Standards & Quality Report 2019-20 & School Improvement Planning 2020-2021
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Education and Children’s Services Standards & Quality Report 2019-20 & School Improvement Planning 2020-2021
St Fergus Primary School We are pleased to present both our Standards and Quality Report for Session 2019– 2020 and our School Improvement plan for 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 St Fergus 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 St Fergus Primary 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. The latter part of session 2019-20 brought unprecedented circumstances and school closures leading to new ways of continuing learning and teaching remotely as well as new ways of communicating with our pupils and wider school families. However, despite all this, through this document we hope that you will get a sense of our developments, successes and areas for further growth. Avril Sutherland/Pauline Robertson Head Teachers
The School and its context At St Fergus School our vision is to ensure that every child is given the opportunity to ‘Create the Potential to Succeed’ and that ‘Pupils will Exceed Expectations’. Our core values highlight that we believe our pupils should be Happy, Confident, Achieving and Creative. Our school aims are in line with Aberdeenshire Council School Aims. AIMS At St Fergus School we are committed to GIRFEC (Getting It Right for Every Child) to ensure our children are SHANARRI (Safe, Healthy, Achieving, Nurtured, Active, Responsible, Respected and Included). • We know what we are learning and why • We can talk about our learning • We learn well together • We enjoy our learning • We are all helped to make progress in our learning • We learn in classrooms, our homes and beyond • We celebrate our learning St Fergus School is situated in the village of St Fergus, five miles north of Peterhead. It is a primary school of traditional design, with an open plan extension sponsored by Mobil Oil. It admits pupils from ELC (age 3) to primary 7 (age 12). On completing P7, pupils transfer to Peterhead Academy, in the town of Peterhead which has ten associated feeder schools, part of the Peterhead Cluster. Within the Peterhead Cluster, all services operate in an integrated framework to ensure that each child has the fullest opportunity to maximise his or her potential. The school has a roll of 113 pupils and an ELC roll of 18 with seven full-time equivalent teaching staff, including the joint Head-Teachers. The teaching team is supported by four Pupil Support Assistants, an Additional Support for Learners teacher, an Early Years Senior Practitioner, joint Early Years Lead Practitioner, three Early Years Practitioners, a Modern Apprentice in ELC, our school administrator, kitchen staff, cleaning staff and two part-time janitors. Our school website provides current information on all aspects of school life. The school handbook provides more information on names of staff along with other school data. A copy is available on our website. Community links are a vital part of school life. School has links with all companies situated at St Fergus Gas Terminal and with smaller local businesses. The village church and hall are utilised throughout the session. St Fergus School Association (Parent Council) meet at least once every
term and fundraise continuously in order to support school improvement priorities. The school building is let out to various organisations including Active Schools, 1 st Kid Zone After School Club as well as other volunteers who run extra-curricular clubs. School staff offer many extra- curricular lunchtime clubs including choir, art, netball, coding and Children’s University for pupils to choose from. (Due to Covid-19 restrictions, there are no clubs currently running in school) SIMD Data The Scottish Index of Multiple Deprivation provides data on how many children we have living in different deciles. Although St Fergus School does not have any children who are classed as living in an area of deprivation this may not accurately reflect the circumstances of all our pupils in their everyday lives and their access to opportunities or the needs that they have as individuals. We believe that all children are entitled to the best education to enable them to be the best they can be and we work hard to achieve this for our pupils. We aim to meet the needs of every child within our setting, providing targeted support and interventions to try to close the attainment gap. Our gaps are very unique to our setting and are concentrated on individual/cohorts of pupils for specific areas such as unique issues within HWB, reading, writing, maths/numeracy, attendance and punctuality.
This Standards and Quality Report and Improvement Plan is influenced by both Aberdeenshire and national priorities. These can be summarised as follows: Aberdeenshire Priorities: these should be reflected in all areas of this document and the actions that emerge from it • Improving learning, teaching and assessment. • Partnership working to raise attainment. • Developing leadership at all levels. • Improvement through self-evaluation. National Improvement Framework Priorities: • Improvement in attainment, particularly in literacy and numeracy. • Closing the attainment gap between the most and least disadvantaged children. • Improvement in children and young people’s health and wellbeing; and • Improvement in employability skills and sustained, positive school leaver destinations for all young people. National Improvement Framework Drivers: • School leadership • Teacher professionalism • Parental engagement • Assessment of children’s progress • School improvement • Performance information Additionally, to support self-evaluation various quality indicators from the national evaluative framework How Good Is Our School? 4 are referenced. Links to these sources are: NIF- www.gov.scot/Resource/0049/00491758.pdf HGIOS?4 - https://www.educationscotland.gov.uk/Images/HGIOS4August2016_tcm4- 870533.pdf
Impact of our developments In this section we will outline the targets we set last session and identify the progress we have made during session 2019-20. Priorities 2019-2020 Visible Learning • Develop staff leadership roles, VL Impact Coach to support critical friend approach. • Use of quality/timely feedback (clearly linked to success criteria) will continue to support pupils in becoming assessment capable learners. Progress Common learning language continues to be embedded throughout all stages and has been reinforced termly at assembly. Happy Hero has been initiated with ELC setting. Replacement of green cards with learning leader awards has been successful in both raising pupil awareness of how/why they have achieved success and also providing opportunities for sharing of their learning with others. Parents continue to be made aware of initiative at Sharing of Learning, through wall displays, fortnightly newsletter, reports to Parent Council. Staff continue to recognise the need for feedback to be linked to success criteria so that children know what their next steps are. All teaching staff have conducted a critical enquiry linked to Feedback and have been supported in this by their ‘critical friend’ and Impact Coach. Impact More pupils continue to display the characteristics of effective learners. This is evidenced through monitoring and class observations, HT conversations with teaching staff at key tracking and monitoring periods, teacher reflections and evaluations, learning walks, collegiate discussions/evaluations, tracked and recorded in celebrating success book/reflective records. Most pupils are receiving quality and timely feedback linked to clear learning intentions and success criteria. In P1 almost all feedback is teacher led and given by the teacher. Pupils in P1 all know and act upon ‘tickled pink & green for growth’ feedback. In P2/3 feedback given on writing linked specifically to success criteria has the biggest impact when given during the lesson. In P4-7, a critical enquiry focusing on reading comprehension skills introduced and taught with co-constructed success criteria, showed a rise in attainment over a short period of time. Next steps • To promote appropriate self and peer feedback. • To provide daily opportunities for timely feedback to be given during lessons. • To encourage the co-construction of success criteria with pupils. • To continue to embed the common learning language throughout school, with this clearly on display and being used in all classes. • To continue to focus on the dispositions we value in our learners, to consistently and rigorously develop these. • Mrs Robertson to redo video of target groups of children. Is the common learning language being used consistently and applied?
