was successful and author visits will be arranged (such visits will have to be re-evaluated in line with school Risk Assessment as a result of pandemic school closure and social distancing measures). PT Literacy Lead will communicate with Scottish Book trust accordingly. Each class had opportunities to share reading across stages, including EYC. A whole school story was an excellent collaborative activity for all pupils and was celebrated at assemblies. World Book helped to foster a love of Literature and reading; pupils dressed up as their favourite book characters, shared their favourite books; documented reading in strange places and enjoyed creating potato book characters. All staff are encouraged to take part in BBC Authors Live events. A whole school record of participation demonstrated that these events were particularly enjoyed by Primary 1 and Primary 6, who also took part in the BBC 500 words live lesson competition. Staff regularly share events and celebrate success through Seesaw, school website and school Twitter account. CLPL was delivered to infant department by Ella McClelland from Scottish Book Trust in order to promote Read Write Count bags. Subsequent parent workshops and gifting events were arranged for each stage. These were well attended and very positively received by parents to aid understanding of games and resurfaces within the bags and how best to utilise these resources at home.

Our local library continues to be well utilised; each class has a dedicated time allocated for Library visits each week. These are well supported by Librarian Gillian. This will continue next session.

Storytime magazines were shared with all pupils and stored in the school Library; our school Library committee were responsible for these, ensuring that they were easily accessible to all, were well used and remained up to date. The magazines made a great resource for paired reading and were used for reading for enjoyment and directed comprehension tasks in some classes. Primary 7 and Primary 1 buddies particularly enjoyed these magazines for shared reading and ‘buddy time’. However, a monthly subscription is costly and now unnecessary as we have acquired a large bank of magazines that can be used and reused and so this subscription will not be continued for next session.

To implement the South Ayrshire Council Literacy Strategy and Skills Progression Framework.

All staff are now familiar with SAC Literacy Strategy and can access this on Glow. SAC skills progression frameworks are used across the school with growing confidence, to create engaging and differentiated lessons. This is evident in planning, teaching and learning, assessment, observations, learning conversations and planning folders. Across the school, teachers effectively plan for each group (Support/Core/Challenge/Individuals) and these plans are passed on to new teacher to appropriately plan for progression across a level. Staff will continue to be supported with this.

PT lead delivered CLPL on Big Writing and quality writing lessons to upper department, modelled writing lessons across the school and planned for team teaching opportunities. Talk homework is set weekly across the school to prepare pupils for Big Writes. Pupils should have the opportunity to edit, redraft and publish writing with a purpose at least 1x each term. This should then be shared with parents to celebrate success and identify next steps. This is an area for development next session.

Mighty Writer boards were purchased for infant department and PT led CLPL on use of these to enhance writing. These boards are well used throughout the infant department for direct teaching, independent play opportunities, Literacy stations, group work and soft start.Free writing Friday is now fully embedded across the school- 100% children take part in this each week. This will be refreshed for next session to ensure it continues to be purposeful.

Moderated writing criteria grids were revisited within stages to ensure these are appropriate and in line with Benchmarks and E+O’s. A need for 3rd Level Criteria grids was identified. These will be an area for development next session.

PT lead investigated a variety of spelling frameworks to support spelling programme across the school. Nelson spelling has been purchased for whole school. PT will lead CLPL on use of this resource and this will be rolled out next session.

Opportunities for purposeful and planned outdoor learning was investigated by Literacy SIP group. Resources were identified and some were made in the creation of outdoor Literacy toolkits. This will be continued next session.

To improve children’s writing skills within Alloway Primary School in order to raise attainment and become creative and purposeful writers. PT lead delivered CLPL on Big Writing and quality writing lessons to upper department, modelled writing lessons across the school and planned for team teaching opportunities. Talk homework is set weekly across the school to prepare pupils for Big Writes. Pupils should have the opportunity to edit, redraft and publish writing with a purpose at least 1x each term. This should then be shared with parents to celebrate success and identify next steps. This is an area for development next session.

Mighty Writer boards were purchased for infant department and PT led CLPL on use of these to enhance writing. These boards are well used throughout the infant department for direct teaching, independent play opportunities, Literacy stations, group work and soft start.Free writing Friday is now fully embedded across the school- 100% children take part in this each week. This will be refreshed for next session to ensure it continues to be purposeful.

Moderated writing criteria grids were revisited within stages to ensure these are appropriate and in line with Benchmarks and E+O’s. A need for 3rd Level Criteria grids was identified. These will be an area for development next session.

PT lead investigated a variety of spelling frameworks to support spelling programme across the school. Nelson spelling has been purchased for whole school. PT will lead CLPL on use of this resource and this will be rolled out next session.

Opportunities for purposeful and planned outdoor learning was investigated by Literacy SIP group. Resources were identified and some were made in the creation of outdoor Literacy toolkits. This will be continued next session.

To increase family engagement opportunities to support literacy development.Parental writing workshop, led by L. Stewart shared writing pedagogy with parents and all staff hosted their own stall, sharing a variety of teaching methods and resources used to support writing within their class. This was positively received by those who attended. Increased attendance at parental workshops will continue to be an area for development.

Communication app Seesaw, introduced by Y. Clark is now in use in every class throughout the school with >90% uptake from parents. This has been extremely well received by parents, noting enhanced communication with teachers, sharing of learning in class, celebrating success and sharing pupil progress and attainment. Targets should be shared with parents via Seesaw. This is not yet consistent across all classes and will continue to be an area for development next session. This will continue next session.

All classes and committees now have a class page on the school website, which is updated regularly (at least 2x per term), outlining examples of learning taking place. This will be revisited next session to ensure upkeep and consistency across the school.

To use digital technologies to highlight current affairs in the local area, nationally and internationally to provide opportunities for children to write factually and critically. There is an increased expectation that children will write more, including blogs, journal, newsletters and increased participation in Newshounds. Scotland’s Picture News’ is shared weekly with all staff, who regularly refer to this and make use of writing opportunities, linked to current affairs, as well as Newsround and First News. A. Wylie organised new Kindles to be used throughout the school with a variety of Literacy learning apps, electronic books and audio books using Amazon gift vouchers. Library committee will ensure these remain updated with current resources and books. A bank of new iPads will support the use of digital technologies to enhance learning Literacy further, in the new session. Due to staffing, Newshounds Committee was disbanded. This will be a potential area for development next session, dependent on new model of blended learning as a result of current pandemic.

Class blogs were established and all classes created an initial post on these. Friday reflection time may be a way in which to reflect upon the week’s learning and updating our class blogs on a weekly basis. Committee blogs are up and running and all committees have at least 1 post. These will be revisited next session to ensure that all committees are updating blogs at least x2 per term.

M. Baird participated in a Lesson Study project with colleagues from across the cluster, focussing on the Impact of Digital Storytelling through Sway, on enthusiasm for writing. This was a highly successful collegiate project, which has resulted in 100% of pupils across P.3 accessing and using Sway for writing on a regular basis. Although this format did not necessarily improve the standard of writing across P.3, it did increase the motivation and enthusiasm from all pupils to be writing, therefore giving pupils a platform to be writing more often. M. Baird will share her new skills with all staff next session with the aim of all pupils across APS having experience of creating digital stories via Sway.

