Welcome to Foyers School

201 8

Foyers

Primary

School

Highland SchoolsFoyers Primary School

01456 486612foyers.primary@highland.gov.uk

School Handbook for new entrants to Foyers Primary School

Welcome toFoyers Primary School

Welcome!

In the following pages you will find information about our school. This is intended mainly for the parents of children at the school, but also for any member of the public who has an interest in our work.

A booklet, however, can only tell you so much! We strongly believe that school life is part of the life of the community, and that education is a partnership between children, parents, and teachers within that community.

Currently our school roll is 13 pupils, ranging from Primary 1 for children aged 4/5 years to Primary 7 for those aged 11/12 years.

If you wish to know more about Foyers School, remember that we welcome visits from interested parties and our door is always open. All we ask is that you try to arrange a suitable time.

You can contact the school any time, though the office is not always manned there is an answer machine that is checked daily and someone will return your call as soon as possible.

Mrs Louise RobertsonCluster Head teacher

Foyers Primary SchoolFoyers IV2 6XUTel. 01456 486612

E-mail foyers.primary@highland.gov.uk

The School

Our school is located in woodland about 125 metres (400 feet) above Loch Ness. Both the school and the village of Foyers afford outstanding views of the Loch and its surrounding countryside. The village itself is famous for spectacular waterfalls although they are but one remarkable feature in a district which is exceptional for its landscapes, wildlife, and historical and archaeological interest. In other words, Foyers is a rich and stimulating environment for children and the physical surroundings of the school are an important educational asset which we must surely take full account of in planning educational activities.

Established early this century as a ‘junior-secondary’ school, mainly for the children of families drawn into the area by the large-scale aluminium smelting industry, Foyers Primary was then refurbished. It is a warm and spacious little school with ample accommodation for its current complement of 19 children, and scope for considerably expanded pupil numbers in future.

There are two classrooms in use at present as well as a comparatively large hall for physical education, assemblies and other activities. The hall doubles as a dining room and has a clean, fresh kitchen attached where delicious school meals are prepared fresh every day.

Our roll for August 2018 is at present standing at 14 children.

School Hours for Pupils

Primary 1 – 7 9.00am – 3.00pm

Morning Interval (all) 10.40am – 10.55am

Lunch Break 12.30-1.15pm

Admission to School

We have to follow certain procedures when children begin school.

Children may be admitted into the school, each August, provided they will be five years old before the end of the following February.

Enrolment week commences on week beginning Monday 29 January 2018 and will be advertised in the local press.

Admission forms can be obtained from the school or from the www.highland.gov.uk website.

You should bring your child’s birth certificate when enrolling him or her.

In May/June we will invite newly enrolled children to spend one afternoon a week over four weeks with us. They will be able to mix with other children, and to become acquainted with the school, the teachers, other members of staff, as well as start to familiarise themselves with some of the daily routines.

If you have any questions, do feel free to email or telephone and arrange a mutually convenient time.

The Staff

The Head teacher is a cluster Headteacher and covers another primary school at Aldourie, by Dores. She is present in school 2/3 days per week.

We also have a cook and cleaner, and a part-time administrative assistant. Visiting janitors ensure that the school buildings and grounds are well maintained.

For staff list see Appendix I.

Parental Involvement

In Foyers, the staff lay great emphasis on teamwork and we believe that this should include parents, wherever possible. School can do a great deal for your child, but you are the most decisive influence of all. We should all be working together in the interests of your child’s education. To this end we will conduct two yearly anonymous surveys of the parents to gather parental opinion and to share their views. This will help us to gauge how well we are doing and to highlight areas that we need to look at in more detail.

We use homework diaries to communicate with parents not only about homework but as reminders for important dates e.g. trips, visitors to school and any learning landmarks that the child has achieved. We also encourage feedback from parents through the diaries about the child, their learning or any concerns that have arisen. Regular newsletters are also issued giving advance notice of trips, performances, advice.

We are keen to meet with parents too and have two formal parent interviews in the year, usually during November and March. In the summer term, May/June, we send out written reports about your child’s achievements throughout the year.Throughout the year parents will also be invited to workshops about different areas of the curriculum and performances by the children e.g. pantomimes, assemblies, St Andrews day etc.

Finally it is important that parents come to see us whenever they are concerned about an issue and to this end we operate an “open door” policy and can be contacted any time. If we cannot see you straight away, e.g. because of teaching engagements, we will organise an appointment then so that any concerns are dealt with, within 24 hours where possible.

If you are not happy with the way we have dealt with an issue we have a complaints procedure.

Complaints Procedure see appendix 2

Absences

If your child is absent from school due to illness we would ask that you give the school a phone call in the morning by 10 am at the latest ,to let us know that they are ill. If the child is to be absent for an appointment a note/or phone call to the school prior to their absence would be most helpful. As teachers have ‘parental’ responsibilities for children while they are at school and, in the interests of the children’s safety, we will not release them during normal school hours without express parental agreement.

