STANDARDS & QUALITY REPORT AND IMPROVEMENT PLAN - Newtonhill Primary ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Education and Children’s Services
STANDARDS & QUALITY REPORT AND IMPROVEMENT PLAN
FOR
Aberdeenshire Council Education and Children’s Services
“Education and Children’s Services works to improve the lives of children and young people, families and communities through the delivery of high-quality
services across Aberdeenshire”Newtonhill School is a non-denominational school with a role of 354. The school serves Portlethen catchment area.
Devolved budgets are managed in accordance with authority guidelines in order to support planned improvements in the school.
Newtonhill School provides education for children aged 3 – 12 i.e. from ante-pre-school nursery – P7. On leaving Newtonhill Primary School
the children transfer to Portlethen Academy, Portlethen. Newtonhill School is part of the Portlethen Community Schools’ Network and works
closely with the other 5 schools in the Network. Relationships and partnerships with the schools in our network are important and as a
community we strive to develop these.
Newtonhill School is an open plan school. The staff team comprises of the Head Teacher, 1 fulltime DHTs who each has a 0.5 teaching
commitment, 2 part time DHTs with a shared 0.5 teaching commitment and 1 Principal teacher with a 0.8 teaching commitment. There are 16
class teachers of which 9 are part-time. The nursery is led by an Early Years Senior Practitioner(EYSP) and is supported by an Early Years Lead
Practioner(EYLP), one fulltime early years practitioner (EYP) and 3 part time EYPs. We have 2 Additional Support for Learning (ASL) Teachers,
both of whom are part time, and have responsibility for ASL. Staff are supported by 1 school administrator, 1 admin support assistant, 7 pupil
support assistants, 5 cleaners and a janitor.
We have a Support Area for children with Additional Support Needs (ASN). Children are successfully included in mainstream classes with
support being provided by the ASL staff.
Our nursery operates with two classes; children are offered a mix of morning and afternoon sessions. This year our nursery building and
outdoor area will undergo significant changes and improvements in order to move toward 1140 hour for our early years pupils . We have
facilities to cater for up to 80 children in their ante-pre and pre-school years. We have established a positive relationship with the visiting
principal teacher for Early Years and she is supporting nursery development, staff and children.
We have a very supportive Parent Forum and Parent Council (Friends of Newtonhill School) A close partnership has been developed and their
involvement in the school and its development is valued.
Comments on school activities and achievements are promoted through class discussions, pupil voice and the Pupil Council, staff evaluations
and parent questionnaires and consultations
The school continues to embed the culture of self-evaluation and commitment to continuous improvement in all aspects of the work of the
school.
Newtonhill Standards & Quality Report and Improvement PlanOur Vision:
At Newtonhill School, we work together to create a safe and nurturing learning community, underpinned by positive relationships throughout,
where children are inspired and supported to learn and to be respectful, compassionate and honest in their everyday lives.
Our goal is to equip our children with the skills, attitudes and confidence they need to be thriving, happy citizens in a global community.
Our Values:
• Happy
• Respectful
• Kind
• Honest
• Responsible
• Hardworking
Our Aims:
• To create a school climate which provides the best learning experiences, within and out with the classroom where teachers can teach,
and children can learn and where we are continually looking towards new frontiers in teaching and learning.
• To provide a warm, welcoming, orderly learning environment which strives to meet the needs of its children and where individuals feel
secure, nurtured and included and social and cultural diversity is celebrated.
• To provide a challenging academic environment which strives to continually improve our standards of education, celebrates
achievement, encourages success and where children take responsibility and pride in their own learning.
• To encourage positive, valuable partnerships with parents and ;/…, actively involving them in their child’s learning whilst promoting high
aspirations and a positive mindset.
• To develop a whole school culture of self-evaluation and reflection to ensure continuous improvement.
Our Motto
“Creating a community of learners”
Newtonhill Standards & Quality Report and Improvement PlanSIMD Data
Analysis of the SIMD data shows that no child at Newtonhill School lives in an area of deprivation (deciles 1 and 2); the majority of children are
in decile 9. Although Newtonhill Primary School does not have any children who are classed as living in an area of deprivation, we believe that
all children are entitled to the best education and to be the best they can be.
PEF
The use of the PEF in 2020-2021 will be targetted towards the support of recovery and nurture across the school. Newtonhill will use PEF to
support pupils in areas of literacy, numeracy and health and wellbeing in the recovery phase of a post Covid-19 lockdown. We will continue to
devlop our nurture areas within our school inside and outside and providenurturing approaches to children across the school whilst ensuring
targetted children receive and benefit from the resources and development. Senior staff will receive nurture training which then be delivered
in school to all staff, The school has a clear commitment to excellence and equity and values the learning of all children.
Newtonhill Standards & Quality Report and Improvement PlanSelf-evaluation for Self-improvement
‘Excellent schools have robust internal approaches to self-evaluation and also value the objectivity which
external partners can bring. Excellent schools understand that self-evaluation should be an ongoing process.
They continually reflect and evaluate their work and use evidence from these activities to plan future
improvement. Thus, the direction for future improvement comes from the school and its partners.’
(Education Scotland, How good is our school? 4th edition, 2015)
At Newtonhill School we recognise the importance of the evaluation and planning cycle and have clear procedures in place
to support robust self-evaluation, leading to clearly defined improvement priorities.
