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SCHOOL IMPROVEMENT REPORT AND PLAN

PART ONE – Standards and Quality Report

School: Farr Primary School

Head Teacher: Suzanne Dunbar (acting)

Date submitted: August 2018

Context of the school: Farr Primary School is a non-denominational school based in a rural location about 15 minutes from the centre of Inverness. The current roll is 54 primary pupils and 13 nursery pupils, in a single session morning nursery. In session 2017-18 the school operated with a nursery and 3 mainstream classes organised by P1/2, P3/4 and P5-7. The school experienced a change in management in November 2017 with the head teacher from Stratherrick Primary taking an acting head teacher role.

The school has a number of pupils with additional support needs at all stages who are supported by pupil support assistants. For session 2017-18 the school was allocated one day per week ASN teacher to support the learning of these children. However, the teacher was absent from January 2018. For session 2018-19 the school has been allocated one day per week ASN teacher.

Due to the rural nature of the school we have a wide ranging demographic.

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School Vision, Values and Aims:

VISION (reviewed Feb 2017)Our vision at Farr Primary School and Nursery is to provide a nurturing and stimulating learning environment where all children can achieve their potential, so that they can contribute to a global society as confident, healthy, happy and lifelong learners.

VALUESSchool values were reviewed and decided on through consultation with staff, pupils, parents and the wider community in April 2017. The chosen values which underpin all elements of school life are:

Friendly Achieving Resilient Respectful

AIMSEverybody is welcomed, treated fairly and with respect.We learn together within a challenging but supportive environment.We provide high quality teaching and learning experiences which promote active learning.We respect and care for everyone and everything around us in school and in the wider environment.We engage actively with the local community to improve and sustain our environment.

2

Summary of Improvement Report/Plan engagement process:

Full details of engagement activities can be found in the school’s self-evaluation records.

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Participants Engagement detailsTeachers and other staff Self-evaluation

Moderation with Stratherrick Primary

ParentsParent Council Meeting terms 3 and 4Parental feedback at events including Nursery Open Afternoon and the Garden Open Day term 4Feedback from school blog

PupilsInformal feedback through school assemblies

Volunteers working in school Informal feedback gathered

Other partnersInformal feedback gathered

Associated Schools Group Monthly HT ASG meetings, March and June discussed ASG priorities

What have we done to close the attainment gap?

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Interventions to support children with social and emotional needs have been a priority over the past 2 sessions. Pupil Equity Funding money was spent on resources to support creating a more nurturing ethos to better meet the needs of pupils with both social, emotional and academic needs. We purchased the Boxall profile assessment tool in 2016-2017 and continued to use this in 2017-2018 to identify pupils needing additional support. This was used at the start of session with all pupils from P1-7 and has been done again in term 4 to measure the success of interventions to support emotional literacy and resilience. The Head Teacher and ASN Teacher attended the ‘Nurture Network’ Training, and a further member of staff attended ‘Nurture Network’ 3-day training and will deliver this in school in session 18/19.

The South Loch Ness Schools Network (SLNSN) involved the 4 small rural Primary schools in our ASG working together to share resources, knowledge, and practice, and create opportunities for social interaction between pupils, particularly those experiencing rural deprivation. The network met regularly to provide extra-curricular activities at other local schools including those in Inverness, and 2 social events for pupils took place. Some moderation activities took place this session and we look to continue and expand on this next session.

Pupils’ attainment is monitored through meetings between class teacher and the head teacher, and any children who are not meeting their potential have interventions put in place and reviewed as appropriate. In August 2017, an ASN teacher was appointed for one day a week. Due to personal circumstances, the ASN teacher left post in January 2018. We look to appoint a new ASN teacher in the new session for one day a week.

A developmental approach to early literacy and numeracy learning is in place in at the early level and will continue.

What have we done to improve attainment, particularly in literacy and numeracy?