Parent Council

We are fortunate to have an active parent council and would encourage any new parents to become involved in the great work that they do. Much of this work is centred on fundraising but also involves organising and supporting social activities. For further information please contact any of the parents below.

Chairperson: Mrs Carol Ann Steiner , 43 Glenlia, Foyers. 01456 486640

Secretary: Mrs Elinor Donnelly, Craigdarroch House, Foyers, Tel. 01456486400

Treasurer: Mrs Susan Denoon, Woodfield, Inverfarigaig,Tel. 01456 486411

Foyers School Aims

Successful Learners

Foyers Primary aims to bring the best out of every child’s ability by

Delivering a broad and balanced curriculum in line with “Curriculum for Excellence” Creating of an ethos of achievement

By fostering positive attitudes to learning Matching the needs and abilities of individual children

Encouraging independent and creative thinking while taking personal responsibility for learning

Using technology to support learning Working with parents / carers, partner agencies and the wider community Ensuring Staff Development through Continued Professional Development

Through close working relationships with local Primary Schools Using a variety of teaching methods which ensure appropriate pace of learning and

good quality teacher /pupil interaction

Confident individuals

Foyers Primary aims to provide a caring, purposeful environment by

Encouraging children to be kind, thoughtful and helpful Providing experiences in which our children take the initiative and lead

Speaking openly and honestly Offering opportunities to assess risk and make informed decisions

Encouraging responsibility for our own health Enabling all pupils to realise their own potential whether physical, psychological or

social and increase their self esteem

Responsible citizens

Foyers Primary aims to encourage high standards of personal and social responsibility by

Developing pupil’s self-discipline and self-respect

Fostering concern and understanding for others Encouraging tolerance and respect for the differences in others

Encouraging a sense of pride and identity with the school Making links with members of the local community

Fostering a regard for the environment and understanding of citizenship Developing ability to make informed choices and develop balanced views

Celebrating ethnic, religious, cultural and linguistic diversity Developing knowledge and understanding of the world and Scotland’s place in it

Effective contributors

Foyers Primary aims to encourage our children to communicate effectively by

Sharing our thoughts, opinions and ideas to our class, school and wider community Providing opportunities for pupils to work in partnerships and teams

Providing experiences in which our children take the initiative and lead Encouraging an enterprising attitude

Ensuring regular and purposeful communication with parents. Providing clear well-presented information

A trip to Loch Bran as part of our Eco School work with Katy Martin, countryside ranger.

Celebrating Achievements

Celebrating achievement in school is important to us and we do this in a number of ways. Within the classroom setting we have stickers and certificates for the children for their behaviour, school work and the effort made in class. We also celebrate achievement through wall displays and the children writing their own end of term reports detailing what they think they have done well in and how they achieved that. We also celebrate and track what the children achieve outside of school in sports and musical activities, Brownies, Cubs etc. through Show and Tell activities and collecting photographs for their achievement folders.

Community involvement is important to us and we happily invite a wide range of visitors to the school including ministers of different denominational bodies. We have also in the past supported the local coffee morning for the elderly by offering a variety of entertainment.

Living in such a beautiful part of the world with the countryside at our gates we believe in using the outdoors in a variety of ways. We make visits to Loch Bran where along with our local countryside ranger we investigate the habitat and creatures that live in this area. We also visit the forestry area and collect objects for art and craft activities. The playground area also offers space for large scale estimating and measuring tasks, or literacy word hunts.

Throughout all of these activities we encourage the children to be tolerant and respectful to each other and the people they meet and work with.

The Curriculum

Our curriculum is based on Curriculum for Excellence guidelines published by the Scottish Office. We try to ensure that the curriculum is broad and challenging and emphasises relationships between the different curricular areas.

Mathematics

Children will develop their understanding in:Number Money TimeShape PatternProbability Measurement Data handling.

From the early stages onwards, children should experience success and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explain their thinking and present their solutions to others in a

variety of ways. Our aim is to educate the child in the critical use of the concepts in a wide range of problem-solving tasks.

Exploring Shapes

English Language

Children at Foyers PS should experience an environment which is rich in language and which sets high standards for literacy and the use of language. They will need to spend time with stories, poems, newspapers and other texts which will enrich their learning, develop their language skills and encourage them to find a lifelong enjoyment of reading. Spoken language has particular importance in the early years. At Foyers we will balance play-based learning with the more systematic development and learning of skills and techniques for reading, including phonics. In the early years we use Jolly Phonics to introduce the initial sounds. This approach ensures that all learning styles are included (Visual, auditory and kinaesthetic.) The school has a well-stocked library from which children are encouraged to borrow books. The mobile library van also visits on Wednesday afternoons every three weeks and children are allowed to borrow up to six books to take home. In addition to using language for practical purposes, children also need an understanding of its power to express values, develop self-expression and promote clear, logical thought.