Self-Evaluation Process
• Quality assurance data from throughout the year
• Analysis of tracking and monitoring data – Standardised assessments, evidence of children’ learning and teachers’
professional judgements
• How Good is our School 4: quality indicators were used by staff as a tool for self-evaluation
• School improvement consultation carried out with children, parents and staff
• A full review of last year’s school improvement plan was carried out
The National Improvement Framework (NIF) has been developed in partnership with all stakeholders to drive
improvements for all children. The Framework sets out our key priorities for improvement for session 2020-2021
Click on this link to access the National Improvement Framework document in full.
http://www.gov.scot/Topics/Education/Schools/NationalImprovementFramework
Newtonhill Standards & Quality Report and Improvement PlanQI. 1.3 Leadership of Change
Overall comment
Our leadership of change at Newtonhill is good. We have identified and made changes in school, but we are careful to take time and make
changes at a suitable pace. Staff share thoughts and engage in professional dialogue to ensure we have similar aspirations for all learners
and move forward as a team. Children, staff and parents worked together to form the school’s Vision, Values and Aims and we continue to
work collegiately to embed these. Staff are in the process of working together to review pedagogy and ensure learning and teaching is
consistent to meet the needs of our children. In light of this years pandemic SLT, staff and the parent council have discussed implications
for school ranging from finance and budgets to the impact on school and home life for pupils. School has requested additional IT support
for identified pupils and two members of SLT were to be trained in Nurture approaches, this was delayed until session 20/21 due to
lockdown.
What is going well?
• Curriculum pathways are used for planning and assessing and are reviewed regularly.
• Almost all staff are committed to change in order to improve outcomes for learners
• Vision, Values and Aims shape our school ethos.
• Shared responsibility for school working parties across school by almost all staff (this is on hold due to Covid 19 but played a
significant part of 1.3 prior to March 2020)
• Opportunities for leadership for children and staff (this too has had to take a different path and format due to the restrictions of
Covid 19)
• Senior leaders take account of tracking and assessment data and use this to inform strategic change
What will we work on in the coming year and beyond?
• Embed the Vision, Values and Aims of all aspects of school life
• Teachers to continue to work collaboratively to develop skills and deeper understanding of the moderation process.
• Develop devolved leadership with staff and children across the school where appropriate and where circumstances make this
possible
• Develop use of the Education Scotland professional Learning resources alongside benchmarks to support recovery
• Develop a clear programme for strategic improvement and recovery ensuring support, evaluation and monitor impact
Newtonhill Standards & Quality Report and Improvement Plan• HT and DHT to undertake nurture training and lead this development throughout school.
QI. 2.3 Learning, Teaching and Assessment
Overall comment
Learning and teaching in school is good– our children learn at an appropriate level and understand the purpose of their learning. Almost all
teachers are increasingly aware of the importance of the cycle of planning, teaching, assessing and recording children’s progress, and how
this helps to raise children’s attainment. Most children are becoming more involved in taking ownership of their learning.
The purpose of learning is shared and made clear, and the majority of children discuss what success looks like, and are able to identify what
to do in order to improve. Teachers are developing confidence in assessing where children are within a level. Almost all Staff are aware of
gaps in learning due to school closures and online learning and this has been identified and will be addressed in the coming session. Whilst
session 19/20 provided many challenges due to Covid -19 the lockdown had a positive impact on our digital technology. Almost all staff very
quickly became much more digital literate and used Microsoft Teams and Glow to deliver online learning and teaching. This has remained a
key part of classroom practice
What is going well?
• Most children can talk about their learning and are engaged in their lessons
• Most children enjoy their learning and have a positive relationship with staff
• Planning is appropriate and manageable
• Most children are given greater opportunities to be involved in leading their learning
• L.I. & S.C. are embedded in most classes
• The use of holistic assessments continues to be developed and planning for assessment is more consistent and applicable
• Achievements within and out with school are recognised
• Almost all children involved in contributing to the life of the school and wider community through School Working Parties. (SWP
on hold due to Covid-19)
• Tracking systems for core curricular areas as well as wider achievements is in place for P1-P7
• Almost all Pupils and staff are more confident in the use of technologies and using Glow and Teams for learning, Teaching and
assessment.
What will we work on in the coming year and beyond?
• Embed the Vision, Values and Aims of all aspects of school life
• Continue to develop assessment and teacher professional judgements using the benchmarks
• Develop a clear programme for strategic change and improvement ensuring evaluation and monitoring impact
• Develop a shared understanding of Nurturing approaches to support recovery curriculum and overall health and wellbeing
• Raise attainment by using assessment information to inform high quality, planned learning and teaching, ensuring appropriate
pace and challenge for all children.
Newtonhill Standards & Quality Report and Improvement Plan• Develop in children a better understanding of themselves as learners and the skills they are developing.
• Improve literacy and numeracy, especially consistency in approaches.
QI. 3.1 Ensuring Wellbeing, Equality and Inclusion
Overall comment
Wellbeing, equality and inclusion at Newtonhill is very good. Relationships between stakeholders across the school are positive and almost
all staff are very good at looking after pupils’ wellbeing. Our school is committed to inclusion and equality and pupils are supportive of one
another. The head teacher and staff where appropriate have regular meetings with the schooll’s Educational Psychologist to discuss pupil
need and support and identify areas for whole school support. There are close working relationships with care professionals in Health and
Social Work and school seek advice and are very well supported by these agencies. As a school we promote inclusion, equality and diversity
throughout our curriculum and have invested in resources , particularly in literacy to support this.
What is going well?
• Our inclusive approach supports and promotes the wellbeing of all.
