Midmill School Standards & Quality Report 2019 - 2020 & School Improvement Planning 2020 2021 - Midmill ...
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Midmill School
Standards & Quality Report
2019 - 2020
&
School Improvement Planning
2020 – 2021
School Forward We are pleased to present both our Standards and Quality Report for Session 2019– 2020 and our School Improvement plan for the current session 2020 -2021. This report forms part of our quality improvement framework and provides important information regarding our school’s progress to date and identifies our next steps in school improvement. Self-Evaluation for Self-Improvement is at the heart of our practice in Midmill school. We continue to develop our practice in making robust use of evidence as a basis for judgements regarding the impact of our work on our learners. How are we doing? How do we know? What are we going to do now? Looking inwards to analyse our work Looking outwards to find out more about what is working well for others locally and nationally Looking forwards to gauge what continuous improvement might look like in the longer term At Midmill School we continue to be committed to working closely with our community and all other stakeholders that support the education we provide. Together we are working hard to ensure all our pupils get the best possible start in life and are enabled and encouraged to maximize their potential. We realise that within education things never stand still or stay the same. We continue to strive to meet the changes and challenges. Through this document we hope that you will get a sense of our developments, successes and areas for further growth. Katie Finch Acting Head Teacher
The School and its context The School and its context Midmill School opened in August 2016 initially with 16 pupils. We now have 107 pupils in P1- 7 and 24 pupils in our Nursery. Our staff includes a Head Teacher and then 6 FTE Teachers, 42 hours of PSA support across the week, an Administrator and a Janitor. Our Nursery was offering 1140 hours pre Covid19 and is working towards offering 1140 hours again. Our Early Years Setting has a Senior EYP in place as well as a Lead EYP, four EYPs and a Young Apprentice. Values that underpin our work and what do we aim to achieve for our children/pupils Our School worked together (Parents, Pupils and Staff) to create our vision, values and aims shown below. These are now exemplified daily across the school through our curriculum, pupil opportunities and whole school assemblies. We aim to have high standards and encourage children to aim for Excellence. Context Analysis of our SIMD profile shows that no child at Midmill School lives in an area of deprivation; most children are in deciles 8, 9 and 10, however we do have children living in decile 5. We recognise the vulnerable pupils within our catchment, and we are using our PEF allocation to assess and put plans in place to improve health and wellbeing.
Impact of our developments in Primary School
In this section we will outline the Targets we set last session and identify the progress we have made during session 2019-2020.
Key priority 2019-2020 Key actions undertaken Impact (achieved throughout 2019-2020)
All staff reviewed and edited features of highly effective lesson in Midmill
Develop a more consistent School. Planning folders created and used and staff planning collegiately
approach to planning of Learning, All staff discussed and created features of highly effective assessment in on a termly basis.
Teaching and Assessment across Midmill School. Features of a highly effective lesson and assessment created and
Midmill School Planning formats and expectations discussed with staff created and used understood by all staff and used as basis for feedback and
throughout the session. monitoring.
Collegiate Meetings focussed on planning.
PEF allocation used to purchase PASS assessment.
Effectively assess and put Pupil attitudes to Self and School assessed, data shared with staff and Pupils completed PASS and interventions put in place.
interventions in place to improve whole school, class and individual interventions planned, and targeted Improvement in behaviour and a reduction in think sheets.
emotional and social wellbeing of PSA support put in place. Nurture Hub has been set up and staff trained, three pupils have
pupils in Midmill School. Nurture Hub set up and all staff training during Inservice Days in benefitted from this additional support.
November and February on Nurturing Approaches. PSA and CT attended
Targeted Nurture Training.
Introduce regular learning walks with staff.
Staff given opportunity to engage in observation of teachers at same Learning Walks included in Collegiate Meetings to evaluate ethos
stage in partner TSISS schools. and environment.
Self-Evaluation – All stakeholders TSISS visits took place allowing staff to share practice and
Engage pupil council in in HGIOS pupil edition.
will be more engaged in the QA Each class given an Improvement Plan to lead an area of improvement discuss attainment with same stage teachers.
process as a group in school. Pupils given ownership over an improvement area.
Worked with Parent Council to engage parents in Self-Evaluation
Process.Impact of our developments in Nursery
In this section we will outline the Targets we set last session and identify the progress we have made during session 2019-2020.
Key priority 2019-2020 Key actions undertaken Impact (achieved throughout 2019-2020)
Schema training held by EYSP for parents. Parents were offered the opportunity to attend schema presentation, sparked
Schemas identified throughout children’s observations. discussions about their child’s learning style.
Observations of children’s interest on the first two weeks of each term to inform Schemas page added to profiles to encourage staff to identify schemas in
the content of the talking tub. key children.
Free flow of activities, activities set up linked to area of interest. Children more engaged with book of the week.
Develop parent and child Book of the week to relate to area of interest. Planning more child led.
engagement in planning of 3D mind map displayed in the cloakroom. Planning available in the cloakroom for parents to see. Children engaging
Planning procedures updated to reflect changes. parents in their planning during drop off and pick up.
learning. Regular staff discussions and reviews of planning procedure. Staff meetings to discuss procedure changes/updates.
Floor book moved from paper format to book creator. Staff set up book creator book to record activities and learning. Children
Staff made a check list to go along with the book creator book. engaging in it more since on book creator.
Tweet pages of the floor book to share with parents/put floor book on a child’s New floor book shared with parents through twitter and on display in the
iPad in the cloakroom for parents to look at. cloakroom.
Planned events throughout the summer for Early Year pupils to attend and Planned summer events (2019) had a good attendance by parents and
support transition. children already attending or due to attend the setting, received positive
Member of EY staff supported the class teacher in the first week of P1. feedback from parents about supporting transition into nursery.