Health and Well-being

Learning through health and well-being enables children to make informed decisions to improve their mental, emotional, social and physical wellbeing. We will provide opportunities throughout the curriculum where the children will be challenged and feel enjoyment. We hope to be able to establish a pattern of health and well-being which they will sustain into secondary school and adult life. All teachers at Foyers Primary are responsible for promoting confidence, independent thinking and positive attitudes when working with the children and with each other. Eco-schools is a good motivator for providing stimulating contexts around Health and wellbeing. At lunchtimes children are encouraged to make decisions based on healthy choices.To nurture this healthy attitude the children will be involved in experiences where they will investigate:

Food and health Substance Misuse Relationships Physical Education Planning for choices and changes.

Parents will be informed about sensitive aspects of this learning e.g. Sexual Health prior to the work commencing.

Sciences

New discoveries and technologies fascinate children. Through learning in the sciences children will develop an interest and understanding of the living, material and physical world. They will engage in a wide range of collaborative investigative tasks around the key concepts of:

Planet Earth Forces Electricity and waves Biological systems Materials Topical science

Investigating home-made kites

Social Studies

Through social studies children will develop their understanding about other people and their values, in different times, places and circumstances; they will also develop their understanding of their environment and how it was shaped. Social Studies are organised into three main areas, People, past events and societies, People place and environment, People in society, economy and business. Children will engage in active learning opportunities where the will observe, explore, experiment and play. They will also have the opportunity to work independently and collaboratively using a wide range of technologies.

Technologies

Children will develop an understanding of the role and impact of technologies in changing societies; contribute to building a better world by taking responsible ethical action to improve their lives and the lives of others and the environment. This will be achieved in part through global citizenship activities and sustainable development activities in the Eco-schools programme.

Religious and Moral Education

Children will become aware that beliefs and values are fundamental to families and to society within their local community, Scotland and indeed the world. Children will develop an understanding of Christianity, learning from it as well as about it and consider its place in the world alongside other faiths and cultures which they will also investigate, and develop knowledge of.

Expressive Arts

Art and design, drama, music and physical education are the means by which people have always expressed their cultures and personalities. The children, through involvement in all these activities, should have the maximum opportunity to develop what is special in themselves and, at the same time, to learn to co-operate with others. They will recognise and value the great diversity of forms of communication, expression and cultures locally, nationally and globally.

Further information about the curriculum can be found at www.educationscotland.gov.uk or at www.highland.gov.uk

Homework

The purpose in setting homework is to encourage independence and good learning habits, to consolidate work taught in school and to provide opportunities for parents to become involved in their child’s learning.

Time allocation for Homework

The following is a guide for time that should be spent on homework averaging out per night:

Primary 1 and 2 – up to 10 minutes a night Primary 3 and 4 – up to 15 minutes a night Primary 5, 6 and 7 – up to 20 minutes a night

Reading

At the early stages it is appreciated if the parents read the story, discuss the pictures, the main characters and ask the child to anticipate what might happen next. The children will usually also have sight words to learn. Sometimes, children may be asked to read the next chapter/s in a short text as they become more able readers.As children become more able readers they will have a group novel as well as a personal novel. The children may be asked to give a short resume to the class of what they have read in their personal novel as part of their listening and talking activities.

Spelling

The children are given out spelling words to learn over the week. Often they will be words with a common letter pattern but they will also learn to spell common words that may not follow a spelling rule.

Other language homework

The children may be asked to complete other language homework based on work being taught in the class e.g. aspects of grammar, crosswords or French vocabulary. Children will be asked to prepare short talks (termly) to present to classmates. Other homework given on a less regular basis may involve the child in some project based personal ‘research’ activities associated with a group book study.

Maths homework

At all stages from P1-7 there will be maths activities to complete. These tasks are directly linked to maths being taught in school and often require parents to play a game or undertake an activity with the child. Number bonds and times tables as appropriate are also given as homework to be reinforced at home. At times, problem solving activities are sent home to reinforce strategies learnt in school.

If a child begins to fall behind his/her group or does not complete given work in school then they may be given work home to catch up, but this should only be on the odd occasion and if there are any on-going problems with this, the class teacher should contact the parents to try and resolve them.

Assessment of Progress

Continuous assessment is used in school so that the progress of each child can be monitored. Records of children’s work are kept and parents are welcome to discuss their children’s progress at a time suitable to both parties. All staff are encouraged to use Assessment is for Learning strategies and attend the rural schools South Loch Ness Network to develop and share good practice.Children will also take part in the Scottish National Standardised Assessments in P1,P4 and P7. This is an individual assessment of reading comprehension, spelling, numeracy completed on the computer. The results of these assessments help to inform the teacher of key strengths and weaknesses in the children.

Additional Support Needs

All children need support to help them learn. Some children require more help than others. We follow The Highland Practice Model staged approach to assessing, identifying and supporting additional support needs.    In this model every child has a ‘named person’ who is responsible for making sure that the child or young person has the right help to support his/her development and well-being.If you have a concern about your child in primary school please contact your child’s class teacher in the first instance or the ‘named person’, who will usually be the head teacher.    In a secondary school, the named person will usually be the Principal Teacher Guidance/Pupil Support.   Sometimes a Child’s Plan may be put in place to help organise, monitor and regularly review your child’s progress.