• We promote a safe and secure climate for learning
• We are confident that almost all our children feel safe, healthy, achieving, nurtured, active, respected, responsible and included.
• Almost all our staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning
community
• Almost all earners are included, engaged and involved in the life of the school
• GIRFEC and the United Nations Convention on the Rights of the Child are embedded in our curriculum and school ethos.
• We employ effective strategies and solution to meet the needs for children facing challenges.
What will we work on in the coming year and beyond?
• Develop coherent and progressive HWB programme for all stages addressing mental , emotional and physical well being
• Continue to improve and address the ASN systems and interventions.
• Make Outdoor Learning an integral part of the curriculum
• Continue to develop an environment where children are listened to and feel secure in their ability to discuss personal and
sensitive aspects of their lives
• Adopt a whole school nurturing approach and create a nurture /wellbeing room within the school
Newtonhill Standards & Quality Report and Improvement PlanNewtonhill Standards & Quality Report and Improvement Plan
QI. 3.2 Raising Attainment and Achievement
Overall comment
We are satisfied that our children attain at a satisfactory level and make progress as they move through the school. We encourage children
to attain as highly as possible and to find opportunities for wider achievement but need to focus on raising attainment by using assessment
information to inform high quality, planned learning and teaching. Tracking for literacy, numeracy, health and wellbeing and PE is regularly
reviewed and updated. Staff now record and track wider achievement and although in a basic format it gives us insight into skills,
experiences, achievement etc School has also introduced skill maps for pupils and will develop this moving forward
What is going well?
• Overall, attainment is satisfactory in literacy and numeracy. The majority of children are making appropriate progress.
• Robust tracking system in place ensuring individual and cohorts/groups (EAL, LAC, ASN etc) of children can be tracked and monitored in
literacy, numeracy and health and wellbeing levels.
• HT/DHTs and class teachers discuss, monitor and track next steps e.g. review PSA support, speak with ASL and consider how to deploy staff
resources or speak with Educational Psychologist, Speech and Language Therapist.
• HT regularly monitors tracking information as teaching staff have access to an online tracker that they can update at any point following their
assessments and teacher judgements.
• Professional dialogue is focused around any anomalies and next steps are planned for as appropriate.
• HT /DHTs consider whole school implications of data trends and tracking discussions.
• Moderation activities at stage, school and cluster levels.
• Class teachers assess using national benchmarks and Aberdeenshire progression frameworks and record in a format that works for them
including reading records, observation notes, assessments, holistic assessment, teacher/peer feedback and self-evaluation, Scottish Criterion
Scale for writing, assessment notes on other curriculum areas, language passports for 1+2 languages and PE assessment trackers.
• PEF allocation used to support targeted pupils and data collected to measure impact.
What will we work on in the coming year and beyond?
• Extend scope of tracking and monitoring meetings.
• Raise attainment by using assessment information to inform high quality, planned learning and teaching, ensuring appropriate pace and
challenge for all children.
• Develop in children a better understanding of themselves as learners and the skills they are developing. Mapping and tracking of this will also
be developed
• Improve literacy and numeracy at all levels
• Continue to engage in moderation activities to make professional judgement more robust.
• Use Microsoft Teams to share work with parents and for pupils to save examples of progress and achievement.
• Develop nursery tracking.
• Use nurturing approaches to improve wellbeing.
Newtonhill Standards & Quality Report and Improvement PlanOverall evaluation
Session 19/20 proved to be a very different and unexpected year. Most of improvements identified were fully underway when we suddenly
cut short in completing the academic year in the way we should. This did and continues to impact on learning, teaching and assessment but
staff have been involved in ‘recovery’ discussions from the beginning and continue to track, monitor, identify and support pupils and areas
of the curriculum where there is recognised need and/or gaps.
Prior to lockdown pupils were very much involved in school working parties, identifying the needs of the school and working with staff to
improve and develop these areas including numeracy, outdoor learning, digital literacy etc
The school parent council and parent -school association is a joint body, Friends of Newtonhill. They are regularly updated/consulted
through monthly/ termly meetings. Parents are consulted as part of our school developments and improvements. A health and well being
survey was issued in Term 1 to pupils of session 19/20 to gather their thoughts and opinions before moving forward with this priority.
Improvement Progress Impact
Priorities 18/19
Priority 1 – Children at Newtonhill School continue to experience a Impact was limited due to Covid-19 school closures. All aspects
raising strongly researched approach to the teaching of numeracy. will of this improvement will remain a priority for 20/21. will
attainment and New and successful methodologies are now being taught
consistency in throughout the school with key support for teachers from Learning conversations with children and their reflections on
learning and Mrs Burr our numeracy development lead. There is targeted their knowledge and skills development for aspects of
teaching in support being given to pupils at second level to identify gaps numeracy.
numeracy at and support identified pupils. The development of numeracy
second level) strategies is a focus throughout the school including nursery. Reviewing data highlights the need for intervention in the core
Teachers are supported and can effectively identify areas of operations.
need and support ensuring experiences and outcomes are
taught consistently and monitor and track children’s Discussion around teacher judgements identified that we may
attainment to ensure we intervene sooner to support and have been too harsh, and we need to become more familiar
extend learners. with benchmarks.