Free flow between nursery and P1 on regular occasions. EY staff member supported in the first week of school (2019 & 2020). Both
Reviewed transition procedures. EY staff and class teacher felt this had a positive impact on children and help
Coffee sessions planned and all made available to all parents and some settle them into P1.
available to school. Only 1 child hesitated coming into P1 (2020), after school being shut during
Work more collaboratively at early Planned joint working with P5/6/7. lockdown. We feel this is due to having transition events planned throughout
level between Nursery and P1. P1 teacher held a coffee session with parents of children moving into P1. the whole year and all the different opportunities we make available.
Began having lunch in the dining hall everyday. Parents after the coffee session with the P1 teacher were more relaxed
Online meet the teacher session for new P1’s. about their child starting P1 and felt more informed.
Transition book made and sent to all children due to start P1 and nursery. Children have been more confident having lunch in the dining hall and
parents have expressed that they aren’t nervous about their child having
lunch since they had the opportunity to experience this before lockdown.
Most parents agreed or strongly agreed that the transition book supported
their child’s transition.
Sharing stories, songs and games before lunch. Children became for confident telling and acting out their own stories through
Helicopter stories information session for parents. helicopter stories.
Children encouraged to participate in helicopter stories each week. Children learned the wellbeing indicator song quickly and children began to
Books always available in the back room. learn the different areas and use this within their language with their peers.
Improve participation in literacy, At 9am and 1.30pm share book of the week with children. Children learnt some Makaton for the Christmas show.
health and wellbeing and music Display book of the week. Parents shared their favourite stories with their children at the reading
Share the wellbeing indicators song with children. breakfast we had for world book day.
experiences in early years. Develop the music area. Book bug sessions were held by staff in the setting.
Use Makaton for songs.
Invite parents to share favourite stories with the children in the setting.
Plan and hold book bug sessions.How good is our leadership and approach to improvement?
QI 1.3 Leadership of change
Developing a shared vision, values and aims relevant to the school and its community
Strategic planning for continuous improvement
Implementing improvement and change
Relevant NIF priority: All
Relevant NIF driver(s): School leadership, Teacher professionalism, School
improvement
Level of quality for core QI: 3
How well are you doing?
What’s working well for your learners?
• All staff and almost all pupils can articulate the vision and values which are continually
highlighted as we strive for high expectations in all learners. This is done through daily
discussion is class, our house token system and weekly assemblies.
• All Teaching staff have engaged with and developed an understanding of local and
national priorities (NIF, HGIOS4, HGIOELC) and how these impact on Midmill School.
• Pupils, Staff and Parents have been involved in reviewing our Improvement Priorities for
session 19/20.
• Pupils, Staff and Parents have been involved in identifying and prioritising key priorities for
session 20/21.
• Nursery staff have identified areas of strength and areas for improvement and have taken
on leadership roles within this and have protected time to read and research these areas
to improve their practice.
• All staff have been involved in creating a Curriculum Rationale for Midmill School and
Nursery.
• Pupils are beginning to play a part in their own learning by recognising some basic areas
of where and how they can improve their learning.
• Collegiate Activities are based upon working towards the outcomes on the school’s
improvement plan and provide an opportunity for discussion and self-reflection on progress
made.
• There have been opportunities for all staff to engage in moderation practices both within
our own school as well as opportunities during Cluster Collegiate focused on Literacy and
Numeracy. Nursery staff moderate each other and are involved in Self Evaluation looking
at core QIs.
• A QA Calendar has been created illustrating the school and nursery’s commitment to
involving parents, pupils and staff in improving the life and work of the school. This
calendar also ensures there is focused attention on monitoring and evaluating learning and
teaching.
• HT and staff meet regularly to discuss the impact of improvements on pupils, gathering
appropriate data and providing written and oral information on how to move forward.
• Tracking procedures are in place to monitor pupil progress in Literacy, Numeracy and
HWB in school and nursery. Staff understand the terms RS, OT, EE and AP and are
beginning to gather evidence to back their professional judgements.
• School improvement is shaped by regularly gaining and acting upon views of staff, pupils
and parents.
• In our Early Years setting, Floor books are used to capture and respond to children’s
thoughts and interests and included within the planning process.
• Management ensure the need for change is well understood and that the pace of change
is appropriate to allow positive impact for learners.• The latest Care Commission Report in October 2019 highlighted that the quality of care
and support and environment in the nursery was very good.
• There are opportunities for all staff to take on leadership roles within Midmill School and
nursery.
• Midmill School has become involved in a self-improving school partnership with other
schools in Aberdeenshire outside of the local cluster.
How do you know?
What evidence do you have of positive impact on learners?
• Midmill curriculum rationale was created by all staff in Feb 2020. Opportunities for
parents/carers and community to review this were also provided through the Parent
Council.
• Newsletters provide regular opportunities for parents to be involved in the school. Shared
learning sessions are planned for each year which centre around aspects of the school
improvement plan.
• There is an ethos of professional engagement and collegiate working from all staff.
• There is Annual calendar of staff meetings with focus areas linked to the school
improvement plan.
• There are regular opportunities for all staff to engage with QI documentation to review
practice and plan next steps. There are regular self-evaluation questions included in
Midmill Daily Planning books which are discussed collegiately.
• Almost all Pupils are motivated to aim for excellence and talk regularly about the Golden
Book and receiving house tokens.
• Almost all Pupils are confident to share their learning with parents when they come into
school for open afternoons or assemblies.
• All staff are engaged in Tracking and Attainment conversations and targeting support to
ensure pupil needs are met. This is documented in attainment discussion and reviewed on
a termly basis in terms of the impact support put in place is having.
• All pupils were given the opportunity to give feedback on our 20/21 improvement priorities
and share their views on key priorities for 20/21.
