Moorfoot Primary School Standards and Quality Report 2020-21 Improvement Plan - Year 2021-22
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Moorfoot Primary School Standards and Quality Report 2020-21 Improvement Plan - Year 2021-22
Contents – Standards and Quality Report 1. Context of the School 2. How our Vision, Values and Aims were developed and how our Stakeholders were consulted 3. Our School Vision, Values and Aims 4. 2020/21 Priorities 5. Review of Progress and Impact in Session 2020/21 6. Successes and Achievements in Session 2020/21 7. What is Our Capacity for Continuous Improvement?
1. Context of the School Our School Vision, Values and Aims Moorfoot Primary School and Nursery School has been in existence in its present building since October 2007, the school is situated in the settlement of North Middleton. The school was created from the merger of nearby Borthwick and Temple Primary Schools. Similar in their traditional values and community ethos, the schools had a shared past with close links. We are lucky enough to enjoy a wonderful modern school in a rural setting. Our purpose built facilities, our playground and garden areas have been designed to maximise learning opportunities. Moorfoot Primary School is part of the Newbattle Learning Community. It has four classes and a nursery class, with the Primary children working in composite classes. The school currently has a roll of and has 7 teaching staff (some job share) complemented by a visiting specialist for P.E. We also have an ELC class supported by 1 Senior Early Years Practitioner (SEYP) and 2 Early Years Practitioners, with external support from the Early Years Community Team. Learners and teachers are supported by one part time support for learning teacher and a team of Learning Assistants. We are supported by our PTG (Parent Teacher Group) who put in a great amount of effort to raise important funds for the school. In the past they have carried out a variety of events to raise funds such as: Litter picking, coffee mornings, a ceilidh, Christmas Signalong and Duck race. We have used these funds to support a variety of things: Bookbags for new P1 and any new children; financial support for camp; contribution to reduce the cost of trips, and a Christmas performance. The support of the PTG has been invaluable and much appreciated.
2. How our vision, values and aims were developed and how our stakeholders were consulted. The previous vision, values and aims were in place since the school opened in session 2007 /2008. Since November 2016 the whole community has worked together to establish the new vision, values and aims. The following process has been carried out which demonstrates thorough consultation: 1. Parent and Community vision creation session. 2. Pupil ‘Vision Creation Session’ using Popplet app. Pupils across the school created mind maps of their vision for Moorfoot Primary School 3. Staff ‘Vision Creation Session’ Individually staff created mind maps and then within a group created ‘Dream boards’ or in the case of one group, produced a rap which demonstrated their vision 4. Collating the key ideas. Using Padlet, staff looked at all contributions to our vision and values and organised them into the most popular key ideas / themes 5. Distilling the themes in to values. With staff we looked at the key ideas and turned them into one /two word values which would be more striking and memorable to members of the school community. 6. Creating the vision statement and graphic. Families were challenged to come up with a ‘catchy’ vision statement linking into our values and a graphic that would represent the values. 7. Selecting the best family contributions 8. Voting on the vision statement 9. Our vision statement, values and graphic are established. Learning Inspiration Friendship Enjoyment becomes our vision statement. Graphic of tree used with values attached to the roots. Images created by pupil used for the values. Additional value – Believe in yourself, added from pupil who created vision statement ‘Today we believe, tomorrow we achieve’. Display created in entrance hall.. 10. Unpicking values and turning into aims. Through consulting staff we have now turned the values into more meaningful aims, see section 1
3. Our vision, values and aims Learning Inspiration Friendship Enjoyment At Moorfoot we aim to build a ‘growth mindset’ in our pupils where they believe that their brain, abilities and talent will improve through hard work. This allows them to develop a drive for growth and a resilience, which enables them to achieve great things. Moorfoot pupils are at the heart of learning. They will be given the opportunity to have their voice heard, make decisions, influence planning and lead learning. Staff aim to engage with pupils to find out what their interests are and help them develop these interests. Learning at Moorfoot has no limits. We aim to develop a rich curriculum with experiences which inspire and challenge our pupils. The experiences will enable our pupils to become aware of the world around them. They will have the opportunity to engage with themes of global citizenship, sustainable development and outdoor learning. Through visits, visitors and learning experiences our school pupils can make relevant contextual links to help them develop the knowledge, skills, values and attitudes they need to face the challenges of the 21st century and contribute to a sustainable future. At Moorfoot, we aim to develop positive relationships across our whole school community. Everyone will be made to feel welcome and valued. Opportunities will be provided to enable relationships to thrive. We believe in developing friendship and partnership. We aim to have children enjoying learning. We want them to feel confident, happy and able to reach their full potential. We will do what we can to make this happen.