We have:• Used SNSA’s to monitor levels at P1, P4 and P7• In class summative assessments – phonological awareness, pre-handwriting, Vernon’s spelling, Numeracy diagnostics• Planned closely with colleagues and evaluated assessment data• Looked at the N3 and N4 overviews • Picked up on successes from the learning journeys• Moderated across the South Loch Ness Schools Network• Started to look at planning folders• Made regular use of the woods• Some higher order questioning introduced in classes

These have helped to ensure there is a high level of attainment across the school in literacy and numeracy. Most learners make good progress from their previous levels of attainment and teaching staff are making better use of assessment data to make confident professional judgements about how well children are attaining.

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What have we done to improve children and young people’s health and wellbeing?

There is a growing sense of nurture and support throughout the school and positive relations between the stakeholders. This is due to: • Roots of empathy programme for P3/4 in 16/17 and P1/2 and P5-7 in 17/18• Child protection policy and pastoral notes being recorded in SEEMIS• Transition meetings between staff• Pupils involvement in Child’s Plan Meetings• An introduction to Relax Kids• A staff member trained in Lego Therapy and will implement this in 18/19• The daily mile• The introduction of social stories for some pupils• Emotions Works resource bought for use in 18/19• All classes have an emotional check-in• Developing links with sports clubs in the area to help deliver school competitions e.g. cross country/ inter schools sports• Use of Ross County Football Club to facilitate sports training• Using the Boxall profile to monitor pupil progress and evaluate impact

These programs have helped to ensure wellbeing, equality and inclusion. The varied nature of the systems helps to create a diverse programme that suits all learners and their needs. Increasing pupil participation in events and the school. We have been able to increase attendance of at risk pupils and create a more positive learning environment once the pupils are attending more frequently.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations? We have worked closely with SSE and Morgan Sindall to create the new garden area.P3/4 sponsored a child in Nepal.Ross County football club have come in every week for the session.Classes have gone to Pitlochry Dam to see about how this related to work possibilities.Planning has taken into consideration positive leavers destinations.

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Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☒* We have some concerns about our capacity for continuous improvement ☐

Comment:The school has the capacity to continue improving this coming session, particularly with the flexibility of management time given to the acting head teacher, and the addition of an additional support needs teacher next year.

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QI 1.1 Self-evaluation

for self-improveme

nt

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Choose one evaluation from the six options.

Excellent ☐ Very Good ☐ Good ☒Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?

How do we know? What evidence do we have of positive impact on our

learners?

What could we do now? What actions would move us

forward?

THEMES (HGIOS?4) Collaborative

approaches to self-evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

THEMES (HGIOELC?) Collaborative

approaches to self-evaluation

Evidence-based improvement

Ensuring impact of success for children and

Staff have a good understanding of the importance of self-evaluation and are committed to this process

We are developing regular and sustained methods for consulting with all stakeholders

Systems are in place for interrogation of data and monitoring and tracking

We are beginning to measure the impact of developments and interventions on pupil progress

Assemblies are starting to develop pupil voice

4 day week survey for Nursery

ELCC staff have a better understanding of shared standards due to continuity of staff and regular meetings.

All adults in ELCC contribute to learning journeys.

Nursery 3 and 4 overviews allow for more accurate intelligence about nursery pupils

Planning folders to be established across school with content set by HT

Better systems for tracking and monitoring of pupil progress to be introduced and unified across school and classes.

Better use of local and national guidance to plan and assess pupil learning and progress, and evaluations made against these standards.

Continued development of self- evaluation processes across the school with all stakeholders and embedding this through the introduction of a self-evaluation calendar.

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families

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QI 1.3 Leadership of change





school/ELC setting?


learners?


forward?

THEMES (HGIOS?4) Developing a

shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

THEMES (HGIOELC?) Developing a

shared vision, values and aims relevant to the ELC setting and its community

Strategic planning for continuous improvement

Active involvement by staff, pupils and community in vision, values and aims this session – new values created in April 2017

All staff and team members have shared high aspirations for our pupils and school, and there is a strong sense of ownership of the school and nurture towards children.

