· web viewrosebank is situated in nairn, a commuter town 16 miles east of inverness. within the...

SCHOOL STANDARDS AND QUALITY REPORT 2019/20

Standards and Quality Report

Context of the school: Rosebank is situated in Nairn, a commuter town 16 miles East of Inverness. Within the local community children have access to a variety of amenities such as; sports, swimming pool, museum, beaches, community centre, golf clubs, shops, small businesses, churches and emergency services. Within the wider area there is a large farming community and strong links to tourism. Nairn has good transport links to both Inverness, Aberdeen and beyond.

Nairn has a mixed demographic of young families, retired citizens and has a wide range of properties, consisting of; local authority social housing, private owners and rentals. Nairn has been expanding over the last few years with houses being built on the outskirts of the town.

Rosebank currently has 10% of children in receipt of free school meals and 16% of children with identified additional support needs. Many staff have been in the school for a number of years and live within the community. Within the last 4 years there has been a complete change in management within the school. In April 2018 our DHT moved to another Authority and we have since appointed one of our PT’s as our new DHT.

Since the establishment of, and changes to our management team we have started to consider our main priorities and how we take these developments forward building on our priorities from session 2018-19. As a result of this, we have formulated comprehensive action plans to take developments forward, this has been through consultation with all staff and the parent council. Over the course of next session we will continue our journey to become a nurturing school. As part of school improvement planning and evaluation we will be developing literacy and numeracy approaches and pedagogy through assessing and tracking children’s

School: Rosebank Primary and Nursery

Head Teacher: Lisa Campbell

Date submitted: June 2019

progress within Emerging Literacy continuums and wrap-around spelling approaches within classes. We have evaluated the use of Big Maths and have identified the need to shift towards a developmental approach in the teaching of numeracy. This is to ensure that we are meeting the needs of all learners. Our focus for session 2019-20 will be to invest in staff training; to build confidence in the teaching of numeracy and how to use the diagnostic assessments to identify gaps in children’s understanding of number.

On evaluation, our main strength in session 2018-19 has been in the establishment of morning and afternoon nurture groups. Our aim is to build on this next session and to look at ways we can monitor and track children’s progress. Our shared vision is to become a nurturing school with further training planned for next session in collaboration with our Educational Psychologist.

School roll -334Teaching FTE – 15.5PSA FTE -9.4Senior management – Head Teacher, Depute Head, 3 Principal Teachers (1 currently on maternity leave)SIMD bands2-4 6.65%4-6 7.25%8-10 28.4%10-12 3.93%12-14 9.06%14-15 0.6%15-20 44.11%PEF allocation -£444003 & 4 Child’s plans - 14ASN FTE – 1FTE

School Vision, Values and Aims:Vision & Values;Help everyone to feel happy, safe and secure.Help everyone to be successful in what they do – to be the best they can be.Enable everyone to be more confident and grow.Allow everyone to know their strengths and what to improve.Encourage everyone to: recognise personal achievements; believe in themselves and, recognise the possibilities are endless

Provide help and support whenever it is needed.At Rosebank we aim to: Create a warm and welcoming atmosphere where everyone contributes

to the ethos and life of the school and feels valued and respected and develops an interest, enthusiasm and motivation for learning.

Celebrate effort and achievement in all aspects of learning while fostering independence and responsibility.

Take into account educational research and stakeholder views to impact on learning and teaching.

Have an interdisciplinary approach at its centre which promotes pupils’ interests, personalisation and choice and is progressive, consistent and relevant. We also recognise the need for discrete (stand-alone) subject teaching to ensure breadth and progression.

Have a continuous focus on numeracy, literacy and health & wellbeing. Develop pupils’ ability to evaluate their learning to inform suitable next

steps and ensure success. Develop learning in different ways: independently, cooperatively, in

groups, actively, out of doors and through play, promoting the application of knowledge and understanding in real life contexts.

Include a global dimension in our interdisciplinary learning, to encourage pupils to learn about sustainability, diversity, current world issues and Scotland’s place in the world.

Equip all learners with the skills necessary for life in the future.