If you wish to find out more about The Highland Practice Model or the Child’s Plan you can access more information at:

http://www.highland.gov.uk/learninghere/supportforlearners/generalguidance/planning/   

There are also Information sheets available at: www.chipplus.org.uk click on Education.

Another organisation that provides advice and support to parents of children and young people with ASN is Enquire. Enquire can help ensure parents are aware of arrangements to support their child in school should they need extra support and direct them to sources of information and advice about additional support for learning.

Enquire is funded by the Scottish Government to provide information on the framework for supporting children who require additional support for learning and to encourage positive partnerships between families, schools and local authorities to ensure children get the right support.

Enquire – the Scottish advice service for additional support for learning

Enquire offers independent, confidential advice and information on additional support for learning through:

Telephone Helpline: 0845 123 2303Email Enquiry service: info@enquire.org.uk

Advice and information is also available at www.enquire.org.uk

Enquire provides a range of clear and easy-to-read guides and factsheets including The parents’ guide to additional support for learning.

Extra-Curricular Activities

We usually hold our annual school sports in June. We will also enter a team to represent the school at the Primary Inter-School Sports held at the Bught Park each year if the children at that time wish to. Our sports co-ordinator Miss Sarah Leibnitz arranges sporting events during holiday times and after school. Skiing at the Nevis Range for four days over the winter has also become a regular feature of our calendar for P5-7s with P1-4 having a one day taster session every winter.

Swimming instruction is offered for P1 to P7 for one term at Inverness Aquadome. The whole school undertake day trips as part of their topic work. Permission for these outings is requested from parents at the start of the session. Whenever children are going on a trip an information sheet is issued to parents. The costs of the trips are met by school budget, parents and through fundraising.P7 pupils also take part in a week long residential trip to Loch Insh along with P7s Aldourie Primary.

General InformationUniformWe have lovely bright red sweatshirts with the school logo for our school uniform and this can be worn with navy, black or dark grey trousers or skirts. These can be obtained from Tescos Online Schools Service and from Gilmour Sports - Schoolwear Made Easy located at:

Unit 4/557 Harbour RoadInvernessIV1 1UFTel.01463 222022 For PE children are encouraged to change into shorts and tee-shirts. Children should bring gym shoes or trainers for gym.

Foyers School Sweatshirt

School Meals

Meals are cooked in the school kitchen on a daily basis with drinks and healthy snacks also sold in the canteen during break times. The lunch menus run on a four weekly cyclic menu over the summer and winter months. Meals should be paid for at the beginning of each week (£2.30 per meal), and break time snacks at the time of consumption. Parents who are in receipt of Income Support or Job Seekers Allowance (Income based) can apply for free meals for their children and

application forms are obtainable from the school or from ECS Catering Service, Ruthven House, Drummond Road, Inverness, IV2 4NZParents may, of course, provide children with packed lunches, but if it is their intention to change from one to the other, it is most helpful to the cook to receive a week’s notice. Due to health and safety regulations we ask that no glass bottles or containers are used in packed lunches.

Transport

Normally children under the age of 8 who live two miles or more from school are eligible for free transport in the school taxi. Those of 8 years and over are eligible for free transport if they live three miles or more from school. At present this does not apply if you send your child to a school outside the normal catchment area. Due to safety concerns with the lack of a pavement at Foyers there is currently a taxi for children whose parents are unable to transport them to school and have to walk.Forms are available in school if you feel that you are eligible for transport.

Emergencies

In the case of children feeling unwell in school, parents are informed. After consultation with them, pupils may be taken home. Parents are asked to inform the school if they are working and to provide a telephone number for emergencies of a neighbour or relative who is willing to look after a child. If the school has to close in an emergency, (because of severe weather for example) children will not be sent home until teachers are satisfied that either parents or emergency contacts are available. When parents are doubtful about sending children to school in severe weather, it is best to keep them at home.

Health

Medical checks are given regularly by the school nurse, particularly in the child’s first and last year of primary school. On these two occasions, parents may attend if they wish. All children are encouraged to brush their teeth each afternoon. Parental permission must be granted.Child Protection

From time to time incidents can occur within the school setting which cause concern and could indicate that a pupil is suffering some form of abuse.

In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff have to report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation.All agencies involved in Child Protection regard the welfare of children as paramount and this will be their priority.More information about Child Protection Procedures within Highland can be obtained from:

Child Protection Development Officer Mrs Susan MacLarenHighland Child Protection Committee Kinmylies BuildingLeachkin RoadInvernessIV3 8NN Telephone (01463) 703483 Fax (01463) 713237

Standards of Behaviour

We believe that responsibility for good behaviour must be shared equally by teachers, children and parents. School rules exist mainly to protect the child within the school environment. Courtesy to, and consideration for others, respect for property, honesty, integrity and industry are the basic elements. These create an atmosphere conducive to sound learning and the development of self-discipline. Parents will be invited to discuss any behavioural problems which occur.Minor infringements of rules are dealt with informally by the teacher; parents will be notified of more serious or persistent bad behaviour. Children follow these “Golden Rules” in school:

Do be gentle Do be kind and helpful Do work hard Do look after property Do listen to people Do be honest

These “Golden Rules” are reinforced during class time and at Assembly.