Nursery pupils have also developed numeracy through play,
active learning and outdoor experiences, all part of a play We will monitor, track and compare this year’s pupils to check if
based curriculum. we need to change our priorities in learning teaching and
We continue to use Numicon through the school including assessment or support particular cohorts.
nursery. The majority of children have become more
confident and familiar with number processes and continue
Newtonhill Standards & Quality Report and Improvement Planto develop greater number sense. Priority is still given to Implementing the Core operations of +, -, x and ÷ will remain a
understanding number and the core operations. Children are priority for improvement.
encouraged to articulate their learning to demonstrate
understanding and progress.
Priority 2 – In school staff were given opportunities to familiarise Evidence of impact:
Improving themselves with our core resources to support writing. Big Writing being used across the school.
writing at all We reviewed Big Writing and how this was taught and Grammar progression framework available for all and most
levels delivered. This was a necessary development due to teachers are using this effectively
significant staff changes. Shared understanding of presentation and handwriting
Our writing approaches were further developed and
explained to all teaching staff in order that there that there Learning teaching and assessment is planned effectively through
was effective learning and teaching. collegiate working
Staff developed and improved moderation in order to reach Greater collegiate working and planning has improved L,T, A in
a shared understanding of standards and expectations. all classes
Staff planned learning, teaching and assessment collegiately. Covid-19 school closures impacted on the year’s teaching and
We ensured staff had opportunities to meet in order to As evidence of impact was not fully available. All aspect of this
part of our writing improvements we came to a shared priority will continue into next session.
understanding on expectations for presentation in order to
provide consistency for all classes and pupils.
We looked at improving grammar progression and trialled
frameworks that other authorities had implemented and
modified.
Handwriting was addressed separately with guidelines put in
places for all stages.
We aimed for Staff to meet regularly in stages and levels
including early level nursery staff to ensure a shared
understanding of progress. This will continue next session.
We aimed for Staff to work with pupils to improve their self-
evaluation and develop good, consistent practice in writing.
This too will continue in session 20/21
Priority 3 – At Newtonhill our priority to review and improve all aspects Evidence of impact.
Improving the of our Health and Wellbeing which includes
Health and Mental, emotional, social and physical wellbeing, physical Pupils were surveyed and the data was collated.
Wellbeing education, physical activity and sport, food and health, Almost all staff more consistent in supporting pupils differences.
Newtonhill Standards & Quality Report and Improvement Plancurriculum substance misuse and relationships, sexual health and An increased awareness of how social and emotional issues
with a parenthood. This will take place over 3-4 years impact on learning and teaching across the curriculum. School
particular Teachers reviewed the curriculum and considered how to closures due to Covid-19 meant this priority was not fully
focus on social improve learning, teaching and assessment. explored or developed and as such and given the recovery
and emotional In 19/20 the focus was: programme post-Covid closures this will remain a priority in
health. social and emotional health. session 20/21
A refresh on restorative approaches was given to all staff, The data collated in Term 1 did not have a follow up survey due
collegiate sessions on using ‘Bounce Back’ resources was to school closures but still formed the basis of areas to develop
held. Staff were directed to the social and emotial and improve.
experiences and outcomes as the focus for their HWB
planning
Priority 4 - The plans for session 19/20 had been to have Staff/collegiate This priority was not addressed due to the Covid-19 closure.
improving discussion on pedagogy and identify a curriculum area for session It is still an area we wish to explore and develop but this priority
pedagogy that would be the focus of improved and consistent approaches. will be replaced with nurture for session 20/21 to support
We hope to dispel with uncertainties around visible learning and recovery in school.
identify a clear understanding across all staff of what visible
learning mean for learning and teaching. We had planned for
training to be dedicated to visible learning and improving
pedagogy.
This was to begin late into Term 3 and throughout Term 4
Capacity for improvement
School and Nursery staff are fully committed to the principle of continuous improvement. We strive to provide the very best for every child in
our care. In this task, we are increasingly advised by performance data, such as pupil attainment data, so we can see clearly ‘what’ we need to
improve.
We will continue to look inwards, outwards and forwards to prepare and equip our young people for their future. We will continue to work in
partnership with parents, health professionals, and others to ‘get it right’ for every child.
Key priorities for session 20/21
Newtonhill Standards & Quality Report and Improvement PlanPriority 1 – raising attainment and consistency in learning and teaching in numeracy across all levels
Priority 2 – improving our health and wellbeing curriculum with a particular focus on social, emotional and mental health post Covid closures.
Priority 3 – maintain consistency in the pedagogy of literacy (including 1+2 languages), improve attainment across all strands of literacy and
language and developing a reading culture.
Priority 4 – Implementing and improving nurturing approaches across the school
Action plans for planned improvements through collaboration and collegiate activities are outlined below. Professional learning activities will
support all developments and regular evaluation will be key to measure impact.
Improvement Planning Overview 2020/21
National Improvement Framework Priorities HGIOS 4 & HGIOELC Quality Indicators Aberdeenshire Education and
Children’s Services Priorities.
• Improvement in attainment, particularly 1.1 Self-evaluation for self-improvement • Improving learning, teaching and
in literacy and numeracy. 1.2 Leadership for learning assessment
• Closing the attainment gap between the 1.3 Leadership of change • Partnership working to raise attainment
most and least disadvantaged children. 1.4 Leadership and management of staff/ • Developing leadership at all levels
• Improvement in children and young practitioners • Improvement through self-evaluation
people’s health and wellbeing. 1.5 Management of resources to promote
• Improvement in employability skills and equity
sustained, positive destinations.