To report to parents regularly by sharing tracking reports in Nov/Feb/May.All teaching staff were involved in a number of school, cluster and authority CLPL events regarding the new tracking and reporting format. All teaching staff used the new progress attainment system through session 19-20 successfully. This will continue to be supported. All parents received x3 tracking reports with additional opportunity to meet with teachers in Feb 2020. This was offered to 100% of parents in APS (with exception of those who attend STINT/TAC meetings). All teaching staff successfully wrote final reports of approximately 250 words to detail progress to parents. These were well received by most parents.

“I enjoyed reading about Finlay’s achievements and learning during his time in Priamry2. He has made great progress across all areas of the curriculum and loved every minute in Primary 2…”

“We’re very happy with the report and delighted with the progress that has been made this year, especially given the recent circumstances.

“I’m really pleased with Jessica’s report- thank you to Miss Coyle for getting it ready under the circumstances. I am glad Jessica seems to be doing so well and it is lovely to hear comments about her progress. Thank you.”

“Great report. We are happy with his progress and found the information very useful.”

“Very good report showing development of her individual skills and knowledge…”

Next steps: Primary 1 to work with EYC to moderate writing Continue to use planning and assessment documents such as E+O’s, Benchmarks, Developmental

Milestone and new ‘Realising the Ambition’ document Continue to provide a range of learning experiences, and opportunities to develop children’s

Literacy skills Continue to develop consistent approaches to outdoor Literacy across EYC and P.1 Continue to plan for and provide opportunities for Digital Technologies throughout the EYC to

enhance learning in Literacy

Continue to use POLAAR checklists to create and maintain Literacy rich learning environments across the school

CLPL on Word Aware for all staff to ensure topic related vocabulary is identified on termly planners and shared with pupils

Continue to plan and evaluate STINT plans 3x per year, in collaboration with PT lead, HT and families

Continue to provide CLPL for appropriate staff on interventions Continue to research new interventions Continue to track impact of interventions through effective use of baseline and periodic

assessments Continue to administer Boxall, Ecological, Dyslexia, Dyscalculia Dyspraxia, Dysgraphia screener

for identified pupils Continue to baseline all pupils at the beginning of each new session using Schonell Reading and

Spelling assessments Ensure that pupils are formally assessed 3x per year using Schonell and Headstart Literacy to

track progress and attainment Continue to provide CLPL on rich assessment tasks and provide opportunity for moderation Continue to support staff who require it in using planning and assessment documents SNSA completed and analysed for P1, P4 and P7 SNSA data passed on in transition Roll out APS Calendar of assessment (annual) Continue to use SAC skills frameworks and CfE E+O’s and Benchmarks to effectively plan and

assess within and across levels in Literacy Ensure new planning documents, implemented in 2019-2020 session are handed on in transition Ensure new staff and staff requiring support, are supported in using planning documents New spelling programme, Nelson, to be rolled out across the school- deliver CLPL for all staff

Continue to enhance increase motivation and engagement in reading by encouraging reading challenges, library use, World Book Day, engaging with authors, illustrators, journalists and BBC correspondents, taking park in workshops and participating in Authors Live events

Continue to moderate writing across stages 3x per year Develop Moderated writing Criteria for 3rd level Continued CLPL on quality writing lessons

Continue to identify and plan for outdoor learning opportunities Continue progress in developing a central base of resources

Continue to provide parental workshops Continue use of Communication App (SeeSaw)

Continue to develop class and committee blogs with regular updates (at least 2x per term)

**In line with recent shift to blended learning, reading, writing, spelling, grammar and handwriting will be priority next session.**

School Priority 2: Raising attainment and achievement in Maths, with a focus on problem solving and applications.

NIF Priority: Improvement in attainment, particularly in literacy and numeracy.Improvement in employability skills and sustained positive school leaver destinations for all young people.

Links to HGIOS 4 / HGIOELC: 1.5, 2.3, 2.4,3.2

Progress and ImpactTo improve children’s numeracy skills within the Early Years Centre.EYC staff continue to engage with Building the Ambition in order to provide high quality numerical and mathematical opportunities in the playroom, outdoors and local area. Outdoor and indoor areas are regularly updated and developed in order to promote numeracy learning and to foster a curiosity for number. Pupils are eager to explore such areas and staff are confident in guiding and engaging pupils in these areas, tailoring numeracy opportunities to the needs and interests of pupils. Concrete and numerical approaches are fundamental in the EYC setting and Numicon is used throughout the setting. The EYC ensures number, shape and maths concepts are experienced by all children throughout the EYC and across curricular areas and will continue to be a focus. Staff assess, plan and track the developmental milestones and use equity funding to target children who are not on track. This is carefully monitored and quality assured by DHT and these procedures are robust, ensuring children are supported in numeracy learning. Planning has been revisited to ensure pupil voice is incorporated and this will be continued in the new session. Benchmarks and E&Os continue to be used to track progress. New staff will, as always, be provided with CLPL and support in APS policy to ensure consistency and robust tracking. The nursery staff have worked to increase opportunities for digital technologies within this aspect of learning to help establish a culture of inquiry, innovation and exploration. This will be continued in line with technology developments.

To ensure all children benefit from high quality learning and teaching in order to raise attainment.APS Numeracy Policy, which is informed by SAC Numeracy Strategy and national guidelines, clearly states the requirement that all staff timetable for 6 hours minimum of quality numeracy lessons each week, including opportunities for application and problem solving. This is understood by all staff and timetables, which are quality assured by SLT, reflect this. APS Numeracy Policy and SAC Strategy are shared and understood by staff. This drives forward and underpins CLPL throughout the session. This was revised and shared with new staff during August 2019 and should be revised again in the new session to ensure continued consistency. Common methodology document is shared with staff and should be done so again in the new session, to ensure consistent language and to inform new and current staff. Ensuring quality assessment of numeracy, has remained a focus. Staff have had regularly opportunity to work collegiately with numeracy benchmarks and these are used to plan for rich assessments in numeracy each term, at least. These rich assessments are quality assured by SLT and good practice is shared. Staff confidence has grown in this. Staff use benchmarks in formative and summative assessments, informing their judgements and have gained confidence in using benchmarks to assess and track pupil levels. It has benefitted staff when using the 4 new stages of progress. Staff have engaged in school, cluster and authority assessment and moderation activities, using benchmarks which has further developed staff ability to assess accurately, finding evidence of learning and achievement of benchmarks. Assessment of numeracy will remain a focus for collegiate working next session.

Problem solving and application of skills in numeracy, has remained a focus for all staff. This has moved from a weekly whole school focus, to now being an integral part of every lesson. EP has

supported staff in this and this a key point in SAC and school policy. This should remain a focus for staff. The SIP working group used the previously completed audit in order to share resources available to staff as well as ensure all classes display problem solving strategies- these are now in all classrooms. Miss Coyle and Mrs Martin to complete stage packs for problem solving and order further resources (word problem cards), which they had begun to pull together before school closures. EP has provided CLPL – team-teaching and modelling – for established approaches such as Big Maths, Number Talks as well as approaches introduced in the 2018-19 session - Big Maths SAFE, Concrete Pictorial Abstract Approaches, Fractions, Decimals and Percentages Number Talks, Bar Modelling, Maths Mats and Fluid Groupings. EP, as a Numeracy Champion and SAC Numeracy Strategy group member, attended authority CLPL on Bar Modelling and this was shared with all staff. Further support in this should be provided next session and will remain a focus of the authority. EP provided support for staff regularly through observations and professional dialogue and working party members drove forward the use of approaches and any numeracy developments, in their own stages. Big Maths SAFE resources are proving excellent resources in raising attainment in a range of concepts and a progression plan for these should now be developed, similar to the plan for CLIC. Number Talks should continue to be used daily, involving word problems as well as number calculations, but should also be seen to be used by pupils across numeracy. This should be monitored next year.