• Noted in the Parent Council impact that the introduction of Nurture Hub has had on pupils
in school and the ethos across the school community.
What are you going to do now?
What are your improvement priorities in this area?
• Use of How Good Is OUR School pupil edition to further engage pupils in the on-going
evaluation process of the school.
• Where possible try to increase parental engagement.
• To further develop and increase staff leadership at all levels to improve outcomes for
learners.
• Continue to upskill staff on interrogation of assessment results to inform planning of
targeted support/pace & challenge.
• Revisit Vision, Values and Aims and give stakeholders opportunity to review and input into
these.
• Share Curriculum Rationale with all stakeholders and continue to edit and adapt to show
what makes our school community unique.
• Investigate and discuss responsive planning with other nursery setting and introduce in
Midmill Nursery.How good is the quality of care and education we offer?
QI 2.3 Learning, teaching and assessment
Learning and engagement
Quality of teaching
Effective use of assessment
Planning, tracking and monitoring
Relevant NIF priority: All
Relevant NIF driver(s): Teacher professionalism, School leadership, Parental
engagement, Assessment of children’s progress
Level of quality for core QI: 4
How well are you doing?
What’s working well for your learners?
• The ethos of the school and nursery is nurturing, positive and respectful.
• Our Behaviour Policy is based on Restorative Approaches and creating a positive ethos
within the school.
• Staff have reviewed and updated Features of an Effective Lesson in Midmill School.
• Staff have discussed and created Features Effective Assessment in Midmill School.
• Staff have discussed and updated Features of a Successful Nursery.
• Almost all pupils are involved in self and peer assessment.
• The vision, values and aims are embedded and underpin learning and teaching.
• Almost all pupils engage well with learning experiences.
• Almost all pupils can articulate what they are learning and why.
• Attainment Meetings are held with HT focus on how pupils are achieving and what
teaching and support is required to ensure they make further progress.
• Key worker meetings held in Nursery to discuss pupil progress.
• Our curriculum continues to develop using our 3-year programme as a basis for children
receiving a broad general education.
• HLP are being used to support the teaching of literacy across the school.
• Accelerated Reader is being used effectively to increase engagement and enjoyment of
reading from P3-P7.
• Technology is widely used across the school and nursery to enhance learning
opportunities.
• The school and Nursery have an effective system in place for tracking Numeracy, Literacy
and HWB and will can identify where improvement can be made.
• Standardised Assessments are used to back up teacher judgements and support and
challenge identified learners.
• The learning environment is built on positive relationships between staff and pupils.
• Learning Environment in Nursery received very good from Care Inspectorate in October
2019.
• Our reporting calendar provides ample opportunities for feedback to parents on pupil
progress. Parents are happy with reporting opportunities that are provided.
• Almost all learners are motivated and eager to engage in their learning.
• There are positive, respectful relationships in evidence across all areas of the school
• Almost all staff make effective use of questioning during learning and teaching experiences
extending learning as appropriate.
• All pupils have regular opportunities to work individually, in pairs and in groups. Most
classes have opportunities to work with other classes• Almost all learning experiences are planned to match pupils needs/abilities.
• Member of staff engaged in Maths Mastery Course.
• Nursery always have free flow outdoors and embedded outdoor learning trips to the
woods.
How do you know?
What evidence do you have of positive impact on learners?
• QA processes taking place throughout the school year.
• Pupils have regular opportunities to engage and lead assessment through self and peer
assessment approaches.
• Aberdeenshire Frameworks and National Benchmarks are used to inform planning and
identify appropriate next steps.
• PEF is used to support staff to plan interventions to overcome barriers to learning e.g.
Nurture Hub, Breakfast Club, PSA support.
• Termly tracking and attainment meetings are held discussion thoughts/analysis of pupils,
groups, individual learners, next steps and reviewing the impact and planning further
intervention, support or challenge.
• SNSA data is considered by staff to inform next steps.
• Twitter is used to promote every day learning and achievement.
• Pupils’ are developing their understanding of knowledge and skills as well as their
identification of strengths/next steps
• Professional Dialogue between staff, both formal and informal ongoing throughout the
session.
• Consideration of trends in data are used appropriately to inform future improvement
planning.
• Technology is also used to support targeted interventions.
• In P4 very high %age of pupils in the top two bands in all areas of SNSA. 60% in both
reading and writing and 53% in Numeracy
• Comparison from 2016-2017 to 2019-2020 for P1-P4 shows increase of 5% in reading and
increase of 5% in numeracy.
• Snapshot jotters shared with parents show breadth of learning and progression across the
terms.
What are you going to do now?
What are your improvement priorities in this area?
• Following school closures in 19/20 session whole school focus on Literacy, Numeracy and
H&WB.
• Develop a whole school approach to Outdoor Learning to promote wellbeing and
sustainability.
• Build on IT skills developed during school closures and introduce regular use of Teams for
Homework and Communication with Parents.
• Whole School focus on recognition of wider achievement
• Appoint ASL Teacher to support learning.
• Use PEF to appoint PSA to support wellbeing.
• Staff will be using Leuven Scale to evaluate the environment and pupil engagement in the
learning environment.How good are we at improving outcomes for all our learners?
QI 3.1 Ensuring wellbeing, equality and inclusion
Wellbeing
Fulfilment of statutory duties
Inclusion and equality
Relevant NIF priority: All
Relevant NIF driver(s): Assessment of children’s progress, School improvement,
Performance information
Level of quality for core QI: 4
How well are you doing?
What’s working well for your learners?
• All Staff at Midmill School have a good knowledge of learners, their families and the local
community.
• All staff and partners are proactive in promoting positive relationships in the classroom,
nursery, playground and wider learning community.
