LEITH PRIMARY SCHOOL_____202021 Renewal Plan

Renewal Aspect 1

Learning Teaching and Assessment Overall Responsibility HT

Outcomes Short-TermThe school has a clear BGE curriculum rationale for adaptation and renewal including a focus on digital and outdoor learningAll staff are developing the relevant digital skills to deliver learning teaching and assessment via an online platform All learners engage with a blended learning model

Medium-TermThe school has additional digital resource to meet their needs for blended learningAll learners are developing the skills to access learning via digital when learning at home All staff are developing the skills and knowledge to plan and deliver high quality learning teaching and assessment for a blend of face-to-face and remote learning All learners make expected progress in their learning

NIF Priorities- Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children and

young people

QIsThemes

QI 11 Analysis and evaluation of intelligence and dataQI 13 Strategic planning for continuous improvementQI 22 Rationale and designQI 22 Learning pathwaysQI 23 Learning and engagementQI 23 Quality of teachingQI 23 Effective use of assessmentQI 23 Planning tracking and monitoringQI 24 Universal supportQI 24 Targeted supportQI 25 Engaging families in learningQI 32 Attainment in literacy and numeracyQI 32 Overall quality of learnersrsquo achievement

Tasks By Whom Resources Time Progress amp Impact

Carry out Digital Access Audit to assess strengths and needs in relation to learning and teaching

Establish Outdoor Learning capacity as an aspect of a Blended Learning Model

Stakeholders complete relevant audit

SLTHampS GroupClass teacher

Digital Access Audit

Digital Tools Audit

Link to Digital Learning and Teaching Self-Evaluation

Link to Outdoor Learning Risk Assessments and other Phase 1 Outdoor Learning Resources

April 2020 Initial Digital Access Survey carried out April 2020

Digital Tools Audit carried out June 2020

With the school community collaboratively create a refreshed curriculum rationale relevant to Covid-19 adaptation and renewal

All stakeholders Link to BGE Curriculum Rationale Guidance

Link to Level 5 Illustration QI 22 Theme 1 HGIOS4

Link to Edinburgh Phase 2 Outdoor Learning Vision and Rationale

December 2020

Apply the schoolrsquos curriculum rationale to plan Teaching and Learning approaches for a blended learning model faced-to-face (in-school) digital and outdoor learning

Create Blended Learning Strategy

All staff Link to Blended Learning Teaching and Learning Guidance

Link to Sample Blended Learning Strategy

Link to sector specific blended learning case study videos

December 2020

Ensure all learners can access learning and

Relevant staff in school (Home

Home Learning Lead Digital Learning Lead Digital

Coordinators Identified August 2020

Renewal Aspect 1

Learning Teaching and Assessment Overall Responsibility HT

Outcomes Short-TermThe school has a clear BGE curriculum rationale for adaptation and renewal including a focus on digital and outdoor learningAll staff are developing the relevant digital skills to deliver learning teaching and assessment via an online platform All learners engage with a blended learning model

Medium-TermThe school has additional digital resource to meet their needs for blended learningAll learners are developing the skills to access learning via digital when learning at home All staff are developing the skills and knowledge to plan and deliver high quality learning teaching and assessment for a blend of face-to-face and remote learning All learners make expected progress in their learning

NIF Priorities- Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children and

young people

QIsThemes

QI 11 Analysis and evaluation of intelligence and dataQI 13 Strategic planning for continuous improvementQI 22 Rationale and designQI 22 Learning pathwaysQI 23 Learning and engagementQI 23 Quality of teachingQI 23 Effective use of assessmentQI 23 Planning tracking and monitoringQI 24 Universal supportQI 24 Targeted supportQI 25 Engaging families in learningQI 32 Attainment in literacy and numeracyQI 32 Overall quality of learnersrsquo achievement

Tasks By Whom Resources Time Progress amp Impact

Carry out Digital Access Audit to assess strengths and needs in relation to learning and teaching

Establish Outdoor Learning capacity as an aspect of a Blended Learning Model

Stakeholders complete relevant audit

SLTHampS GroupClass teacher

Digital Access Audit

Digital Tools Audit

Link to Digital Learning and Teaching Self-Evaluation

Link to Outdoor Learning Risk Assessments and other Phase 1 Outdoor Learning Resources

April 2020 Initial Digital Access Survey carried out April 2020

Digital Tools Audit carried out June 2020

With the school community collaboratively create a refreshed curriculum rationale relevant to Covid-19 adaptation and renewal

All stakeholders Link to BGE Curriculum Rationale Guidance

Link to Level 5 Illustration QI 22 Theme 1 HGIOS4

Link to Edinburgh Phase 2 Outdoor Learning Vision and Rationale

December 2020

Apply the schoolrsquos curriculum rationale to plan Teaching and Learning approaches for a blended learning model faced-to-face (in-school) digital and outdoor learning