Numicon handbooks and resources for every stage are now in school – a Numicon trolley was developed and the resources should be kept here for availability for all staff. Staff should continue to share good practice using handbook in staff meetings where possible. EP and Mrs Clark developed CLPL and shared with staff including ISB flipcharts and the use of Oxford Owl website that has excellent Numicon videos. Staff should continue to use this online resource in order to use Numicon in a variety of lessons. Further CLPL for staff, perhaps in departments, is required to ensure all staff are confident in incorporating Numicon. A resource audit in 2018-2019 identified resources within the school and new resources were ordered such as measuring equipment and concrete tools. These were shared in departments and most classes are now incorporating concrete and pictorial approaches in all numeracy lessons – this will continue to be monitored and developed through CLPL and quality assurance. Numeracy Blueprint Whiteboards were purchased and CLPL provided by Chris McKenna. These continue to be used in order to engage pupils and increase understanding of number with a pictorial approach. These will be shared again in the new session to ensure staff continue to use these tools. EP has remained a member of SAC Numeracy Strategy Group and will continue to share new approaches and research with staff.

Staff have engaged in new SAC Numeracy Skills Pathways Planners which ensure breadth, depth and challenge for pupils. Planning approaches have been explored to ensure support and challenge. New suggested pathways for “core” pupils in each stage are now being used alongside planners in P2-P7. Planners must be passed on for transition and pathways should continue to be used in each stage to ensure progression. Mental agility must remain a priority with speed and retention being a focus. Mental maths approaches will be revised to ensure various skills are recapped regularly. New summative mental maths practice has been explored by SIP group and trialled in targeted stages and have now to be rolled out in targeted stages (data dependent) in order to improve mental agility in 4 operations.

To ensure children are given opportunity to apply skills in all numeracy lessons.Problem solving remains a focus for all staff as well as application of skills in real-life word problems. New resources purchased in 2018-2019 session have been rolled out and embraced by appropriate staff e.g. a range of textbooks incorporating word-problems and active approaches have been purchased to promote this approach and are now being successfully in the school. Problem solving strategies have been revised in every class and displayed for pupils. These should be used in all lessons where opportunity application should be provided. Revision of strategies may be helpful in new session to recap for learners. Miss Coyle and Mrs Martin to complete packs and order of word challenge cards.

Numeracy SIP Group members developed a DYW document linking numeracy outcomes and skills to jobs and careers. This document was shared again with staff during Careers Week in order to ensure

lessons are within a real-life context and that staff are aware of jobs that require particular numeracy skills. Next, this document could be merged with planning documents and should continue to be added to. Word problems involving particular jobs could also be developed as planned for this year.

Making Thinking Visible Routines are used to explore the application of numeracy skills and CLPL should be provided on this with a particular focus on numeracy.

To ensure robust assessment in numeracy in order to support and challenge children and to raise attainment.Through authority and school moderation and assessment CLPL, led by LS, staff have grown in confidence in creating rich holistic assessments that bundle numeracy outcomes and provide application in unfamiliar contexts. All staff create these termly at least. These will continue to be quality assured by SLT as well opportunity provided for staff to work collegiately on assessment. SLT have and will continue to provide continued support and CLPL through staff meetings and moderation activities. Staff moderate in stages and levels in the planning and assessing processes. Planned assessments are differentiated and draw on a number of skills in a variety of organisers and most staff could confidently discuss the context of assessments created. Benchmarks and new Skills Pathways are used to create engaging, differentiated assessments.

Staff regularly assess in numeracy using baseline assessments in order to show progress. A new assessment calendar has been developed to ensure age assessments etc. are used consistently and periodically for all pupils in order to find next steps. New Headstart baseline assessments have been successfully piloted in P5 and P7 and will be rolled out in all stages in 20-21 session to replace old baseline. These are completed 3 times per year and all stage teacher guides and resources are in school ready to used.

A previous authority validation visit confirmed that AifL is strong in all classes and a range of AifL strategies continue to be used in numeracy. Staff have explored approaches to recording children’s voice and teacher voice to enhance assessment and EP shared a format for this. Evidence gathering has improved this session as a focus and we must continue to do this in new session.

Numeracy holistic assessments from previous authority moderation activities are available on Glow and our shared area for staff to access and use. These should be shared again in the new session where staff will be encouraged to access Glow and the wealth of resources available on this. Numeracy “check-ups” should continue to be used alongside rich assessment tasks and Headstart numeracy resources contain excellent resources for this as well as the baseline assessments. These should be shared with staff when Head start is being rolled out.

To regularly provide opportunities for numeracy learning in the outdoors in order to motivate and engage learners. Previously, all staff engaged in outdoor learning CLPL by Juliet Robertson from Creative Star Learning. This session provided staff with creative ideas on how to deliver engaging numeracy lessons using the outdoors. As part of a Numeracy Staff Survey, 100% of staff stated that they had taken maths outdoors following the Creative Star training and felt it promoted pupil engagement. Classroom observations by SLT – formal and informal – found that outdoor learning, to promote curricular areas such as numeracy, takes place in some classes within the school however this must now be more consistent across the school. We must continue to promote this.

Staff have been encouraged to note when learning is outdoors on daily plans and this should be reinforced in new session. Mrs Harrower had audited resources and had started work on developing an area for these within the school – this should be continued in new session. A whole school outdoors day was planned for May. This can be incorporated in new session.

In the early years centre, pupils have been exploring loose parts play regularly. Loose parts play provides children with an opportunity to explore all aspect of maths, comparing size, problem solving and number. Allowing the children to be creative and lead their own learning through loose parts play, allows them to demonstrate their mathematic skills and transfer these into different

experiences. This has raised pupil attainment in maths as seen in developmental milestones data.

To continue to effectively use interventions to raise attainment in numeracyInterventions such as 5-minute box and catch-up numeracy continue to be consistently used by appropriate support staff and PEF assistant.

A variety of numeracy assessments are used to track and analyse pupil progress – holistic, summative, formative, SNSA - and staff are able to identify children who require interventions. New Headstart assessments will allow staff to further identify trends and next steps, with the use of a robust analysis programme that works alongside Headstart. These are discussed and explored during tracking meetings with SLT and moderation with colleagues. Continuous professional dialogue with all staff involved with pupils ensures the appropriate intervention is in place. Baseline assessments ensure interventions are tracked and impact evaluated. Most staff are confident in identifying when an intervention is a success and not. Our established school overview of interventions is followed and updated accordingly. CLPL on interventions ensures staff are confident in using interventions with pupils. Staff will continue to be supported in this. New IEP trackers have been used by all support staff to tailor input for children and support staff track and comment on these where appropriate. These should continue to be used and teaching staff must ensure these are updated with new targets when STINTS are updated.

To continue to engage parents in numeracy development within Alloway Primary in order to increase children’s support at homeNumber Talks and Big Maths Parent Booklets were reissued to all parents at the start of the session. Seesaw has been extremely successful this session and where staff shared numeracy approaches and helpful links, pictures, videos and documents as well as individual pupils progress. This will be continued in the new session. With school closures, staff have relied on Seesaw to engage parents which has been highly successful. Staff are confident in using online platforms teams and seesaw to share with parents and this should be continued when schools reopen in August. Parents regularly engage in workshops within the school and teachers shared numeracy approaches during open afternoons, HW Workshops, parents evening and meetings throughout the school year. Curricular flyers and the school website provide further information for parents. The school twitter allows parents to have insight into how pupils learn in numeracy. We had planned to survey parents on numeracy approached in May 2020 parents evening and this should now be done during next parents evening or by emailing parents if this is most suitable in current school situation.