• Pupils are considered as individuals with their own needs, risks and rights.
• The School strives to ensure all are treated with respect and there are procedures in place
to support pupils.
• Everyone in our learning community is treated fairly and with respect and we place
importance on fostering positive, open & supportive working relationships based on trust.
• Termly tracking meetings with HT and individual class teachers have a focus on pupils’
needs and discussion re targeted interventions. This supports the deployment of staff
including Pupil Support Assistants (PSA) and ASL staff.
• Nursery staff have review meeting on termly basis with HT to review and discuss pupil
need and next steps.
• All staff have completed annual update of Child protection training and GIRFEC principles
ensuring a clear protocol is in place to meet individual needs.
• Staff are vigilant and are prompt to raise concerns around pupil achievement and
wellbeing.
• Effective transition arrangements are in place for pupils. Enhanced provision is available
and planned for pupils in relation to individual needs.
• Importance of early identification of needs given priority, with PSA time being weighted
accordingly where possible.
• Planning is differentiated to meet individual needs. PSA time is targeted appropriately by
class teachers and links to the Attainment Discussions.
• Parents feel well-informed about pupil progress and events in school, and are happy with
the accessibility of teachers and the HT.
• One child on FLP to support additional need.
• Nurture Hub introduced and all staff attended Nurture training during Inservice days in
November and February. PSA and Class Teacher attended targeted Nurture approaches
training.
• Effective use of Educational Psychologist to train staff and support pupils and families.
• We have developed a whole school promoting positive behaviour policy which is being
used to promote positive behaviour and links with our school values.
• The school tracks Health and wellbeing through tracking and monitoring discussions.
• Curricular work and assemblies encourage discussion, reflection and appreciation of faith,
acceptance and wellbeing.• Wellbeing song used in Nursery to share the wellbeing indicators and open discussion.
• Clear procedures are in place to identify, assess and plan for pupils with additional support
needs. IEPs and risk assessments are in place for individual pupils as appropriate and are
developed with pupils, as appropriate, and parents to improve outcomes for learners.
• All pupils have chronologies in place. Pastoral notes are used on SEEMIS to support this.
• Nursery staff are given professional reading time to read national and local documents and
review any updates.
How do you know?
What evidence do you have of positive impact on learners?
• Shared expectations in place across the school. Positive, supportive ethos throughout the
school.
• One Assembly per term focused on RRSA.
• An open-door policy is in existence for all comments/queries. A log is kept of any
complaints/queries.
• Annual update of GIRFEC/Child protection training carried out.
• Staff complete annual data protection, equalities and diversity training as provided by local
authority.
• ALEC/SCARF resources used. Three year rolling H&WB programme in place.
• Effective partnerships are in place with local church, police liaison and community officers.
The school also operates a three-year rolling first aid and CPR programme.
• Targeted support is provided by class teachers, IPT staff, Pupils support worker and others
such as SALT/EAL. EP take part in the planning and assessment for pupils.
• Outside agencies such as school nurse, doctor and CAHMS are also involved with the
consideration of targeted support for individual pupils.
• All staff are nurture trained and use this to support pupils. Two members of staff have
undertaken targeted nurture support training.
• MAAPM process being fully implemented. Regular meetings with staff, parents and other
agencies to meet pupils’ needs.
• Staff visit partner providers within the community to support transition from Early years
setting to P1. A programme of visits is carried out each year to support transition to p1.
This was done online this session with a link to a Virtual Tour.
• The cluster has a comprehensive transition programme run in partnership with cluster
primaries/ Kemnay Academy and CLD. There are series of visits in place. There is an
enhanced transition programme in place for any pupils who would benefit from this
academy staff team provide a range of opportunities to engage with pupils and their
families. This was done online this session.
What are you going to do now?
What are your improvement priorities in this area?
• Whole School focus on health & wellbeing session 20/21.
• Develop whole school approach to outdoor learning to promote wellbeing and
sustainability.
• Embed Nurture Principles in School
• Focus on HGIOS Pupil Version – Relationships at Assemblies.
• Consider using PEF to purchase decider skills to support wellbeing in school.
• Use PEF to employ PSA to target social and emotional wellbeing.
• Becoming a more gender friendly nursery.QI 3.2 Raising attainment and achievement
Attainment in literacy and numeracy
Attainment over time
Overall quality of learners’ achievement
Equity for all learners
Relevant NIF priority: All
Relevant NIF driver(s): Assessment of children’s progress, School improvement,
Performance information
Level of quality for core QI: 3
How well are you doing?
What’s working well for your learners?
• Attainment in literacy and numeracy for all learners is central to the work of our school and
features in annual improvement priorities.
• Tracking and monitoring of attainment highlights that most children in P1 and P7 and the
majority in P4 at Midmill School attain or exceed expected levels for literacy and numeracy
• Attainment data is discussed and analysed at tracking/planning discussions as per QA
calendar.
• Attainment is compared against local and national averages.
• Attainment data from standardised assessments demonstrates that there is a good match
between this and teacher’s professional judgements.
• Appropriate supports are put in place based on attainment conversations. Expertise is
sought from ASN/partner agencies to select appropriate interventions
• Overall, our learners are successful, show confidence, are responsible and contribute fully
to the life of our school.
• Pupil participation in their wider community is successful through partnership with a variety
of different links including the local church, Active Schools and Kintore Library.
• Wider achievement is celebrated and shared within individual classes and at whole school
level during assemblies and through Midmill News.
• Staff understand the need for equity within our learning and achievement. We strive to
ensure barriers to learning, including poverty, are removed to allow learners to succeed
and achieve.
• Staff have a good understanding of SIMD of pupils within their class.
• Staff familiar with new SNSA bands and able to use this to support professional
judgement.