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

Collegiate sessions weeklyIn-set daysTwice termly staff meetingsLearning, teaching and attainment meeting with teachersMonthly meetings with Additional Support Needs TeachersFortnightly meetings with Pupil Support AssistantsWeekly meetings with Early Years PractitionersClassroom observations and feedback

Parents Parent information evening – Sept 2018Parents’ evenings – Nov and MarchParent Council meetings – 6 weeklyParent workshop – Wrap-around spelling – September 2018Parental feedback/questionnaire – Key assessment Tasks – Oct 2018Open afternoon – share learning with focus on outdoors – June 2019

Pupils Rights Respecting Group meetings – monthlyHouse Captain meetingsEco group – monthly meetings

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

Meetings with parent who runs after-school footballMeetings with Active Schools Coordinator to establish priorities and track children attendance at clubs/activities

Other partners Monthly solution focussed meetings with Practice Lead for Schools and other professionals.

Associated Schools Group

Meetings once a month

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?Nurturing schools

Impact and dataWe have used available data and our knowledge of our children and their families to identify where the barriers to learning may be and have put interventions in place, such as; literacy & numeracy focus groups, nurture classes.

Our infant department have been trained in Emerging literacy and all EYP’s have completed level 1 Words Up programme – staff have an increased awareness and understanding of developmental approaches and how learners can be supported.

We now have a nurture group up and running 3 mornings per week for children in P1 & P2. Boxall profiles were completed for all children and targets identified and worked on throughout the session. Some children are now transitioning out of the groups due to the progress made. Boxall profiles were completed in consultation with class teachers and Nurture teacher. Afternoon nurture sessions are running for identified children across the school, children have been identified in consultation with class teachers, PSAs, ASNTs and behaviour reviews. These sessions are led by PSAs and are evaluated weekly.

What have we done to raise attainment, particularly in Literacy and Numeracy?Tracking and attainmentImpact and dataFocus groups for literacy have been set up to fill gaps in learning for children in P2 & P3. These children were identified through interrogation of phonological assessment data. This will continue next session.

Speedy reader programme being implemented for children in P5-7 with a reading age 12-18 months below where they should be. Incas/SNSA data was used to identify these children. A process for monitoring and tracking progress is to be established next session.

Children highlighted as not progressing at age and stage for numeracy have been assessed using numeracy diagnostic assessments to inform where gaps are in their learning. This data is being collated to plan how these children will be supported. Teachers to be trained next session in how to use this data to inform future planning.

What have we done to improve children and young people’s health and wellbeing?Nurturing schoolsImpact and data

Two staff trained in Seasons for Growth programme and 1 session ran during the year. Children have engaged well and can talk about feelings and emotions associated with a “loss” or “change”. Parents and carers invited in for celebration event and positive feedback was received. The programme will run again next session and staff will attend re-accreditation training.

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

Resilient kids programme rolled out in P4 classes, P7 classes and from nursery to P1 to allow children the opportunity to explore moving on and the transitions we face. Children are more able to talk about their feelings and emotions around this and reflect on how others may feel. This will be rolled out again next session.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?

Impact and data

We have members of the local community, businesses and emergency services visit the school regularly throughout the year and children also make visits out of school

Children have taken part in enterprise activities, school groups (Eco, Rights Respecting Committee), engineering projects, outdoor learning week and Rights Respecting Schools topics.

Whole school show and P7 end of year performances provided children with the opportunity to stage a production with music, lighting, props and staging backdrops

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

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Comment:

Key for QI audits;

Black – whole school including ELC Green - school only Blue – ELC only

QI 1.3Leadership of change

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

relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and changeThemes (HGIOELC?) Developing a shared vision, values and aims

relevant to the ELC setting and its community Strategic planning for continuous improvement Implementing improvement and change