Priorities 2019-20 • Staff training to further implement French from P1-7 Progress Head Teachers and teaching staff attended local authority event on ‘Making Languages Relevant’. November in-service day focus on collegiate working to develop progression to ensure coverage of experiences and outcomes linked to Education Scotland benchmarks at second level for pupils in P5-7. All teaching staff involved in refamiliarization session with Power Language online resource and now beginning to make more use of this learning tool with pupils. Whole school ‘buy in’ to French phrase of the week and this to be used in classes, at assembly, etc as way of promoting collaboration and ensuring that French continues to be part of daily routines throughout school. Some class teachers have established links with Modern Language staff at Peterhead Academy for upskilling support. P2/3 class and P6/7 class held a joint event with carousel activities to encourage conversation and use of French vocabulary. P1 and P2/3 had a conversation café afternoon. P5/6 made video conversations using green screen as part of a family learning event. As part of L3, whole school participated in Mandarin day with workshops led by staff from Confucius Institute in Aberdeen. We now have a second level progression for P5-7 that clearly shows topics to Impact be covered at set times for each year group with links to Power Language and vocabulary to be introduced. There is now greater participation in daily routines in French across all stages of school. Through attendance at CLPL events, staff are using digital technologies more frequently to create real and meaningful learning experiences for pupils. Next steps • Explore further the best ways of using Power Language resource with composite classes • Develop progression to include first level for pupils in P2-4 • Look at ways of encouraging further whole school collaboration e.g. French question of the month? • Include opportunity for collaborative French conversation café event between first and second level pupils in annual school calendar. • Expand on 1 plus 2 links for L3 in cross-curricular planning at second level.
Priorities 2019-20 To support and build confidence in professional judgement through focus on assessment/moderation. Planning for holistic writing assessments 3x per session is now well embedded Progress throughout school. Assessments are clearly linked to Education Scotland benchmarks and staff use pupil assessment sheets to plan for next steps. Through working time agreement, collegiate moderation opportunities are planned and shared with staff through annual calendar. All staff are aware of/use the Moderation Cycle. Head Teachers carry out moderation exercise on planners/samples of work/jotters across all stages and again this is pre- planned through annual calendar. Teaching staff have worked collaboratively to produce holistic reading assessments that can be used as part of the range of evidence to show achievement of a level. Staff are becoming increasingly more aware of the need to gather a range of evidence in order to support their professional judgement around achievement of a level. Staff are analysing and using SNSA results as part of this evidence. Teaching staff have worked collaboratively on a progression to support more robust assessment of listening and talking from early – second level. This is based around essential indicators of good listening & talking and clear statements for the various organisers of what learners should be able to do at the end of each primary year within early, first and second level. Adaptations were made to the curriculum rationale to include pre-planned opportunities for pair/group discussions, listening to audio transcripts, individual talks/presentations, film review presentations, listening & notetaking, tasks linked to class/group/pair discussion, use of audio books, group presentations with a structured format. The Head Teacher supports as an Aberdeenshire QAMSO and has been able to share this at school/cluster/local authority level. Staff consistently now work collaboratively to ensure that planning, learning, Impact teaching and assessment provides pupils with opportunities for challenge, breadth of learning and the chance to apply learning in new contexts. Attainment in writing, after rising over the past 4 years to 80% < 90% has remained at around 85% and in reading is slightly higher at 88% of pupils on track or exceeding expectations.Teachers are more confident in making predictions on pupil attainment and also in the use of assessment data to support professional judgement. Use of the new listening & talking progression planners linked to adaptations to our curriculum rationale for L&T, should going forward make teacher professional judgement more reliable and robust. • To develop further holistic reading assessments and moderate these at Next steps early/first/second level. • To continue to ensure opportunity for application, breadth and challenge in learning, teaching & assessment, particularly in the core areas of literacy and numeracy. • To begin to use the new progression planners for Listening & Talking and to embed the changes made to the curriculum rationale in this area. • To allocate further collegiate time to ‘Achievement of a level’ materials for maths/numeracy and to allow for moderation opportunity. • Teaching staff participation in ‘sampling’ – gathering evidence/portfolios of written work for authority level moderation of writing. • Begin to track assessment of literacy early level in ELC, using more robust assessment data.