• In P4 very high %age of pupils in the top two bands in all areas of SNSA. 60% in both
reading and writing and 53% in Numeracy
• Comparison from 2016-2017 to 2019-2020 for P1-P4 shows increase of 5% in reading and
increase of 5% in numeracy.
• Nursery Senior and staff attended the Cost of a School Day training.
How do you know?
What evidence do you have of positive impact on learners?
• Overall school professional judgements of CFE levels show good progress for most
learners. Through school tracking procedures a number of pupils are exceeding
expectations in both literacy and numeracy. Staff are continuing to develop opportunities
to promote challenge for all pupils.• Universal supports exist in all classes. Resources are deployed appropriately to meet
need.
• Tracking, Monitoring and Reporting systems and tracking meeting info is kept up to date
termly.
• The school have engaged in moderation work during Cluster Collegiate meetings.
• Midmill school engages in an annual cluster attainment review which allows for sharing of
good practice and identified areas of development.
• Parental volunteers run a running club in school to support wellbeing.
• All classes given the opportunity to create an improvement plan for the year. Pupils also
have opportunities to take ownership and share their learning through shared learning
events and community cafes.
• Golden Book Certificates linked to the School Values are issued in assemblies.
• All pupils are encouraged to share wider achievement.
• Tracking of attendance and lates
• Admin monitors all lates as at main entrance daily.
• Individual risk assessments in place for pupils who require it.
What are you going to do now?
What are your improvement priorities in this area?
• Cost of a School Day training for staff.
• Whole school focus on Literacy and Numeracy following whole school closures in session
19/20
• Appoint ASL teacher to vacancy in Kemnay Cluster
• Use PEF to target social and emotional wellbeing and remove barriers to learning.
• Continue to develop moderation processes and practice looking beyond the school to
promote effective learning and teaching and further develop a shared understanding of
standards.PEF 2020-2021
In session 2018/19 and 2019/20 PEF allocation was used to purchase
Accelerated Reader for P3-7 pupils to raise attainment in writing and reading.
Data from 2017-18 showed that only 56% of pupils at P4 were currently
achieving appropriate levels in reading, which then dropped to 44% for
writing. Attainment over time 2016 to 2017 in comparison with same cohort
in 2019-2020 there was an increase of 5% in reading from P1 to P4.
During lockdown there were some pupils who due to difficult family
circumstances were unable to access learning as effectively as other pupils.
There are some gaps in attainment across the whole school which are being
measured and assessed at present.
PASS Data from January 19/20 highlighted some key areas for development
in P1-3. Following lockdown we were unable to offer targeted support for
Identified gap learners and whole class interventions.
P1-3 Data
Health and Wellbeing and implementation of school values are a key priority
for Midmill School in session 20/21 especially supporting pupils finding
emotional regulation a challenge.
£345 was spent in 19/20 budget on PSA which has come out of our Carry
Forward.
We will continue using accelerated to reader to raise attainment in literacy
and increase enjoyment in reading, we need to purchase 26 new licences
for P2 pupils coming into P3.
In order to back up professional judgement of pupils we will purchase GL
CDS assessments, this will provide us with the ability to assess pupils in
reading and numeracy and provide individualised targeted support for
individual pupils in order to raise attainment. Through this we will be able to
identify the gaps and barriers to learning and provide the right support to
Expenditure raise attainment.
Emotional wellbeing can be a challenging area to assess effectively. We will
purchase PASS (Pupil Attitudes to Self and School) GL online assessment
for P1-P7 pupils. This is part of the CDS pack from GL. This assessment will
give a baseline assessment of pupils and traffic light pupils in terms of the
support they will require. If pupils are graded with red or a lot of orange, we
would then follow up with a Boxall Profile and offer targeted support through
suggested Boxall Strategies with additional PSA hours. This assessment will
also give us whole school data and areas we are able to improve as a whole
school.
In order to provide support for those highlighted by the assessment we will
employ a PSA for 12.5 hours per week (2.5 hours per day) from October toJuly to support staff in closing the attainment gap, specifically targeting pupils
who found it challenging to access learning while schools were closed.
We are purchasing Decider Skills to support emotional and social wellbeing
in school and with the 12.5 hours of PSA support using that to target pupils
requiring further support in this area.
Details, inc Supplier Name FTE / HRS Cost 2020-21
Teaching staff
Support staff PSA – 19/20 12.5 hrs per £345
week
PSA – 20/21 12.5 hrs per £5,998.81
week Oct-July
CDS GL Assessment £1034
Supported study
Transport
Lets
Resources Accelerated Reader £1027
Decider Skills £580
Online Boxall Profile – 50
tokens £72
Beyond Boxall Profile £20
Other (add details)
Total £9076.81
Targeted support to improve social and emotional wellbeing.
Expected
Increased engagement and enjoyment of reading.
outcomes
Improved behaviour and increased engagement in physical activity.
Tracking – H&WB
Tracking – Reading
SNSA data – Reading
Impact Acc. Reader Data to measure improvement
Measurements Use of How Good is our School Pupil version – relationships to
understand how pupils feel.
Number of Exclusions
Standardised Data
Capacity for improvement
School and Nursery staff are fully committed to the principle of continuous
improvement. We wish 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.Action Plan 1
National Improvement Framework Aberdeenshire Priorities:
Priorities
Improvement in attainment, HGIOS and ELCC 1. Improving learning, teaching
particularly in literacy and 1.1 Self-evaluation for self-improvement
1.2 Leadership for learning
and assessment.
numeracy. 2. Partnership working to raise
1.3 Leadership of change
Closing the attainment gap between 1.4 Leadership and management of attainment.
the most and least disadvantaged staff/practitioners 3. Developing leadership at all
children. 1.5 Management of resources to levels.
promote equity 4 Improvement through self-
Improvement in children and young
2.1 Safeguarding and child protection
people’s health and wellbeing. evaluation.