2.1 Safeguarding and child protection
Key drivers of improvement 2.2 Curriculum
• School leadership 2.3 Learning teaching and assessment
• Teacher professionalism 2.4 Personalised support
• Parental engagement 2.5 Family learning
• Assessment of children’s progress 2.6 Transitions
• School improvement 2.7 Partnerships
Newtonhill Standards & Quality Report and Improvement Plan• Performance information 3.1 Improving/ ensuring wellbeing, equality
and inclusion
Specific to HGIOS 4
3.2 Raising attainment and achievement
3.3 Increasing creativity and employability
Specific to HGIOELC
3.2 Securing children’s progress
3.3 Developing creativity and skills for life
and learning
PEF 2020-2021
1. Nurture and wellbeing
Identified gap 2. Literacy and numeracy due to school closures during Covid 19 pandemic and inconsistency in pedagogies
1. The establishment and resourcing of a nurture/wellbeing area within the school. Furniture, resources for the area
and sensory resources to support pupils throughout the school.
Expenditure Training in nurture for HT and DHT in order to disseminate to all staff and establish a solid, nurturing approach
across the school.
2. PSA employed 10 hours per week to provide targeted support in literacy and numeracy to identified pupils
Staff supporting identified children with nurture/wellbeing will help to develop small, attainable learning targets which
can be built upon. This will hopefully enhance children’s confidence and self-esteem. The nurturing approach across
school will encourage children to converse and to be comfortable in a social group setting. They will learn and develop
in a sociable and safe environment. The key outcomes and characteristics of an effective nurturing approach across
school will enable children to develop a greater sense of achievement through a pattern of successful learning rather
Expected outcomes
than a previous pattern of difficulties. We hope to see increased motivation for learning as a result of their increased
experience of success. This will enable them to develop a better disposition to learn, improving their motivation and
concentration.
We hope to see almost all staff engage and use the resources of the wellbeing classroom and training to support and
nurture identified pupils.
Newtonhill Standards & Quality Report and Improvement PlanWith the £7560 we have been awarded and the carry forward from the previous year we hope to make the most impact
possible.
We recognise the inconsistency and decline in attainment across 2nd level and will look to identify how to improve
attainment and support for those pupls that are struggling to make progress.
Providing additional PSA hours will increase the support we have a give all classes some Pupil support time.
In school pupils that have attachment or relationship issues do not always perform as well as they could. By targeting
some of our PEF money to nurture based activities and provide an in-school setting to support and develop nurture and
relationships we hope that the outcome will also have a positive impact on learning and social and emotional health and
wellbeing.
Other PSA hours will be used in our nurture base to support life skills and relationships.
Training undertaken by the Head Teacher and Depute Head teacher is focused on the nurture UK resources and uses
the Boxhall profile to pinpoint area for support and engagement in identified pupils. Following interventions in the
wellbeing room, class and the playground impact will be measured by following up with a subsequent profile and
tracking the learning
We will also use questionnaires to identify understand before and after training. Pupils identified across the school as
having attachment and relationship concerns will be given the opportunity to work with staff in our nurture and
wellbeing room. This will be created to ensure pupils have an additional safe space where social skills and mindset can
Impact Measurements
be developed. Throughout the school nurturing approaches will be adopted and improved mindset, social and
emotional health will hopefully support the path to improvement.
Identified pupils in across the school that require numeracy, literacy or health and well-being support will be identified
from ongoing discussions and tracking. Teacher will then ensure that these pupils are monitored and tracked through
planning and assessment, as well as supported by PSA time and given time, support and resources where appropriate.
Using progression frameworks and the benchmarks as well as our school tracking system we will track progress over
the 7 months. Holistic assessments tailored to the individual pupils will give a final overview of progress and impact.
Improvement Planning Action Plan 2020/21
School Improvement Priority : raising attainment and consistency in learning and teaching in numeracy across all levels
NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy.
NIF Driver Assessment of children’s progress
HGIOS 4: 1.2, 1.3, 2.3,2.4, 3.1, 3.2
Newtonhill Standards & Quality Report and Improvement PlanExpected outcomes /Impact How will impact be measured?
• To ensure consistent and progressive learning pathways in numeracy at second • Rigorous assessment information including standardised assessments, evidence of
level children learning and professional judgment
• To improve learning and teaching of numeracy at second level • Quality assurance measures including moderation, work sampling and observations
• To improve attainment for learners’ numeracy at second level • Ongoing robust tracking and monitoring data
PEF
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
Improve the
• Achievement of a level at number of • Working group on pace and • Improved differentiation • Numeracy assessments built
second level numeracy has children who challenge • More able children being into core work
been inconsistent for 4 years. are attaining • Develop strategies for effective challenged at appropriate level • Tracking and monitoring to
• SNSA data suggests children second level differentiation at second level • Increased confidence in focus on recovery and
more able that TPJ levels numeracy by • PEF PSA targeted to support numeracy and maths improvement including
indicate 10% year 1 groups of children • Attainment – children will show detailed analysis of
• HMIe suggest pace and and a further • Review planning to see if more good progress in numeracy November tracking to identify
challenge at second level 5% in year 2 effective planning can support attainment and achievement. if there are pupils with
numeracy is not adequate and 3. improved learning and teaching significant areas of need.