Staff know the community they work in very well.

Warm and positive atmosphere across the school

Vision, values and aims all reviewed in 2016/17 and children very engaged with new school values

Children are beginning to discuss and acknowledge their role in shaping their school and community

Time spent by staff discussing and identifying the pressures for children and families in our community and identifying our unique ‘attainment gap’

Informal evidence from staff and visitors to school

Adaptive practices and interventions by staff to meet pupil needs taking account of local factors

Self-evaluation calendar to be established and embedded in new school session to provide regular planned opportunities for collegiate evaluation and discussion between colleagues

Continued work with South Loch Ness Schools Network to meet the unique needs of rural network schools

Increased staff involvement in process of continuous improvement and change

Strategies in place to monitor and evaluate impact of changes on pupils

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Implementing improvement and change

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QI 2.3 Learning, Teaching

and Assessmen

t





school/ELC setting?


learners?


forward?

THEMES (HGIOS?4) Learning and

engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

THEMES (HGIOELC?) Learning and

engagement

Quality of interactions

Effective use of assessment

Planning, tracking

Summative assessments in place for literacy and numeracy

Staff beginning to track pupil progress and apply interventions where required

Wide range of learning environments used well to enhance learning

Some skilled questioning in place with children, including higher order, blooms taxonomy.

Positive relationships between staff and pupils

HNP assessments Phonological awareness

assessments Vernon spelling assessment SNSA assessments Regular use of community

woods Outdoor learning integral

part of day Regular trips out across

school Visitors to school, such as

Eden Court, Ross County Nursery Learning journey

folders and planning Children confidence in using

outdoor spaces, particularly community woods

Embed quality teaching and assessment processes across the school with all staff

Begin the process of continuous profiling and reporting through planning for key assessment tasks as year progresses

Establish learning journals for all pupils to share key pieces of learning and assessment tasks with home and create quality dialogue between pupil, teacher and home

Introduce learning conversations across school

Embed emerging literacy approaches across early level and beyond

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and monitoring

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QI 3.1 Ensuring

wellbeing, equality

and inclusion





school/ELC setting?


learners?


forward?

THEMES (HGIOS?4) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

THEMES (HGIOELC?) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

Growing sense of nurture and support throughout school

Positive relationships between all stakeholders and a strong sense of community and the schools place in this

Children viewed and assessed as individuals with their own needs, rights and personalities

Safeguarding policies and procedures in place and staff aware and adhere to these

Initial meeting to identify and monitor at risk or vulnerable pupils and interventions applied to ensure attainment and achievement for these pupils

Roots of Empathy programme to Early and Second level pupils

Use of Boxall profile to monitor progress of pupils and evaluate impact

Happy and well-motivated learners across the school

Engagement from visitors and outreach to the school

Community engagement and involvement with the school

Roots of Empathy programme in place across Early and Second Level

Formal RoE evaluations – pupils, staff and parents

Child protection policy and pastoral notes recorded in SEEMIS

Pupil’s now involved in Childs Plan meetings

Training undertaken in Drawing the emotions programme

More pupil involvement and voice in decisions which affect them

Creation of equality and diversity policy

Pupils to show increased levels of care, respect and empathy towards one another and an increase in resilience to everyday situations

Introduction of emotional literacy programme across school

Undertake nurture group and other relevant training to provide relevant supports as needed

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QI 3.2 Raising

attainment and

achievement

Ensuring children’s progress





school/ELC setting?


learners?


forward?

THEMES (HGIOS?4) Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

THEMES (HGIOELC?) Progress in

communication, early language, mathematics, health and wellbeing

Good levels of attainment across the school in literacy and numeracy

Most learners make good progress from their previous levels of attainment

Teaching staff making much better use of assessment and attainment data to make confident professional judgements about how well children are attaining and progressing in their learning.