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

a) Collegiate sessions to have time built in for professional dialogue to share practice and allow for a solution focussed approach as well as delivering on the SIP

b) Senior Leadership team have clear direction and set priorities of where we need to improve through self-evaluation. Staff are able to make connections between priorities identified in SIP and what their responsibilities are with this

c) Staff are provided with opportunities to lead developments – some staff taking this on board for example, Digital Leader and Rights Respecting Group, Outdoor learning

d) Opportunities for pupil leadership through digital leaders, Rights Respecting Schools, buddies, sports leaders, eco schools and House captains

e) All staff involved in Nurture for All training – opportunities to reflect and discuss where they are in the practice

f) New tracking systems have been put in place so that whole school attainment can be monitored more closely

g) Classroom monitoringh) Monitoring of learning journeys by SLT, QIO and EYESOi) Effective strategies in place to monitor the effectiveness of changes

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

a) All staff involved in self-evaluationb) Staff have volunteered to take responsibility in helping to drive forward developments –

emerging literacy, ASG literacy working group, Rights Respecting School, digital leader, outdoor learning

c) Pupils have opportunities for leadership and be involved in implementing and making decisions and changes across the school

d) The improvement agenda is raising attainment for all our learners in literacy and numeracy

e) Staff are better informed and trained in aspects of literacy and numeracyf) Staff are proactive in establishing the barriers to children’s learning and providing

pastoral supportg) Regular review of children’s progress – SPP tracking, termly tracking sheets, Child Plan

reviews, IEP meetings, developmental overviewsh) Twice yearly Learning, Teaching and Assessment meetings with class teachersi) Developmental overviews used to track children within nurseryj) Twice termly visits by EYESO – highlighting areas for developmentk) Peer assessment of pupil learning journeys – feedback provided

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

a) For aims, vision and values to be reviewed to ensure that they are part of the whole

school ethos and our community and will link with the Right’s Respecting schools values and convention

b) Allow more time for staff to share practice, peer learning and class visits – collaborative working within ASG in literacy and numeracy

c) Raise awareness of teacher’s responsibilities within the GTCS standards. Ensuring all staff take responsibility in leading the school improvement agenda

d) Through collegiate sessions, SIP action plans and QI’s will be reviewed and updated regularly

e) Staff will begin to engage further with the Risk Matrix, developmental overviews and other data to ensure the needs of all learners are being fully met

f) Embedding the Principles of nurture across the schoolg) DHT to work alongside Educational Psychologist to deliver further trainingh) Ensure all staff are consulted in taking developments forward and feel supported through

planned opportunities for professional dialogue and self-reflectioni) SMT and peer observations

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

good

QI 2.3Learning, teaching and assessment

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


a) Through IDL planning children are involved in the direction their learning will takeb) Children are aware of their rights. Majority of children are engaged in their learningc) In the majority of classes learning is matched to children’s needs and is challenging and

enjoyabled) In the majority of classes children have opportunity for personalization and choicee) The children are involved in the life of the school and the wider community. Their views are

sought and acted uponf) In the majority of classes learning intentions and success criteria are discussed with childreng) In the majority of classes Higher Order thinking skills are used to enhance learning and challenge

thinkingh) Beat that and CLIC challenges are being used to more consistently across classesi) We are beginning to use IPads to record and share children’s learning through ‘Seesaw’ – online

profilej) Through the use of phonological awareness assessments children are assessed to identify

developmental needsk) Developmental overviews are passed on to primary one teachers from nurseryl) Incas data is used to identify target groups for ‘speedy readers’ and ‘toe by toe’m) Majority of classes are using AifL strategies including peer and self-assessmentn) In developing the learning journeys, learning conversations are taking place to identify targetso) Teachers are beginning to engage with Key Assessment Tasks to improve validity and consistency

of assessmentp) Review carried out to the impact of Big Maths - identified areas for developmentq) Assessment overview for the year created to provide overview of what should be assessed and

when. Assessment evidence is tracked and monitored by class teachers and SMT in LTA meetingsr) QIO and SMT review and audit of My learning journeys) Moderation is part of our assessment cycle. Moderated Key Assessment tasks, writing and

achievement of a level using benchmarkst) Developed new yearly overview for planningu) Introduced Highland Numeracy Progression and Highland Literacy Progression into planning folderv) School has a PEF plan where interventions are measuredw) Pupils are beginning to become involved in planning learning

