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NORTH WEST SUTHERLAND SCHOOLS STANDARDS AND QUALITY REPORT 2018/19

(PRIMARY VERSION)

Standards and

Quality Report

Context of the school: North West Sutherland Schools were created in August 2017 when the new management structure brought together Kinlochbervie High School, Kinlochbervie Primary School, Scourie Primary School and Durness Primary School. There has been a great deal of support from staff, parents and the wider community for this arrangement including the formation of one parent council rather than the four separate councils which existed prior to the change. Our change of name for the collective group of schools is part of a great deal of work which has been done to establish a shared identity and our new logo is the result of a pupil competition to reinforce that identity.We serve a very remote rural area in the far north west corner of Scotland and our communities survive largely on fishing, fish farming, crofting and tourism. A lot of work has been done recently to establish a shared set of values for all schools and the SAFE and RESPECT acronyms are now embedded in our values.School Vision, Values and Aims:North West Sutherland Schools, aspiring to achieve.

Our school community will feel SAFE and will show and receive RESPECT

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School: Kinlochbervie Primary School

Head Teacher: Graeme Smart

Date submitted: June 2019

Summary of Standards and Quality Report/School Improvement Plan engagement process:

Participants Engagement detailsTeachers and other staff

Staff meeting, 8/5/19, discussion of aims, vision, values and behaviour policy.ASG staff meeting, 3/4/19 including review of previous plan.ASG staff meeting, 6/3/19, proposed action points for next SIP

Parents Parent council meeting 5th June.Parent council meeting 6th March, discussion of priorities for next SIPDraft will be circulated for comment/amendment before final version is published.

Pupils Pupil voice in class discussions, pupil council meetings and assemblies informs many of the priorities for SIP. Eg Chrome books for all came from discussion with pupils in P7.

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Draft SIP will be circulated widely among partners, parents and volunteers via website, facebook page and in paper form as appropriate for feedback before it is in final form.

Other partners Draft SIP will be shared at Girfec meeting 18/6.Discussion with SW and CSW 28/5

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Associated Schools Group

Regular discussion at ASG and Staff meetings including HGIOS4 starter papers, working group discussions and working time agreement negotiations. Various dates as minuted.

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Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?Relevant Improvement Priority title/ Pupil Equity Funding project/ Scottish Attainment Challenge additional funding project:Raising AttainmentImproving LearningDevelopment of 3-18 CurriculumImpact and data

Targeted Numeracy support has been put in place through Pupil Equity Funding. The Highland Numeracy Progression Assessments have been used and there is clear evidence within the data of marked improvements by individual pupils. This has been further evidenced through InCAS and SNSA data.

Reading comprehension sessions take place with targeted pupils. Impact is evident through Learning Conversations which highlight improved pupil confidence and greater understanding of texts. Further impact of improvement is also evident through our InCAS and SNSA data and is beginning to show in our school tracking system.

Flexible timetables have been implemented for some pupils through work with our Additional Support Needs teacher. The work highlighted within these timetables has specifically focussed on the individual needs of pupils.

Due to the small numbers of pupils within Kinlochbervie Primary School it is not possible to share InCAS or SNSA data publically without identifying individual pupils.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title:Raising AttainmentImproving LearningImpact and data

The majority of teaching staff undertook OSIRIS training to improve their teaching. This impacted on their delivery of lessons by improving teaching and learning. Evidence of impact can be found through the InCAS and SNSA results, Key Assessment Tasks, pupil conversations and classroom observations.

A dedicated Literacy teacher has been appointed; she works with all primary pupils delivering focused lessons to raise attainment in literacy through encouraging enjoyment of reading within and beyond school.

The primary environment has improved to make it more conducive to learning and to improve access to resources for all.

An audit of primary reading materials has been completed. This has resulted in a re-vamp of reading materials, making them more attractive to pupils through what they are, their appropriateness and where they are located. The environment has been made more inviting in order to encourage an improved reading culture.

Through the use of Highland Literacy and Highland Numeracy Progressions staff have become more confident in their delivery and in the use of the benchmarks as they now use them on a regular basis to assess achievement of a level and in tracking of children’s progress.

Highland Numeracy Assessments have been completed and work has been focussed as a result of this. This has improved attainment, evidence of which can be seen through the records retained by the PSA who has led this work.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project:

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Shared Vision, Values and Aims

Impact and dataWe have worked with all stakeholders to produce posters depicting the values of the schools - SAFE and RESPECT .

We have achieved our Bronze Rights Committed Award. Staff have completed training on Children’s Rights and Rights Respecting Schools, this

has led to staff becoming more confident about teaching Children’s Rights and incorporating them into everyday practice.

We have worked on our Positive Behaviour Policy with all stakeholders and developed a conflict resolution protocol. This is now in place and pupils and staff are aware of, and follow, the structure. This has been rolled out across the ASG to ensure consistency for all. This has also been shared with Parent Council.

Playground Charters have been developed for all the Primaries. Playground Buddies are now in place. Autism Awareness workshops have taken place for pupils and parents. An Autism

Support Group has been established for parents. We are running Anti-bullying Workshops. Class Awards systems have been established in the primaries.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Relevant Improvement Priority title/ school project:

Impact and data A DYW Day was held in Durness for all primary pupils. This involved partners and

businesses leading workshops for pupils around their professions. Our P.7 pupils took part in the Goblin Car Project. This involved developing skills for the

future through engineering and enterprise. It is sponsored by Loch Duart and delivery is supported by local engineers.

