STANDARDS & QUALITY REPORT AND IMPROVEMENT PLAN - Newtonhill Primary ...

 
STANDARDS & QUALITY REPORT AND IMPROVEMENT PLAN - Newtonhill Primary ...
Education and Children’s Services

                           STANDARDS & QUALITY REPORT AND IMPROVEMENT PLAN
                                                                          FOR

                                               Aberdeenshire Council Education and Children’s Services

“Education and Children’s Services works to improve the lives of children and young people, families and communities through the delivery of high-quality
                                                             services across Aberdeenshire”
Newtonhill School is a non-denominational school with a role of 354. The school serves Portlethen catchment area.
Devolved budgets are managed in accordance with authority guidelines in order to support planned improvements in the school.

Newtonhill School provides education for children aged 3 – 12 i.e. from ante-pre-school nursery – P7. On leaving Newtonhill Primary School
the children transfer to Portlethen Academy, Portlethen. Newtonhill School is part of the Portlethen Community Schools’ Network and works
closely with the other 5 schools in the Network. Relationships and partnerships with the schools in our network are important and as a
community we strive to develop these.

Newtonhill School is an open plan school. The staff team comprises of the Head Teacher, 1 fulltime DHTs who each has a 0.5 teaching
commitment, 2 part time DHTs with a shared 0.5 teaching commitment and 1 Principal teacher with a 0.8 teaching commitment. There are 16
class teachers of which 9 are part-time. The nursery is led by an Early Years Senior Practitioner(EYSP) and is supported by an Early Years Lead
Practioner(EYLP), one fulltime early years practitioner (EYP) and 3 part time EYPs. We have 2 Additional Support for Learning (ASL) Teachers,
both of whom are part time, and have responsibility for ASL. Staff are supported by 1 school administrator, 1 admin support assistant, 7 pupil
support assistants, 5 cleaners and a janitor.

We have a Support Area for children with Additional Support Needs (ASN). Children are successfully included in mainstream classes with
support being provided by the ASL staff.

Our nursery operates with two classes; children are offered a mix of morning and afternoon sessions. This year our nursery building and
outdoor area will undergo significant changes and improvements in order to move toward 1140 hour for our early years pupils . We have
facilities to cater for up to 80 children in their ante-pre and pre-school years. We have established a positive relationship with the visiting
principal teacher for Early Years and she is supporting nursery development, staff and children.

We have a very supportive Parent Forum and Parent Council (Friends of Newtonhill School) A close partnership has been developed and their
involvement in the school and its development is valued.

Comments on school activities and achievements are promoted through class discussions, pupil voice and the Pupil Council, staff evaluations
and parent questionnaires and consultations

The school continues to embed the culture of self-evaluation and commitment to continuous improvement in all aspects of the work of the
school.

       Newtonhill Standards & Quality Report and Improvement Plan
Our Vision:
At Newtonhill School, we work together to create a safe and nurturing learning community, underpinned by positive relationships throughout,
where children are inspired and supported to learn and to be respectful, compassionate and honest in their everyday lives.
Our goal is to equip our children with the skills, attitudes and confidence they need to be thriving, happy citizens in a global community.

Our Values:
   • Happy

   •   Respectful

   •   Kind

   •   Honest

   •   Responsible

   •   Hardworking

Our Aims:
 • To create a school climate which provides the best learning experiences, within and out with the classroom where teachers can teach,
     and children can learn and where we are continually looking towards new frontiers in teaching and learning.
 • To provide a warm, welcoming, orderly learning environment which strives to meet the needs of its children and where individuals feel
     secure, nurtured and included and social and cultural diversity is celebrated.
 • To provide a challenging academic environment which strives to continually improve our standards of education, celebrates
     achievement, encourages success and where children take responsibility and pride in their own learning.
 • To encourage positive, valuable partnerships with parents and ;/…, actively involving them in their child’s learning whilst promoting high
     aspirations and a positive mindset.
 • To develop a whole school culture of self-evaluation and reflection to ensure continuous improvement.

Our Motto
“Creating a community of learners”

       Newtonhill Standards & Quality Report and Improvement Plan
SIMD Data

Analysis of the SIMD data shows that no child at Newtonhill School lives in an area of deprivation (deciles 1 and 2); the majority of children are
in decile 9. Although Newtonhill Primary School does not have any children who are classed as living in an area of deprivation, we believe that
all children are entitled to the best education and to be the best they can be.

PEF

The use of the PEF in 2020-2021 will be targetted towards the support of recovery and nurture across the school. Newtonhill will use PEF to
support pupils in areas of literacy, numeracy and health and wellbeing in the recovery phase of a post Covid-19 lockdown. We will continue to
devlop our nurture areas within our school inside and outside and providenurturing approaches to children across the school whilst ensuring
targetted children receive and benefit from the resources and development. Senior staff will receive nurture training which then be delivered
in school to all staff, The school has a clear commitment to excellence and equity and values the learning of all children.

       Newtonhill Standards & Quality Report and Improvement Plan
Self-evaluation for Self-improvement

      ‘Excellent schools have robust internal approaches to self-evaluation and also value the objectivity which
      external partners can bring. Excellent schools understand that self-evaluation should be an ongoing process.
      They continually reflect and evaluate their work and use evidence from these activities to plan future
      improvement. Thus, the direction for future improvement comes from the school and its partners.’
                                                               (Education Scotland, How good is our school? 4th edition, 2015)

At Newtonhill School we recognise the importance of the evaluation and planning cycle and have clear procedures in place
to support robust self-evaluation, leading to clearly defined improvement priorities.