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

a) We are a Rights Respecting School and have achieved bronze levelb) Pupil questionnaires, target setting, small group samplingc) Opportunities for children to engage with the community, e.g. swimming pool, churches, Rotary

clubd) Teachers are using assessment data to inform future planning to ensure progress of all childrene) Through carrying out rigorous assessment children are identified early and targeted supports are

put in placef) Learners are clear about their learning. Some classes are involved in developing success criteriag) Learners are more aware of growth mindset and the learning processh) We can see evidence through learning visits and learning and teaching meetingsi) PSA’s have allocated time to support ‘speedy readers’ and ‘ toe by toe’j) Feedback from QIO positive regarding information contained within Key assessment tasksk) More consistent approach across the school as to what is included within My Learning Journey –

quality evidence within the learning journeyl) Improved teacher confidence in what achievement of a level looks like and increased consistencym) Teachers are beginning to plan for assessment

n) New planning formats will be more meaningful for our learnerso) From pupil tracking; interventions can be established for learnersp) Pupil needs are identified earlier and plans put in placeq) Class teachers and SMT have overview of where each child is in their learningr) Numeracy data indicates that attainment levels are dropping

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

a) Continue to engage teachers with Key Assessment Task development to ensure we are planning for assessment and that we are able to evidence teacher judgement

b) For staff to become more confident in using digital technologyc) To have a more consistent and engaging approach to sharing learningd) Further opportunities for children to lead their learning and be independent and responsiblee) A consistent approach to using skilled questioningf) For staff to be more familiar with skills progressiong) For staff to become more confident in taking learning outdoorsh) To develop a range of task cards/ ideas for outdoor learningi) For phonics and spelling approaches to be used throughout the schoolj) Children to be challenged further though the use of questioningk) To ensure high quality feedback across the schooll) To close the attainment gap by having focussed groups within literacy and numeracy – using data

to identify the children requiring this support and monitor impactm) Staff will engage in evidence –based practice in teaching literacy and numeracy and are aware of

developmental approachesn) To continue to moderate within ASG and out-with.o) To understand where children are in their learning across all areas of the curriculump) To continue to make planning less bureaucraticq) Staff training in use of developmental approaches to numeracyr) Purchase of numeracy resources – to support numeracy progressions) To continue to involve learners in planning learningt) SMT to create overview of whole school attainment data so that predictions can be madeu) SMT to be able to organize and collate data to show where particular pupils facing challenges are

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

good

QI 3.1Ensuring wellbeing, equality and inclusion

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


a) We are an inclusive schoolb) We ensure the wellbeing of our children and familiesc) Opportunities for all children to be engaged in the life of the schoold) All staff have undertaken Nurture for All training in collaboration with our educational psychologiste) All staff completed baseline questionnaires in relation to nurture to establish their current

knowledge and understandingf) We are beginning to engage families and children with the well-being indicatorsg) We have positive relationships within school and the communityh) Our children are active participants in discussions around their futurei) We deliver 2 hours of PE weeklyj) Resilient Kids training (1 teaching staff and 1 PSA)k) Health and well-being progressionl) Monthly solution focussed meetingsm) Termly meeting between DHT, SALT and Community Paediatrics – information fed back to

relevant staffn) HT weekly cycle of behaviour, care and welfare and attendance reviews – fed back to staffo) Seemis training for all staff – to keep records and chronologyp) We have an equality and diversity policy with both staff and pupils being aware. Driven through

Rights Respecting Schoolsq) We comply with statutory codes of practice and legislationr) ASN overview which informs staff of supports in place for each childs) We identify needs early and put supports in placet) All staff trained in Child Protectionu) Good multiagency collaboration within the school communityv) After school clubs on offer throughout the yearw) Twice termly supervision meetings with CSW and Practice Leadx) Termly consultations with ASNT and class teachersy) Two allocated ASN roomsz) 3 staff nurture trained (2 PSA’s and 1 teacher)aa) Some staff CALM trained (4 PSA’s and 1 teaching staff & HT)bb) Conflict resolution groups, run by CSWcc) Seasons for Growth training (1 teachers & 1 PSA)dd) ASG transition groupsee) Staged behaviour system in placeff) Happy hands reflections and downtime groups at end of school daygg) Lunch-time clubhh) Updated school behavior policy using –Good to be Green