2.2 Curriculum
Improvement in employability skills 2.3 Learning teaching and assessment
and sustained, positive destinations. 2.4 Personalised support
2.5 Family learning
Key drivers of improvement 2.6 Transitions
School leadership 2.7 Partnerships
3.1 Improving/ ensuring wellbeing,
Teacher professionalism equality and inclusion
Specific to HGIOS 4
Parental engagement 3.2 Raising attainment and achievement
3.3 Increasing creativity and
Assessment of children’s progress employability
Specific to HGIOELC
School improvement 3.2 Securing children’s progress
3.3 Developing creativity and skills for
Performance Information life
Priority 1: Data/evidence informing priority:
Effectively assess and support learning in Numeracy, During School Closures from March-July 2020 pupils were learning
Literacy and Health and Wellbeing following lockdown. at home. It is important we gather data on gaps in the key areas of
literacy, numeracy and health and wellbeing to ensure gaps are
identified and support is put in place to close them.
Progress
How will we On Track
Key actions By whom When? evaluate impact? Behind
(Measurements of Schedule
success) Not
Achieved
Focus of assessment, learning and teaching will be on Literacy, All staff Ongoing Tracking / Teacher
Numeracy and Health & Wellbeing. Judgement / SNSA / GL
PEF used to employ additional PSA support to target wellbeing. HT Term 2 Termly review meetings to
discuss impact of support
and next steps.
PEF used to purchase Decider Skills to support emotional wellbeing. HT Term 1 Tracking / Teacher
Staff training in use of this and implemented across the whole All Staff Term 2-4 Judgement
school.
GL PASS assessment used to measure impact on wellbeing All Staff Term 2/4 PASS data
Employ ASL Teacher to vacant post and deploy to target pupils HT Term 1 Termly review meetings to
requiring support following school closures. Ongoing discuss impact of support
and next steps.
Introduce Midmill School Wider Achievement Award All Staff Term 3-4 Parental/Pupil feedback
Staff member to share learning on maths mastery. MK Term 3 Staff FeedbackAction Plan 2
National Improvement Framework Aberdeenshire Priorities:
Priorities HGIOS and ELCC
Improvement in attainment, 1.1 Self-evaluation for self-improvement 1. Improving learning, teaching
particularly in literacy and 1.2 Leadership for learning and assessment.
numeracy. 1.3 Leadership of change 2. Partnership working to raise
1.4 Leadership and management of
Closing the attainment gap between attainment.
staff/practitioners
the most and least disadvantaged 3. Developing leadership at all
1.5 Management of resources to
children. levels.
promote equity
Improvement in children and young 2.1 Safeguarding and child protection 4 Improvement through self-
people’s health and wellbeing. 2.2 Curriculum evaluation.
2.3 Learning teaching and assessment
Improvement in employability skills 2.4 Personalised support
and sustained, positive destinations. 2.5 Family learning
2.6 Transitions
Key drivers of improvement 2.7 Partnerships
School leadership 3.1 Improving/ ensuring wellbeing,
equality and inclusion
Teacher professionalism Specific to HGIOS 4
3.2 Raising attainment and achievement
Parental engagement 3.3 Increasing creativity and
employability
Assessment of children’s progress Specific to HGIOELC
3.2 Securing children’s progress
School improvement 3.3 Developing creativity and skills for
life
Performance Information
Priority 2: Data/evidence informing priority:
Develop a whole school approach to Outdoor Learning to Current Covid19 circumstances promote Learning Outdoors as the
promote wellbeing and sustainability. safest way for pupils to engage in learning. Midmill School does not
currently have an approach to Outdoor Learning.
Progress
How will we On Track
Key actions By whom When? evaluate impact? Behind
(Measurements Schedule
of success) Not
Achieved
Staff to engage in wellbeing walks to investigate grounds All Staff Term 1
around Midmill School and how it could be used.
Staff to take pupils on similar walk and give them the CTs
opportunity to share their ideas.
Create a wish list for resources and share with Parent CTs and HT
Council.
Find, share and review other School’s approaches to CTs and HT Ongoing Share with Parent
Outdoor Learning and feedback areas of strength. Develop Council for feedback.
Midmill School approach to Outdoor Learning. Share with wider
community.
Introduce Eco Schools – assess where we are currently as a HT & Term 2 Eco School Audit
school, identify areas of improvement. Reassess at the end opportunity of
of session 20/21. leadership for
Possibly link with John Muir Award. staff
Staff to engage in CLPL linked to outdoor learning using All staff Ongoing Feedback from staff
Education Scotland Professional Learning site. on how impacted L&T.Action Plan 3
National Improvement Framework Aberdeenshire Priorities:
Priorities HGIOS and ELCC 1. Improving learning, teaching
Improvement in attainment, 1.1 Self-evaluation for self-improvement and assessment.
particularly in literacy and 1.2 Leadership for learning 2. Partnership working to raise
numeracy. 1.3 Leadership of change attainment.
1.4 Leadership and management of
Closing the attainment gap between 3. Developing leadership at all
staff/practitioners
the most and least disadvantaged levels.
1.5 Management of resources to
children. 4 Improvement through self-
promote equity
Improvement in children and young 2.1 Safeguarding and child protection evaluation.
people’s health and wellbeing. 2.2 Curriculum
2.3 Learning teaching and assessment
Improvement in employability skills 2.4 Personalised support
and sustained, positive destinations. 2.5 Family learning
2.6 Transitions
Key drivers of improvement 2.7 Partnerships
School leadership 3.1 Improving/ ensuring wellbeing,
equality and inclusion
Teacher professionalism Specific to HGIOS 4
3.2 Raising attainment and achievement
Parental engagement 3.3 Increasing creativity and
employability
Assessment of children’s progress Specific to HGIOELC
3.2 Securing children’s progress
School improvement 3.3 Developing creativity and skills for
life
Performance Information
Priority 1: Data/evidence informing priority:
Develop skills in the use of IT to support learning in school During School Closures in Session 19/20 it became apparent that
and at home. there were some pupils/households who did not have access to IT
equipment. Staff had a very steep learning curve to support online
learning. Huge variety in IT capability between different
households.