Next Steps:Approaches in order to raise attainment:

Continue to support staff to embed new planning documents and differentiate appropriately using these

Authority CLPL on CPA approach and SAC Numeracy Strategy APS CLPL and continued focus on application of skills Resources and textbooks distributed and explored including Numicon Continued focus on Problem Solving Continued focus on mental recall – speed and accuracy of a range of skills Updated methodology document from authority

Assessment: Continue to explore assessment approaches and evidencing teacher/pupil voice and use of

media Continue to provide CLPL on holistic assessment and provide opportunity for moderation Map out annual assessment overview for curricular areas including numeracy at each stage Continue to support staff in the use of benchmarks and new planning documents to plan for

assessment Share holistic assessments already created Ensure consistency with baseline assessments

Interventions: Continue to provide CLPL for appropriate staff on interventions

Continue to research new interventions Support teaching staff in evaluating intervention success Ensure support staff trackers are used consistently and updated regularly in line with STINTS

Parental Involvement: Use of Seesaw Use of new blog Reissue updated parental booklets on numeracy approaches Continue to provide workshops

Outdoor Learning: Continue to highlight daily planners when outdoor learning is planned Continue to audit outdoor maths resources and make a central base Include and further develop Mud Pi day on next sessions forward plan (planning ahead

meeting) Consider a weekly focus

School Priority 3: To continue to meet children’s needs by further implementation of the GIRFEC agenda whilst ensuring implementation of the Children and Young Person’s (Scotland) Act.

NIF Priority: Closing the attainment gap between the most and least disadvantaged children. Improvement in children’s and young people’s health and wellbeing.

Links to HGIOS 4 / HGIOELC: 3.1 ,3.2

Progress and ImpactTo track children’s attributes and capabilities in the Broad General Education with a particular focus on resilience and independence and general health and wellbeing.

Increased staff pedagogy and practice in principles of nurture continue to drive the school’s nurturing environment, allowing maximum opportunities for children to learn, play, eat, socialise and exercise safely.

Wider Achievement Trackers are in place within each class to ensure children are attending additional curricular activities and ensure staff encourage all children to attend at least one additional activity per session. Active Schools continue to provide a variety of clubs across stages. Their role will evolve as appropriate as we return to a blended learning approach.

Benchmark assessments done August/September then revisited in January to track -spelling /reading/writing/numeracy. Due to Covid-19, it was not possible to carry out end of year assessments.

SHANNARI indicators and wellbeing wheels are being used in each class and revisited in line with STINT paperwork. These ensure pupil voice is included in tracking HWB and setting agreed targets/next steps.

Emotional Daily Check-ins have been established in each class to allow the children to privately indicate how fit they feel for learning. This has ensured that CTs can choose a quiet moment to privately check-in with any individual who has indicated they are struggling that day. These check-ins have been positively put in place and have seen an improvement in children’s wellbeing and emotional resilience. Parents and carers were very supportive of this and could see the impact and benefit to their child.

Pupil Profiles have been put in place for PEF pupils, using the Knowing Me, Knowing You Pupil Checklist from the Ice Pack wellbeing trackers. This has allowed for a focus on targeted children’s emotional wellbeing as part of our support and nurture work.Support and Nurture teacher role has provided an enhanced focus on friendship, mental health and resilience for our most vulnerable children. This is a very flexible role as children can present as vulnerable at different stages and for varying lengths of time, depending on their personal circumstances.

The Hub has been staffed at intervals and lunchtimes, allowing those children who need it the opportunity to self-regulate and play in a safe, calm environment. It is available for early check in prior to 9am most days and the Hub staff checked in with children throughout the day.

We aimed for 95% attendance and offered bespoke 1-1 sessions where necessary. This session 73% of our children had attendance levels of 95% and over. (14% had attendance rates of 90-94% and 11% had attendance rates of 80-89%.) We followed up all non-attendance and found appropriate ways to support and overcome barriers where possible. If families were self-isolating, we provided learning packs for children learning at home prior to school closure.

We have engaged the support of multi agencies to support and improve attendance of any family who need further support to manage routines. The Hub was being well used prior to lockdown: one child who was refusing to come to school was able to attend most mornings with his mum and access the Hub to allow him to complete tasks set by his CT.

Children have been well supported by the offer of Homework Club which runs twice each week.

Ice Pack training took place prior to lockdown, providing the staff with the knowledge of the materials and online access to further enhance our HWB teaching and learning programme.

Tree of Knowledge had to postpone their follow-up input until schools reopen, due to Covid-19 safe distancing rules.There is a much higher profile in the school regarding children’s ability to discuss their emotions and strategies for dealing with anxiety. Children seek support and time from a small group of key staff, either through planned sessions or on an ad hoc basis. Parents have built strong relationships with key staff supporting their children’s wellbeing.

To focus on resilience building, self- regulation skills and mindfulness and provide training opportunity for Adverse Childhood Experiences (ACES). To create a climate where

School Priority 4: To develop children’s knowledge and skills in Technologies in order to raise attainment and improve employability skills.

NIF Priority: Closing the attainment gap between the most and least disadvantaged children. Improvement in employability skills and sustained positive school leaver destinations for all young people

Links to HGIOS 4 / HGIOELC: 3.1 ,3.2

Progress and ImpactTo develop a coherent and structured programme of skills within Technologies through implementing the South Ayrshire Council Skills Progression Framework: Staff are using the new South Ayrshire Skills Progression framework for planning. Staff were given CLPL for using this as a focus at staff meetings. Staff are becoming more familiar with the experiences and outcomes and could discuss Technologies planning during school planning conversations as part of the Quality Assurance process. The planning framework is used throughout the school from EYC to P7. CLPL was organised in Food Technologies and individual staff attended digital learning CLPL courses provided by the local authority. Whole school CLPL sessions were planned but had to be postponed due to school closures for COVID 19. Due to school closures, teaching staff all received CLPL in GLOW. All teachers and pupils now have a GLOW password and are accessing learning in Microsoft Teams. This has been a really positive move and staff are becoming so confident in using this learning platform. Sway presentations and Microsoft forms are being used more regularly. A staff audit was collated in November regarding staff confidence in teaching Technologies.

This audit showed that 90% of the staff taking part in the survey feel that the framework is useful document for planning high quality experiences. Staff confidence is above 70% in teaching all the specific areas of Technologies. Staff identified computing science, food technologies and coding as a development need. Some of these areas were addressed. Staff were also shown how to access the Microsoft online training suite for personal CLPL. A pupil digital leaders committee was set up to allow children to lead digital learning within their classes. The application for the Digital School Award was launched but carried forward to next session due to school closure. Digital leaders were also selected from P6 following an application process and these leaders will continue into Primary 7 due to school closures. New iPads were delivered to the school before the schools closed but these will be able to be fully utilised in the new session as are compatible with the internet. These were used successfully in EYC

to encourage creativity with pupils. Pupil engagement in learning online has increased due to school closure. Prior to school closure children were accessing technologies more within school for example using and creating Sway presentations. The whole school is now using Seesaw as an alternative digital app to communicate with parents. This happened from P1-7 in September and in EYC in January.