If children adhere to them they get 30 minutes of “Golden Time” on Friday afternoon when they have a choice of activities. Time is deducted from Golden Time for any bad behaviour throughout the week.

School Fund

The School Fund operates according to Highland Council guidelines and is subject to an independent annual audit. The money helps us to buy items for the school which we otherwise could not afford. It pays for trips and outings and plays an increasingly important part in these days of financial stringency. Children and parents have been involved in raising funds and we are especially grateful to all those who have helped in this way.

Secondary School

Children from Foyers usually attend Inverness Royal Academy after completing their Primary 7 year. Free school transport is provided. Some also attend Kilchuimen Academy in Fort Augustus, although transport there is provided by parents.As pupils reach the end of primary 7, efforts are made to ease the transition from primary to secondary education, through exchange visits involving both pupils and staff and information exchange between staffs. The Royal Academy also organises meeting for parents.

For further information contact:

INVERNESS ROYAL ACADEMYCulduthel Road

InvernessIV2 6RE

Tel: 01463 222884Fax: 01463 243591

E-mail: ira@highland.gov.uk

KILCHUIMEN ACADEMYStation Road

Fort Augustus PH32 4DL

Tel: (01320) 366296Fax: (01320) 366439

Email : kilchuimen.academy@highland.gov.uk

School Improvement Report and Plan can be found as Appendix 2.Further information can also be found at www.educationscotland.gov.uk If this booklet does not answer all your questions about Foyers School, please do not hesitate to contact us. We will be glad to try and help. There is always a teacher available between 9.00 am and 4.30 pm on weekdays.

Appendix 1 School Staff

Head teacher Louise Robertson

Class Teacher Rachel Pinkerton P1-7

Pupil Support Assistant Fiona Kirkland

Clerical Assistant Belinda Sanderson

Cook Paula Page

Cleaner Karen Ayland

Appendix 2 Complaints Policy

Foyers Primary School is committed to providing the best possible environment for learning and teaching, taking into account the needs of all people involved. We expect parents and pupils to have concerns about aspects of school life and to inform us immediately if they are at all worried or need clarification. Good communication systems are set up to support this. Although concerns are recorded, they will not immediately be treated as complaints. For the purposes of this policy complaints are when the school has failed to meet the expectations of a pupil, staff member or parent.Through explicit aims, clear policies and structured interventions we hope to minimise the need for this policy, however we acknowledge that from time to time complaints may arise and we need to be able to address these.

All initial complaints should be addressed as follows.

Pupils may bring matters up with their teacher or, if they do not want to speak to their class teacher, they can go to the head teacher.

Parents should make an appointment to see the class teacher or head teacher.

Staff should arrange an appointment with the head teacher.

If you feel the matter has not been addressed to your satisfaction then the following steps may be taken:-

Pupils should speak again to their class teacher or the head teacher. Parents should arrange further meetings with the head teacher. In

the unlikely event that matters are still outstanding, then the local Area Education Manager should be contacted and the Highland Council Complaints policy should then be followed.

Staff should arrange further meetings with the head teacher. They may consult a union and should follow the Highland Council Discipline and Grievances policy.

Helpful site

http://www.highland.gov.uk/NR/rdonlyres/07A4F779-206F-466A-87A8-1893C5138C25/0/complaintsleaflet.pdf

Appendix 2: School Improvement Report and Plan

School: Foyers PS

Head Teacher: Louise Robertson

Date submitted: 16/06/2017

“Working together to inspire learning and achievement in Highland Communities”

Successful Learners

Foyers Primary aims to maximise every child’s attainment by• Delivering a broad and balanced curriculum in line with “Curriculum for Excellence”• Creating an ethos of achievement• Fostering positive attitudes to learning• Matching learning to the needs and abilities of individual children• Encouraging independent and creative thinking while taking personal responsibility for learning• Using technology to support learning• Working with parents / carers, partner agencies and the wider community• Ensuring Staff Development through Continued Professional Development• Through close working relationships with local Primary Schools• Using a variety of teaching methods which ensure appropriate pace of learning and good quality teacher /pupil interaction

Confident individualsFoyers Primary aims to provide a caring, purposeful environment where children flourish by• Encouraging children to be kind, thoughtful and helpful • Providing experiences in which our children take the initiative and lead• Speaking openly and honestly• Offering opportunities to assess risk and make informed decisions• Encouraging responsibility for our own health• Enabling all pupils to realise their own potential whether physical, psychological or social and increase their self esteem

Responsible citizensFoyers Primary aims to encourage high standards of personal and social responsibility by