Progress
How will we On Track
Key actions By whom When? evaluate impact? Behind
(Measurements Schedule
of success) Not
Achieved
Connecting Scotland used to provide laptops to families who HT Term 1 Review engagement
do not have access to a device. online.
Staff to continue to use Microsoft Teams to support learning All Staff Ongoing Review engagement
at home. on termly basis using
insights.
IT to be used across the curriculum to develop skills. All Staff Ongoing Learning
conversations.
Teacher Assessment
Specialist IT teaching slots to be provided on weekly basis Mrs Clement Term 1 Teacher Assessment
for upper stages pupils.
Staff to regularly review CLPL opportunities on All Staff Ongoing Staff feedback and
Aberdeenshire ECS Staff Team. confidence using IT
IT to review, update devices to pupils able to access IT in HT / IT Team Ongoing Feedback from staff &
school. pupilsNursery - Action Plan 1
National Improvement Framework Aberdeenshire Priorities:
Priorities
Improvement in attainment, HGIOS and ELCC 1. Improving learning, teaching
particularly in literacy and 1.1 Self-evaluation for self-improvement
1.2 Leadership for learning
and assessment.
numeracy. 2. Partnership working to raise
1.3 Leadership of change
Closing the attainment gap between 1.4 Leadership and management of attainment.
the most and least disadvantaged staff/practitioners 3. Developing leadership at all
children. 1.5 Management of resources to levels.
promote equity 4 Improvement through self-
Improvement in children and young
2.1 Safeguarding and child protection
people’s health and wellbeing. evaluation.
2.2 Curriculum
Improvement in employability skills 2.3 Learning teaching and assessment
and sustained, positive destinations. 2.4 Personalised support
2.5 Family learning
Key drivers of improvement 2.6 Transitions
School leadership 2.7 Partnerships
3.1 Improving/ ensuring wellbeing,
Teacher professionalism equality and inclusion
Specific to HGIOS 4
Parental engagement 3.2 Raising attainment and achievement
3.3 Increasing creativity and
Assessment of children’s progress employability
Specific to HGIOELC
School improvement 3.2 Securing children’s progress
3.3 Developing creativity and skills for
Performance Information life
Priority 1: Data/evidence informing priority:
Develop a more responsive planning system, looking Staff research during lockdown identified that planning could be
closely at literacy, numeracy and health and wellbeing. developed to become more responsive and child lead. Helping
children become more engaged in their learning and help improve
learning outcomes.
Progress
How will we On Track
Key actions By whom When? evaluate impact? Behind
(Measurements of Schedule
success) Not
Achieved
Staff meeting to discuss planning ideas and suggestions. All staff Term 1 Leuven scale to track
children’s engagement
Research best practice responsive planning. All Staff Ongoing in learning.
Speak to other settings currently using responsive EYSP/EYLP Ongoing Learning journeys are
planning/ask PT for settings that are using it well. more individual to each
child and their interests.
Develop children’s individual learning journey to better reflect All Staff Ongoing
them as an individual.
Regular staff meetings to review and discuss impact on All Staff Ongoing Staff view and opinions,
children’s learning and share research. children’s observations
and progress.
Update planning procedures to reflect any changes required. EYSP/EYLP OngoingNursery - Action Plan 2
National Improvement Framework Aberdeenshire Priorities:
Priorities HGIOS and ELCC
Improvement in attainment, 1.1 Self-evaluation for self-improvement 1. Improving learning, teaching
particularly in literacy and 1.2 Leadership for learning and assessment.
numeracy. 1.3 Leadership of change 2. Partnership working to raise
1.4 Leadership and management of
Closing the attainment gap between attainment.
staff/practitioners
the most and least disadvantaged 3. Developing leadership at all
1.5 Management of resources to
children. levels.
promote equity
Improvement in children and young 2.1 Safeguarding and child protection 4 Improvement through self-
people’s health and wellbeing. 2.2 Curriculum evaluation.
2.3 Learning teaching and assessment
Improvement in employability skills 2.4 Personalised support
and sustained, positive destinations. 2.5 Family learning
2.6 Transitions
Key drivers of improvement 2.7 Partnerships
School leadership 3.1 Improving/ ensuring wellbeing,
equality and inclusion
Teacher professionalism Specific to HGIOS 4
3.2 Raising attainment and achievement
Parental engagement 3.3 Increasing creativity and
employability
Assessment of children’s progress Specific to HGIOELC
3.2 Securing children’s progress
School improvement 3.3 Developing creativity and skills for
life
Performance Information
Priority 2: Data/evidence informing priority:
To provide opportunities to develop the young workforce Woodwork has always been an area Midmill Nursery wanted to
by enhancing woodwork opportunities. promote however staff feel as if this hasn’t been done effectively.
Staff research informed their knowledge and staff would like to
become more confident in providing this as a consistent resource.
Progress
How will we On Track
Key actions By whom When? evaluate impact? Behind
(Measurements Schedule
of success) Not
Achieved
All staff to read Woodwork in the Early Years by Community All Staff Term 1 Reading evaluations
Play Things/research other current information. and staff knowledge.