Self-Evaluation Process

   • Quality assurance data from throughout the year
   • Analysis of tracking and monitoring data – Standardised assessments, evidence of children’ learning and teachers’
     professional judgements
   • How Good is our School 4: quality indicators were used by staff as a tool for self-evaluation
   • School improvement consultation carried out with children, parents and staff
   • A full review of last year’s school improvement plan was carried out

The National Improvement Framework (NIF) has been developed in partnership with all stakeholders to drive
improvements for all children. The Framework sets out our key priorities for improvement for session 2020-2021

Click on this link to access the National Improvement Framework document in full.
http://www.gov.scot/Topics/Education/Schools/NationalImprovementFramework

      Newtonhill Standards & Quality Report and Improvement Plan
QI. 1.3 Leadership of Change
Overall comment
 Our leadership of change at Newtonhill is good. We have identified and made changes in school, but we are careful to take time and make
 changes at a suitable pace. Staff share thoughts and engage in professional dialogue to ensure we have similar aspirations for all learners
 and move forward as a team. Children, staff and parents worked together to form the school’s Vision, Values and Aims and we continue to
 work collegiately to embed these. Staff are in the process of working together to review pedagogy and ensure learning and teaching is
 consistent to meet the needs of our children. In light of this years pandemic SLT, staff and the parent council have discussed implications
 for school ranging from finance and budgets to the impact on school and home life for pupils. School has requested additional IT support
 for identified pupils and two members of SLT were to be trained in Nurture approaches, this was delayed until session 20/21 due to
 lockdown.
What is going well?
   • Curriculum pathways are used for planning and assessing and are reviewed regularly.
   • Almost all staff are committed to change in order to improve outcomes for learners
   • Vision, Values and Aims shape our school ethos.
   • Shared responsibility for school working parties across school by almost all staff (this is on hold due to Covid 19 but played a
       significant part of 1.3 prior to March 2020)
   • Opportunities for leadership for children and staff (this too has had to take a different path and format due to the restrictions of
       Covid 19)
   • Senior leaders take account of tracking and assessment data and use this to inform strategic change

What will we work on in the coming year and beyond?
  • Embed the Vision, Values and Aims of all aspects of school life
  • Teachers to continue to work collaboratively to develop skills and deeper understanding of the moderation process.
  • Develop devolved leadership with staff and children across the school where appropriate and where circumstances make this
      possible
  • Develop use of the Education Scotland professional Learning resources alongside benchmarks to support recovery
  • Develop a clear programme for strategic improvement and recovery ensuring support, evaluation and monitor impact

      Newtonhill Standards & Quality Report and Improvement Plan
•    HT and DHT to undertake nurture training and lead this development throughout school.

                                             QI. 2.3 Learning, Teaching and Assessment
Overall comment
Learning and teaching in school is good– our children learn at an appropriate level and understand the purpose of their learning. Almost all
teachers are increasingly aware of the importance of the cycle of planning, teaching, assessing and recording children’s progress, and how
this helps to raise children’s attainment. Most children are becoming more involved in taking ownership of their learning.
The purpose of learning is shared and made clear, and the majority of children discuss what success looks like, and are able to identify what
to do in order to improve. Teachers are developing confidence in assessing where children are within a level. Almost all Staff are aware of
gaps in learning due to school closures and online learning and this has been identified and will be addressed in the coming session. Whilst
session 19/20 provided many challenges due to Covid -19 the lockdown had a positive impact on our digital technology. Almost all staff very
quickly became much more digital literate and used Microsoft Teams and Glow to deliver online learning and teaching. This has remained a
key part of classroom practice
What is going well?
       • Most children can talk about their learning and are engaged in their lessons
       • Most children enjoy their learning and have a positive relationship with staff
       • Planning is appropriate and manageable
       • Most children are given greater opportunities to be involved in leading their learning
       • L.I. & S.C. are embedded in most classes
       • The use of holistic assessments continues to be developed and planning for assessment is more consistent and applicable
       • Achievements within and out with school are recognised
       • Almost all children involved in contributing to the life of the school and wider community through School Working Parties. (SWP
           on hold due to Covid-19)
       • Tracking systems for core curricular areas as well as wider achievements is in place for P1-P7
       • Almost all Pupils and staff are more confident in the use of technologies and using Glow and Teams for learning, Teaching and
           assessment.
What will we work on in the coming year and beyond?
        • Embed the Vision, Values and Aims of all aspects of school life
        • Continue to develop assessment and teacher professional judgements using the benchmarks
        • Develop a clear programme for strategic change and improvement ensuring evaluation and monitoring impact
        • Develop a shared understanding of Nurturing approaches to support recovery curriculum and overall health and wellbeing
        • Raise attainment by using assessment information to inform high quality, planned learning and teaching, ensuring appropriate
            pace and challenge for all children.
       Newtonhill Standards & Quality Report and Improvement Plan
•   Develop in children a better understanding of themselves as learners and the skills they are developing.
       •   Improve literacy and numeracy, especially consistency in approaches.

                                          QI. 3.1 Ensuring Wellbeing, Equality and Inclusion
Overall comment
Wellbeing, equality and inclusion at Newtonhill is very good. Relationships between stakeholders across the school are positive and almost
all staff are very good at looking after pupils’ wellbeing. Our school is committed to inclusion and equality and pupils are supportive of one
another. The head teacher and staff where appropriate have regular meetings with the schooll’s Educational Psychologist to discuss pupil
need and support and identify areas for whole school support. There are close working relationships with care professionals in Health and
Social Work and school seek advice and are very well supported by these agencies. As a school we promote inclusion, equality and diversity
throughout our curriculum and have invested in resources , particularly in literacy to support this.

What is going well?
  • Our inclusive approach supports and promotes the wellbeing of all.
  • We promote a safe and secure climate for learning
  • We are confident that almost all our children feel safe, healthy, achieving, nurtured, active, respected, responsible and included.
  • Almost all our staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning
       community
  • Almost all earners are included, engaged and involved in the life of the school
  • GIRFEC and the United Nations Convention on the Rights of the Child are embedded in our curriculum and school ethos.
  • We employ effective strategies and solution to meet the needs for children facing challenges.