To focus on planning and delivering Food Technologies experiences and make links to Health and Wellbeing and Developing the Young Workforce. We have used Food for Thought funding money this session to purchase cooking resources to help children have access to more food technologies experiences. This project is being led by our Technologies School Improvement group which is made up of 3 teachers and our DHT. We have surveyed staff to find out resource and CLPL requirements for teaching food technology. We have audited school resources for food technology and used the Food for Thought budget to purchase a wide range of resources that will aid our teaching of cooking skills, ranging from utensils, pots, pans, chopping boards, knives, cookers and hobs. We have set up a room within the school where children will be able to access these resources and cook. We have made strong links with the Home Cook School. Lindsay Guidi from the Home Cook School has supported us with the set-up of the room, resources to purchase and we are also using some of the Food for Thought budget to fund two days’ worth of workshops from Lindsay. We used these workshops as a CLPL opportunity where all staff members, teaching and support staff came to observe the workshops where Lindsay taught pupils how to cook. We launched the cooking room during our Scottish Fortnight when Lindsay carried out these workshops with Primary 4. Every pupil in P4 got the opportunity to take part in the workshop and make Cottage Pie using Ayrshire minced beef and local vegetables. We wanted to help children learn cooking skills but also see how food links to our local communities. We chose a Scottish theme to the workshops to link with our Scottish Fortnight. The dual purpose to these workshops was to build staff confidence. Feedback from pupils, parents and staff was very positive. Staff enjoyed being part of these practical workshops and found it a useful CLPL opportunity. The SIP working party have arranged for CLPL in using the Good Food resource and staff are already using skills videos and skills progressions found in this resource. We found the Food for Thought Conference very useful this year and used this to gather information to pass onto staff. Further CLPL for food technologies will be planned for later on in the session. This is just the beginning of our journey and we look forward to our cooking room and resources being used by all children within Alloway Primary School.

The intended impact of this project was to start children cooking in the school and ultimately cooking with their own produce grown in our school gardens. We have a focus this year on continuing to increase our coverage of food technologies and this has been included in our school improvement plan for the second year. The cooking resources bought will be used by the whole school in the future. We aim to build this project by starting small but building upon progress to help children develop in cooking skills. This project is just the start of a long term plan to get all children cooking. The biggest challenge was setting up the room but we were well supported by Lindsay from the Home Cook School and by using the guidance from Education Scotland found in the Good Food Skills resource. Another challenge that we are working through is building up staff confidence. This is something that we aim to improve through offering CLPL to staff in order to help improve confidence. The Cook School Workshop really boosted staff confidence. Children and staff were enthused by the project and food technologies became evident more and more within classes. Classes were given an overview of the food outcomes and how these tied into their topics. This was prepared by Mrs Harrison (P7) and staff found this useful. We now have the resources to support the food technologies curriculum. Unfortunately, further CLPL in Food Technologies was postponed due to school closure. This would have been delivered by a cluster PT who has established Food Technologies within her own school. School staff were also scheduled to attend Food and Nutrition courses run by NHS but this was also postponed and will be rescheduled in the new term.

To focus on planning and delivering quality experiences in Social Subjects using the South Ayrshire Council Framework to support planning across the school which will have a curriculum map of all experiences with assessment built in.

Staff revisited curriculum map for Social Studies and bundled relevant outcomes and experiences to ensure IDA was relevant to our unique context. All staff meet with PT (Mrs Hopper) to evaluate Social Subjects. Staff were asked to look at how social justice is covered within each IDA. Staff focused on topics in need of refreshment for session 2020/21. Staff also considered how to include more pupil voice within IDA. Staff devised assessment materials for Social Studies moderation. Cluster moderation was postponed due to school closure. Minutes from stage conversations:Primary 1 All topics running well and will continue next year with Miss McGahon supporting new Primary one

class teachers. Social justice was added to Frozen Planet (What can we do to support our planet?) and Percy the

Park Keeper (Supporting life cycles of living things) Next session class teachers will aim to add ‘supporting each other’ into both the Inside Out and

The Street topics, building on KU from one topic to the nextPrimary 2 Commotion in Ocean topic refreshed this session took on a social studies, sustainability and global

citizen approach - now more about the environment and what the children can do to help through things like World Ocean Day and looking at plastic pollution too.

Katie Morag and Dinosaurs are recent additions to this stage and will continue Fairyland will be a lovely way to welcome children back to school in the next session but may be

adapted for the following session 2021/22.Primary 3 Two topics were refreshed this year and this will be developed next year – Our Local Area took a

more storyline approach and Food, Glorious Food incorporated links to the foodbank Through the Front Door was difficult to storyline in general due to pupil input so this will be

adapted with each cohort.Primary 4 Lots of topic refreshments have taken place over the last year. Tale of William Wallace will be developed further to include local conservation and outdoor

learning (incorporating eco garden and spring watch)Primary 5 Charlotte’s Web in the process of being refreshed – additions of facetiming a farmer and

incorporating the topic of sustainability by considering meat vs vegan diets and farm to fork journeys

Trains, Planes, ...topic will be updated next session to include current affairs, air miles and the impact of travel costs

Primary 6 Would like to refresh the Europe topic as it’s felt that it becomes a topic with the Euro Quiz as its

main aim A Christmas term lunch club will begin for those still interested in the Euro Quiz Refreshed topic will be called Destination Travel and will be led very much by the children each

year – choosing a country they wish to explore within Europe and learning about language, food, travel costs, landmarks and more

Primary 7 All topics remain current and are relevant to P7 responsibilities within the school – topics will

continue next session with the inclusion of social justice conversations

 Next Steps To continue to embed the Technologies framework.

To build upon the use of Glow and Microsoft Teams for digital and home learning. To embed the use of new iPads for creativity. To continue with the Digital Leaders application and the pupil digital leaders committee. To continue to use Seesaw to communicate with parents. Create a digital policy to show practice and set expectations.

To continue to embed food technologies within the curriculum.

To continue to encourage staff to use the cooking classroom. To continue to provide CLPL activities for staff in Technologies.

Pupils to devise assessment and tracking of their progress within Social Studies by devising learning journey records.

PT to ensure social justice straplines are included in topic plans and include a pupil voice box within planners

Global goals header within planners

National Improvement Framework

% of PEF cohort at each level currently on track to achieve target

% who will achieve Early Level by the end of P1

% who will achieve First level by the end of P4

% who will achieve Second Level by the end of P7

Current average Attendance of PEF Cohort

Reading Writing Listening and talking

Maths Reading Writing Listening and talking

Maths Reading Writing Listening and talking

Maths

Decile 1 - 3 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 90%Decile 1-3 and FME

100% 100% 100% 100% N/A 100% 100% 100% 100% 90%

30 children targeted through PEF

75% 75% 75% 75% 100% 100% 100% 100% 75% 50% 50% 75% 90%

As part of the Government’s aim to close the poverty related attainment gap the school was given £21,700. We used the funds to employ a 0.2 teacher, a support assistant for 8.5 hours and to fund the promoted element of an Acting P.T. for 10 weeks. We continued to use our nurture space known as The Hub. We continued to run a homework club to help support targeted children and encouraged PEF cohort to attend. We have a positive picture reflecting the impact of the interventions. The basket of interventions used in school go beyond the children who would be identified within the Pupil Equity Fund. The following table shows how the PEF fund has positively impacted on attainment for this cohort. Next session we intend to use the fund to raise attainment in Literacy and Numeracy and support Health and Wellbeing. We are financing additional training of all staff on anxiety management and resilience training and purchased 6 iPads to support online platforms and digital learning.