Priorities 2019-20 • Focus on assessment of Health and Wellbeing, leading to more robust data for tracking and monitoring of levels. Staff constructed a bespoke health and wellbeing survey on pupils’ attitudes to Progress both self and school. These make use of the SHANARRI characters, creating meaningful links to other HWB learning activities. Surveys were completed with all classes during term 3 and results analysed to inform next steps. All teaching staff attended ACEs presentation. PE assessments have been created for the various topics within our rolling programme to provide guidance for teacher-led assessment as well as a structure for peer-assessment of gymnastics and self- assessment of dance. We now have a clearer rationale for HWB with a definite progression from early Impact through to end of second level. Staff feel more supported in the planning, learning and teaching of HWB lessons and there is increased confidence that we are covering all the SHANARRI indicators, less chance of gaps in learning or repetitions of certain areas. The collaborative work to identify the ‘ethos bundling’ was very worthwhile as it led to productive discussion around certain topics that hadn’t been revisited for a while. Staff feel that the new resources are easy to use and there have been opportunities for collaboration between classes/team teaching. E.g. P6 and P7 lessons on adolescence/puberty. Next steps • Use surveys on pupil attitude to self and school at beginning of term 1/term 4 as baseline for benchmarking and to assist with tracking and monitoring of HWB levels. Surveys will also provide evidence for next steps in planning HWB lessons at primary/stage levels. • Whole school focus on - importance of a good night’s sleep. • Whole school focus on - making healthy food choices. • Whole school focus on - needs v wants. • HWB planning through SCARF to focus on self-esteem, independence, responsibility, valuing the views and opinions of others, resilience. • Explore opportunities to offer more extra-curricular sports activities for P1-3 (Active Schools) • All staff to participate in Nurture training • Raise awareness with all staff of the effect of ACEs on children’s development, engagement with learning, achievement/attainment. Put universal/targeted support in place to address identified ACEs. • Focus on assessment of HWB through use of SCARF assessment materials. • Introduce new assessment guidance for teacher/self/peer assessment in PE. (Core teacher/class teachers to work collaboratively on this)
Priorities 2019-20 • To raise and maintain high attainment in numeracy/maths, particularly focusing on mental maths and problem solving. Targeted interventions were put in place for pupils who required additional Progress support out with the frameworks/school progressions, and these were evaluated and modified frequently. More Numicon resources were purchased with PEF to support this and Dynamo Maths has been used with individuals. Pace and challenge of numeracy/maths was the focus of HT observations during term 2 and moderation in term 3. HTs gathered feedback on pace & challenge as well as discussing new mental maths resources with pupils through ‘Daily Dozen’ focus groups. Problem solving strategies were revisited during staff collegiate time and a clear decision made on uniformity of language and age/stage appropriate introduction of these. Class teachers now have these on display in classes, and they are beginning to be systematically introduced, used, and reinforced during lessons (all curricular areas, not purely numeracy/maths). There is some evidence that children can talk about how they problem solve and what they can do if they ‘get stuck’. Attainment in numeracy/maths has been maintained at 80% < 90% largely due Impact to universal support in mental maths/problem solving and targeted support as required. Impact of targeted support has been mixed due to various factors including pupil support staff changes and ASL staff vacancy. • Embed new mental maths scheme P4-7 ensuring daily opportunity for Next steps this. Review/evaluate end of session 2020/21. • Amend term 1 focus (P2-7). Initial week of revision/regrouping before continuation with appropriate progression to ensure sufficient pace and challenge. Staff to evaluate progressions to ensure coverage at appropriate pace. *ADAPT DUE TO COVID-19 • Develop and embed use of Numicon P1-3 and with targeted pupils. • Whole school approach to problem solving to become embedded across all stages and raise awareness of strategies with pupil support staff & parents. • Collaborative support for staff using Numicon through involvement in TSISS. • Family Learning event with numeracy/maths focus.
Priorities 2019-20 • To update pupil profiling and track wider achievement in order to ensure that pupils ‘missing out’ are identified and appropriate interventions offered. Progress All teaching staff were involved in an audit of the Reflection Records and changes were made including age/stage appropriate adaptations. A focus on the four capacities of Curriculum for Excellence has started with P4-7 pupils and Head Teachers have followed up on this with focus groups through the Daily Dozen initiative. Wider achievement is now tracked and dated across P1- 7 and Head Teachers maintain an overview spreadsheet of this then follow up as required. The new tracking and monitoring of wider achievement has begun to be effective in informing future planning. Impact Changes to profiling continues to encourage pupils to reflect on their learning – what they can do now that they couldn’t do before, what they are proud of and why, how they learn best and what they can do to improve or if they get stuck. Most of our pupils (89%) are participating in clubs/activities out with school or as extra-curricular activities. Lunchtime clubs run by teaching staff have had a significant impact allowing pupils a range of opportunities. Regular ‘Celebrating Success’ assemblies with the whole school give pupils a platform to share their wider achievements. Next steps • Promote pupil ownership regarding samples of work added to Reflection Records (P3-7). • Raise awareness of the four capacities within Curriculum for Excellence and highlight with pupils when these are being achieved. (Learning Across the Four Contexts display posters to be used) • Focus on how pupils learn best and also barriers to learning and how these can be overcome. • Increase participation in out of school/extra-curricular activities to almost all pupils (over 90%). • Explore further options for P1-3 sporting activities through Active Schools. • Share pupils’ wider achievements digitally via new TV monitor in school entrance.