What will we work on in the coming year and beyond?
      • Develop coherent and progressive HWB programme for all stages addressing mental , emotional and physical well being
      • Continue to improve and address the ASN systems and interventions.
      • Make Outdoor Learning an integral part of the curriculum
      • Continue to develop an environment where children are listened to and feel secure in their ability to discuss personal and
          sensitive aspects of their lives
      • Adopt a whole school nurturing approach and create a nurture /wellbeing room within the school

      Newtonhill Standards & Quality Report and Improvement Plan
Newtonhill Standards & Quality Report and Improvement Plan
QI. 3.2 Raising Attainment and Achievement
Overall comment
We are satisfied that our children attain at a satisfactory level and make progress as they move through the school. We encourage children
to attain as highly as possible and to find opportunities for wider achievement but need to focus on raising attainment by using assessment
information to inform high quality, planned learning and teaching. Tracking for literacy, numeracy, health and wellbeing and PE is regularly
reviewed and updated. Staff now record and track wider achievement and although in a basic format it gives us insight into skills,
experiences, achievement etc School has also introduced skill maps for pupils and will develop this moving forward
What is going well?
 • Overall, attainment is satisfactory in literacy and numeracy. The majority of children are making appropriate progress.
 • Robust tracking system in place ensuring individual and cohorts/groups (EAL, LAC, ASN etc) of children can be tracked and monitored in
     literacy, numeracy and health and wellbeing levels.
 • HT/DHTs and class teachers discuss, monitor and track next steps e.g. review PSA support, speak with ASL and consider how to deploy staff
     resources or speak with Educational Psychologist, Speech and Language Therapist.
 • HT regularly monitors tracking information as teaching staff have access to an online tracker that they can update at any point following their
     assessments and teacher judgements.
 • Professional dialogue is focused around any anomalies and next steps are planned for as appropriate.
 • HT /DHTs consider whole school implications of data trends and tracking discussions.
 • Moderation activities at stage, school and cluster levels.
 • Class teachers assess using national benchmarks and Aberdeenshire progression frameworks and record in a format that works for them
     including reading records, observation notes, assessments, holistic assessment, teacher/peer feedback and self-evaluation, Scottish Criterion
     Scale for writing, assessment notes on other curriculum areas, language passports for 1+2 languages and PE assessment trackers.
 • PEF allocation used to support targeted pupils and data collected to measure impact.
What will we work on in the coming year and beyond?
 • Extend scope of tracking and monitoring meetings.
 • Raise attainment by using assessment information to inform high quality, planned learning and teaching, ensuring appropriate pace and
     challenge for all children.
 • Develop in children a better understanding of themselves as learners and the skills they are developing. Mapping and tracking of this will also
     be developed
 • Improve literacy and numeracy at all levels
 • Continue to engage in moderation activities to make professional judgement more robust.
 • Use Microsoft Teams to share work with parents and for pupils to save examples of progress and achievement.
 • Develop nursery tracking.
 • Use nurturing approaches to improve wellbeing.
      Newtonhill Standards & Quality Report and Improvement Plan
Overall evaluation
Session 19/20 proved to be a very different and unexpected year. Most of improvements identified were fully underway when we suddenly
cut short in completing the academic year in the way we should. This did and continues to impact on learning, teaching and assessment but
staff have been involved in ‘recovery’ discussions from the beginning and continue to track, monitor, identify and support pupils and areas
of the curriculum where there is recognised need and/or gaps.
Prior to lockdown pupils were very much involved in school working parties, identifying the needs of the school and working with staff to
improve and develop these areas including numeracy, outdoor learning, digital literacy etc
The school parent council and parent -school association is a joint body, Friends of Newtonhill. They are regularly updated/consulted
through monthly/ termly meetings. Parents are consulted as part of our school developments and improvements. A health and well being
survey was issued in Term 1 to pupils of session 19/20 to gather their thoughts and opinions before moving forward with this priority.

Improvement        Progress                                                      Impact
Priorities 18/19
Priority 1 –    Children at Newtonhill School continue to experience a           Impact was limited due to Covid-19 school closures. All aspects
raising         strongly researched approach to the teaching of numeracy.        will of this improvement will remain a priority for 20/21. will
attainment and  New and successful methodologies are now being taught
consistency in  throughout the school with key support for teachers from         Learning conversations with children and their reflections on
learning and    Mrs Burr our numeracy development lead. There is targeted        their knowledge and skills development for aspects of
teaching in     support being given to pupils at second level to identify gaps   numeracy.
numeracy at     and support identified pupils. The development of numeracy
second level)   strategies is a focus throughout the school including nursery.   Reviewing data highlights the need for intervention in the core
                Teachers are supported and can effectively identify areas of     operations.
                need and support ensuring experiences and outcomes are
                taught consistently and monitor and track children’s             Discussion around teacher judgements identified that we may
                attainment to ensure we intervene sooner to support and          have been too harsh, and we need to become more familiar
                extend learners.                                                 with benchmarks.
                Nursery pupils have also developed numeracy through play,
                active learning and outdoor experiences, all part of a play      We will monitor, track and compare this year’s pupils to check if
                based curriculum.                                                we need to change our priorities in learning teaching and
                We continue to use Numicon through the school including          assessment or support particular cohorts.
                nursery. The majority of children have become more
                confident and familiar with number processes and continue
      Newtonhill Standards & Quality Report and Improvement Plan
to develop greater number sense. Priority is still given to       Implementing the Core operations of +, -, x and ÷ will remain a
                 understanding number and the core operations. Children are        priority for improvement.
                 encouraged to articulate their learning to demonstrate
                 understanding and progress.
Priority 2 –      In school staff were given opportunities to familiarise          Evidence of impact:
Improving         themselves with our core resources to support writing.           Big Writing being used across the school.
writing at all    We reviewed Big Writing and how this was taught and              Grammar progression framework available for all and most
levels            delivered. This was a necessary development due to               teachers are using this effectively
                  significant staff changes.                                       Shared understanding of presentation and handwriting
                  Our writing approaches were further developed and
                  explained to all teaching staff in order that there that there   Learning teaching and assessment is planned effectively through
                  was effective learning and teaching.                             collegiate working
                  Staff developed and improved moderation in order to reach        Greater collegiate working and planning has improved L,T, A in
                  a shared understanding of standards and expectations.            all classes
                  Staff planned learning, teaching and assessment collegiately.    Covid-19 school closures impacted on the year’s teaching and
                  We ensured staff had opportunities to meet in order to As        evidence of impact was not fully available. All aspect of this
                  part of our writing improvements we came to a shared             priority will continue into next session.
                  understanding on expectations for presentation in order to
                  provide consistency for all classes and pupils.
                  We looked at improving grammar progression and trialled
                  frameworks that other authorities had implemented and
                  modified.
                  Handwriting was addressed separately with guidelines put in
                  places for all stages.
                  We aimed for Staff to meet regularly in stages and levels
                  including early level nursery staff to ensure a shared
                  understanding of progress. This will continue next session.
                  We aimed for Staff to work with pupils to improve their self-
                  evaluation and develop good, consistent practice in writing.
                  This too will continue in session 20/21