Create Blended Learning Strategy

All staff Link to Blended Learning Teaching and Learning Guidance

Link to Sample Blended Learning Strategy

Link to sector specific blended learning case study videos

December 2020

Ensure all learners can access learning and

Relevant staff in school (Home

Home Learning Lead Digital Learning Lead Digital

Coordinators Identified August 2020

Tasks By Whom Resources Time Progress amp Impact

Carry out Digital Access Audit to assess strengths and needs in relation to learning and teaching

Establish Outdoor Learning capacity as an aspect of a Blended Learning Model

Stakeholders complete relevant audit

SLTHampS GroupClass teacher

Digital Access Audit

Digital Tools Audit

Link to Digital Learning and Teaching Self-Evaluation

Link to Outdoor Learning Risk Assessments and other Phase 1 Outdoor Learning Resources

April 2020 Initial Digital Access Survey carried out April 2020

Digital Tools Audit carried out June 2020

With the school community collaboratively create a refreshed curriculum rationale relevant to Covid-19 adaptation and renewal

All stakeholders Link to BGE Curriculum Rationale Guidance

Link to Level 5 Illustration QI 22 Theme 1 HGIOS4

Link to Edinburgh Phase 2 Outdoor Learning Vision and Rationale

December 2020

Apply the schoolrsquos curriculum rationale to plan Teaching and Learning approaches for a blended learning model faced-to-face (in-school) digital and outdoor learning

Create Blended Learning Strategy

All staff Link to Blended Learning Teaching and Learning Guidance

Link to Sample Blended Learning Strategy

Link to sector specific blended learning case study videos

December 2020

Ensure all learners can access learning and

Relevant staff in school (Home

Home Learning Lead Digital Learning Lead Digital

Coordinators Identified August 2020

teaching remotely (technology skills to access learning etc) ndash use Digital Access audit information to identify priority actions

Learning LeadDigital Learning LeadDigital Learning Coordinator)

Learning Coordinator

Office 365 and other relevant digital tools

Teams logins created for P4-P7 October 2020

Accessdeliver appropriate professional learning for staff to ensure all can use relevant digital platforms and tools to required level ndash use audit information to identify priority actions

All staff

Coordinatedsupported by Home Learning LeadDigital Learning Lead Digital Learning Coordinator

Link to EdinburghLearnsHome Digital Professional Learning (self-directed and webinars)

December 2020 First in-house CPD delivered September 2020

Accessdeliver appropriate professional learning for all staff to ensure they have the skills to deliver high quality remote learning teaching and assessment within a Blended Learning Model

All staff

Coordinatedsupported by Home Learning LeadDigital Learning LeadDigital Learning Coordinator

Edinburgh Learns Professional Learning (self-directed andor led by EL TampL Team)

January 2021

Plan outdoor learning opportunities to meet (and enhance) the needs of the curriculum and social distancing Accessdeliver appropriate professional learning and resources to support this

All staff Edinburgh Outdoor Learning Team (Contacts)

Link to Edinburgh Outdoor Learning Phase 2 resources

Ongoing All classes have at least one outdoor slot allocated each day for outdoor learning

Teaching and Learning Renewal Plan Driver Diagram

Renewal Aspect

Equalities Overall Responsibility

HTPT

Outcomes Short Term The Senior Leadership Team and all staff use Equalities data and other information effectively to inform planning There is increased awareness amongst all staff of Equality and Diversity There is increased awareness amongst all staff of an Inclusive Curriculum

Medium Term Review and implementation of revised school procedure for preventing and responding to bullying and prejudice Improved reporting recording and monitoring of incidents of bullying and prejudice Pupils say that incidents of bullying and prejudice are dealt with effectively Pupils feel confident to report bullying and prejudice Staff have shared understanding of an Inclusive Curriculum and what this looks like in practice

Long Term Reduction in number of reported and recorded incidents of bullying and prejudice Improved pupil health and wellbeing

NIF Priority

Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children and young people

QIsThemesQI 11 Analysis and evaluation of intelligence and dataQI 12 Impact of career-long professional learningQI 13 Developing a shared vision values and aims relevant to the school and its communityQI 14 Building and sustaining a professional staff teamQI 22 Development of CurriculumQI 31 WellbeingQI 31 Inclusion and Equality

Tasks By Whom Resources Time Progress amp Impact

1a Identify Equalities Co-ordinator (from Senior leadership Team)

1b Establish baseline data to inform Leadership and Management

1c Provide opportunities for staff engagement in effective use of data to deepen knowledge of school community

HT

PT

SLT

EL Equalities Tile HGIOS4 31 Ensuring Wellbeing Equality and

Inclusion

Class and whole-school pupil Equalities data raceethnicity religionbelief disability gender (sex)