We have close liaison with Health Visitors for children entering P1 from nurserya) We can identify needs early and put supports in place – children being discharged from Sp& L

more quicklyb) Prompt action taken to deal with any issues with parents or teaching staff – in respect of

behaviour, care and welfare and attendancec) Instant recording and sharing of information through use of Seemisd) Monitoring interventions used in focus groups leads to us being clearer on progress madee) ASNT and class teacher meetings allows for time to discuss possible interventions or resources

that can be used with particular childrenf) Regular meetings and consultations result in issues being dealt with promptlyg) Space for children who need time away from busy classroomsh) CALM trained staff means adults feel more confident and protected from physical assault

(restraints are used as a last result)i) Following on from conflict resolution work behaviour has improved especially in the playgroundj) Children are identified early stagesk) Behaviour reviews show improvements in pupil behavior – less incidents recordedl) Staff have a better understanding of ACEs and trauma and how these factors can affect children’s

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

a) Our children will be aware of the wellbeing indicatorsb) Equality and diversity should permeate through our curriculum – audit to be undertaken across the

schoolc) Set up playground activities so there is more positive interaction between pupils and PSA’s rather

than a supervisory role. Young Leaders to set up activities in the playgroundd) Ensure consistency with all staff around behaviour protocolse) Adopt a whole school nurture approachf) Ensure all staff are familiar with key documents issued by LA and nationallyg) Increased awareness of standards and teachers responsibilities within thath) Evaluate Right’s Respecting Schools audit and develop an action plan to take the school forwardi) More work with children around SHANARRI through assemblies and follow-up class workj) Highlight/identify children not involved in school and extra-curricular groups – look at what can be

put in placek) Re-establish life skills groups (not just for high tariff)l) Develop ways to measure impact of ASNT and PSA input on children’s progressm) Gather views of partner agenciesn) Extend the use of target groups from P1-7 in both literacy and numeracyo) Detentions will be replaced with ‘Time for Reflection’ next session. This will support restorative

work in relation to behavior policy

p) Staff will continue nurture training- next step is to look at the nurture principals and to embed these across the school

q) Further opportunities for pupils to explore and celebrate diversity within our school and communityWhat is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

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

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

mathematics, health and wellbeing Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children


a) Children are engaged in learning conversations to develop targets for their learning journeys. Targets are shared with parents termly and at points of transition

b) Teachers trained in Big Writing approachesc) Clear and concise marking criteria has been set to mark children’s writingd) Writing assessments carried out 3 times during session – this data is recorded and trackede) Review of numeracy approaches across the school – focusing on the impact of Big Maths – pupil,

parents and teacher feedbackf) Classroom observations carried out by SMT focusing on Numeracyg) Numeracy data reviewed by SMTh) Emerging literacy is beginning to embedi) All staff trained in wrap around spelling pedagogyj) Children are involved in various groups such as, ECO, pupil council, Young leaders, sports groups,

digital leaders, Right’s Respecting Schoolk) Achieved silver Eco flag and bronze Right’s Respecting awardl) Opportunities for pupils to fundraise and support local charities, planting of flowers for Rotary club

and local gardening competitionm) During assemblies achievement awards are presented to children to celebrate successn) Worked alongside Highland Hospice during enterprise activity to raise money for school and charityo) Young Leaders and buddies support younger pupils and run lunchtime activitiesp) Success within and out-with school is shared in assemblies, in newsletters and school Facebook pageq) Interventions within target groups have been established to support literacy and numeracyr) Flexibility within the allocation of PSA’s to meet the needs of individuals as they arises) Attendance monitoring is conducted monthly and concerns and raised with parents and monitored by

SMTt) A transition document has been created for every year group to ensure consistency of information

sharedu) We have worked alongside engineers in a technology project to create buggies.v) We are working to reduce barriers to learning by working with other professionals, including Family