Priority 3 –     At Newtonhill our priority to review and improve all aspects      Evidence of impact.
Improving the    of our Health and Wellbeing which includes
Health and       Mental, emotional, social and physical wellbeing, physical        Pupils were surveyed and the data was collated.
Wellbeing        education, physical activity and sport, food and health,          Almost all staff more consistent in supporting pupils differences.
       Newtonhill Standards & Quality Report and Improvement Plan
curriculum        substance misuse and relationships, sexual health and               An increased awareness of how social and emotional issues
with a            parenthood. This will take place over 3-4 years                     impact on learning and teaching across the curriculum. School
particular        Teachers reviewed the curriculum and considered how to              closures due to Covid-19 meant this priority was not fully
focus on social   improve learning, teaching and assessment.                          explored or developed and as such and given the recovery
and emotional     In 19/20 the focus was:                                             programme post-Covid closures this will remain a priority in
health.           social and emotional health.                                        session 20/21
                  A refresh on restorative approaches was given to all staff,         The data collated in Term 1 did not have a follow up survey due
                  collegiate sessions on using ‘Bounce Back’ resources was            to school closures but still formed the basis of areas to develop
                  held. Staff were directed to the social and emotial                 and improve.
                  experiences and outcomes as the focus for their HWB
                  planning

Priority 4 -      The plans for session 19/20 had been to have Staff/collegiate       This priority was not addressed due to the Covid-19 closure.
improving         discussion on pedagogy and identify a curriculum area for session   It is still an area we wish to explore and develop but this priority
pedagogy          that would be the focus of improved and consistent approaches.      will be replaced with nurture for session 20/21 to support
                  We hope to dispel with uncertainties around visible learning and    recovery in school.
                  identify a clear understanding across all staff of what visible
                  learning mean for learning and teaching. We had planned for
                  training to be dedicated to visible learning and improving
                  pedagogy.
                  This was to begin late into Term 3 and throughout Term 4

Capacity for improvement

School and Nursery staff are fully committed to the principle of continuous improvement. We strive to provide the very best for every child in
our care. In this task, we are increasingly advised by performance data, such as pupil attainment data, so we can see clearly ‘what’ we need to
improve.
We will continue to look inwards, outwards and forwards to prepare and equip our young people for their future. We will continue to work in
partnership with parents, health professionals, and others to ‘get it right’ for every child.

Key priorities for session 20/21

       Newtonhill Standards & Quality Report and Improvement Plan
Priority 1 – raising attainment and consistency in learning and teaching in numeracy across all levels

Priority 2 – improving our health and wellbeing curriculum with a particular focus on social, emotional and mental health post Covid closures.

Priority 3 – maintain consistency in the pedagogy of literacy (including 1+2 languages), improve attainment across all strands of literacy and
language and developing a reading culture.

Priority 4 – Implementing and improving nurturing approaches across the school

Action plans for planned improvements through collaboration and collegiate activities are outlined below. Professional learning activities will
support all developments and regular evaluation will be key to measure impact.

Improvement Planning Overview 2020/21

 National Improvement Framework Priorities           HGIOS 4 & HGIOELC Quality Indicators                 Aberdeenshire Education and
                                                                                                          Children’s Services Priorities.
 •    Improvement in attainment, particularly    1.1 Self-evaluation for self-improvement         •      Improving learning, teaching and
      in literacy and numeracy.                  1.2 Leadership for learning                             assessment
 •   Closing the attainment gap between the      1.3 Leadership of change                         •      Partnership working to raise attainment
     most and least disadvantaged children.      1.4 Leadership and management of staff/          •      Developing leadership at all levels
 •   Improvement in children and young           practitioners                                    •      Improvement through self-evaluation
     people’s health and wellbeing.              1.5 Management of resources to promote
 •   Improvement in employability skills and     equity
     sustained, positive destinations.
                                                 2.1 Safeguarding and child protection
 Key drivers of improvement                      2.2 Curriculum
 • School leadership                             2.3 Learning teaching and assessment
 • Teacher professionalism                       2.4 Personalised support
 • Parental engagement                           2.5 Family learning
 • Assessment of children’s progress             2.6 Transitions
 • School improvement                            2.7 Partnerships

       Newtonhill Standards & Quality Report and Improvement Plan
•   Performance information                  3.1 Improving/ ensuring wellbeing, equality
                                                and inclusion

                                                Specific to HGIOS 4
                                                3.2 Raising attainment and achievement
                                                3.3 Increasing creativity and employability

                                                Specific to HGIOELC
                                                3.2 Securing children’s progress
                                                3.3 Developing creativity and skills for life
                                                and learning

  PEF 2020-2021

                            1. Nurture and wellbeing
Identified gap              2. Literacy and numeracy due to school closures during Covid 19 pandemic and inconsistency in pedagogies

                            1. The establishment and resourcing of a nurture/wellbeing area within the school. Furniture, resources for the area
                               and sensory resources to support pupils throughout the school.
Expenditure                    Training in nurture for HT and DHT in order to disseminate to all staff and establish a solid, nurturing approach
                               across the school.
                            2. PSA employed 10 hours per week to provide targeted support in literacy and numeracy to identified pupils