Records of incidents of bullying and prejudice (SEEMiS custom report from Bullying and Equalities Module)o Supplementary guidance on recording and

monitoring bullying incident in schoolso SEEMiS Bullying and Equalities Module -

manualo httpswwwequalityhumanrightscomen

advice-and-guidancehow-can-schools-use-data-prevent-and-tackle-bullying

Pupil wellbeing survey data 2019 and 2021 (Growing Confidence ndash primary Pupil Wellbeing Survey ndash secondary)

Professional dialogue with staff using the baseline data

September 2020

September 2020

Ongoing from August 2020

Ongoing

PT identified as coordinator

2 Establish or review pupil Equalities Group

PT Guide to support establishing Pupil Equalities GroupSetting up pupil Equalities Groups - guidance

December 2020

3a Consult with pupil Equalities Group and Parent Council to review school Equalities and Anti-bullying procedure in line with strengthened and revised authority procedure for lsquoPreventing and Responding to

PT

Strengthened CampF Procedure for Preventing and Responding to Bullying and Prejudice (available end Oct 2020)

Supplementary guidance on tacking racist incidents (available end Oct 2020)

Exemplar school procedure (available end Oct

February 2021

Renewal Aspect

Equalities Overall Responsibility

HTPT

Outcomes Short Term The Senior Leadership Team and all staff use Equalities data and other information effectively to inform planning There is increased awareness amongst all staff of Equality and Diversity There is increased awareness amongst all staff of an Inclusive Curriculum

Medium Term Review and implementation of revised school procedure for preventing and responding to bullying and prejudice Improved reporting recording and monitoring of incidents of bullying and prejudice Pupils say that incidents of bullying and prejudice are dealt with effectively Pupils feel confident to report bullying and prejudice Staff have shared understanding of an Inclusive Curriculum and what this looks like in practice

Long Term Reduction in number of reported and recorded incidents of bullying and prejudice Improved pupil health and wellbeing

NIF Priority

Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children and young people

QIsThemesQI 11 Analysis and evaluation of intelligence and dataQI 12 Impact of career-long professional learningQI 13 Developing a shared vision values and aims relevant to the school and its communityQI 14 Building and sustaining a professional staff teamQI 22 Development of CurriculumQI 31 WellbeingQI 31 Inclusion and Equality

Tasks By Whom Resources Time Progress amp Impact

1a Identify Equalities Co-ordinator (from Senior leadership Team)

1b Establish baseline data to inform Leadership and Management

1c Provide opportunities for staff engagement in effective use of data to deepen knowledge of school community

HT

PT

SLT

EL Equalities Tile HGIOS4 31 Ensuring Wellbeing Equality and

Inclusion

Class and whole-school pupil Equalities data raceethnicity religionbelief disability gender (sex)

Records of incidents of bullying and prejudice (SEEMiS custom report from Bullying and Equalities Module)o Supplementary guidance on recording and

monitoring bullying incident in schoolso SEEMiS Bullying and Equalities Module -

manualo httpswwwequalityhumanrightscomen

advice-and-guidancehow-can-schools-use-data-prevent-and-tackle-bullying

Pupil wellbeing survey data 2019 and 2021 (Growing Confidence ndash primary Pupil Wellbeing Survey ndash secondary)

Professional dialogue with staff using the baseline data

September 2020

September 2020

Ongoing from August 2020

Ongoing

PT identified as coordinator

2 Establish or review pupil Equalities Group

PT Guide to support establishing Pupil Equalities GroupSetting up pupil Equalities Groups - guidance

December 2020

3a Consult with pupil Equalities Group and Parent Council to review school Equalities and Anti-bullying procedure in line with strengthened and revised authority procedure for lsquoPreventing and Responding to

PT

Strengthened CampF Procedure for Preventing and Responding to Bullying and Prejudice (available end Oct 2020)

Supplementary guidance on tacking racist incidents (available end Oct 2020)

Exemplar school procedure (available end Oct

February 2021

Tasks By Whom Resources Time Progress amp Impact

1a Identify Equalities Co-ordinator (from Senior leadership Team)

1b Establish baseline data to inform Leadership and Management

1c Provide opportunities for staff engagement in effective use of data to deepen knowledge of school community

HT

PT

SLT

EL Equalities Tile HGIOS4 31 Ensuring Wellbeing Equality and

Inclusion

Class and whole-school pupil Equalities data raceethnicity religionbelief disability gender (sex)

Records of incidents of bullying and prejudice (SEEMiS custom report from Bullying and Equalities Module)o Supplementary guidance on recording and

monitoring bullying incident in schoolso SEEMiS Bullying and Equalities Module -

manualo httpswwwequalityhumanrightscomen

advice-and-guidancehow-can-schools-use-data-prevent-and-tackle-bullying

Pupil wellbeing survey data 2019 and 2021 (Growing Confidence ndash primary Pupil Wellbeing Survey ndash secondary)

Professional dialogue with staff using the baseline data

September 2020

September 2020

Ongoing from August 2020

Ongoing

PT identified as coordinator

2 Establish or review pupil Equalities Group

PT Guide to support establishing Pupil Equalities GroupSetting up pupil Equalities Groups - guidance