Evaluation Summary

Quality Indicator School Self Evaluation

How we would evaluate this Q.I. using the HGIOS4/ HGIOELC scale

1.3 Leadership of change

Developing a shared vision, values and aims relevant to the school and its community Our current school vision reflects our local context

and was reviewed by consulting with staff, pupils, parents and the local community.

We are fortunate in that we have a large number of staff who are willingly take on leadership roles.

The change in our vision reflected the leadership values within the school and the aspirations of all stakeholders.

Our shared vision encompasses the GIRFEC principles and promotes excellence and equity and promises support and challenge for all to ensure that both staff and pupils achieve their full potential by capitalising the expertise within our parent body and community.

We continue to work hard to ensure that our pupils receive the highest possible level of care and staff have an extremely nurturing approach overall.

Self-evaluative evidence from the parent body suggests that the vision and values of the school are clear and reflected in the ethos and this was supported by numerous positive communications during lock down. On return to the school building in June this was confirmed by community emails, cards, comments about the positive ethos, gifts and thankyou letters from various groups.

Local and national press coverage of events involving our pupils is always positive and a highlight for the school being the local and national coverage of our True Colours campaign at lockdown which went viral.

Strategic planning for continuous improvement The SLT have managed significant changes to staff

and the Leadership teams over several sessions and their remits reflect the needs of the school and have impact on the children’s experiences.

We have created a climate where staff feel confident to initiate well-informed change and are all committed to collective responsibility in the process of change. This was demonstrated by staff commitment to leadership roles in order to drive the school improvement plan forward.

We take on board feedback and suggestions from pupils, parents, carers, staff and the wider community.

We have a healthy working time agreement and we protect time for professional dialogue and everyone contributes to the school improvement plan.

Implementing improvement and change Staff within the school have extremely high

expectations of all learners – this is reflected in our vision and aims which are ambitious and have a focus on continuous improvement.

5

We have worked collegiately to guide our progress and secure excellent outcomes for our young people .Promoted ad unpromoted staff take ownership for leading and contributing to key priorities and add their expertise.

Through ongoing professional dialogue and evaluation, progress and pace of change is monitored by the SLT. Staff are keen to make changes to policy and practice which has a positive impact on learning and teaching.

All staff as part of their professional review identify key areas of their own practice and learning which they focus upon reflecting the needs of the school, local authority as well as their own personal needs.

We have a number of staff who have completed the SAC Leadership development Course, MTV Ambassador Course and we have a Modern Language Development Officer as well as staff who are on strategy groups and a Steering group across the authority.

2.3 Learning and teaching

Learning and Engagement The ethos across the school and Early Years Centre is

very welcoming, inclusive and creates a very nurturing, safe environment for our learners.

Children are becoming increasingly knowledgeable of their rights and responsibilities.

Children benefit from opportunities allowing them to contribute to the Early Years Centre, our school, our community, global links, local and international partnerships.

There are strong links with our parent body and community and we use these to achieve a range of skills for learning, life and work.

Pupil attainment is promoted by our underpinning vision and overarching values. Children, staff, peer and parental relationships are mostly respectful.

The majority of pupils stayed fully engaged in their learning and could talk about their progress to date and experiences during lockdown however we have identified a cohort of children who need support to recover from lockdown.

Most children’s experiences are challenging, enjoyable and matched to their needs and interests.

Our children lead many aspects of their learning and those of our peers and staff.

Our children have many opportunities to share their views and their views are often sought after, listened to and acted upon.

Aifl is evident in all classes and children target set in a variety of ways.

Children are consulted about their learning especially IDAs and this includes literacy and numeracy experiences. Children are confident at leading learning.

Quality of Teaching Clear vision and values statement with curricular

rationale sets out high expectations. Almost all children take part in high quality learning

experiences which are suitably differentiated to provide support and challenge and provide active engagement by all learners.

Through the use of pupil profiles and learning logs pupils are making strides in being able to discuss

5

their learning and we are now focusing on the next steps.

Our variety and quality of teaching is underpinned by our shared school vision and values. They are very much at the heart of the actions and professional behaviours of all our staff and the relationships between staff and learners.

SAC Frameworks and new Skills Pathways are available to support planning and staff have engaged with the benchmarks in Literacy and Numeracy.

Progressive programmes of study in place for literacy, numeracy and Health and Wellbeing and Number Talks having an obvious impact on maths mindset.

SIP streamlined to focus staff on the priority of raising attainment of all pupils.

Use of digital technologies across the school and early years enhances and supports learning and teaching.

Staff have regular discussions to reflect on progress, support and challenge of all pupils as well as identifying children who need a boost to ensure success and confidence in their learning.

Most staff share good practice within and beyond our school at regular events.

Staff were extremely innovative, resourceful and creative during lockdown. They quickly embraced new technologies to enable to do this.

Effective Use of Assessment A range of assessment approaches and activities are

planned and implemented throughout the year to support professional judgement, track and monitor learners’ progress and inform next steps in learning.

All staff plan holistically and collaboratively, bundling relevant experiences and outcomes together, making links to relevant benchmarks, highlighting learning intentions and success criteria, ensuring differentiation to meet the needs of all learners.

There has been an increased focus of moderation within our cluster, school and Early Years Centre, ensuring a shared understanding of standards, expectations and achievements in Numeracy and now Literacy.

Planning, Tracking and Monitoring In the Early Years Centre planning is responsive and

children are involved in planning their learning, e.g. floorbooks.

Collegiality is a strong feature of our planning practice. Teachers and EYPs plan over different timescales, all ensuring that children are appropriately supported, boosted and challenged.

Teacher and EYPs plans ensure that the needs of learners across all areas of the curriculum and across the four contexts of learning are being met.

We have adapted and streamlined our planning process to reduce bureaucracy and ensure manageability and staff are supported with the planning process.

We are building on our pupils’ ability to set and evaluate their learning targets. The school involves children and parents in the planning of their learning.

Staff are very knowledgeable about their children’s learning and development and the progression of

skills within our school and Early Years Centre. Staff use their knowledge and experience to support

planning and recognise that interventions and any additional support needs to be fluid to meet the needs of all our children.

Staff are committed to using South Ayrshire Council frameworks to ensure high quality learning and teaching and appropriate pace and consistency across the school.

Pupil progress in Numeracy, Literacy and Health and Wellbeing is monitored and tracked systematically at key dates within the school year using a range of assessment data. Staff are now becoming more data literate and track, monitor and evaluate learners’ progress and can evaluate the impact of targeted interventions.

All teaching staff, EYPS and SLT effectively use data and have created bespoke tracking methods to focus on planning for improvement and raising attainment.

3.1 Ensuring wellbeing, equity and inclusion

Wellbeing Across the school there is a shared understanding of

the rights of the child, their right to protection and care and this relates to everyone in the school community and beyond.

There are strong supports in place to ensure children feel safe in the EYC and in school.

Relationships across the school are very supportive, strong and founded on a climate of mutual respect as a result our values are evident.

Our children are active participants in planning discussion and decisions which effect their school and their lives.

The school and Early Years Centre have effective partnerships with stakeholders to ensure children’s wellbeing is promoted and concerns are addressed in a timely manner.