Opportunities for all pupils to participate in events and festivals

Achievement of a level at P1, P4, P7 teacher judgement

SNSA assessment data In class summative

assessments Monitoring of pupil jotters Participation at festivals

and competitions Summative pupil reports N3 and N4 overviews Nursery learning journeys

Further develop opportunities for moderation through ASG and South Loch Ness Schools Network

Better system for tracking and monitoring of pupil progress introduced and unified across school and classes

Embed quality teaching and assessment processes across the school with all staff

More recognition by pupils of skills developed through participation in events/competitions

Planning folders to be established across school with content set by HT to give clear expectations and consistency

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Children’s progress over time

Overall quality of children’s achievement

Ensuring equity for all children

2.5 Family learning


Excellent ☐ Very Good ☐ Good ☐Satisfactory ☒ Weak ☐ Unsatisfactory ☐



school/ELC setting?


learners?


forward?

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THEMES Engaging families in

learning

Early intervention and prevention

Quality of family learning programmes

School and class events well supported

Most parents feel they are well informed about their child’s learning

School and class blogs share learning and inform families about school life

Regular, planned communication between agencies and school who support families and positive relationships established

Staff have good knowledge of the local community

Introduction of home school diaries

Parent council Parent-teacher meetings Very good support of school

led events Regular opportunities for

parental involvement in school e.g garden day

Further opportunities for meaningful consultation with families and feedback

Family learning sessions around school curriculum and developments offered regularly and families and pupils involved in the planning and delivery of these events

Far greater involvement of families in children’s learning and assessment, taking part in meaningful and continuous dialogue about progress and next steps

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QI 2.2 Curriculum:

Theme 3 Learning Pathways

(HGIOS?4)Learning and Development

Pathways (HGIOELC?)



school/ELC setting?


learners?


forward?

NB – This theme does not need to be evaluated using the six point scale.

High quality learning occurring across the curriculum through outdoor learning

Shared understanding of learning pathways at the Early level

Staff aware of responsibilities in relation to literacy, numeracy and health and wellbeing

Regular use of outdoor spaces for learning opportunities

Children and staff confident in using outdoor context

ELC planning Nursery learning journeys

Embed planning formats, 3 year cycle and curriculum overview through establishing planning folders and termly planning and attainment meetings in school

Introduce termly team meetings for ELC staff to provide further opportunities for shared planning and collaboration

See also actions for QI 2.3

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QI 2.7 Partnerships

– theme 3 Impact on Learners

(HGIOS?4)Impact on

Children and Families (HGIOELC?)



school/ELC setting?


learners?


forward?

Regular, planned communication between agencies and school who support families and positive relationships established

Good relationships between staff, pupils and parents – parents feel communication is good from class teachers and they are well informed

Parent council Parent-teacher meetings Very good support of school

led events Regular opportunities for

parental involvement in school e.g garden day

Feedback from agencies and partners, including health visitor, physiotherapist and practice lead.

See priorities for 2.5 Family Learning

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PART TWO – School Improvement Plan(These are the things we will be working on this session 2018-2019)

Improvement Priority Title Relevant QI(s) and Theme(s)

Embedding high quality teaching and assessment/Moving towards Continuous Profiling and Reporting

Q.I 1.3 – Leadership of change 2.2 – The Curriculum 2.3 – Learning, teaching and

assessment 2.4 – Personalised Support 2.6 – Transitions

Emotionally literate learners - building social and emotional competence, empathy and resilience

Q.I 1.3 – Leadership of change Q.I 1.5 – Management of

resources to promote equity Q.I 2.4 – Personalised support Q.I 3.1 – Ensuring wellbeing,

equality and inclusion

Digitally Literate Learners – Building Digital Competence QI 2.3 – Learning, teaching

and assessment QI2.5 Family Learning

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