4. Review of Progress and Impact in Session 2020/21
Included, Engaged and Involved: Wellbeing and Equity
NIF and Midlothian Priority HGIOS 4 Quality Indicator(s) / HGIOELC
1. Improvement in attainment, particularly literacy and numeracy 1.1 Self-evaluation for self-improvement
2. Closing the attainment gap between most and least disadvantaged 1.2 Leadership of learning
children 1.3 Leadership of change 1.4 Leadership and management of staff
3. Improvement in children and young people’s health and wellbeing 1.5 Management of resources to promote equity
4. Improvement in employability skills and sustained, positive school 2.1 Safeguarding and child protection 2.2 Curriculum
leaver destinations for all young people 2.3 Learning, teaching and assessment 2.4 Personalised support
2.5 Family learning 2.6 Transitions 2.7 Partnerships
NIF Driver(s) (highlight as applicable) 3.1 Ensuring wellbeing, equality and inclusion
School Leadership 3.2 Raising attainment and achievement/ Securing children’s progress
Teacher Professionalism 3.3 Increasing creativity and employability
Assessment of Children’s Progress
Performance Information
Parental Engagement
School Improvement
Progress and Impact:
All teachers in the school have engaged with RSHP and tried some lessons in class. These have focused on friendships and P6/7 have also been
taught ‘sex ed’ using the new resource. Lisa Fallens has undergone 3 training sessions on the resource and her learning will be used next session.
Staff have decided to take the 4 overarching themes of RSHP and have a focus of one of these each term. Planning for Term 1 has taken place.
Teachers have used a number of strategies to effectively support mental health and wellbeing both in school and online in January as we entered a
second national lockdown.
In school; circle time, news time, check ins; referrals to counselling; restorative conversations; conversations with educational psychologist; utilising
outdoor space; phone calls home/notes on seesaw/parental contact.
Online; class quizzes; daily check ins; story time; personal messages, Google Meets; Health and Wellbeing lessons from PE specialist.
Next Steps:
Teachers will allocate time for RSHP lessons each week. Plan lessons for each term.
Evaluation of our Positive Relationships/Ethos/Culture policy.
Nurture Training
Engaging with CIRCLE document and embedding this into practice.5. Review of Progress and Impact in Session 2020/21
Attainment and Achievement
NIF and Midlothian Priority HGIOS 4 Quality Indicator(s) / HGIOELC
5. Improvement in attainment, particularly literacy and numeracy 1.1 Self-evaluation for self-improvement
6. Closing the attainment gap between most and least disadvantaged 1.2 Leadership of learning
children 1.3 Leadership of change 1.4 Leadership and management of staff
7. Improvement in children and young people’s health and wellbeing 1.5 Management of resources to promote equity
8. Improvement in employability skills and sustained, positive school 2.1 Safeguarding and child protection 2.2 Curriculum
leaver destinations for all young people 2.3 Learning, teaching and assessment 2.4 Personalised support
2.5 Family learning 2.6 Transitions 2.7 Partnerships
NIF Driver(s) (highlight as applicable) 3.1 Ensuring wellbeing, equality and inclusion
School Leadership 3.2 Raising attainment and achievement/ Securing children’s progress
Teacher Professionalism 3.3 Increasing creativity and employability
Assessment of Children’s Progress
Performance Information
Parental Engagement
School Improvement
Progress and Impact:
Pupils have responded extremely enthusiastically to the AR programme.
49 pupils from P3-7 engaged with AR.