Teams, health and social workw) Universal approach in upskilling teachers in literacy and numeracy pedagogyx) New tracking system in place to ensure the most disadvantaged children are achieving and attainingy) PEF interventions are in place and pupils are being tracked


a) Children have ownership of their learningb) Teachers have been skilled up in how to teach spelling and emerging literacy pedagogyc) Parents/carers have the opportunity to discuss their child’s learningd) Children feel motivated and proud when sharing success. Leads to increased self-esteeme) Gaps in children’s learning are being identified and addressedf) Developmental approaches used within literacy and numeracyg) The school has various ways of allowing pupils opportunities to succeedh) Marking of writing is more consistent across the school – resulting in more reliable datai) Our P1 children will be moving onto P2 at appropriate stage in their learningj) Good communication between health visitors and practitioners where there is an opportunity to

share concerns and plans to support children are put in placek) Observations and discussions with EYSO to highlight areas for development and identify CPD

needsl) Beginning to use all areas of nursery to promote literacy development – writing tables, clip

boards, etc.m) Positive interactions between practitioners and children – practitioners know children very welln) Some use of questioning to allow children to reflect on their learningo) Children are happy and settled within the settingp) Development of outdoor area making use of space to provide further learning opportunitiesq) Parents are positive in their feedback – particularly in how well they feel their child is supportedr) Numeracy data shows that some children are staying at the same level for a considerable period

of time and not making suitable progresss) It has been highlighted that Big Maths is not developmental in approach and is quite rigidt) Although some children enjoy some Big Maths approaches, others feel disheartenedu) Numeracy observations highlighted that pace and challenge need to be addressed in some

classesv) Monitoring and tracking of pupils progress is showing a narrowing in the gap


a) Removing barriers to learning through use of PEF money to develop whole school nurture ethosb) Ensuring all teachers understand their responsibility in improving and monitoring attainmentc) Increased focus on data and where our school sits within authority and national contextd) Interrogation of baseline data to identify needs and put appropriate supports in placee) Develop a consistence and robust tracking system to evaluate impact of interventionsf) Tracking of pupil achievement and skillsg) Wider achievements offered by the school, skills development needs to be trackedh) Develop action plan to become a Rights respecting schooli) Training for all EYP’s in Words up programme – Level 2j) DHT to work more closely with practitioners to reflect on practice and engage in self-evaluationk) To develop the use of questioning to build on prior learningl) To ensure observations are explicitly linked to and reflect on children’s learning within the

curriculumm) Use observations to inform possible targets within stepping stonesn) Continued use of visuals across nursery to support all learners, especially those with language and

communication difficultieso) Increase opportunity for outdoor play every dayp) Regular consultation times arranged with Health Visitorq) Agreed tracking format for Big Writing to be establishedr) Review of Big writing marking criteria to be undertaken – staff highlighted key areas to be

addresseds) Teaching staff and PSAs to be trained in developmental approaches to numeracy – this will be

funded through PEF numeracy development officer timet) Further numeracy resources to be purchased to aid teaching and learning – PEF fundedu) Staff will be trained in the use of diagnostic maths assessments to gain an understanding of how

these can be used to inform future planning and to track children’s progress – PEF funded numeracy development officer time

v) To continue to monitor Speedy Readersw) Ensure our most disadvantaged children have opportunities to achieve within and out-with school

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

satisfactory

KEY THEMEfrom QI 2.2Curriculum

Theme 3 (HGIOS?4) Learning pathways

Theme 3 (HGIOELC?) Learning and development pathways


a) Developing a rationale incorporating the views of our partners and communityb) We are revisiting our vision, values and aims which will tie in with our rationalec) Teaching staff build on prior learning and plan progressively for all learners in key

subject areasd) Staff are aware of what progression in all curricular areas looks likee) Learners who require further support are planned for accurately to ensure they build on

prior learningf) Learners have increasing opportunities for personalisation and choiceg) Outdoor learning opportunities are increasingly incorporated and planned within IDL

contextsh) Programmes of work for teachers to use in grammar and spellingi) Parent workshops in wrap around spelling approachesj) Spelling progressions now linked to benchmarksk) Curriculum yearly overview incorporated into planning folder to ensure full coverage of