• Results throughout the year
• Children report as not Improve end • Audit and review current and the achievement of a level
confident at the end of second of year resources
attainment will improve year on year
level in numeracy • Develop an agreed assessment
• 15/16 – 75% for all level in procedure for second level • Recovery in progress and
• 16/17 – 65% comparison numeracy attainment post-covid
• 17/18 – 62% to June 18 as • Review gaps in learning post-
• 18/19 – 70% June 19 was covid closures at all stages
impacted by • Maintain and revise recent
Consistency and recovery required school interventions and development
at all levels post Covid closures closures. work
Actual Impact and next steps
Newtonhill Standards & Quality Report and Improvement PlanSchool Improvement Priority : improving our health and wellbeing curriculum with a particular focus on social and emotional health
• NIF Priority 3 Improvement in children and young people’s health and wellbeing.
• NIF Driver School improvement
HGIOS 4: 1.5, 2.2, 2.3, 3.1
Expected outcomes /Impact How will impact be measured?
• To ensure consistent and supportive approaches to health and wellbeing • Questionnaires for children and parents on children’ personal health and wellbeing
• To improve learning and teaching of health and well-being from early to second • Staff observations and reflections from dialogic teaching.
level • Quality assurance measures including moderation, work sampling and observations
• To improve the social and emotional wellbeing of children • Ongoing robust tracking and monitoring data
PEF
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
Newtonhill Standards & Quality Report and Improvement Plan• Post Covid school closure and Improve • Whole school focus on • Within the school community Assess learner’s social and
the return to the school social and emotional wellbeing on return all pupils and staff will be emotional needs in the first few
environment highlights the emotional to school in Term 1 with all supported to engage positively weeks by planning and delivering
need for a targeted HWB health of all levels/classes using thee ‘Inside with the “new normal” in a open activities. Adopt a dialogic
environment and curriculum children. Out’ movie for inspiration and a post ‘Covid school closure’ approach - listening, talking and
• Planning, teaching and Target context for learning. environment. observing as a first stage in
assessment of HWB has specific • All classes to have a HWB focus • All pupils receive appropriate gathering formative information
highlighted the need to aspects of for Term 1 as their context with support in a timely manner and about children and young people’s
improve and develop the HWB social and stories /novels being used a feel safe, included and nurtured learning needs on their return to
curriculum. emotional literacy/HWB study. within the school environment. places of learn.
• Tracking and GIRFEC meetings HWB in • Revisit interventions and • Pupils to feel safe, secure,
between staff and SLT have identified developments from last session nurtured HWB collegiate sessions to review
recognised the need for children. including the Bounce Back • All staff to be able to support who, what, when and how of HWB
children to have targeted Develop a resources. pupils. in class and across school.
support in social and emotional consistent • A key focus is placed on the
health and wellbeing. and delivery of the curriculum Pupil reflections through
• HWB survey from 19/20 manageable allowing all pupils to curriculum based work.
provides data and evidence HWB experience learning with a
that highlights area of need . curriculum, continued focus on:
• A parent survey sent out in focusing on • Literacy
term one focusing on lockdown social and • Numeracy
and recovery will provide emotional • Health and Wellbeing
further evidence on key areas health post • Development of skills
to work on and develop. Covid school including technology
closures and • Use of outdoor learning as
throughout an approach.
2020/2021. • As a staff team plan to ensure
all children and young people
are clear about what they will
be learning and why we are
placing an emphasis on HWB.
• Ensure all parents/carers are
kept informed in order for
them to appropriately support
their children
• SLT to receive training in
adversity and trauma as well as
Newtonhill Standards & Quality Report and Improvement PlanNurture training. SEE separate
plan
Actual Impact and next steps
School Improvement Priority : maintain consistency in the pedagogy of literacy (including 1+2 languages), improve attainment across all strands of
literacy and language and developing a reading culture.
• NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy
• NIF Driver School improvement, assessment of children’s progress, teacher professionalism
HGIOS 4: 1.2, 1.3, 2.3,2.4, 3.1, 3.2
Newtonhill Standards & Quality Report and Improvement PlanExpected outcomes /Impact How will impact be measured?
• To ensure consistent and progressive learning pathways in literacy and languages at • Analysis of data from year 19/20
early, first and second level • Review SWST at start and end of year
• To improve teaching of literacy and languages at early, first and second level • Quality assurance measures including moderation, work sampling and observations
• To improve attainment for learners literacy and languages at early, first and second • Ongoing robust tracking and monitoring data throughout the year
level • Comparison of year end data
PEF
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
Improve • Review data of past 4 years
attainment in
• Following Covid Closures we • Discuss issues arising and • A greater understanding of data • collegiate sessions dedicated to
literacy from
have recognised gaps and early to second develop a professional dialogue • Improved teacher leadership of literacy will look at spelling,
inconsistencies in all aspects of level by end of and understanding of the key learning writing etc and all staff will be
literacy session 20/21 issues and areas for • Improved attainment involved in moderation
• Writing results have not Improve improvement within all aspects • Improved teacher activities
teacher
significantly improved from judgement of of literacy. understanding of progression • Increased moderation sessions
18/19 due to an incomplete writing. • Refresh and revisit the literacy and benchmarks to ensure better understanding
year of development Develop and programmes of work and how • Improved and consistent and assessment.
• Literacy results over the past 4 maintain these are taught and methods teaching literacy • 1+2 collegiate sessions to
consistent
years have not been consistent. approaches to
implemented • Better moderation address teaching, resources
• Spelling results post Covid teaching all • Review teaching methods and • Consistent approaches, learning and assessment which will then
closures have significantly aspects of revisit with all staff. and teaching of Spanish and be recviewed and moderated at
decreased. literacy • Use collegiate time to develop a French year end.