December 2020

3a Consult with pupil Equalities Group and Parent Council to review school Equalities and Anti-bullying procedure in line with strengthened and revised authority procedure for lsquoPreventing and Responding to

PT

Strengthened CampF Procedure for Preventing and Responding to Bullying and Prejudice (available end Oct 2020)

Supplementary guidance on tacking racist incidents (available end Oct 2020)

Exemplar school procedure (available end Oct

February 2021

Bullying and Prejudicersquo including tackling racist incidents

3b Provide opportunities for staff engagement with revised school Equalities and Anti-bullying policy including tackling racist incidents to support effective implementation

SLT

2020)Equalities - Anti-bullying

Training for school Equalities Co-ordinator on implementation of procedure and dealing with racist incidents (NovDec 2020)

httpswwwequalityhumanrightscomenadvice- and-guidancehow-can-we-stop-prejudice-based-bullying-schools

EL Equalities Tile - Anti-Bullying

Feb 2021

4a All staff complete required Equality and Diversity training

4b Promoted staff complete additional Equality and Diversity training

All staff

Promoted staff

CECiL Equality and Diversity modulesEqualities - Professional Learning

October 2020

All staff completed October in-service

5a Audit teaching of black history and culture across the curriculum

PT Inclusive Curriculum Resource database May 2021

Renewal Aspect

Equity and Inclusion Overall Responsibility

Alison Humphreys (Equity) and Anna Gray (Inclusion)

Outcomes Short Term The Senior Leadership Team and all teaching staff use data and other evidence effectively in order to identify the poverty related

attainment gap post-COVID 19 across the school and for individual cohorts and areas of the curriculum including instances where the lack of digital access has been an additional barrier for learners

Ensure that the planning of effective interventions and approaches is based on data and evidence Staff are supported to continue to embed effective Pathway 1 and 2 supports to better meet learnersrsquo needs

Medium Term Implementation and ongoing evaluation of interventions through managing resources to support equity of access for all to learning

attainment and achievement post-COVID 19 particularly for those affected by poverty Long Term

Reduction in the poverty related attainment gap in literacy and numeracy

NIF Priority-

Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged

children and young people

QIsThemesQI 11 Analysis and evaluation of intelligence and dataQI 13 Strategic planning for continuous improvementQI 15 Management of resources to support equityQI 23 Learning and engagementQI 23 Quality of teachingQ 24 Personalised SupportQI 25 Engaging families in learningQI 32 Attainment in literacy and numeracyQI 32 Overall quality of learnersrsquo achievement

Tasks By Whom Resources Time Progress amp Impact

1a Provide opportunities for staff engagement in the effective use of data in identifying the poverty related attainment gap post-COVID-19

1b Set measurable outcomes which relate to improvements in attainment or achievement for those learners in SIMD quintile 1 and the closing of the gap between those in SIMD quintile 1 and those in quintiles 2-5

SLTSfL

CT

Post-COVID-19 attainment and achievement data at class and whole school level based on a range of evidence collected in a sensitive way (Scottish Government Guidance 050620)

Tracking and monitoring systems with functions for filtering by SIMD to determine the gap (such as EdICT or school-based systems)

NIH excellence and equity datatoolkit

Professional dialogue with staff using the baseline data to inform the measurable targets

CEC Pupil Equity Funding Plan 2020-21 - School Template

Nov 2020

EDICT now installed and basic info inputted for analysis by SIMD

2 Continue to update existing audit 1-in-5 Lead Table on pg 10 and paragraph on pg 15 of Ongoing

NIF Priority-

Improvement in attainment particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged

children and young people

QIsThemesQI 11 Analysis and evaluation of intelligence and dataQI 13 Strategic planning for continuous improvementQI 15 Management of resources to support equityQI 23 Learning and engagementQI 23 Quality of teachingQ 24 Personalised SupportQI 25 Engaging families in learningQI 32 Attainment in literacy and numeracyQI 32 Overall quality of learnersrsquo achievement

Tasks By Whom Resources Time Progress amp Impact

1a Provide opportunities for staff engagement in the effective use of data in identifying the poverty related attainment gap post-COVID-19

1b Set measurable outcomes which relate to improvements in attainment or achievement for those learners in SIMD quintile 1 and the closing of the gap between those in SIMD quintile 1 and those in quintiles 2-5

SLTSfL

CT

Post-COVID-19 attainment and achievement data at class and whole school level based on a range of evidence collected in a sensitive way (Scottish Government Guidance 050620)

Tracking and monitoring systems with functions for filtering by SIMD to determine the gap (such as EdICT or school-based systems)

NIH excellence and equity datatoolkit

Professional dialogue with staff using the baseline data to inform the measurable targets