Priorities 2019-20 • Early interventions to support emerging literacy. P1-3 staff have supported Early Years Practitioners with their understanding of Progress emerging literacy and in talking about the progress of learners. Literacy boxes are being compiled and used in both ELC and early stage classes that will assist with the development of foundation skills in reading, writing, listening, and talking. P1 teacher and Early Years Lead continue to attend/be involved in Emerging Literacy twilight sessions. Initial assessments and screens were completed with all P1 pupils during weeks 1-3 of new session. This was then an on-going process throughout the session. There have been some opportunities for collaborative planning and joint learning activities between ELC and P1 through the context of transition. Reading attainment over the past 4 years has remained at almost all children Impact achieving early level by end of P1. Writing attainment over the past 4 years has risen from only the majority of children achieving early level at the end of P1 to almost all children doing so. Emerging Literacy interventions and the use of new resources purchased through PEF have benefitted targeted pupils who required intensive support. • Develop robust assessment evidence of children’s progress through Next steps early level Literacy and begin to track and monitor this. • P1 teaching staff and ELC staff to continue to plan and implement joint learning activities based particularly around storytelling and nursery rhymes. ELC staff to carry out critical enquiry and evaluate this at end of session 2020/21. • Continue to fully utilise the new quality role play area in nursery to support and develop children’s language and communication skills through quality adult/child interactions.
Priorities 2019-20 Developing the Young Workforce: continue to embed skills for learning, life and work Staff engagement with key documents – Aberdeenshire Skills for Learning, Life Progress and Work Guidance (Dec 2015) & Developing the Young Workforce Career Education Standard 3-18. Staff are beginning to make use of our DYW skills planner for attachment with CCT and IDL plans, focusing particularly on the soft skills and how these can be developed. Blooms Revised Taxonomy skills continue to be used throughout school as the basis of skills for learning. P7 Leavers’ Legacy continues to be a context for DYW at second level and pupils record/reflect on skills developed. However, due to Covid-19, the current project of creating an outdoor courtyard has been put on hold. Staff are more consistently making links in everyday teaching/learning to real life situations and workplace scenarios. Until March 2020, there were continual visitors into school and visits to local businesses to further promote this, as well as pre-planned opportunities for parents to visit and talk about work experiences. HT and Mrs McLean have been actively involved in the Peterhead Cluster DYW Working Group and there have been opportunities to share what is working well within our schools. Our Cluster Primary Careers Fair had to be cancelled due to Covid-19. Pupils are benefitting from planned opportunities to develop skills for learning, Impact life and work in a range of contexts. They are learning transferrable skills and understanding the importance of these. They are being given opportunities to reflect on how they are developing their skills. Next steps • Tracking of skills will inform planning and next steps. • Restart Leavers’ Legacy when possible. • Make use of digital platforms, virtual experiences, online technology to explore ‘world of work’ with learners.
2. How good is our leadership and approach to improvement? Relevant NIF priority: All Relevant NIF driver(s): School leadership, Teacher professionalism, School improvement Level of quality for core QI 1.3 and 1.2: 5 Overview: Our school has a shared vision, core values and aims that we feel are still relevant to our school and community. The school engages in self-evaluation involving all stakeholders and encourages pupils to take responsibility for decision making and school improvement through their involvement in the Pupil Council, Prefects, Play leaders, Digital leaders, E Safety team, Junior Road Safety Officers, Librarians, Magazine Group and Rota kids. Pupils engage in reviewing their own learning and the work of the school. The Head Teachers ask for their views through the ongoing ‘Daily Dozen’. P7 pupils take responsibility for improving an aspect of school for those coming behind them through their annual Leavers’ Legacy. This year they embarked upon transforming an unused outdoor area into an enclosed garden/outdoor courtyard. A successful fundraising bag pack enabled the work to begin including a bespoke gate with the school logo, adaptations to the door out to the courtyard and signage. They had all been involved in plans for a mural to be painted along one wall and pxlimited (St Fergus Gas Site) were involved with this. Unfortunately, these plans were put on hold when school buildings closed in March 2020 due to the Covid-19 pandemic. Our Learning Leaders’ initiative continues to encourage all pupils to lead learning and share their learning with others. More Learning Leader awards were given out this session than previously, partly due to the replacement of green cards with these but also partly due to this initiative being given a high profile throughout school. It was also rolled out to include our nursery children with the introduction of ‘Happy Hero’ awards in ELC. Staff share lead roles in school initiatives such as Visible Learning Impact Coaching, Emerging Literacy, One Plus Two, DYW, Music/Choir, School Magazine, Netball and other lunchtime clubs, PE, and Science, to improve outcomes for all pupils. All staff engage in professional dialogue and are keen to continue to improve the school. New staff are fully included to ensure we have a shared understanding of what we need to do to improve the school through evaluating the quality of our work and the impact of change. Staff purple folders provide support and guidance for both new and existing staff. These include staff annual calendars with information on key tracking and monitoring periods, collegiate activities, etc. as well as self- evaluation booklets linked to the challenge questions from HGIOS 4. All teaching staff have participated in a critical enquiry this session and these have been shared collegiately to ensure professional engagement and collaborative working to promote moderation of planning, learning, teaching & assessment. Staff have had opportunities to engage in moderation exercises within and across stages to share practice and develop a shared understanding of progression, particularly in literacy/numeracy/HWB. We engage with all stakeholders through a range of evaluation methods e.g. Open Morning/Parent Evenings, Family Learning Days, Stay n Play sessions, surveys and questionnaires, post it comments, suggestion boxes, SFSA meetings. Numbers have steadily risen in our parent working groups (Improvement Planning/E Safety) and these are now sub- groups of the SFSA. An annual school calendar continues to be issued to all parents/carers in August and this is kept updated on the school website. The fortnightly newsletter also keeps all stakeholders informed of school developments and improvements as well as being an excellent platform for sharing children’s successes and achievements. The number of parents/carers following school on Twitter has significantly risen this session and the latest news of what’s happening daily as well as photos/comments of pupil learning is tweeted. Senior pupils, in their role as Digital Leaders assist with this at times. Teaching staff read and became familiar with the document How Good Is OUR School? Staff then participated in an initial audit around the ethos of learner participation and to what extent children at St Fergus School are actively involved in school improvement before identifying some areas of focus.