the curriculuml) Teachers to further develop the use of Key Assessment Tasks (KATs) to ensure

application of skills


a) We are working with all of our partners to develop our rationaleb) Planning and evaluations reflect changes to ensure that progression is made by all

learnersc) IDL plans reflect opportunities for pupil choice and depth of learningd) More consistent approach to planning for spelling and grammar- more able to track pupil

progresse) Planning shows evidence of opportunities to learn outdoorsf) Planning for assessment through KATs


a) Take account of the four contexts of learning; enterprise, creativity, sustainability, equality

b) Work to build a clear skills framework to ensure clear coverage of all skills from early- second level

c) Continue to involve pupils in planning for opportunities for personalisation and choice.d) Continue to develop KAT’s and use feedback from parents, teachers and pupils to

evaluate and identify next steps in taking this forwarde) Develop grammar progression – look at progression prepared by literacy officer

KEY THEMEfrom QI 2.7Partnerships

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

engagement)

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

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

a) We have strong relationship with our partner agencies and work together effectively to support learners and their families.

b) Through Parent Council meetings; parents are given the opportunity to engage in self-evaluation

c) Wider parent questionnaires – results collated and feedback through school newsletter and Facebook page/website

d) All staff and Parent Council members have had the opportunity to provide feedback on what they think is most important to our children as learners at Rosebank

e) Learning is shared through Seesaw

f) Termly class newsletters

g) Wrap-around spelling workshops

h) Parents information session – roll out of Chromebooks


a) Parent evaluations show evidence of improvement

b) Joint partnership approaches have ensured that gaps in learning are being planned for appropriately

c) Our partners contribute to self-evaluation and conclude that they feel, welcomed, valued and that there are meaningful partnerships working together – this is reflected accurately in Child’s Plans and actions.

d) Monthly solution focussed meetings held throughout the year with Practice Lead and other professionals attending.

e) Increase in parents accessing Seesaw

f) 91% of parents are happy with the school


a) Continue to provide opportunity for parents to engage with pupil profileb) Word up training for parentsc) Involve parents in new numeracy strategiesd) To continue to engage and seek support from outside agencies to meet the needs of our

children and families

e) Questionnaire to be issued to nursery parents to find out how they feel about our nursery

2.6 Transitions Themes from HGIOS?4 and HGIOELC? (complete as appropriate) Arrangements to support learners and their

families Collaborative planning and delivery Continuity and progression of learning


a) Transition framework developed for transfer of information between stagesb) Transition calendar of events has been created from nursery to secondary schoolc) Learning Journeys are passed on each year with next steps/targetsd) Time for consultation for staff to pass on relevant informatione) Solution focussed meetings in term 4 specifically for transition of identified individualsf) Resilient kids programme for nursery children going into primary oneg) Enhanced transition for identified individuals across all stagesh) CSW enhanced transition programme for children moving from primary to secondaryi) Early meetings with secondary staff to discuss individual needs to ensure necessary

supports are put in placej) ‘All about me’ booklet used for children with identified needs, passed on to new teacherk) Transition booklet taken home for during holiday time with photos of key adults and

social storiesl) Identified children invited to come into school on the inset day to see classroom and

teacher to re-familiarised themselves with school before starting the next daym) P7 buddies in place to support children into primary 1n) Nursery children go out in the playground to play at break-time and lunch-time in T4


a) Positive feedback from parentsb) Consistent and reliable information passed on to new teachers with needs clearly

identifiedc) Pupils feel more confident when coming back to school in August as have transition

booklet to look at with parents during the holidaysd) Children are more familiar with setting when moving on to primary 1 or secondary due to

enhanced transitione) Children with needs are identified early and supports are put in placef) Teachers have information regarding next steps and targets to ensure progression in

children’s learning


a) Continue to work with parents, other professionals and agencies to ensure information about pupils is shared so that learners are supported effectively

b) Reflect on resilient kids programme for next session

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

good

· web viewrosebank is situated in nairn, a commuter town 16 miles east of inverness. within the...

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