1+2 languages
greater understanding of • Tracking meetings throughout
embedded in all
classes with benchmarks and improve year to identify and target gaps.
increased focus moderation of literacy.
on assessment • Use the 1+2 development
and attainment
materials from Erasmus trained
staff and ensure language
‘passports’ are implemented at
all levels.
Actual Impact and next steps
Newtonhill Standards & Quality Report and Improvement PlanSchool Improvement Priority : implementing and improving nurturing approaches across the school and nursery
• NIF Priority 2 and 3
• Closing the attainment gap between the most and least disadvantaged children.
• Improvement in children and young people’s health and wellbeing.
Newtonhill Standards & Quality Report and Improvement Plan• NIF Driver School improvement, teacher professionalism
HGIOS 4: 1.2, 1.3, 2.3, 3.1, 3.2
Expected outcomes /Impact How will impact be measured?
• To develop an understanding of attachment theory and early trauma • A wide variety of assessment approaches including observations, gathering of views,
• To establish a nurturing approach across school with a clear focus on warmth and observational tools such as the Boxall Profile, when appropriate
support alongside high expectations and academic challenge. • Raised pupil attainment
• Provide professional learning opportunities to develop staff skills and knowledge • Raised pupil engagement
on nurturing approaches .
•
PEF Funds targeted towards training (https://www.nurtureuk.org/), additional PSA support and resources for nurture classroom.
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
• The return to school following HT & DHT to Audit current knowledge and • Understand and embed the six • Accreditation
Covid school closures participate in understating of nurture and principles of nurture across the • Staff feedback
‘The Theory
highlighted an increased need current approaches. Develop school • Boxall Profile assessments
and Practice of
for nurturing approaches.
Nurture whole school approach to 1. Learning is understood • QA of nurture room and
• Increasing numbers of pupils Groups' nurture.
developmentally. classroom practice
with additional need or trauma 2. The classroom offers a safe
training course, Identify target groups for
experienced background base.
(SCQF) Level 8 nurture intervention/groups
• Increased numbers of pupils Dec 20
3. Nurture is important for the
living with trauma eg Nurture
Develop nurture room within development of wellbeing.
bereavement, terminal illness. classroom to be the school 4. Language is a vital means of
set up Dec 20 Provide whole staff communication.
Staff training to development and dialogue 5. All behaviour is
be delivered. communication.
sessions to share practice and
Jun 21 6. The importance of transition
Pupils
review outcome/impact in the lives of children and
identified and young people
supported
Oct 20 onwards Other expected impact measures
include:
• Improved learning skills,
including language and literacy.
• Improved behaviour and social
skills.
Newtonhill Standards & Quality Report and Improvement Plan• Positive attachments to the
school and staff.
• Identification of issues that may
require early intervention, for
example by CAMHS or the
educational psychologist.
• Better self-esteem, confidence
and self-worth.
• Pupil progress demonstrated
through curriculum planning and
assessment, using the Boxall
Profile and progression
frameworks
Actual Impact and next steps
Improvement Planning Overview 2020/21
National Improvement Framework Priorities HGIOS 4 & HGIOELC Quality Indicators Aberdeenshire Education and
Children’s Services Priorities.
Newtonhill Standards & Quality Report and Improvement Plan• Improvement in attainment, particularly 1.1 Self-evaluation for self-improvement • Improving learning, teaching and
in literacy and numeracy. 1.2 Leadership for learning assessment
• Closing the attainment gap between the 1.3 Leadership of change • Partnership working to raise attainment
most and least disadvantaged children. 1.4 Leadership and management of staff/ • Developing leadership at all levels
• Improvement in children and young practitioners • Improvement through self-evaluation
people’s health and wellbeing. 1.5 Management of resources to promote
• Improvement in employability skills and equity
sustained, positive destinations.
2.1 Safeguarding and child protection
Key drivers of improvement 2.2 Curriculum
• School leadership 2.3 Learning teaching and assessment
• Teacher professionalism 2.4 Personalised support
• Parental engagement 2.5 Family learning
• Assessment of children’s progress 2.6 Transitions
• School improvement 2.7 Partnerships
• Performance information
3.1 Improving/ ensuring wellbeing, equality
and inclusion
Specific to HGIOS 4
3.2 Raising attainment and achievement
3.3 Increasing creativity and employability
Specific to HGIOELC
3.2 Securing children’s progress
3.3 Developing creativity and skills for life
and learning
Improvement Planning Action Plan 2020/21
Nursery Improvement Priority : Improving Learning, teaching, assessment and attainment in Numeracy and Literacy
NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy.
Newtonhill Standards & Quality Report and Improvement PlanNIF Driver Assessment of children’s progress
HGIOELC : 1.2, 1.3, 2.3, 2.4, 2.5, 2.7 3.2
Expected outcomes /Impact How will impact be measured?
• To ensure consistent and progressive learning pathways in numeracy and literacy • Evidence captured on ILD’s
• To improve numeracy experiences through developing learning and teaching • Children displaying an improved awareness of numeracy
throughout nursery • Children demonstrating improved literacy skills
• To provide pupils with a rich literacy environment and improve the learning and
teaching experiences in all areas of literacy
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
• Ongoing reports and Understanding • Nursery staff to help children • Improved differentiation Benchmarks to be used ast
recommendations from PT of ordinal and to develop their numbers sense • More able pupils being regular tracking meetings
cardinal and ‘language of maths’ challenged at appropriate level
• Tracking at Early Level numbers through supportive • Increased confidence in • Attainment data
interactions, identifying learning and teaching of
• EYSP obsevations Use of opportunities indoors and out. numeracy
progression • Implement the Messy Maths • Parents will feel better able to • Nursery pupils have a greater
frameworks in training (Juliet Robertson) support pupils with numeracy understanding on sorting,
early level within nursery setting. at home matching, one-one
• Attainment – pupils will show correspondence building on
• Introduce rhyme/ song of the consistent progress in
skills in a progressive way.