CEC Pupil Equity Funding Plan 2020-21 - School Template

Nov 2020

EDICT now installed and basic info inputted for analysis by SIMD

2 Continue to update existing audit 1-in-5 Lead Table on pg 10 and paragraph on pg 15 of Ongoing

information regarding inequity of digital access and take action appropriately as part of the blended learning model

(Excellence and Equity During the COVID-19 Pandemic ndash A Strategic Framework for Reopening Schools Early Learning and Childcare Provision in Scotland)

School Data from Digital Access Audit

3 Strategically plan interventions taking account of post-COVID-19 evidence and data gathered for those affected by poverty

SfLSLT PEF National Guidance 2020-21 PEF City of Edinburgh Council Guidance 2020-21 Pupil Equity Funding Plan 2020-21 - School

Template Equity Self-Evaluation Resource (Education

Scotland) Interventions for Equity Diagram Dan Nicholls (2020) Urgent Action Required

Addressing disadvantage EEF Impact of School Closures on the Attainment

Gap June 2020 and Scotgov support-for-continuity-in-learning June

2020

Oct 2020

4 Planning the financial management of resources to support equity

HTBM QI 15 CEC Self-evaluation Report QI 15 CLPL for HTs and BMs (available from

January 2021) CEC Pupil Equity Funding Plan 2020-21 - School

Template Challenge questions from HGIOS4 QI 15 Improving School Empowerment through Self-

Evaluation A Framework for Local Authorities

May 2021

5 Identification of learners affected by poverty post-COVID-19 who may also experience disadvantage for other reasons eg Equity cohorts

SLT Supporting Care Experienced Children and Young People through Covid 19 and its aftermath

Care Experienced Children and Young People 2020 ndash Self-evaluation toolkit for schools

httpseducationgovscotimprovementlearning- resourcessupporting-young-carers-in-education-during-covid-19

Equalities Resources

Nov 2020

6a Establish or build upon existing family learning programmes- adapt to

Family Support

Engaging Parents and Families A Toolkit for Practitioners (Family Learning)

Dec 2020

a COVID context

6b Involve all stakeholders fully in self-evaluation to analyse impact of COVID 19

WorkerSLTParental Engagement Lead

lsquoHow torsquo video clips created for parents to help them build skills and confidence in accessing digital learning platforms such as Teams

Post-COVID data gathered by the school to identify families facing hardship and poverty for the first time who may find it difficult to access the support they need due to the unfamiliarity of support systems and being previously unknown to professionals

Scottish Attainment Challenge and Partnerships with the Third Sector

EEF working-with-parents-to-support-childrens- learning

7 Ensure that sensitive action taken at all levels to remove unintended barriers (including financial) to participation engagement and access to wider learning opportunities in light of the increase in the number of families affected by poverty post-COVID 19

SLT1-in-5 LeadFamily Support

CEC 1 in 5 Top Tips for Schools CEC Raising Awareness of Child Poverty document Leadership for Equity CLPL (School Leaders Class

Teachers PSAsPSOs ndash available later in session 202021)

httpscpagorgukscotlandCoSDevaluation National Improvement Hub ndash Stirling Outcomes and

Measures Toolkit

Ongoing

8 Include regular tracking dialogue meetings with all relevant staff as an aspect of the Quality Assurance calendar

SLT WTA 20-21 Negotiating Committee to agree Quality Assurance Calendar Collegiate Calendar

Ongoing QA CalendarAdmin shared with staff

9 Inclusion

9a Identify learners with specific learning difficulties who require Individualised Educational Programmes or CSPs review and update targets

Monitor learners who may requirehave previously required SfL support at pathway 2 to facilitate

SfL staff with support from ASL Service colleagues as required

Learning at home pathways to support ARampR Guidance to Support Inclusion During Covid-19 httpseducationgovscotparentzonelearning-at-

homecovid19supporting-children-with-additional-support-needs

httpswwwcallscotlandorgukhome httpswwwgovscotpublicationscoronavirus-covid-

19-support-for-continuity-in-learning Planning for Learning part 3 Individualised

educational programmes (IEPs) httpseducationgovscotparentzoneDocuments

Ongoing

early intervention and planning to address any emerging difficulties accessing learning

9b Termly review of progress towards IEP or CSP targets as part of multi-agency planning process

CfEbriefing13pdf

10 Build upon ongoing improvements in Pathway 1 and 2 supports particularly with regard to those affected by poverty post Covid-19

Continue to embed effective differentiation strategies at the planning stage

Renew Teaching Learning amp Assessment Toolkit

Improve pupil voice and pupilrsquos leadership of learning

SLTSfL Circle Inclusive Classroom Resources Up Up and Away materials Edinburgh Learns materials on Differentiation Edinburgh Learns materials on Leadership of