1.3/1.2 Key strengths: • An aspirational vision underpinning continuous improvement is shared by the whole community. • Our vision, values and aims drive school improvement. All staff encourage commitment to the shared vision and through focused whole school assemblies, children are developing a clear understanding of our school vision and values. These were also shared once again with parents at our annual ‘Meet the Teacher’ event and via the school newsletter early in term 1. • Parental and school community expertise continues to drive school improvement. • The effectiveness of professional learning opportunities that support staff and improve outcomes for learners. • Inspired and passionate teaching is commonplace and embedded in the school ethos. • Sharing and collaboration of evaluation and improvement priorities with all staff, pupils, parents and wider school community. • All key improvements link clearly to evaluations which are collated and driven by strategic direction. • Collaborative working practices between all staff to improve planning, learning, teaching and assessment. • Staff understand the value of self-evaluation and improvement planning. They are highly committed to work collegiately to improve outcomes for pupils and their CLPL is linked to improvement planning. • Leadership roles are encouraged and taken on by staff. • Professional Review and Development procedures are implemented as per GTCS and Aberdeenshire guidelines. • Staff are clearly aware of and use GTCS standards as a tool for self-evaluation. Identified priorities for improvement: • Give Pupil Council more opportunity to be involved in suggested school improvement - (suggestion boxes, monthly Fri pm visit to classes, display board to highlight improvements). • Raise the profile of all Pupil Participation Groups throughout school through assembly participation and visits to classes (particularly in term 1). • Consider opportunities where Parent Council (SFSA) and subgroups can be more fully involved in school improvement driven by the pupils. • Use ‘How Good Is OUR School?’ with senior pupils as a starting point for pupil involvement in gathering parental feedback/surveys. • To continue to embed the common learning language throughout school, with this clearly on display and being consistently used in all classes. • To continue to focus on the dispositions we value in our learners, consistently and rigorously developing these. • Focus on collaborative approaches to self-evaluation through involvement in TSISS as part of a trio of schools challenging and supporting one another. In relation to the priorities listed above the following action plans have been confirmed:
Actions/Roles/Timings Expected Outcomes/Impact on learners How will success be measured? Priority 1a Year 2 To continue to use the resource ‘How Good is Pupils will become familiar with ‘How Good is OUR Pupil Council involvement (monthly class OUR School?’ to support children to participate School?’ and will use this to ensure they are fully involved conversations/minutes of meetings), display board fully in school self-evaluation/improvement. All in school improvement. There will be more regular tracking, self-evaluation documentation, Leavers’ staff/pupils/parents (starting point – Pupil Council, opportunities for all pupils (including P1-3) to contribute Legacy evaluation and reflections, analysis of data from senior pupils, SFSA/subgroups) their views and ideas. senior pupil parental surveys at May Parents’ Evening. Year 3 Continue to embed Learning Leaders’ initiative Almost all learners will exhibit the characteristics of Mrs Robertson to redo filming of target groups of pupils, throughout school, use of common learning effective learners. They will be able to talk about their June 2021 language and planned opportunities for learning, how they learn best and steps they can take to Is the common learning language being used and collaborative class working. Continue to improve/overcome difficulties. Learning Leader awards consistently applied? consistently award Learning Leader stickers and will continue to be celebrated weekly at assembly to make children aware of how/why these were promote self-esteem and will also be tracked throughout Analyse evidence (Assembly achievement book – achieved. (Happy Hero for ELC) school. The common learning language will be on display tracking) and consistently used by all staff. Priority 1b Year 3 To develop staff leadership roles further, Leaders will be motivated and inspire others to • Pupil conversations, Daily Dozen responses, particularly relating to Visible Learning, One Plus sustain a collective commitment to our priorities, Reflection Record comments, Classroom Two, DYW, HWB, Music. ultimately improving outcomes for pupils. observations, HT monitoring, Self-evaluation documentation, Long/short term plans amended Visible Learning & evaluated, Records of conversations at There will be a focus on promoting appropriate self and tracking meetings, Purple folder input. peer feedback. There will be daily opportunities for timely feedback to be given during lessons. Teachers will regularly co-construct success criteria with pupils. Through all the above, learners will become more assessment capable.