Nursery pupils week using ILD
numeracy attainment and
to focus on • Practitioners to continue to
rhyming, achievement.
engage more fully with
storytelling, frameworks to ensure
poetry and progression and focus more on
songs depth and challenge when • Improvement in listening and
planning and identifying talking skills with children
Encourage learning experiences developing vocabulary and
talking and • Nursery staff to use Rhyme and creativity and understanding of
listening Singing as a medium to rhyme.
through develop literacy experiences • A seamless progression into P1.
picture across nursery.
discussion and • Staff become familiar with care
picture books Inspectorate ‘Getting ready to
Read’ guidance.
Newtonhill Standards & Quality Report and Improvement Planas a home
school liaison
Actual Impact and next steps
Nursery Improvement Priority : Improving our health and wellbeing curriculum with a particular focus on social and emotional health
Newtonhill Standards & Quality Report and Improvement Plan• NIF Priority 3 Improvement in children and young people’s health and wellbeing.
• NIF Driver School improvement
HGIOELC : 1.5, 2.1, 2.2, 2.3, 3.1
Expected outcomes /Impact How will impact be measured?
• To ensure consistent and supportive approaches to health and wellbeing and • Care Plans used to ensure staff are GIRFEC
continue to develop a learning community that fosters a safe, caring, purposeful • Key workers having a more in-depth understanding of their targeted pupils
and supportive environment •
• To improve learning and teaching of health and well-being at Early level.
• To improve the social and emotional wellbeing of pupils
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
Improve social
• Post Covid school closure and and emotional • Increase access to outdoor • Increased understanding on • Questionnaires for parents and
the return to nursery health of all learning and improve outdoor how to deliver outdoor pupils.
environment highlights the children. experiences for all curriculum education and the positive • Attainment data
need for a targeted HWB Target specific areas. impact this has on our pupils’ • Working groups review and
environment and curriculum aspects of • Planned outdoor experiences health and wellbeing feedback the impact of
• Tracking and GIRFEC meetings social and to support the post covid • Nursery staff having a greater strategies developed
between staff and SLT have emotional school closure and access to awareness of Early Level • QA work focusing on numeracy
recognised the need for pupils HWB in learning outdoors outcomes pace and challenge at second
to have targeted support in identified • Identify key experience and • Personal plans used to inform level
social and emotional health and children. outcomes for social and ILD statements in term 1 • Numeracy assessments built
wellbeing. Develop a emotional health and well- • into core work
• SLT have identified individual consistent and being at Early Level
pupils that would benefit from manageable • Keep tracking system updated
a more structured and HWB and review to ensure progress
consistent approach with HWB, curriculum, is being made by all pupils
especially with social and focusing on • Networking with local nursery
emotional health and social and settings to share good
wellbeing. emotional practice.
health post
Covid school
closures and
throughout
2020/2021.
Newtonhill Standards & Quality Report and Improvement PlanActual Impact and next steps
Newtonhill Standards & Quality Report and Improvement PlanNursery Improvement Priority : Improving Planning, Assessment and Moderation (Continued on from session 19/20)
• NIF Priority 1:- Improvement in attainment, particularly in literacy, numeracy and H & W
• NIF Driver School improvement, assessment/ evaluation of children’s progress, teacher professionalism
HGIOELC : 1.2, 1.3, 2.3,2.4, 3.1, 3.2
Expected outcomes /Impact How will impact be measured?
• To ensure consistent and progressive learning pathways at early level. • Analysis of data.
• To improve quality of learning experiences at early level. • Quality assurance measures including moderation, ILD sampling and observations
• To improve quality recording of observations and ensure that ILD’s are shared with • Ongoing tracking and monitoring data and observations throughout the year
home settings. • Observations and feedback from PT, HT and EYSP
What data/evidence informs this Target details Key Actions and interventions Expected impact Measures/data/ information to
priority and key dates demonstrate progress in the short,
medium and long term
Quality
• HT, PT and EYSP aware that and observations • Discuss issues arising and • A more informative and robust • Planning and tracking meetings
acknowledge that tracking and will continue develop a professional dialogue recording of observations. to discuss developments and
observations should be more be shared and understanding of the key ensure pupil progress
regular and consistent. with parents issues and areas for improving • Sharing ILD’s with
• Previous tracking was not in using ILD’s . and recording observations. parents/carers and encouraging • Clear guidance on the
line with or part of school feedback. expectations of recording
system Nursery staff • Consistency across recording observations.
• EYP staff not confident at will engage and observation process to be • Increased parental engagement
making robust observations with floor developed and maintained. and shared understanding of
that inform tracking data. book learning pathways at early
planning and • Continue to focus on next steps level.
use this to using progression frameworks.
support the Process, skills and strategies • Use of practitioner’s knowledge
children’s and attitudes chart used by all of the children to support and
learning. practitioners to ensure develop their interests and
observations are recorded in a support their learning.
concise and professional
manner
• Continue to develop floor book
planning. Encourage all staff to
engage with floor books and
Newtonhill Standards & Quality Report and Improvement PlanYou can also read