Learning

Ongoing Refreshed Up Up and Away CLPL delivered

Renewal Aspect 3

Health Wellbeing amp Resilience Overall Responsibility HT

Outcomes Short termStaff are provided with appropriate CLPL and planned opportunities to debrief regarding their own HWBStaff feel supported in relation to their own health and wellbeingStaff are provided with CLPL to build on current knowledge regarding the importance of relationships in aiding renewalSystems are put in place to ensure childrenrsquos rights and participation are the heart of school lifeAll staff understand the 6 nurture principles and have planned how these can be used to support learnersThe curriculum is adapted through learner voice to meet the needs of our learners in a post-covid contextPupils are supported to develop improved emotional literacy and self regulation

Medium termRelationships have been reconnected across the school communityAll learners feel listened to reassured and supported (acknowledging their experiences) The nurture principles underpin the learning environmentAll learners feel more resilient

NIF Priorities Improvement in children and young peoplersquos health and wellbeing

QIsThemes

13 Leadership of Change22 Curriculum23 Learning Teaching amp Assessment24 Personalised Support26 Transitions31 Ensuring Wellbeing Equality and Inclusion

Tasks By WhomResources

Time Progress amp Impact

Develop plans to support staff HWB

Identify time and space for staff to debrief regarding their own HWB

Provide CLPL to support staff HWB to support their own HWB

Provide CLPL to enable staff to feel more confident in supporting their learners

Share the 4 key messages regarding recovery and

All staff lead by SLT

HWB group

Working time agreement

Collegiate calendar

Supporting staff - resources

Session 1 lsquoMoving on coming together focus on our wellbeingrsquo

lsquoItrsquos All About Relationshipsrsquo Barnardorsquos (16mins)

httpswwwyoutubecomwatchv=0RyD-ueKCOcampfeature=youtube

Session 2 lsquoMoving on coming together focus on our children young people and familiesrsquo wellbeing

Supporting learners - resources

Additional HWB resources

JuneAugust 2020

August IS day

Relevant CLPL completed amp additional support signposted

NIF Priorities Improvement in children and young peoplersquos health and wellbeing

QIsThemes

13 Leadership of Change22 Curriculum23 Learning Teaching amp Assessment24 Personalised Support26 Transitions31 Ensuring Wellbeing Equality and Inclusion

Tasks By WhomResources

Time Progress amp Impact

Develop plans to support staff HWB

Identify time and space for staff to debrief regarding their own HWB

Provide CLPL to support staff HWB to support their own HWB

Provide CLPL to enable staff to feel more confident in supporting their learners

Share the 4 key messages regarding recovery and

All staff lead by SLT

HWB group

Working time agreement

Collegiate calendar

Supporting staff - resources

Session 1 lsquoMoving on coming together focus on our wellbeingrsquo

lsquoItrsquos All About Relationshipsrsquo Barnardorsquos (16mins)

httpswwwyoutubecomwatchv=0RyD-ueKCOcampfeature=youtube

Session 2 lsquoMoving on coming together focus on our children young people and familiesrsquo wellbeing

Supporting learners - resources

Additional HWB resources

JuneAugust 2020

August IS day

Relevant CLPL completed amp additional support signposted

HWB to ensure a consistent approach

Reconnect relationships

Acknowledge experiences

Create a nurturing environment

Support our learners to build resilience

RHSP Resources

Audit to assess strengths and needs in relation to health and wellbeing

Use reflection questions to RAG current position with staff learners and the wider community

Re-establish relationships with partners and share key messages

All staff learners parents partners

Renewal Plan - HWB Rationale and Guidance

Supporting learners - resources

Self-evaluation during covid Part 1

Self-evaluation during covid Part 2

A5 HWB booklet

HWB Framework

Pre covid HWB resources supports and organisations

httpswwwevocredbookorguk

August

Identify key priorities from audit

Plan a whole school responsive approach and identify short and medium outcomes to create strong consistent messages across the school community regarding the

All staff and partners (incl wrap around care)

Learners

Parents

HWB group

Audit responses Additional HWB resources Equalities - HWB Guidance Learner participation resource

httpseducationgovscotimprovementself-evaluationlearner-participation-in-educational-settings-3-18

How good is OUR school

httpseducationgovscotimprovementDocumentsHGIOURS-

August Monthly

reflection on progress

need to

Reconnect relationships Acknowledge experiences Create a nurturing environment Support our learners to build resilience

Part1pdf

httpseducationgovscotimprovementDocumentsHGIOURS-Part2pdf

Plan staff development opportunities to improve emotional literacy and self regulation

Staff supported to embed Nurture support and activities in class

SLTSfL ASLS

WTA Zones of Regulation CLPL Building Resilience materials Nurture UK Boxall online

Term one and ongoing

Staff completed ZoR CLPL

Identify additional personalised support approaches which may be required

Pupil supportSFLSLT

ASL services Educational

Psychologist

ASL Nurture Guidance Supporting the Care Experienced During Covid Edin Learns Inclusion Hub