One Plus Two There will be greater consistency from P1-7 in pupil opportunity for/participation in daily routines in L2 (French). Learners will expand their vocabulary in L2 (French) and have more regular collaborative opportunities to use this vocabulary. Developing the Young Workforce Learners will continue to make links between the world of work and knowledge & skills gained in the classroom thus making learning more meaningful and enjoyable. Health and Wellbeing All pupils will be part of a nurturing environment where universal and targeted support is in place and where individual needs are met through adaptations to the environment/ethos/use of resources/staff training. (Include all staff – teaching, pupil support, early years, catering, janitorial) Music Regular fortnightly music lessons will ensure all pupils are covering the relevant experiences and outcomes from Curriculum for Excellence. Collegiate time will be allocated for Miss Cantlay to share/develop music programme of work (early – second level) with all teaching staff. Evidence of progress/comments/identified next steps: Date: Date: Date:
3. How good is the quality of care and education we offer? 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 2.3, 2.2, 2.5 : 3/4 Overview: Our whole school ethos is centred on our vision – ‘Creating the potential to succeed, pupils will exceed expectations’. We believe children at St Fergus are happy, confident, achieving, and creative. These core values form the basis of everything we do. All of our staff share this vision and recognise children as unique individuals with specific talents and needs. They work tirelessly to provide a varied and engaging curriculum and a positive school experience for all. Children are safe, treated fairly and are protected by appropriate Child Protection and Safeguarding policies. Aberdeenshire Frameworks/Highland Literacy Progression and Education Scotland Benchmarks continue to be used to inform planning and identify next steps in learning to ensure progression for all learners, in all curricular areas. Teaching staff make use of Aberdeenshire’s BGE Sharing Standards site on GLOW to support assessment and moderation. School progressions for numeracy/maths, grammar & punctuation, music and art continue to be used/evaluated. New progressions for listening/talking and for second level French have just been introduced. Overviews for Health and Wellbeing/Science continue to support staff with planning, learning/ teaching and assessment. Through cross-curricular themes, we plan lessons that are unique to our setting and locality and continue to make links through these to the wider world of work as well as One plus Two language delivery. Staff attended in-service day training to upskill their delivery of French to pupils in P1-7. Our curriculum rationale is continuously evaluated and modified and is shared with parents annually as well as being available on the school website. 2.3/2.2/2.5 Key strengths: • The very positive ethos in the school based on our shared vision and values and a respect for learning. Most children are motivated and eager to engage in their learning. • Positive engagement with parents through regular Family Learning Days, Sharing of Learning events, concerts, fortnightly newsletter, Twitter @StFergusSch, School website. • Clear priorities for continuous improvement of the curriculum and these are regularly reviewed and refreshed by an awareness of current educational thinking. • Maintaining a focus on the importance of E Safety and highlighting this with both pupils and parents annually. (In term 3, PC Taylor worked with all classes to provide age/stage appropriate support and there was a drop-in café session for parents.) • Learning is being enriched and supported by more effective use of digital technologies. Senior pupils who are Digital Leaders/E Safety team support the Head Teacher with this and help run a lunchtime coding club. • School closures due to Covid-19, although challenging, provided opportunity for digital skills to be developed and consolidated further for both staff and pupils! • Staff have a shared vision and understanding of what very good learning, teaching and assessment looks like. • Staff use Aberdeenshire Frameworks, Highland Literacy Progression and Education Scotland Benchmarks to plan effectively, ensure sufficient pace and meet pupil need. They provide a balance of group work and personalised tasks to give children appropriate support and challenge. • Tracking formats are in place and staff are becoming more confident when considering a range of assessment evidence to make judgements about children’s progress within a level. • Holistic assessments are adding to robust evidence to assist with professional judgement of achievement of a level.
• Collegiate time is allocated allowing staff opportunity for moderation of literacy and numeracy within/across stages. Identified priorities for improvement: • One Plus Two - using Power Language resource with composite classes • Developing a French progression to include first level for pupils in P2-4 • Collaborative learning opportunities e.g. French question of the month/ French conversation café event between first and second level pupils in annual school calendar. • Expand on 1 plus 2 links for L3 in cross-curricular planning at second level. • Holistic reading assessments to be further developed and implemented. • To continue to ensure opportunity for application, breadth and challenge in learning, teaching & assessment, particularly in the core areas of literacy and numeracy. • Pace and challenge through curricular adaptations & through improved learning, teaching and assessment. • To begin to use the new progression planners for Listening & Talking and to embed the changes made to the curriculum rationale in this area. • To allocate further collegiate time to ‘Achievement of a level’ materials for maths/numeracy and to allow for moderation opportunity. • Teaching staff participation in ‘sampling’ – gathering evidence/portfolios of written work for authority level moderation of writing. • Focus on assessment of HWB through use of SCARF assessment materials. • Introduce new assessment guidance for teacher/self/peer assessment in PE. (Core teacher/class teachers to work collaboratively on this) • Family Learning – areas of focus to include HWB/numeracy & maths In relation to the priorities listed above the following action plans have been confirmed:
Actions/Roles/Timings Expected Outcomes/Impact on learners How will success be measured? Priority 2a Year 4 August 2020 Continue to implement Through class/learning visits and observations – Pupils will consistently participate in daily routines French from P1-7. Embed French into daily teachers conducting daily routines in French. classroom routines, including collaborative in French from P1-7. Inclusion of French at whole school events – activities such as phrase of the Pupils will experience meaningful, well-planned weekly assembly, Celebrating Success, etc week/question of the month. Include Planning formats, tracking/monitoring/recording – learning activities, designed to extend their collaborative events in annual school staff conversations with HT during tracking knowledge and use of French vocabulary. calendar. Staff to use Aberdeenshire meetings. frameworks/Education Scotland Staff will have a clear understanding of the benchmarks/school second level progression of the four skills in language learning progression to inform planning and which supports effective learning and teaching. assessment. Develop familiarity with Power Language online resource and plan for use Digital technologies will be used by staff and pupils with composite classes. to create real and meaningful learning experiences. Further develop L3 through cross-curricular themed rolling programme at second level Learners will be introduced to additional languages for P5-7. (L3) from P5 onwards through the context of cross- HTs, class teachers – collegiate for curricular themed work. development of first level progression, L3 through second level CCTs, familiarisation with Power Language online resource. Priority 2b Year 2 Use school survey for pupil attitude to both Staff will have a greater insight into individual Assessments, assessment data, professional self and school to assess pupil health and learners’ wellbeing, informing specific interventions dialogue, observations, feedback sheets, Daily wellbeing. (Term 1/repeated in term 4) and more meaningful interactions. Hidden barriers Dozen responses, tracking and monitoring Analysis of survey results also used to to learning will be identified, informing clear next documentation, track level of parental inform future planning of HWB topics. steps for planning of HWB lessons. engagement with Family Learning events and Surveys issued in 2019/20 highlighted the Assessment data for HWB will be more robust, tasks. focus for 2020/21 should be: valid and reliable. • Whole school focus on importance Family Learning Days will focus on these whole of a good night’s sleep school priorities to ensure that parents are fully • Whole school focus on making involved in the HWB programme, including tasks healthy food choices for parents and pupils to complete together both prior to/during the Family Learning events.
• Whole school focus on needs v wants Needs v wants to be Daily Dozen focus terms 1 & Include other agencies/partnership working 2. to support the above. Year 3 Initial HWB lessons to focus on coming back Improved health and wellbeing – physical, mental, to school and feelings around isolation, social and emotional. social distancing… Further HWB planning through SCARF to focus on resilience, self-esteem, independence, responsibility, valuing the views and opinions of others. Teaching staff to become familiar with SCARF assessment resources and to begin to use these. PEF – PSA support for targeted interventions/programmes Maintenance Health and wellbeing rationale and Pupils will have increased knowledge and skills. progression to become embedded across all stages. P5-7 to continue to develop their first aid knowledge and training. PEF Class teachers to consider SHANARRI indicators when planning and delivering Clear understanding of GIRFEC by all staff will lead HWB lessons. Staff to access and use to more effective pupil support. Aberdeenshire GIRFEC website to ensure they have a clear understanding of policies. Year 2 Core teacher – PE Further develop and Pupils will give and receive quality feedback implement teacher/self/peer assessment leading to improved outcomes. format for physical education, physical activity and sport. Work collaboratively and support class teachers. Priority 2c Year 2 To make use of a range of valid, reliable and Whole school guidelines on assessment of listening Tracking & Monitoring meetings, professional relevant assessment tools and approaches & talking will lead to more robust data for tracking, dialogue, moderation at school/cluster level.
to support the improvement of children’s monitoring and recording of levels. Increased listening and talking skills. To make use of confidence with professional judgements relating to the new Listening & Talking progression achievement of a level in literacy. planners (early – second level) in line with the adaptations to the curriculum rationale. Year 3 Whole school understanding of holistic assessment and this is further informing teacher professional Staff to plan for and carry out holistic judgement. Learners able to apply their assessments of reading as part of overall knowledge, understanding and skills in new and evidence of achievement of a level. Further challenging contexts, across a breadth of learning. opportunities for staff to work collegiately to Staff are engaging in moderation moderate at the planning stage, identifying a activities/conversations at stage and school level. bundle of experiences and outcomes to be Consistency in assessment and understanding of assessed. Staff to continue to work achieving a level using benchmarks. collaboratively to produce/evaluate holistic A shared understanding of standards. reading assessments. Year 3 Staff will use BGE Sharing Standards Toolkit and Collegiate working time (stage, school, will become more confident in using data and Assessment data cluster) to allow for sharing of standards and triangulation of evidence to inform their professional Head Teacher/staff conversations at key tracking for moderation of evidence judgements on learners. periods (Literacy/Numeracy) to further promote Teacher evaluations teacher confidence in their professional Observations judgement on ‘achieving a level’ Clear use of Education Scotland benchmarks to support this. Staff participation in gathering portfolios of writing evidence for local authority level sampling. Priority 2d Year 4 Continue to use Emerging Literacy data to Pupil observations and assessments Improved assessment procedures ensure children ensure pupil needs are met at the early Tracking – documentation, meetings, stages, developing robust assessment experience a developmentally appropriate conversations evidence of children’s progress through curriculum in literacy development. Profiles early level literacy. Continue to roll out Consistent, collaborative working between ELC Emerging Literacy principles as whole and P1