• Developing pupil’s self-discipline and self-respect• Fostering concern and understanding for others• Encouraging tolerance and respect for the differences in others• Encouraging a sense of pride and identity with the school• Making links with members of the local community• Fostering a regard for the environment and understanding of citizenship• Developing ability to make informed choices and develop balanced views• Celebrating ethnic, religious, cultural and linguistic diversity• Developing knowledge and understanding of the world and Scotland’s place in it Effective contributorsFoyers Primary aims to encourage our children to make effective contributions by• Sharing thoughts, opinions and ideas to our class, school and wider community• Providing opportunities for pupils to work in partnerships and teams• Providing experiences in which our children take the initiative and lead• Encouraging an enterprising attitude• Engaging in creative, problem solving approaches through collaborative working• Ensuring regular and purposeful communication with parents.• Providing clear well-presented information

Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

Staff session on self-evaluation of QI 1.3/2.3/3.1/3.2/2.5/2.2/2.7 on 04.05.2017

Parents Parent Council Meeting on 05.06.2017

Pupils Pupil Assembly 29.05.2017Volunteers working in school (such as

parents taking after-school activities, 3rd

sector engagement etc.)Other partners SLNSN HT meeting 15.03.2017

Associated Schools Group

ASG Meeting

Full details of engagement activities can be found in the school’s self-evaluation records.

STANDARDS AND QUALITY REPORT

Context of the school: Foyers PS is a small rural school which has a growing school roll of 13 P1-7 pupils in August 2017 falling from 16 in 2016-2017. Pupils will be taught in one class of P1-7 pupils. Foyers sits 18miles from the edge of Inverness and serves the village of Foyers and the surrounding area. The school itself sits 80m above the shores of Loch Ness and 0.5 miles from the centre of the village and children are encouraged to walk and cycle to school.

Foyers is part of a cluster pairing with Aldourie PS, twelve miles along the shores of Loch Ness and the two schools have regular activities together covering different curriculum areas and opportunities for wider engagement. A South Loch Ness Schools Network has been established with Aldourie PS, Stratherrick PS and Farr PS.

Staffing has been an issue over the past two years as we have had an undulating school roll that has taken us from 1 teacher to 1.5 teachers back to one teacher. This has been unsettling for children, parents and staff as it has made it difficult to plan ahead. We have one full time teacher and a PSA 13 hours a week. We have no ASN teacher.

Due to the rural nature of the school we have a wide demographic ranging from those in high socio-economic bands to those experiencing the challenges of rural deprivation.

What have we done to close the attainment gap?

Parental engagement has been encouraged and is very positive with very good relationships existing between all staff and parents. The school open door policy is a major strength allowing most concerns to be responded to early. Parents feel supported and that their input is valued.

Regular review of children’s attainment in standardised tests and INCAS is made through tracking in an attainment grid.

Teachers have planned well to meet the needs of all learners and children are well-supported by PSA’s in class under direction of the CT. CT’s have used active learning approaches and ensured a varied and engaging curriculum is offered to the children.

Most Children are motivated and engaged with school life, being offered a wide range of opportunities to participate in activities within school time and through after school activities.

Most staff have been involved in TLC with Dylan Williams looking at Summative and Formative assessment in learning.

A member of staff has been trained in Resilient Kids and all children have been involved in this Emotional literacy program.

Positive relationships have been established with both Aldourie PS and Stratherrick PS which provide opportunities to socialise and learn together.

The newly formed South Loch Ness Schools Network (SLNSN) has been able to share resources, knowledge, and practice, and create opportunities for social interaction between pupils, particularly those experiencing rural deprivation. The network meets regularly and will

provide a fund through Pupil Equity Funding for transport to extra-curricular activities at other local schools including those in Inverness, and termly social events for pupils such as discos. It is also hoped that supply cover will be funded by equity funding to release teachers within SLNSN to share professional learning with one another by visiting each others classrooms and taking part in moderation activities.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

Children are engaged and motivated in their learning and feel confident to share their views

Children self and peer evaluate in their writing

School tracks using a variety of standardised tests and has a longitudinal set of results to measure progress

HT and staff discuss attainment results through the attainment grid

HT and staff regularly discuss children’s learning with parents through achievem

Achievement scrap books

Tracking folder

Attainment Grid

On-going class work

Wall displays

Use benchmarks to track and monitor learning

Use more formative and summative assessments to show impact in learning and teaching.

Hold regular progress meetings with staff to ensure progress is being made in classroom

Develop moderation meetings across SLNSN/ASG to look at standards of work.

Satisfactory

ent scrapbooks at parents interviews.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.3 Leadership of Change

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

Strategic planning for continuous improvement

Implementing improvement and change

Strong, supportive staff relationships have been built between the cluster schools and the sharing of ideas and good practice has been beneficial

Good use of staff expertise to support learning within the cluster has been achiev

Rich learning experiences for children from cluster schools working together through sporting activities and HWB.

South Loch Ness Schools Network has been created between Aldourie, Foyers, Farr and Stratherrick PS to further enhance learners’ experiences.