                           Staff supporting identified children with nurture/wellbeing will help to develop small, attainable learning targets which
                           can be built upon. This will hopefully enhance children’s confidence and self-esteem. The nurturing approach across
                           school will encourage children to converse and to be comfortable in a social group setting. They will learn and develop
                           in a sociable and safe environment. The key outcomes and characteristics of an effective nurturing approach across
                           school will enable children to develop a greater sense of achievement through a pattern of successful learning rather
Expected outcomes
                           than a previous pattern of difficulties. We hope to see increased motivation for learning as a result of their increased
                           experience of success. This will enable them to develop a better disposition to learn, improving their motivation and
                           concentration.
                           We hope to see almost all staff engage and use the resources of the wellbeing classroom and training to support and
                           nurture identified pupils.
         Newtonhill Standards & Quality Report and Improvement Plan
With the £7560 we have been awarded and the carry forward from the previous year we hope to make the most impact
                               possible.
                               We recognise the inconsistency and decline in attainment across 2nd level and will look to identify how to improve
                               attainment and support for those pupls that are struggling to make progress.
                               Providing additional PSA hours will increase the support we have a give all classes some Pupil support time.
                               In school pupils that have attachment or relationship issues do not always perform as well as they could. By targeting
                               some of our PEF money to nurture based activities and provide an in-school setting to support and develop nurture and
                               relationships we hope that the outcome will also have a positive impact on learning and social and emotional health and
                               wellbeing.
                               Other PSA hours will be used in our nurture base to support life skills and relationships.
                               Training undertaken by the Head Teacher and Depute Head teacher is focused on the nurture UK resources and uses
                               the Boxhall profile to pinpoint area for support and engagement in identified pupils. Following interventions in the
                               wellbeing room, class and the playground impact will be measured by following up with a subsequent profile and
                               tracking the learning
                               We will also use questionnaires to identify understand before and after training. Pupils identified across the school as
                               having attachment and relationship concerns will be given the opportunity to work with staff in our nurture and
                               wellbeing room. This will be created to ensure pupils have an additional safe space where social skills and mindset can
 Impact Measurements
                               be developed. Throughout the school nurturing approaches will be adopted and improved mindset, social and
                               emotional health will hopefully support the path to improvement.
                               Identified pupils in across the school that require numeracy, literacy or health and well-being support will be identified
                               from ongoing discussions and tracking. Teacher will then ensure that these pupils are monitored and tracked through
                               planning and assessment, as well as supported by PSA time and given time, support and resources where appropriate.
                               Using progression frameworks and the benchmarks as well as our school tracking system we will track progress over
                               the 7 months. Holistic assessments tailored to the individual pupils will give a final overview of progress and impact.

   Improvement Planning Action Plan 2020/21

School Improvement Priority : raising attainment and consistency in learning and teaching in numeracy across all levels
NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy.
NIF Driver Assessment of children’s progress
HGIOS 4: 1.2, 1.3, 2.3,2.4, 3.1, 3.2

          Newtonhill Standards & Quality Report and Improvement Plan
Expected outcomes /Impact                                                                  How will impact be measured?
•   To ensure consistent and progressive learning pathways in numeracy at second           •   Rigorous assessment information including standardised assessments, evidence of
    level                                                                                      children learning and professional judgment
•   To improve learning and teaching of numeracy at second level                           •   Quality assurance measures including moderation, work sampling and observations
•   To improve attainment for learners’ numeracy at second level                           •   Ongoing robust tracking and monitoring data

PEF
What data/evidence informs this         Target details     Key Actions and interventions            Expected impact                         Measures/data/ information to
priority                                and key dates                                                                                       demonstrate progress in the short,
                                                                                                                                            medium and long term
                                        Improve the
•   Achievement of a level at           number of          •   Working group on pace and            •   Improved differentiation        •       Numeracy assessments built
    second level numeracy has           children who           challenge                            •   More able children being                into core work
    been inconsistent for 4 years.      are attaining      •   Develop strategies for effective         challenged at appropriate level •       Tracking and monitoring to
•   SNSA data suggests children         second level           differentiation at second level      •   Increased confidence in                 focus on recovery and
    more able that TPJ levels           numeracy by        •   PEF PSA targeted to support              numeracy and maths                      improvement including
    indicate                            10% year 1             groups of children                   •   Attainment – children will show         detailed analysis of
•   HMIe suggest pace and               and a further      •   Review planning to see if more           good progress in numeracy               November tracking to identify
    challenge at second level           5% in year 2           effective planning can support           attainment and achievement.             if there are pupils with
    numeracy is not adequate            and 3.                 improved learning and teaching                                                   significant areas of need.
                                                                                                    •   Results throughout the year
•   Children report as not              Improve end        •   Audit and review current                 and the achievement of a level
    confident at the end of second      of year                resources
                                        attainment                                                      will improve year on year
    level in numeracy                                      •   Develop an agreed assessment
•   15/16 – 75%                         for all level in       procedure for second level           •   Recovery in progress and
•   16/17 – 65%                         comparison             numeracy                                 attainment post-covid
•   17/18 – 62%                         to June 18 as      •   Review gaps in learning post-
•   18/19 – 70%                         June 19 was            covid closures at all stages
                                        impacted by        •   Maintain and revise recent
Consistency and recovery required       school                 interventions and development
at all levels post Covid closures       closures.              work

Actual Impact and next steps

            Newtonhill Standards & Quality Report and Improvement Plan
School Improvement Priority : improving our health and wellbeing curriculum with a particular focus on social and emotional health
• NIF Priority 3 Improvement in children and young people’s health and wellbeing.
• NIF Driver School improvement
HGIOS 4: 1.5, 2.2, 2.3, 3.1
Expected outcomes /Impact                                               How will impact be measured?
•   To ensure consistent and supportive approaches to health and wellbeing                •   Questionnaires for children and parents on children’ personal health and wellbeing
•   To improve learning and teaching of health and well-being from early to second        •   Staff observations and reflections from dialogic teaching.
    level                                                                                 •   Quality assurance measures including moderation, work sampling and observations
•   To improve the social and emotional wellbeing of children                             •   Ongoing robust tracking and monitoring data

PEF
What data/evidence informs this          Target details   Key Actions and interventions             Expected impact                          Measures/data/ information to
priority                                 and key dates                                                                                       demonstrate progress in the short,
                                                                                                                                             medium and long term