school approach. P1 teacher will continue Pupil attainment is tracked, monitored and recorded Literacy resource boxes supporting identified to work with/support ELC staff as they plan effectively and staff are confident that their individuals/groups and implement joint learning activities based professional judgements are confirmed through particularly around storytelling and nursery appropriate use of benchmarks. rhymes. Attainment data to be used to target Effective planning and differentiation ensures appropriate pupil support. Literacy boxes to raised attainment in language and literacy be used for intervention/support. particularly in relation to early literacy/phonological awareness and writing. P1 teacher – initial assessments weeks 1-3, HT – share resources/info with parents of new entrants, twilight training sessions for early years staff/P1 teacher. Priority 2e Year 3 Staff to engage with and further implement Pupils will be more aware of/make links between Staff/pupil career fair evaluations national and local guidance documentation. the world of work and knowledge and skills gained Gifting of Leavers’ Legacy, pupil evaluation/written Continue to embed skills for learning, life & at school. Increased awareness of the use of reflections work, and track skills through short/long higher order thinking skills. Learners will become Planning/tracking documentation term planning to inform next steps. more capable and confident in the soft skills for life. Learning visits, observations and conversations DYW cluster working group priorities to be Staff will regularly reference DYW links in their shared via Head Teacher and Mrs McLean. weekly and termly planning and track skills Senior class to attend Cluster Careers Fair. covered. Restart Leavers’ Legacy when possible. Pupils will have opportunities to engage with a Use digital platforms, virtual experiences, range of local companies/businesses as well as online technology to explore the world of parental involvement, sharing workplace and work with pupils. employment information. Evidence of progress/comments/identified next steps: Date: Date: Date:
4. How good are we at improving outcomes for all our learners? Relevant NIF priority: All Relevant NIF driver(s): Assessment of children’s progress, School improvement, Performance information Level of quality for core QI 3.1: 4 Overview: Staff at St Fergus School have a very good knowledge of pupils, their families and the local community. The school strives to ensure all are treated fairly and with respect and there are clear procedures in place to support pupils. All staff have completed the appropriate equality and diversity training on ALDO. Tracking and monitoring procedures are in place for children with additional support needs. Both learners and parents, along with staff are involved in the setting up and review of individual educational plans where these are required. At St Fergus School, we have an annual Global Citizenship week with a focus on the UN Convention and the rights of every child. Classes work individually and collaboratively on this, giving children a voice to challenge intolerance and discrimination. Every Christmas, after research and discussion, our Pupil Council choose a charity as the focus of our fundraising and this is then shared with the school and wider community. Fundraising for Comic Relief/Sport Relief is also planned and led by the Pupil Council. A Macmillan fundraiser is held annually as part of a planned IDL collaborative by classes and this past session a fundraising day for Children In Need was also introduced as a result of feedback suggestions from parents. Our team of Junior Road Safety Officers organise and track the Walk to School on Wednesday initiative and all classes participate in the Daily Mile. We now have a clear rationale and programme in place for Health and Wellbeing with clear links to the wellbeing indicators to help us get it right for every child at St Fergus School. The SHANARRI characters are introduced from nursery upwards so that children can begin to identify visually with these and speak about what it means to be safe, healthy, active, nurtured, achieving, responsible, respected and included. 3.1 Key strengths: • The ethos and culture of the school where everyone feels valued and cared for, where views are listened to, and opinions/concerns are regarded as being important and worthwhile. • Everyone in our learning community is treated fairly and with respect and we place importance on fostering positive, open and supportive relationships based on trust. • Staff use GIRFEC and wellbeing indicators to improve outcomes for children. • Health & Wellbeing rationale and programme with clear links to SHANARRI. SCARF online resources (Coram Life Education) are used to deliver HWB themed topics from early-second level. • All P5-7 pupils receive first aid training through PEF. • IEPs are in place if required and are written in consultation with all relevant stakeholders. • Individualised programmes are in place to close gaps in learning. • Learners’ achievements in and out of school are recognised and celebrated. This is tracked and recorded. Follow up procedures are in place to support children who may be missing out. • All staff are up to date with Child Protection procedures and show great commitment to the welfare of the children. • Chronologies are maintained on Latest Pastoral Notes. • The school has an ASN audit of need which is used in regular tracking discussions with staff. The timetabling of pupil support staff links to this. • The school applies PEF to support learners who are in danger of achieving below expectations in literacy, numeracy/maths, health & wellbeing.
• Parents are kept informed about pupil progress and events in school through the fortnightly newsletter and the school website. Progress reports are issued annually, and parent appointments held twice yearly. There is also an annual Open Evening and each class takes a turn to Share Learning during the school day. (Covid-19 forced the cancellation of some of these during 2019-20 session) • For pupils transitioning to Peterhead Academy, prefects run an after-school Transition Club, and this has proved popular and worthwhile. CLD work closely with school and offer enhanced provision. • ELC and P1 transition activities commence in January with regular opportunities for joint sessions with pre-planned learning in the P1 area. • St Fergus School Association (Parent Council) supports the school extremely effectively to ensure inclusion and equality in learning opportunities within and beyond the school. • SFSA fundraising enabled school to purchase 13 new iPads this session, increasing the ratio of devices: children from 1:4 to 1:2 Identified priorities for improvement: • Supporting pupil wellbeing when school building reopens and addressing the challenges of missed learning. • Whole staff nurture training/emotional coaching focus. • Partnership working for the above. • Individualised programmes of work/assessments with Additional Support for Learning staff. • Continue to strive to close the gap through planned, prioritised use of PEF. • Parent/family involvement in Global Citizenship week through shared task and Family Learning workshop & presentation. • Global Citizenship week to focus on needs v wants. • Charity focus termly at school assemblies.
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