All children across the school and Early Years Centre feel cared for and listened to. They know and demonstrate how to access support and they have strong relationships with key staff beyond their class teacher.

Internet safety is a priority within the school. Well planned assemblies are used to celebrate

success, encourage community work and build confidence.

All children are aware that the Nurture HUB is available for them to access throughout the day and children access this when needed.

Fulfilment of statutory duties Staff have a good understanding of legislative

frameworks relating to child protection, wellbeing, equity and inclusion.

All staff across the school have received training on SAC Child Protection procedures and are aware of their roles and responsibilities.

Good attendance is promoted throughout the school and robust monitoring and tracking of attendance with interventions and actions as appropriate

5

maintain our good attendance rates. Children in the Early Years Centre have access to 600

hours of early learning and childcare and all staff are checked and registered with the appropriate professional bodies.

All staff aware of data sharing guidance and information on Named Person.

All staff aware of children’s medical concerns. Inclusion and Equity All learners are included, engaged and have

opportunities to be involved in the life of the school and Early Years Centre.

We have a clear overview and regular review of all children, including those with learning, social and emotional needs.

Pupil Equity Fund used to offer emotional support and targeted interventions for learning for our most vulnerable children.

During lockdown we identified vulnerable children and ensure appropriate support and regular door step visits were in place.

Weekly check ins between HT and link social worker as well as allocated social workers helped support vulnerable families.

Pastoral notes continued to be updated.

3.2 Raising attainment and achievement

Attainment in Literacy and Numeracy

School Improvement Plan is focused on Raising Attainment in Literacy and Numeracy and sets clear steps to raise attainment.

School data is analysed regularly at points of planning and transition to ensure the correct support and challenge is in place for all children. This data highlights trends in class progress and allows us target CLPL. These results are compared with authority and family results. Tracking meetings are held to interrogate data, look at SHANARRI indicators and take account of professional judgement. Target setting involves looking at the whole child.

Staged Intervention is reviewed 3 times a year and is responsive to children’s needs.

We have reviewed our home link policy and established a homework club for Numeracy and Literacy.

By the end of Primary 1 almost all children have made very good progress and are achieving the expected levels in Literacy, Numeracy and Health and Wellbeing.

Across the school most learners in P4 and P7 were in the higher attaining bands nationally for SNSA assessments in 2018/19 and 2019/20 (P1 SNSA were not completed due to COVID 19 closures.)

Across the school most learners are achieving at the appropriate key stages in Literacy (updated April 2020 with school closures impacting this)

Effective plans are in place to support children with additional support needs to ensure they realise their potential.

Most children in key stages are attaining above the well above the national average as demonstrated through SNSA data for 2018/19 and 2019/20

Attainment over time

5

All staff have a commitment to raising attainment in all children and have a clear understanding of our unique context and demographic of the school and local community and use this information to overcome barriers in learning.

Tracking of attainment and achievements are robust and targeted interventions identified and employed as appropriate for individual children and cohorts to improve outcomes.

Over time almost all children continue to make very good progress and transition from our Early Years Centre to Primary 1 and throughout the school and beyond P7 into S1 ensures progress and pace.

Attainment in Literacy and Numeracy is higher than national expectations as we sit high within Family 1.

Attainment of cohorts from EYC to P7 is improving over time in Literacy and Numeracy.

Almost all children, including those who receive targeted interventions are involved in planning their next steps and take responsibility for their achievements.

Assessment and moderation practices support staff to develop a shared understanding of standards and expectations within CfE.

Children are encouraged to celebrate their personal achievements in class and at assembly. Children are confident about sharing their experiences beyond the classroom.

Overall quality of learner’s achievement Almost all children are engaged, successful, confident

and contributing to the life of the school. As a Rights Respecting School, children are actively

engaged in their own learning, can talk about learning and make informed decisions.

Children are developing their life skills through participating in a range of experiences beyond the classroom, linked to skills for learning, life and work.

All pupils demonstrate that they value the opportunities given to them with our Malawi link as well local, national and other international agencies which allows them to be strong global citizens.

Children benefit from a wide range of experiences such as, bikeabilty, swimming lessons, concerts, Burns Festival and Active Schools Club and competitions. However this is currently suspended due to COVID.

Children’s achievements out with the school are recognised and celebrated as part of our assemblies, however assemblies are not ongoing due to COVID.

Children and parents are involved in our learning experiences and work as partners to enhance learning episodes within the school.

Equity for all learning

Our school vision demonstrates the high expectations and aspirations that we have for all children, including children who are vulnerable.

All staff are committed to ensuring that we provide a nurturing, caring, happy environment where children are becoming more confident and focused on improving their own learning and participating in a wider range of experiences with a wider range of children.

We are providing a high level of pastoral care for our vulnerable children and aware that children’s lives

have all been impacted by COVID and school closures.

Attendance levels until March 2020 are high and systems are in place to track and monitor this effectively with interventions in place to support. School closure clearly impacted on this.

We have effective intervention strategies and a team of confident staff who are monitoring and tracking the success of these systems and promoting equity of success and achievement for all.

We did offer a range of wider experiences beyond the classroom to include sport, languages, cooking, Expressive Arts and HWB. These were open to all.

We had started to use our cooking classroom after a successful launch with cooking workshops from the Home Cook School.

Parents and Carers views

We are keen to involve parents in the life and work of the school. There are many ways in which parents and carers can help children and support the work of the school. Here are a few where we have enjoyed the benefits.

Reading the overview sheets and contributing ideas and resources if you can.

Talking through your child’s homework with them. Support the school’s positive behaviour policy. Encourage your child to use the online resource Sum dog to practise

number skills. Encourage the children to access Literacy Shed using their password. Volunteer to work in school supporting in a class or helping in a resource

area or run a club. Commenting and/or providing feedback on your child’s learning journal. Work with one of our Masterclass groups. Help out with one of our committees and parent focus groups. Help us develop the young workforce, STEM and Health and Wellbeing by

supporting our focus weeks and contributing throughout the year to these aspects of the curriculum too.

Get involved with our outdoor learning days and help develop the outdoor space and Early Years area.

Attend parent meetings and informal meets. Read emails and engage with our new Twitter feed in a positive manner. Engage in Seesaw for school updates and pupil targets/progress.

AttendanceOur attendance rates are still above the Authority and National levels. We track and monitor and attendance and discuss any irregular patterns with parents. Unfortunately, term time holidays account for some of our unauthorised absences. Parents are aware of the authority attendance policy. We encourage good attendance at our Early Years Centre, however as attendance is not mandatory some parents exercise their right to spend time with their children during term time. School Previous Year Current Year

Percentage total absence @June 2019

Percentage authorised absence @ June 2019

Percentage un-authorised absence (no exclusions) @

Percentage total absence @June 2020

Percentage authorised absence @ June 2020

Percentage un-authorised absence (no exclusions) @

Alloway PS 3.7  2.8  0.9  4.9% 3.5% 1.4%Alloway EYC 9.0  9.0  -  8.1% 8.1% 0%School Early Secure P1 First Secure P4 Second Secure

P7Reading 94.6% 90.5% 95.5%Writing 96.4% 92% 94%List. & Talk 96.4% 100% 100%Overall Maths 94.65% 89.39% 95.38%School Early Secure P1 First Secure P4 Second Secure

P7Reading 100% 92% 95%Writing 93% 90% 92%List. & Talk 100% 90% 97%Overall Maths 100% 89% 95%

SchoolEarly P1 (OV or above at April

update)

First P4 (EV or above at April

update)

Second P7 (1V or above at April

update)Reading 98% 84% 92%Writing 98% 84% 80%List. & Talk 98% 97% 87%Overall Maths 98% 87% 85%

2017/18 SNSA results from online standardised testing introduced in May 2018.