Joint CAT sessions on Learning in Summative Assessmen

Further develop parents' opportunities to be involved with the school and for their views to be taken into account

Within SLNSN create regular opportunities for staff to take part in moderation activities and shared CAT sessions on school improvement

Give the School Improvement Plan a higher profile throughout the year to drive on attainment

Develop a

Satisfactory

ed, particularly in the provision of 1+2 languages

All staff complete a cycle of PRD activities

We have developed relationships with other schools in ASG through CAT sessions on shared school improvement priorities

t are currently being attended by all staff.

A culture where staff are committed to supporting each other within school, between the cluster and across the South Loch Ness Schools Network.

Sharing of resources and ideas between staff in SLNSN has been of benefit to learners.

Staff are more willing to share their classroom experiences to further improve learning and teaching.

Staff expertise in Gaelic learning has been shared with

more rigorous evaluation process to measure the impact that the school improvement projects are having on the children’s learning

Further embed the vision into all aspects of school improvement to ensure it remains meaningful and current for all stakeholders

Formalise classroom and professional practice to link to SIP and activities agreed at PRD

children from Foyers PS.

Evidence in the classrooms.

Staff participation in PRD process, professional dialogue during collegiate activities/meetings.

Shared Curriculum Activities and after –school activities are shared across SLNSN.

Social Enterprise Selling Recipe books at Christmas Fairs between cluster schools and IRA.

IRA transitions activities.

Staff social events have included staff from cluster schools and Stratherric

k PS.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

A growing range of evidence, from standardised testing through to day to day activities, is used to track pupils’ progress and identify learners’ attainment and achievement

A clear system of how the school tracks and records attainment

Motivated learners who are involved in self evaluation and learning conversations through their achievement scrapbooks and reflecting upon their learning and wider achievements.

Big writing is being used in class to encourage self/peer evaluation.

Positive learning environme

Further develop analysis and use of attainment data to increase staff confidence in making judgements on pupils learning and predictions of suitable attainment targets

Further develop our understanding of planning for assessment and work towards consistent well moderated teacher judgement on attainment levels in numeracy

Good

and achievement has been developed

All children believe they are getting along well with their school work and are encouraged to do their best

A review of the teaching of reading has been implemented and new reading materials, particularly in the Early stages, have

nts have been established across the school with pupils and teachers working effectively together.

Success is celebrated in class primarily through Class dojos and Golden time.

Children are encouraged to record success through their achievement scrapbooks and share with parents.

Teachers’ plans include well matched and differentiated activities to meet individual needs.

Learning

and literacy

Support staff and pupils to further develop children's awareness of where they are in their learning and what they need to do to improve

Further support parents to understand how well their child is progressing and how they can support them in their learning

Develop feedback within writing activities to provide a model that could be used in other curricular areas

Ensure that differentiation

been identified

Intentions are clear and success criteria are being shared with growing effectiveness.

Digital Technologies are starting to enrich learning.

Children respond well to feedback to further develop their learning.

A tracking grid for attainment in literacy and numeracy is developing. Staff are using to identify progress and address gaps in attainment.

continues to match level to needs, with particular focus on ensuring that challenge is provided to more able pupils

Use formative assessments within classes to identify next steps

Use summative Assessment data in conjunction with teacher judgement to identify learning needs

Make greater use of the achievement scrapbooks to share learning with parents and clarify the support that they can offer

Develop

literacy and numeracy progressions for the first and second levels across SLNSN and wider

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

• All children feel that school is making helping them feel more confident

• All children feel that staff make sure that pupils behave well

• Almost

Foyers is an inclusive school with all staff committed to ensure that all children have a positive experience.

Appropriate agencies support the school following the Highland Practice

• Establish clarity around the staged intervention model so that referrals are made timeously and specific targeted interventions put in place more readily

•Access training and awareness of GIRFEC, Highland Practice Model and Child

Good

all children feel they are treated fairly and with respect by staff, who listen and pay attention to what they have to say

• Almost all children enjoy school, feel safe and cared for and would speak to an adult if they were worried or upset

• Most parents feel that staff know their child as an individual and support them well

• Parents are involved in shaping the curriculum within

Model. Positive

reward systems are in place and work effectively to support children in their behaviour.

Staff promote and respect individuality and equality within a safe and inclusive environment.

Support is provided to ensure that each pupil has access to the full curriculum.

Parents took part in a HWB, Relationships, Sexual Health and Parenthood morning to help shape this part of the curriculum.

With Girfec, Highland Practice Model and

Protection

•Upskill staff to have a wider knowledge of strategies to support high quality teaching and learning particularly with children with ASN

• Use PEF money to support children and their families who are in need of support

RME and HWB, Relationships, Sexual Health and Parenthood

staged approach to meeting children’s needs, we are successful in creating a climate where pupils are fully included in the life of the school.

Staff have had Child protection training which is updated every 3 years staff are fully aware of Child Protection procedures.

‘Class Dojo’ system is helping to improve behaviours as well as helping to increase focus for children to make progress.

PSA is well received by learners and they support pupils to increase

focus and make progress.

Staff aware of the pupils who are ‘at risk’ of not achieving due to social and emotional/ medical factors-interventions and support are put in place.