Ongoing

Renewal Aspect 3

HWB - Early Years Focus Overall Responsibility HT

Outcomes Positive relationships will be re-established between all members of the nursery community

Children and adults will feel supported in relation to their health and wellbeing

The curriculum and learning environment will foster childrenrsquos sense of wellbeing and engagement

Care Inspectorate ThemesQuality of Environment

Quality of Care and Support

Quality of Management and Leadership

Quality of Staffing

HGIOELC QIs Themes13 Leadership of Change22 Curriculum 23 Learning Teaching amp Assessment24 Personalised Support

26 Transitions31 Ensuring Wellbeing Equality and Inclusion

Tasks By Whom Resources Time Progress amp Impact

Self-Evaluation

Complete self-evaluation using CI key question 5

complete all risk assessments and share with all staff including support and janitorial staff

Identify priorities for your setting Involve children parents and carers

ensuring that any barriers to participation are addressed [eg language culture etc]

Nursery Staff

BM and HT

CI Key question 5 How Good is our Care and Support during the Covid19 pandemic

https wwwcareinspectoratecomindexphpnews5747-operating-an-early-learning-and-childcare-setting-including-out-of-school-care-and-childminders-during-covid-19

CEC Wellbeing indicators Covid19 context questions

SORT (Appendix 1)

Sep 20

- CI Self-evaluation completed with staff

- Risk assessments written and shared in June 2020 Refreshed in August These are in line with whole school assessments

- Identified priorities are in line with CI Inspection Report Jan 2020 and lockdown recovery guidance

- Emergency list for all parents reflects home languages

Interactions

Focus on childrenrsquos emotional wellbeing and staff understanding of the

Nursery Staff

CLPL Moving on Coming together sessions 1amp2

Ongoing - All staff are ensuring that HWB is the main focus in the Nursery

- Children have the opportunity to

26 Transitions31 Ensuring Wellbeing Equality and Inclusion

Tasks By Whom Resources Time Progress amp Impact

Self-Evaluation

Complete self-evaluation using CI key question 5

complete all risk assessments and share with all staff including support and janitorial staff

Identify priorities for your setting Involve children parents and carers

ensuring that any barriers to participation are addressed [eg language culture etc]

Nursery Staff

BM and HT

CI Key question 5 How Good is our Care and Support during the Covid19 pandemic

https wwwcareinspectoratecomindexphpnews5747-operating-an-early-learning-and-childcare-setting-including-out-of-school-care-and-childminders-during-covid-19

CEC Wellbeing indicators Covid19 context questions

SORT (Appendix 1)

Sep 20

- CI Self-evaluation completed with staff

- Risk assessments written and shared in June 2020 Refreshed in August These are in line with whole school assessments

- Identified priorities are in line with CI Inspection Report Jan 2020 and lockdown recovery guidance

- Emergency list for all parents reflects home languages

Interactions

Focus on childrenrsquos emotional wellbeing and staff understanding of the

Nursery Staff

CLPL Moving on Coming together sessions 1amp2

Ongoing - All staff are ensuring that HWB is the main focus in the Nursery

- Children have the opportunity to

importance of attachment Ensure children have time and space to

share their experiences and express their feelings

Use wellbeing indicators and tools [eg Wellbeing Web] to reflect on individual childrenrsquos health and wellbeing

Make links with other settings where individual children have received key worker care to share information

Develop a robust communication protocol to ensure information between parentscarers and staff flows effectively and reaches key staff members for individual children Include strategies to address any barriers for families [eg language culture etc]

Equity ndash everyone needs a HWB focus but individual experiences may need individual support particularly children who have experienced disadvantage

available on CECil and LearnPro

Realising the Ambition CLPL

Edinburgh Learns HampWB - Wellbeing Web

https

teamelcwellbeinghuborg

https wakeletcomCaFTeam

share feelings and thoughts on a daily basis with Key Workers and other staff

- Parents and staff communicate via Online Learning Journals email phone and through socially distanced conversations outside

- Tailored support from the Nursery and other professionals put in place for those children who experienced disadvantage during lockdown

Experiences Provide the reassurance of familiar

experiences for children Ensure children have access to

outdoors as much as possible Establish new routines to support

children to keep themselves and others safe

Ensure children working in more than 1 language and their families understand the new expectations and feel warmly welcomed

Identify further CLPL needed for staff Reconnect with community partners

Nursery staff

Use of Bear Hunt project as a familiar story to support transition ndash including in other languages

Use of Edinburgh Bear transition materials

Forest Kindergarten Outdoor support materials

Aug 20 and

Ongoing

- Bubbles were based on pre-existing friendships and relationships with staff

- New daily structures and routines were in place and planned particularly paying attention to having lunch and being in the setting for longer

- Children have continual access to the Nursery garden Weekly small group visits to Leith Links Waterproofs and other equipment ensure that children can play learn and explore outdoors in all weathers