Numeracy Literacy High Mediu

m Low

High Medium

Low

P1 86% 12% 2% 69% 29% 2%

Numeracy

Reading Writing

High Medium

Low

High Medium

Low High Medium

Low

P4 49% 51% 0 80% 17% 3% 73% 21% 6%P7 83% 15% 2% 88% 9% 3% 94% 4% 2%

SNSA assessments -% achieving levels expected or higher than expected for their age, compared with other pupils nationally

2018/19 SNSA Results Numeracy Literacy Band 1

Band 2

Band 3

Band 4

Band 5

Band 6 and above

Band 1

Band 2

Band 3

Band 4

Band 5

Band 6 and above

P1 0% 0% 11% 16% 36% 38% 0% 0% 7% 57% 25% 11%

P1 pupils should achieve between Band 1 and Band 6 and above. The majority of P1 have achieved in the higher bands – Band 5 and Band 6 and above – for numeracy and Band 4, 5 and 6 and above for literacy.

Numeracy Reading WritingBand 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

Band 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

Band 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

P4

3% 7% 30% 26% 26% 8% 2% 7% 18% 21% 30% 23% 8% 11% 11% 38% 16% 15%

P4 pupils should achieve between Band 4 and Band 9 or above. The majority of P4 pupils have achieved in the higher bands – Band 7, 8 and 9 or above – for numeracy, reading and writing.

Numeracy Reading WritingBand 6 and below

Band 7

Band 8

Band 9 Band 10

Band 11 and above

Band 6 or below

Band 7

Band 8

Band 9 Band 10

Band 11 and above

Band 6 or below

Band 7

Band 8 Band 9 Band 10

Band 11 and above

P7 0% 3% 22%

22% 29%

24% 2% 2% 8% 43% 16%

30% 0% 5% 17% 40% 27% 11%

P7 pupils should achieve between Band 6 and Band 11 or above. The majority of P7 pupils have achieved in the higher bands – Band 9, 10 and 11 or above – for numeracy, reading and writing.

2019/20 SNSA Results *No P1 SNSA results available June 2020 due to Covid-19 school closures.

Numeracy Reading WritingBand 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

Band 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

Band 4 and below

Band 5

Band 6

Band 7

Band 8

Band 9 and above

P4

2% 11% 35% 27% 16% 8% 2% 5% 19% 27% 21% 26% 2% 15% 34% 21% 21% 8%

P4 pupils should achieve between Band 4 and Band 9 or above. The majority of P4 pupils have achieved in the higher bands – Band 7, 8 and 9 or above – for numeracy, reading and writing.

Numeracy Reading Writing

Band 6 and below

Band 7

Band 8

Band 9 Band 10

Band 11 and above

Band 6 or below

Band 7

Band 8

Band 9 Band 10

Band 11 and above

Band 6 or below

Band 7

Band 8 Band 9 Band 10

Band 11 and above

P7 7% 8% 22% 31% 22% 10% 5% 14% 14% 24% 29% 15% 5% 17% 15% 29% 24% 10%

P7 pupils should achieve between Band 6 and Band 11 or above. The majority of P7 pupils have achieved in the higher bands – Band 9, 10 and 11 or above – for numeracy, reading and writing.

Alloway Early Years Centre – Developmental Milestones In the Early Years Centre value has been added in all areas. This year we have adapted our tracking procedures to ensure they continue to be robust and target gaps in learning and development. We formally track 3 times in the year to ensure progress is made and this detailed tracking is shared with staff. This session we completed 2 formal tracking periods with the last one being completed just before school closure. This information was passed onto Primary 1 as part of our transition and also helped provide focus for home learning activities during lockdown.

Milestones until March 2020 (school closure)

Literacy Numeracy HWB No. achieving all milestones

100% Achieved OCT 11 children (20%)

8 children (15%)

28 children (51%)

100% Achieved FEB 28 children (50%)

31 children (55%)

47 children (84%)

22 children (39%)

Milestones until March 2020 (school closure)

Literacy Numeracy HWB

*Support Plan OCT 4 children (7%) 7 children (13%) 0*Support Plan MAR 2 children

(3%)3 children (5%) 1child (2%)

*achieved less than 40%

100% of P7 pupils completing Junior Coaching Training

Successful home learning programme in EYC and School

Celebrating Success in 2019-2020

Successful sports teams – netball, bastketball,

swimming, football and dance teams

Supporting charities:Food BankAyrshire HospiceMalawi PartnershipChildren in Need

The key priorities for improvement in 2020/21

This is a one-year recovery plan due to COVID-19 To ensure all children and young people have access to high quality learning

experiences in Literacy to identify and recover any forgotten learning whilst being prepared for blended learning if required.

To ensure all children and young people have access to high quality learning experiences in Numeracy to identify and recover any forgotten learning whilst being prepared for blended learning if required.

Meet children’s needs by further implementing the GIRFEC agenda whilst ensuring implementation of the Children and Young Person’s Scotland Act – with a focus on managing anxiety, emotional wellbeing, recovery and resilience.

To ensure children and families are supported in school and in home learning through a variety of digital platforms.

What is the capacity for improvement?

As a school we are were well placed to continue improving the learning experiences for our children until COVID pandemic has a detrimental effect by closing schools. Staff are becoming increasingly confident in skills development and identifying next steps in the improvement process. Over the last three years they have engaged with all Curriculum Frameworks and as a staff group aligned the planning and tracking process in school with the new Curricular Benchmarks still ensuring the focus is on progressive skills development. They share good practice willingly and are very supportive of developments in the curriculum in and out with the classroom. Our frameworks are becoming more cohesive and progressive to ensure a quality learning experience for all however due to COVID we have decided to assess children to get new baselines and our planning for term one is a recovery plan focused on a narrower curriculum focused on attainment in literacy and numeracy and health and well being . We have identified learning that is missed and may need to be incorporated into future plans this session and a narrower curriculum will allow us to focus and close any gap in skills development.Our staffing compliment for 20/21 due to a reduction in all staffing and absence due to COVIDrules has not helped and we have only been given an additional 0.2 teacher to support recovery however the Early Years workers for a term in primary one allows us to support the infants better during breaks and social times to ensure they are coping with routines.Staff have continued to engage in planned training events with a continued focus on moderation and assessment within school for now. All staff have a shared vision of where the school should be and everyone will continue to work hard at achieving this. We currently have an acting Principal Teachers in post. We continue to revisit our Overarching Curriculum Rationale to ensure equity and equality but the recovery rationale will supersede this for now. We sit well within the Belmont Cluster of schools and continue to lead Technologies within the cluster and steer the moderation and assessment arrangements in the Belmont Cluster. We will continue to engage with the new updated Skills Progression

Frameworks in all curricular areas. We are committed to the National Improvement Framework and the key priorities of excellence and equity for all and raising attainment through narrowing the attainment gap. We have been given £19,300 in Pupil Equity Funding (PEF). We have four planned projects which will target pupils who we have identified ensuring their needs are met. We have the capacity, drive and willingness to continue to ensure improvements make the biggest difference to the children of Alloway Primary School and beyond despite the impact of COVID and school closures but the reality is that resources are limited so our capacity will be limited.