A member of staff has been trained in Resilient Kids.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

3.2 Raising attainment and achievement Attainm

ent in literacy and numeracy

• We have raised attainment in literacy and numeracy for most learners

• Writing standards

Phonological Awareness screening has been implemented across P1/2 and has started to inform better teacher judgement

Accelerate pupils’ progress through use of benchmarks to track and monitor progress in learning

Develop

Satisfactory

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

FOR ELC (delete if not applicable)3.2 Securing children’s progress Progress

in communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

are good with Big Writing providing a rigorous structure for tracking and assessment

• Our learners are successful and confident. They contribute to the life of the school and the wider community

• Learners’ achievement folders allow them to share their learning and wider achievements

• All learners are making progress in their learning

. Numeracy

tests have been implemented for all pupils to ensure knowledge is sound

Transition arrangements between nursery and secondary school are effective with clear sharing of pastoral information.

Children with ASN are provided with support to allow them to achieve at the appropriate level, including at key transition points.

Pupils are given frequent opportunities to engage in new learning experiences which

further regular mental maths sessions across the classes.

Obtain transition information from nursery (developmental overviews) as baseline for August 2017.

Further develop the use of Emerging Literacy to inform next steps.

Develop literacy and numeracy progressions with benchmarks for the first and second levels across SLNSN and wider

Encourage greater engagement in reading with children having

Ensuring equity for all children

broaden their range of life skills.

Exclusion rates are zero.

Attendance figures are generally high

Floppys

phonics have been implemented in P1-3.

Homework Activities are increasingly varied, particularly in P4-7.

more autonomy in choosing what they wish to read

Develop a wider variety of reading material for P4-7.

Develop more structured reading for children who are struggling with reading in the upper class.

Literacy goals need to be shared with parents to build a shared understanding of the need for comprehension activities.

Ask parents their views on homework and discuss their understanding of its purpose and value.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare? 2.5 Family learning

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Additional QI(s) –

2.5 Family learning

Positive relationships exist between school, parents and wider community

Family circumstances are taken into account when communicating with parent body

After-school clubs are available and support transitions to Inverness

Families feel included in the life of the school and participate in school activities

School responds to the needs of families

School has good pastoral care of pupils, listening and acting upon parents’ concerns.

School supports parents to deliver programs of work constructed by SALT

Develop activities to support learning that provide meaningful engagement with families

Add SIMD data to attainment spreadsheet and use to help target interventions

Make good use of PEF money to support families and enhance learning opportunities for learning and engagement in school life.

Good

Royal Academy due to involvement in schools from SLNSN

2.2 Curriculum: Theme 3 Learning Pathways

A wide variety of learning experiences motivate and encourage engagement in learning

Learning is planned in an interdisciplinary manner to provide meaningful, cross-curricular contexts.

Our curriculum is balanced and provides progression, breadth, depth and allows for pupil choice and ownership

Children’s learning starts from what they already know

Pupils able to take the lead in learning

Strong community relationships are being enhanced.

Differentiation is planned for, to ensure learning is personalised according to needs.

Across the school, there is evidence of high quality learning experiences taking place

Learning is planned in an interdisciplinary manner to provide a meaningful, cross-curricular contexts

Children have become more confident and

• Develop skills for learning, life and work, using parents and the wider community to promote social and emotional wellbeing and engagement in lifelong learning

• Build on relationships with local businesses

engaged

Learning takes place both indoors and outdoors.

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

• There is an active and supportive Parent Council

• SALT have been involved in exploring and developing use of Phonological Awareness Screening and tracker

Partnerships with our parent body is positive and genuinely two-way

We have established a very approachable ‘open door’ policy

The school supports parents to actively engage in their own child’s learning

The school actively encourages parent body to share both academic and wider achievements

Parents/grandparents have supported the school in a number of key projects by sharing their skills and time.

SALT provides useful Speech and Language programmes to

Use parents questionnaire to provide information about creating greater impact on learning through parents

Parent Voice needs to be actively sought and acted upon in a more formal way.

Parent Communication needs to use more digital technologies.

Drop in sessions to be arranged to consult more specifically with parents about school Improvements

Widen range of partners to come and talk to

parents and school to implement.

SALT supported staff in development of Phonological Awareness screening through leading CAT sessions

School initiates/ is represented at a wide number of community events.

children about their line of work

Investigate if IRA can share the destinations of Aldourie PS pupils when they leave IRA

SCHOOL IMPROVEMENT PLANSummary: Key School Improvement Priorities:Improvement Priority Title Relevant QI(s) and

Theme(s)1. Tracking attainment and achievement 1.1 - Self-evaluation

for self- improvement2.2 - The Curriculum2.3 - Learning, teaching and assessment2.4 - Personalised Support2.6 –Transitions3.2 - Raising attainment and achievement

2. Family Engagement in Learning 2.3 Learning Teaching and Assessment2.5 Family learning2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

3. Developing the use of assessment to inform learning and teaching

1.1 Self-evaluation for self- improvement

1.2 2.3 Learning Teaching and Assessment

3.2 Raising attainment and achievement