91% of these pupils saw an increase in their reading age over the year.
Primary 4 CfE reading rose from 64% to 90%
Primary 7 CfE reading rose from 71% to 75%
Our Scottish National Standardised Assessment (SNSA) results showed that;
100% of P4 pupils were at national average or above. 60% of pupils are above the national average in P4.
87.5% of P7 pupils were at the national average or above. 50% of pupils are above the national average in P7.
Writing
After initial training all teachers agreed to take forward an element of Talk for Writing which they implemented before their second day of training.
All teachers engaging in structured writing lessons.
Digital
Due to January lockdown all teachers were delivering learning online, and experimenting with different tools to support this. Parent feedback from
survey was positive with almost all parents agreeing that the amount of work set was right. Apart from a few technical problems initially, all children
in the school engaged with online learning. Problems that presented themselves were resolved as quickly as we could get devices, or technical
support to families.Next Steps: We were unable to move forward with our Numeracy moderation plans. We will revisit this next session once new Numeracy Lead is in post. Continue to use AR to motivate pupils, and begin to use reading progression to track children. Invest in library to ensure books match interest level and comprehension level of pupils. Develop Talk for Writing across whole school and plan 6 week blocks. Moderate writing as a school using writing progression. Gather evidence of writing as examples of work achieving CfE levels.
6. Successes and Achievements in Session 2020-21 Awarded Digital Schools Award Audit for award showed need create a digital learning policy. We also created an acceptable use policy. During lockdown pupils challenged to create new way of celebrating achievements. They designed certificates and these are being used and achievements being tracked using Google Doc on Drive. Catalogued our school library and created an AR library. Children have been very focused in choosing books and Taking quizzes. Impact on reading measurable across P3 - 7
7. What is Our Capacity for Continuous Improvement?
Quality Indicator LA/School Self-Evaluation Authority Reviews / Theme visits HMIe/ Care Inspectorate
Inspection Grades
1.3 Leadership of Change Good
2.3 Learning, Teaching and
Assessment Satisfactory
3.1 Ensuring Wellbeing, Equity and
Inclusion Good
(Take into account QI 2.1)
3.2 Raising Attainment and
Achievement/ Securing Children’s Satisfactory
ProgressPart 2: Midlothian Education Improvement Planning – 2021-22
Moorfoot Primary School
Establishment
Area
2021/22
Session
Planning Cycle
Contents – School Improvement Plan
1. Overview of High Level NIF Priorities
2. Priority Summary and High Level Strategic Targets
3. ASG PlanMIDLOTHIAN EDUCATION: OVERVIEW OF HIGH LEVEL PRIORITIES (2021/22)
Priority 1 Priority 2 Priority 3 Priority 4 Priority 5
Attainment and Included, Engaged and Self-Improving Systems Lifelong Learning and Finance and Resources
Achievement Involved: Wellbeing and Career- Ready
Equity Employability
1.1 Improve attainment 2.1 Improve Equity and 3.1 Develop a quality 4.1 Improve senior phase 5.1 Deliver Best Value
within the broad general Inclusion, through the improvement framework progression pathways to through:
education stages, by following areas: to support ELC and increase positive
schools to achieve Good destinations, including for a) reviewing and
focusing on:
Nurture or better in inspection QIs young people with ASN implementing the
through: and who are care Learning Estate strategy,
a) improvements in
Attendance and experienced taking cognisance of the
planning, tracking and
Engagement a) empowering leaders at ASN learning estate
assessment and
all levels, leading to an 4.2 Prepare children and
curriculum design and
Family Learning empowered system young people for the b) robust workforce
progression (including
world of work: planning.