Spaces Plan layouts and resources to meet

latest national guidance Create nurturing environments with

cosy spaces and independent access resources

Consider different languages and cultures as you plan

Maximise quality experiences and time outdoors

Nursery staff

Realising the Ambition Being me

CEC Pedagogy Practice guidance - Covid considerations (Appendix 4)

Aug 20 and

Ongoing

- Nursery Leadership Team began planning and adapting the environment in June All staff attended and implemented plans during the last week before the Summer Break Environments have been further adapted and developed

- Cosy and nurturing environments have been created as far as possible in line with guidance

- The Nursery Garden has been adapted and enriched to maximise learning opportunities

- The learning environment reflects the cultures and backgrounds of or children

Recovery Aspect 3

Learning Experiences amp Pedagogy- ELC Overall Responsibility HTHoC

Outcomes The ELC setting has a clear curriculum rationale for adaptation and renewal including a focus on outdoor learning digital and familyhome learning

For all children and families to engage with learning experiences

To ensure the best learning experiences through high quality pedagogy for our children as they return to our settings

Care Inspectorate Themes QIs Themes13 Leadership of Change

Quality of Environment

Quality of Care and Support

Quality of Management and Leadership

NIF Priorities

Improvement in attainment particularly in literacy and numeracy

Closing the attainment gap between the most and least disadvantaged children and young people

Improvement in Young Peoplersquos Health and Wellbeing

22 Curriculum23 Learning Teaching amp Assessment31 Ensuring Wellbeing Equality and Inclusion32 Securing Childrenrsquos Progress

Tasks By Whom Resources Time Progress amp Impact

Review your Curriculum Rationale and establish a refreshed curriculum narrative - COVID19 in consultation with all stakeholders

Nursery Staff and Parents

ES-Resources to support refreshed CfE narrative

HGIOELC- 22 Curriculum

By End of November

- Staff have discussed and curriculum rationale being

drafted

Apply the refreshed Curriculum rationale to plan for Learning Experiences considering

Indoor learning environments Outdoor learning environments Digital experiences FamilyHome learning experiences

Nursery Staff

Realising the Ambition

Refreshed CEC Planning with Children guidance (Appendix 7)

By End of November

- Play well packs (Play Scotland) distributed to families before October break

- Indoor and Outdoor environments planned for adjusted and refreshed following staff planning meetings

Learning Environment

Review your learning environment including indoors and outdoors applying relevant national and local Covid-19 guidance Focusing on

Nursery Staff

CEC Pedagogy Practice guidance- Covid considerations (Appendix 4)

Scottish Government Guidance on Re opening ELC

Care Inspectorate Operating an

Completed during

August but considered

on an ongoing

basis

- Nursery leadership team began planning and consulting with staff during June

- Whole staff attended for 2 days to refresh and adapt environment prior to

High Quality Experiences Sensitive and Nurturing Interactions Creative use of indoor and outdoor spaces

Ensure equity of experiences for all children and ensuring the safe delivery of ELC in phases 3 4 and beyond

ELC setting during Covid-19

Summer Break- Further adaptation was

applied during the August in-service days

- Have placed emphasis on outdoors both bubbles are ensuring trips to surrounding open park areas are optional for children when they choosewhen it supports planning

- Staff are mindful of the volume of new starts and that time must be spent with each one to ensure smooth transition into nursery

FamilyHome learning Strategy- Covid considerations

Audit current practice

Identify strengths and areas for development

Develop a clear strategy which supports parentcarers engagement considering current restrictions

Communicate this clearly to all stakeholders

Nursery Staff

How good is our support for parentscarers (Appendix 10)

Connect SE Toolkit

Parental Engagement Toolkit- Janet Goodall

Local resources for ParentsCarers

Education ScotlandNewsletters for ParentsCarers

Parent Club Scottish Nurseries reopening

Ongoing process

from March 2020 to now

- Engagement with families during school closures from March has been identified as a strength

- Use of Learning Journals as a communication tool was effective staff and families found it easy to use from home Therefore its use would be suitable should home learning be required in future

- Informal feedback from parents and children has suggested parents would agree with this however it

would be appropriate to seek further opinion from parents regarding what works for them

- Children self-isolating will be provided with Edinburgh Learns Home grids Parents to be supported with resources including ipads

Digital learning strategy

Audit current practice ensuring that your setting has in place

Up to date website Platforms for digital communication for

parents to engage with their childrenrsquos learning

Carry out digital access audit for staff Assess strengths and needs Access and deliver appropriate CLPL

for staff to ensure that they have the digital skills required to support learning

Nursery Staff

EdinburghLearnsHome Digital Professional Learning

Voluntary Sector Organisations in Edinburgh- Meeting Digital Needs (Appendix 10)

August 2020

- All staff have been trained in using Online Learning Journals on individual ipads

- Nursery section of school website

- Nursery twitter account used to share learning and information

- All parents setup on Online Learning Journals when children are enrolled