Buy resources/ask for donations to develop the woodwork EYSP, C.S, Ongoing Room observations of
area (saws, nails, screws). J.S & S.C staff supporting
woodworking. Staff
Make clear tool rules. C.S, J.S & S.C Term 1 discussions with
children.
Contact businesses to request donations . C.S, J.S & S.C Ongoing
Observations of
Display posters from community play things about the stages C.S, J.S & S.C Term 1 children using tools
of woodwork and how to promote this in the setting. safely.
Ensure there is always a supply of woodwork materials, visit All Staff Ongoing Observations of
Scotframe scrap scheme to collect more wood. children’s knowledge
about the different
Speak to businesses about them sending in recordings of C.S, J.S & S.C Ongoing jobs people do.
staff talking about their jobs.Nursery - Action Plan 3
National Improvement Framework Aberdeenshire Priorities:
Priorities HGIOS and ELCC 1. Improving learning, teaching
Improvement in attainment, 1.1 Self-evaluation for self-improvement and assessment.
particularly in literacy and 1.2 Leadership for learning 2. Partnership working to raise
numeracy. 1.3 Leadership of change attainment.
1.4 Leadership and management of
Closing the attainment gap between 3. Developing leadership at all
staff/practitioners
the most and least disadvantaged levels.
1.5 Management of resources to
children. 4 Improvement through self-
promote equity
Improvement in children and young 2.1 Safeguarding and child protection evaluation.
people’s health and wellbeing. 2.2 Curriculum
2.3 Learning teaching and assessment
Improvement in employability skills 2.4 Personalised support
and sustained, positive destinations. 2.5 Family learning
2.6 Transitions
Key drivers of improvement 2.7 Partnerships
School leadership 3.1 Improving/ ensuring wellbeing,
equality and inclusion
Teacher professionalism Specific to HGIOS 4
3.2 Raising attainment and achievement
Parental engagement 3.3 Increasing creativity and
employability
Assessment of children’s progress Specific to HGIOELC
3.2 Securing children’s progress
Nursery improvement 3.3 Developing creativity and skills for
life
Performance Information
Data/evidence informing priority: Following the publication of
Priority 3: Gender Equal Play in 2018, we feel as if we could challenge gender
stereotypes more within the setting and share knowledge with
To challenge gender stereotypes and develop staff and parents. On occasions children will make comments about children
parent knowledge on this subject. not being allowed to play with them due to them being a boy / girl.
Progress
On Track
How will we
Key actions By whom When? Behind
evaluate impact?
Schedule
(Measurements
Not
of success)
Achieved
Everyone read Gender Equal Play. All staff Term 1 Reading evaluations
and staff knowledge.
Complete the Gender Friendly Nursery Audit. EYSP Term 1 Identified strengths
and weaknesses with
Questionnaire to parents to ask their
EYSP Term 1 an action plan.
thoughts/ideas/suggestions.
Feedback from
Introduce posters and books to challenge gender parents.
stereotypes. R.F, S.D & N.J Ongoing Room observations of
children’s interactions
Develop dressing up to be more open ended. with each other.
R.F, S.D & N.J Ongoing General staff
Retell traditional tales, changing the gender of the main awareness of
character. All Staff Ongoing language used by
children.
Question children saying things like “that’s a boys toy”, “only
Staff’s ability to
girls can play with that”. Staff using this to support a
All staff Ongoing confidently hold
conversation about anyone being able to play with any of the
conversations
toys.
challenging children’s
Staff meetings to discuss expectations/progress and ways to use of stereotyped
move forward. All Staff Ongoing language.Wider Achievements As a school we place a high value on pupil achievements and strive to create opportunities for pupils to achieve and for us to recognise and celebrate achievements gained both through school activities and other pursuits. Pupils at our school are also aware of the needs and plights of others and Global Citizenship reflects their caring attitude. Our school is not restricted to the four walls and a roof. Where possible the school has extended their sense of community to incorporate and assist with Global issues. Achievement board in Nursery. Charities supported by the school over the last session included: Save the Children – Christmas Jumper Day Comic Relief – The pupil council organised a dress down day Rotary Charities – Through the shoe box appeal This session we have had many different opportunities to promote the wider curriculum. Pupils have benefited from a wide range of extracurricular clubs and activities including Running Club, Tennis Club and School Football, some of these are run by Active Schools and some by Parents. All classes took part in Enterprise Activities including the opportunity for Parents/carers and extended friends in the community to engage with the school showcasing learning that had been taking place over a term. This included our Science Extravaganza, Class Assemblies, a Scottish Celebration and Lessons were parents could attend. Stay and play sessions and coffee days for parents to provide information sessions for parents like First Aid, Nutrition, SLT, Baby Massage etc. Some of our primary 5/6/7 pupils took part in a Rotary Quiz with the Rotary Club. They competed against the other schools in our Cluster. Rotary supported tree planting in nursery. All of our pupils took part in the local church competition and many were placed and received prizes. Memories are made of this: We had a visit from Eilish McColgan who shared her experience of being an Olympic Athlete with all classes and delivered a PE session with P5/6/7. During the time when our School was closed, Eilish McColgan supported our online sports day by demonstrating each challenge for the pupils and sharing the results. All the pupils and staff at Midmill also received a special message from Niall McGinn of Aberdeen football Club. Our Parent Council organised a fantastic Breakfast with Santa and School Disco for our pupils. Wider Community Links We are fortunate to have good links with the local church and Rev Neil Mayer comes into school regularly to lead assemblies and support pupils in transition to secondary school. Rev Neil continued to do online while school was closed. Graeme Smith also comes into school to deliver Bible Alive and is well received by all the pupils. We linked up with Vineyard Catalyst Church and Kintore Community Church to supply uniforms to those who were struggling to provide uniform for their family and supported Catalyst Vineyard Church in their foodbank deliveries during lockdown.
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