STEAM)
ASN b) improving quality of
leadership at all levels, a) carry out an audit of c) DSM Review
b) innovative
Embedding the principles including leadership of career education
pedagogical approaches
of UNCRC and The learning standards 3-18 and 5.2 implementing
and enhanced use of
Promise embed them within ’Equipped for Learning’
digital technology to
c) delivering a minimum learning and teaching Digital Strategy to support
support learning
2.2 Develop and improve data set and supporting across all levels in our transformational change
health and wellbeing of data literacy to improve schools, in partnership in digital learning
c) pedagogy, play and
staff and all children and self-evaluation with stakeholders in order
progression across Early
Level young people, from Early to provide pathways for
Level to Senior Phase d) developing a Parental learners that best support
through: Engagement Strategy the realisation of young
1.2 improve attainment
within the senior phase by peoples’ future aspirations
maximising opportunities HWB curriculum
through curriculum development
planning, consortium
arrangements and local authority, school
partnership delivery, and community
including addressing theASN Senior Phase supports attainment gap 1.3 identify and reduce the attainment gap between the most and least deprived children, including ASN and care- experienced children
2. Priority Summary and High Level Strategic Targets (Please see PPP 69 April 2021 for guidance)
Lead Person Expected measurable outcomes for learners–
Priority Links to Key Actions Timescale please refer to NIF targets at start of this section for
(paste from HGIOS4? Links to WTA 2021-22 AND use your own contextual targets IF
above) REQUIRED
TRAINING Digital learning team 1.2 Improve attainment within the broad general
Digital QI 1.2, 2.3 Half day in service training in and digital leaders in education stages, by focusing on:
Aug, focusing on new systems each school.
and processes. Half day in b) innovative pedagogical approaches and
service training in Jan, focusing In Services for training enhanced use of digital technology to support
on professional learning in plus CLPL for modules learning
digital pedagogy. Three
mandatory e-learning modules, 4 hours In Service Equity of access for learners baseline, Aug 2021
3x30mins, linked to innovative I.5 hours CAT Equity of access for learners measure, May 2022,
pedagogical approaches and expected to be 100%
enhanced use of digital Acceptable use review Staff confidence baseline in use of digital
technology to support learning In Service 2 (30 mins to platforms, August 2021
REVIEW 1 hour) Staff confidence measure, March 2022
Review our acceptable use
policy and create child friendly CAT in final term for DL Children following acceptable use policy based
version/posters for class. policy (1 hour) on teacher observation.
Also review our Digital Learning
policy in light of new 1-1 In Service day 2 – PM –
devices. 2 hours, to agree digital
ENGAGE use linked to areas of
Staff to begin using devices and literacy
digital technology across
different areas of the
curriculum.Lead Person Expected measurable outcomes for learners–
Priority Links to Key Actions Timescale please refer to NIF targets at start of this section for
(paste from HGIOS4? Links to WTA 2021-22 AND use your own contextual targets IF
above) REQUIRED
Nurture 1.3, 3.1 Appoint Nurture Leads to John Dagger, Rosie 2.2 Develop and improve health and wellbeing of
support the development of Holligan and Amy staff and all children and young people, from Early
whole school nurture Johnston Nurture Level to Senior Phase through:
Leads.
TRAINING HWB curriculum development
Nurture Leads will have an In Service Day 2 –
opportunity to attend 8-10 (2 whole staff review of 2.1 Improve Equity and Inclusion, through the
per term) online sessions policy. following areas:
‘Professional Learning for
Nurturing Schools’. There will be Staff Meet to evaluate Nurture
approx. 8-10 sessions (approx. 2 RSHP term 1
each term). Demonstrate an increase in whole school nurture
All staff Attachment CAT x 1 Oct for review knowledge and understanding and in applying
Aware/Nurture Principles and planning of RSHP nurture in practice.
training on 25th Oct 2021 and a lessons. Whole school Baseline evidence from School Nurture Audit, June
follow up Whole school nurture approach with termly 2021.
on 10th Jan 2022. Nurture will focus Follow-up evidence gathering from School Nurture
also be part of the NQT Audit, May 2022 with sample of schools.
programme of learning. In Service Day 3 and 4
for Attachment/Nurture Training Evaluation Surveys
REVIEW training
Ethos, culture and behaviour All Nurture Leads will show an increase in skill and
policy reviewed. Consistent confidence in developing a nurturing school
approach across school. Baseline evidence - focus group with Nurture
Leads, June 2021
ENGAGE Follow-up evidence focus group, May 2022.