             Newtonhill Standards & Quality Report and Improvement Plan
•   Post Covid school closure and     Improve         •  Whole school focus on             •   Within the school community        Assess learner’s social and
    the return to the school          social and         emotional wellbeing on return         all pupils and staff will be       emotional needs in the first few
    environment highlights the        emotional          to school in Term 1 with all          supported to engage positively     weeks by planning and delivering
    need for a targeted HWB           health of all      levels/classes using thee ‘Inside     with the “new normal” in a         open activities. Adopt a dialogic
    environment and curriculum        children.          Out’ movie for inspiration and a      post ‘Covid school closure’        approach - listening, talking and
•   Planning, teaching and            Target             context for learning.                 environment.                       observing as a first stage in
    assessment of HWB has             specific        • All classes to have a HWB focus •      All pupils receive appropriate     gathering formative information
    highlighted the need to           aspects of         for Term 1 as their context with      support in a timely manner and     about children and young people’s
    improve and develop the HWB       social and         stories /novels being used a          feel safe, included and nurtured   learning needs on their return to
    curriculum.                       emotional          literacy/HWB study.                   within the school environment.     places of learn.
•   Tracking and GIRFEC meetings      HWB in          • Revisit interventions and          •   Pupils to feel safe, secure,
    between staff and SLT have        identified         developments from last session        nurtured                           HWB collegiate sessions to review
    recognised the need for           children.          including the Bounce Back         •   All staff to be able to support    who, what, when and how of HWB
    children to have targeted         Develop a          resources.                            pupils.                            in class and across school.
    support in social and emotional   consistent      • A key focus is placed on the
    health and wellbeing.             and                delivery of the curriculum                                               Pupil reflections through
•   HWB survey from 19/20             manageable         allowing all pupils to                                                   curriculum based work.
    provides data and evidence        HWB                experience learning with a
    that highlights area of need .    curriculum,        continued focus on:
•   A parent survey sent out in       focusing on         • Literacy
    term one focusing on lockdown     social and          • Numeracy
    and recovery will provide         emotional           • Health and Wellbeing
    further evidence on key areas     health post         • Development of skills
    to work on and develop.           Covid school            including technology
                                      closures and        • Use of outdoor learning as
                                      throughout              an approach.
                                      2020/2021.       • As a staff team plan to ensure
                                                         all children and young people
                                                         are clear about what they will
                                                         be learning and why we are
                                                         placing an emphasis on HWB.
                                                      • Ensure all parents/carers are
                                                         kept informed in order for
                                                         them to appropriately support
                                                         their children
                                                      • SLT to receive training in
                                                         adversity and trauma as well as

            Newtonhill Standards & Quality Report and Improvement Plan
Nurture training. SEE separate
                                                    plan

Actual Impact and next steps

School Improvement Priority : maintain consistency in the pedagogy of literacy (including 1+2 languages), improve attainment across all strands of
literacy and language and developing a reading culture.
• NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy
• NIF Driver School improvement, assessment of children’s progress, teacher professionalism
HGIOS 4: 1.2, 1.3, 2.3,2.4, 3.1, 3.2

          Newtonhill Standards & Quality Report and Improvement Plan
Expected outcomes /Impact                                                                   How will impact be measured?
•   To ensure consistent and progressive learning pathways in literacy and languages at     •   Analysis of data from year 19/20
    early, first and second level                                                           •   Review SWST at start and end of year
•   To improve teaching of literacy and languages at early, first and second level          •   Quality assurance measures including moderation, work sampling and observations
•   To improve attainment for learners literacy and languages at early, first and second    •   Ongoing robust tracking and monitoring data throughout the year
    level                                                                                   •   Comparison of year end data
PEF
What data/evidence informs this          Target details     Key Actions and interventions            Expected impact                         Measures/data/ information to
priority                                 and key dates                                                                                       demonstrate progress in the short,
                                                                                                                                             medium and long term
                                         Improve            •   Review data of past 4 years
                                         attainment in
•   Following Covid Closures we                             •   Discuss issues arising and           •   A greater understanding of data •       collegiate sessions dedicated to
                                         literacy from
    have recognised gaps and             early to second        develop a professional dialogue      •   Improved teacher leadership of          literacy will look at spelling,
    inconsistencies in all aspects of    level by end of        and understanding of the key             learning                                writing etc and all staff will be
    literacy                             session 20/21          issues and areas for                 •   Improved attainment                     involved in moderation
•   Writing results have not              Improve               improvement within all aspects       •   Improved teacher                        activities
                                          teacher
    significantly improved from           judgement of          of literacy.                             understanding of progression    •       Increased moderation sessions
    18/19 due to an incomplete            writing.          •   Refresh and revisit the literacy         and benchmarks                          to ensure better understanding
    year of development                   Develop and           programmes of work and how           •   Improved and consistent                 and assessment.
•   Literacy results over the past 4      maintain              these are taught and                     methods teaching literacy       •       1+2 collegiate sessions to
                                          consistent
    years have not been consistent.       approaches to
                                                                implemented                          •   Better moderation                       address teaching, resources
•   Spelling results post Covid           teaching all      •   Review teaching methods and          •   Consistent approaches, learning         and assessment which will then
    closures have significantly           aspects of            revisit with all staff.                  and teaching of Spanish and             be recviewed and moderated at
    decreased.                            literacy          •   Use collegiate time to develop a         French                                  year end.
                                          1+2 languages
                                                                greater understanding of                                                 •       Tracking meetings throughout
                                          embedded in all
                                          classes with          benchmarks and improve                                                           year to identify and target gaps.
                                          increased focus       moderation of literacy.
                                          on assessment     •   Use the 1+2 development
                                          and attainment
                                                                materials from Erasmus trained
                                                                staff and ensure language
                                                                ‘passports’ are implemented at
                                                                all levels.
Actual Impact and next steps

             Newtonhill Standards & Quality Report and Improvement Plan
School Improvement Priority : implementing and improving nurturing approaches across the school and nursery

•   NIF Priority 2 and 3
•   Closing the attainment gap between the most and least disadvantaged children.
•   Improvement in children and young people’s health and wellbeing.