RSHP resource developed
across whole school Recording system in place for monitoring
behaviour
Flowcharts understood and used consistently
when dealing with behaviour.Lead Person Expected measurable outcomes for learners–
Priority Links to Key Actions Timescale please refer to NIF targets at start of this section for
(paste from HGIOS4? Links to WTA 2021-22 AND use your own contextual targets IF
above) REQUIRED
All classes aware of 3 school rules and class
charters.
All children engaged with all 4 themes of RSHP
curriculum. Teacher’s planning reflects this.
Raising 1.3, 3.2 Reading Hayley Nel/Sophie 1.3 Improve attainment within the broad general
Attainment Stirling Literacy leads. education stages, by focusing on:
and Moderation using new
Achievement framework 4 hours ASG CAT for a) improvements in planning, tracking and
Reading moderation. assessment and curriculum design and
progression (including STEAM)
Writing CAT for 2 year plan 2
hours Pupils progress identified using pathways
2 year plan for Talk for writing. 4
week fiction block followed by 2 Time for moderation 1.5 Achievement data recorded and linked to
week non-fiction block. hours last term specific criteria
Moderation of writing using In Service day 2 – PM – b) innovative pedagogical approaches and
progression framework and 2 hours, to agree digital enhanced use of digital technology to support
benchmarks (x2) use linked to areas of learning
literacy
Create resource showing
examples of work at different 1 new Learner Quality
levels. developed per term.
Daily practise agreed across
classes (tie in with digital target)
– AR, spelling, grammar etc. JD to link to 4
capacities.
Moorfoot Marvels DevelopmentLead Person Expected measurable outcomes for learners–
Priority Links to Key Actions Timescale please refer to NIF targets at start of this section for
(paste from HGIOS4? Links to WTA 2021-22 AND use your own contextual targets IF
above) REQUIRED
Finish Learner Qualities (linked to
skills for life, learning and work) One per term.
and link these to the 4
capacities and recognise with
Marvel certificates.3. ASG Plan
Lead Person Expected measurable outcomes for
NIF Priority Links to HGIOS4 Key Actions Timescale learners
Links to WTA
MODERATION of 1.3 Leadership of change ● Moderation Session at Cluster Joint CAT sessions x 2
the TEACHING 2.2 Curriculum level, led by QAMSO’s in partnership 29 October and Improved Teacher Capacity to judge
LEARNING & 2.3 Learning, teaching with Lisa Barnes for ELC level up. 18 March achievement of a level in reading.
ASSESSMENT and assessment ● Focus of sessions will be on
CYCLE 3.2 Raising attainment READING Vicky/Lindsey connecting with Staff are increasingly confident in
and achievement/ ● QAMSOs, Literacy Coordinators QAMSOs assessing and making accurate
Improvement in Securing children’s work together to provide quality - Nicky Istephan judgements in evaluating learner progress
attainment, progress moderation sessions in October with - Melissa Craig in reading.
particularly literacy follow up in March. - Claire McManus
and numeracy o Meeting #1 (Lisa to attend) - Christ Wilson Moderation activities inform planning for
Wednesday, 8 September 2021 at - high quality learning & teaching in
“TEACHING, 3:45pm Literacy Coordinators: reading.
LEARNING & o Lead QAMSO to feed back to Goreglen - Lyndsey Stevenson
ASSESSMENT” ASG meeting Tuesday, 21st September Lawfield - Tracey Strathearn Raised attainment in Reading - 5%
2021 at 09:30am via Teams. Stobhill - Fearn Wood increase in children on track in reading
● Lisa to work with QAMSO for Mayfield - tbc (CfE) at each year stage in each school.
ELC-P1 moderation of Reading. MNS - Lisa Barnes
● Progression Pathways & St Lukes - Phil Smith
Framework in place and agreed across Newtongrange - Nicole Brown
NLC Gorebridge - Suzanne Landells
● Develop understanding and use Newbattle - Lucy White
of Reading progression pathways from Moorfoot – Hayley Nel and Sophie
East Lothian - rebrand as Newbattle Stirling
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