          Newtonhill Standards & Quality Report and Improvement Plan
•       NIF Driver School improvement, teacher professionalism

HGIOS 4: 1.2, 1.3, 2.3, 3.1, 3.2
Expected outcomes /Impact                                                                      How will impact be measured?
    •    To develop an understanding of attachment theory and early trauma                     •   A wide variety of assessment approaches including observations, gathering of views,
    •    To establish a nurturing approach across school with a clear focus on warmth and          observational tools such as the Boxall Profile, when appropriate
         support alongside high expectations and academic challenge.                           •   Raised pupil attainment
    •    Provide professional learning opportunities to develop staff skills and knowledge     •   Raised pupil engagement
         on nurturing approaches .
    •
PEF Funds targeted towards training (https://www.nurtureuk.org/), additional PSA support and resources for nurture classroom.
What data/evidence informs this             Target details     Key Actions and interventions             Expected impact                          Measures/data/ information to
priority                                    and key dates                                                                                         demonstrate progress in the short,
                                                                                                                                                  medium and long term
•       The return to school following     HT & DHT to         Audit current knowledge and              •    Understand and embed the six        •    Accreditation
        Covid school closures              participate in      understating of nurture and                   principles of nurture across the    •    Staff feedback
                                           ‘The Theory
        highlighted an increased need                          current approaches. Develop                   school                              •    Boxall Profile assessments
                                           and Practice of
        for nurturing approaches.
                                           Nurture             whole school approach to                      1. Learning is understood           •    QA of nurture room and
•       Increasing numbers of pupils       Groups'             nurture.
                                                                                                                 developmentally.                     classroom practice
        with additional need or trauma                                                                       2. The classroom offers a safe
                                           training course,    Identify target groups for
        experienced background                                                                                   base.
                                           (SCQF) Level 8      nurture intervention/groups
•       Increased numbers of pupils        Dec 20
                                                                                                             3. Nurture is important for the
        living with trauma eg              Nurture
                                                               Develop nurture room within                       development of wellbeing.
        bereavement, terminal illness.     classroom to be     the school                                    4. Language is a vital means of
                                           set up Dec 20       Provide whole staff                               communication.
                                           Staff training to   development and dialogue                      5. All behaviour is
                                           be delivered.                                                         communication.
                                                               sessions to share practice and
                                           Jun 21                                                            6. The importance of transition
                                           Pupils
                                                               review outcome/impact                             in the lives of children and
                                           identified and                                                        young people
                                           supported
                                           Oct 20 onwards                                               Other expected impact measures
                                                                                                        include:
                                                                                                        • Improved learning skills,
                                                                                                            including language and literacy.
                                                                                                        • Improved behaviour and social
                                                                                                            skills.

                Newtonhill Standards & Quality Report and Improvement Plan
•   Positive attachments to the
                                                                                 school and staff.
                                                                             •   Identification of issues that may
                                                                                 require early intervention, for
                                                                                 example by CAMHS or the
                                                                                 educational psychologist.
                                                                             •   Better self-esteem, confidence
                                                                                 and self-worth.
                                                                             •   Pupil progress demonstrated
                                                                                 through curriculum planning and
                                                                                 assessment, using the Boxall
                                                                                 Profile and progression
                                                                                 frameworks

Actual Impact and next steps

 Improvement Planning Overview 2020/21

    National Improvement Framework Priorities      HGIOS 4 & HGIOELC Quality Indicators              Aberdeenshire Education and
                                                                                                     Children’s Services Priorities.
          Newtonhill Standards & Quality Report and Improvement Plan
•    Improvement in attainment, particularly   1.1 Self-evaluation for self-improvement        •   Improving learning, teaching and
          in literacy and numeracy.                 1.2 Leadership for learning                         assessment
    •    Closing the attainment gap between the     1.3 Leadership of change                        •   Partnership working to raise attainment
         most and least disadvantaged children.     1.4 Leadership and management of staff/         •   Developing leadership at all levels
    •    Improvement in children and young          practitioners                                   •   Improvement through self-evaluation
         people’s health and wellbeing.             1.5 Management of resources to promote
    •    Improvement in employability skills and    equity
         sustained, positive destinations.
                                                    2.1 Safeguarding and child protection
    Key drivers of improvement                      2.2 Curriculum
    • School leadership                             2.3 Learning teaching and assessment
    • Teacher professionalism                       2.4 Personalised support
    • Parental engagement                           2.5 Family learning
    • Assessment of children’s progress             2.6 Transitions
    • School improvement                            2.7 Partnerships
    • Performance information
                                                    3.1 Improving/ ensuring wellbeing, equality
                                                    and inclusion

                                                    Specific to HGIOS 4
                                                    3.2 Raising attainment and achievement
                                                    3.3 Increasing creativity and employability

                                                    Specific to HGIOELC
                                                    3.2 Securing children’s progress
                                                    3.3 Developing creativity and skills for life
                                                    and learning

   Improvement Planning Action Plan 2020/21

Nursery Improvement Priority : Improving Learning, teaching, assessment and attainment in Numeracy and Literacy
NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy.

           Newtonhill Standards & Quality Report and Improvement Plan
NIF Driver Assessment of children’s progress
HGIOELC : 1.2, 1.3, 2.3, 2.4, 2.5, 2.7 3.2
Expected outcomes /Impact                                                                 How will impact be measured?
•    To ensure consistent and progressive learning pathways in numeracy and literacy      •   Evidence captured on ILD’s
•    To improve numeracy experiences through developing learning and teaching             •   Children displaying an improved awareness of numeracy
     throughout nursery                                                                   •   Children demonstrating improved literacy skills
• To provide pupils with a rich literacy environment and improve the learning and
     teaching experiences in all areas of literacy
 What data/evidence informs this             Target details Key Actions and interventions          Expected impact                        Measures/data/ information to
 priority                                    and key dates                                                                                demonstrate progress in the short,
                                                                                                                                          medium and long term

•   Ongoing reports and                  Understanding •       Nursery staff to help children      •   Improved differentiation               Benchmarks to be used ast
    recommendations from PT              of ordinal and        to develop their numbers sense      •   More able pupils being                 regular tracking meetings
                                         cardinal              and ‘language of maths’                 challenged at appropriate level
•   Tracking at Early Level              numbers               through supportive                  •   Increased confidence in            •   Attainment data
                                                               interactions, identifying               learning and teaching of
•   EYSP obsevations                     Use of                opportunities indoors and out.          numeracy
                                         progression   •       Implement the Messy Maths           •   Parents will feel better able to   •   Nursery pupils have a greater
                                         frameworks in         training (Juliet Robertson)             support pupils with numeracy           understanding on sorting,
                                         early level           within nursery setting.                 at home                                matching, one-one
                                                                                               •       Attainment – pupils will show          correspondence building on
                                                           •   Introduce rhyme/ song of the            consistent progress in
                                                                                                                                              skills in a progressive way.
                                         Nursery pupils        week using ILD
                                                                                                       numeracy attainment and
                                         to focus on    •      Practitioners to continue to
                                         rhyming,                                                      achievement.
                                                               engage more fully with
                                         storytelling,         frameworks to ensure
                                         poetry and            progression and focus more on
                                         songs                 depth and challenge when        •       Improvement in listening and
                                                               planning and identifying                talking skills with children
                                         Encourage             learning experiences                    developing vocabulary and
                                         talking and    •      Nursery staff to use Rhyme and          creativity and understanding of
                                         listening             Singing as a medium to                  rhyme.
                                         through               develop literacy experiences    •       A seamless progression into P1.
                                         picture               across nursery.
                                         discussion and •      Staff become familiar with care
                                         picture books         Inspectorate ‘Getting ready to
                                                               Read’ guidance.

             Newtonhill Standards & Quality Report and Improvement Plan
as a home
                                 school liaison

Actual Impact and next steps

Nursery Improvement Priority : Improving our health and wellbeing curriculum with a particular focus on social and emotional health

          Newtonhill Standards & Quality Report and Improvement Plan
• NIF Priority 3 Improvement in children and young people’s health and wellbeing.
• NIF Driver School improvement
HGIOELC : 1.5, 2.1, 2.2, 2.3, 3.1
Expected outcomes /Impact                                               How will impact be measured?
•    To ensure consistent and supportive approaches to health and wellbeing and          •   Care Plans used to ensure staff are GIRFEC
     continue to develop a learning community that fosters a safe, caring, purposeful    •   Key workers having a more in-depth understanding of their targeted pupils
     and supportive environment                                                          •
• To improve learning and teaching of health and well-being at Early level.
• To improve the social and emotional wellbeing of pupils
 What data/evidence informs this          Target details     Key Actions and interventions         Expected impact                         Measures/data/ information to
 priority                                 and key dates                                                                                    demonstrate progress in the short,
                                                                                                                                           medium and long term
                                         Improve social
•   Post Covid school closure and        and emotional     •   Increase access to outdoor         •   Increased understanding on           •   Questionnaires for parents and
    the return to nursery                health of all         learning and improve outdoor           how to deliver outdoor                   pupils.
    environment highlights the           children.             experiences for all curriculum         education and the positive           •   Attainment data
    need for a targeted HWB              Target specific       areas.                                 impact this has on our pupils’       •   Working groups review and
    environment and curriculum           aspects of        •   Planned outdoor experiences            health and wellbeing                     feedback the impact of
•   Tracking and GIRFEC meetings         social and            to support the post covid          •   Nursery staff having a greater           strategies developed
    between staff and SLT have           emotional             school closure and access to           awareness of Early Level             •   QA work focusing on numeracy
    recognised the need for pupils       HWB in                learning outdoors                      outcomes                                 pace and challenge at second
    to have targeted support in          identified        •   Identify key experience and        •   Personal plans used to inform            level
    social and emotional health and      children.             outcomes for social and                ILD statements in term 1             •   Numeracy assessments built
    wellbeing.                           Develop a             emotional health and well-         •                                            into core work
•   SLT have identified individual       consistent and        being at Early Level
    pupils that would benefit from       manageable        •   Keep tracking system updated
    a more structured and                HWB                   and review to ensure progress
    consistent approach with HWB,        curriculum,           is being made by all pupils
    especially with social and           focusing on       •   Networking with local nursery
    emotional health and                 social and            settings to share good
    wellbeing.                           emotional             practice.
                                         health post
                                         Covid school
                                         closures and
                                         throughout
                                         2020/2021.

             Newtonhill Standards & Quality Report and Improvement Plan
Actual Impact and next steps

          Newtonhill Standards & Quality Report and Improvement Plan
Nursery Improvement Priority : Improving Planning, Assessment and Moderation (Continued on from session 19/20)
 • NIF Priority 1:- Improvement in attainment, particularly in literacy, numeracy and H & W
• NIF Driver School improvement, assessment/ evaluation of children’s progress, teacher professionalism
HGIOELC : 1.2, 1.3, 2.3,2.4, 3.1, 3.2
Expected outcomes /Impact                                                  How will impact be measured?
•   To ensure consistent and progressive learning pathways at early level.                •   Analysis of data.
•   To improve quality of learning experiences at early level.                            •   Quality assurance measures including moderation, ILD sampling and observations
•   To improve quality recording of observations and ensure that ILD’s are shared with    •   Ongoing tracking and monitoring data and observations throughout the year
    home settings.                                                                        •   Observations and feedback from PT, HT and EYSP
What data/evidence informs this          Target details   Key Actions and interventions            Expected impact                         Measures/data/ information to
priority                                 and key dates                                                                                     demonstrate progress in the short,
                                                                                                                                           medium and long term
                                         Quality
•   HT, PT and EYSP aware that and       observations     •   Discuss issues arising and      •        A more informative and robust       •   Planning and tracking meetings
    acknowledge that tracking and        will continue        develop a professional dialogue          recording of observations.              to discuss developments and
    observations should be more          be shared            and understanding of the key                                                     ensure pupil progress
    regular and consistent.              with parents         issues and areas for improving •         Sharing ILD’s with
•   Previous tracking was not in         using ILD’s .        and recording observations.              parents/carers and encouraging •        Clear guidance on the
    line with or part of school                                                                        feedback.                               expectations of recording
    system                               Nursery staff •      Consistency across recording                                                     observations.
•   EYP staff not confident at           will engage          and observation process to be        •   Increased parental engagement
    making robust observations           with floor           developed and maintained.                and shared understanding of
    that inform tracking data.           book                                                          learning pathways at early
                                         planning and •       Continue to focus on next steps          level.
                                         use this to          using progression frameworks.
                                         support the          Process, skills and strategies  •        Use of practitioner’s knowledge
                                         children’s           and attitudes chart used by all          of the children to support and
                                         learning.            practitioners to ensure                  develop their interests and
                                                              observations are recorded in a           support their learning.
                                                              concise and professional
                                                              manner

                                                          •   Continue to develop floor book
                                                              planning. Encourage all staff to
                                                              engage with floor books and

             Newtonhill Standards & Quality Report and Improvement Plan
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