As part of our Fairtrade Day we had a local chef demonstrate skills around chocolate making to the children.

UHI STEM Hub come termly to run workshops to support the pupils programmes of work in science and technology, discussion takes place and this ensures consistency of delivery and progression.

Skills Development Scotland ran a series of workshops on digital learning eg coding, robotics, virtual reality.

A Tale of Two Habitats – this is a series of 4 workshops run by the John Muir Trust, West Sutherland Fisheries Trust, Plastics at Bay and Highland Rangers Service which involves the sharing of skills around these jobs so that pupils have a greater understanding of what is required to work in this type of environment.

British Council Connecting Classrooms – this allowed our pupils to learn about another country and the skills involved in teaching in another country.

Science of the Stars delivered a workshop on careers in STEM subjects. Various other enterprise opportunities are offered throughout the year eg fund-raising

activities, graden fair etc

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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:We constantly reflect on our practice across the ASG and adjust as required to ensure we are delivering the best experiences we can for our young people. We embrace new initiatives and work as a team to overcome challenges.

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QI 1.3Leadership of change

Themes Developing a shared vision, values and

aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school?

a) SMT participated in the North Leadership Programmeb) The job remits of the EMT were revised and shared with all staff.c) Professional Review and Development arrangements are in place for all staff and

developments are linked to the School Improvement plan.d) Leadership roles within Literacy, Numeracy and Digital Learning have been assigned.e) Working Groups were established around each of the Action Plans from the SIP.f) A self-evaluation calendar, a collegiate calendar and a cycle of ASG, SMT and EMT

meetings have been established and are followed with minutes taken as required.g) A robust tracking system has been developed which is being used across the primary

schools and will link into the BGE in the High School. Additional tracking around the Pupil Equity Fund feeds into this.

h) To retain the identity of each school we ensure that meetings take place at each setting so that individual needs can be addressed.

i) There is a greater level of detail within the SIP to ensure the strategic direction and pace of change is maintained.

j) The Parent Council and parents have been involved in discussion around school improvement.

k) Staff have had a greater involvement in self-evaluation through staff meetings where they have discussed the Quality Indicators from HGIOS4 and reviewed and discussed ways forward from our 2018-19 SIP.

l) All children have been involved in the development of the SAFE and RESPECT values to inform the schools Positive Behaviour Policy.

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Clear leadership structure, procedures, self-evaluationb) Clear structure of staff, all awarec) PRDsd) Reading audit, sharing information from Maths conferences which impact on classroom

learning, preparing school and pupils for launch of Chromebookse) Minutes, Paperwork, Bronze – Rights Awaref) Calendars, Minutes folderg) Tracking systemh) Minutes, Parent voicei) See SIPj) Minutes, Parent voicek) Starter papers, minutes, post-its on action plansl) Posters, paperwork, childrens’ voice

Question 3What could we do now? What actions would move us forward?

Complete SMT online courses PRD arrangements to continue and all staff to complete mandatory online courses

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Working Groups to be re-structured Self-evaluation calendar etc to continue Tracking System to be extended to include all curricular areas Continue to involve parents in School Improvement and bring in Partner Agencies Continue to involve staff in self-evaluation activities Involve pupils in self-evaluation and School Improvement, create a child-friendly SIP Embed SAFE and RESPECT values

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? satisfactory

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QI 2.3Learning, teaching and assessment

Themes Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoring


a) A training session around Learning and Teaching was delivered on an In-service day and from this an action plan was developed around what a good lesson should look like and how best we could ensure this was happening in our classes.

b) Criteria was agreed by all staff for:o what a good lesson should look likeo how jotters are used in lessons and the presentation of work within themo ethos and classroom environment

c) A learning observation programme was developed by SMT. Agreed focusses were put in places for each observation and clear next steps were set in discussion with class teacher and followed up on by SMT.

d) A member of SMT attended Reading Comprehension CPD and then cascaded to staff within the ASG. Lessons were then delivered and practice shared at follow up twilights.

e) A series of staff learning visits took place within and outwith the ASG. This allowed staff to observe good practice within settings which were similar to our own in terms of size, rurality etc

f) All class teachers produced weekly classroom timetables to ensure there was appropriate coverage of the curriculum.

g) Jotters were sampled/monitored throughout the year with a specific focus. Feedback was given to pupils and staff and next steps set jointly.

h) All pupils participated in regular Learning Conversations to review the work they had completed and set targets for the coming term.

i) Key Assessments Tasks are at the early stages of development. They are shared with parents and include pupil, staff and parent voice.

j) All classes have developed a Learning Pit which pupils refer to share with class teachers where they are with their learning.

k) A cyclic programme of Learning Contexts is in place. Continue to embed & develop the Wednesday experience so that all pupils benefit as much as possible.

l) Pupils benefit from having subject specific lessons delivered by High School teachers.m) Ipads have been introduced to support and enhance learning experiences.n) SMT and QIO observed Wednesdays to ensure that agreed standards of teaching and

consistency of behaviour was evident across all classes.o) All pupils have opportunities to participate in whole ASG activities in various locations

throughout the year.p) Pupil feedback during lessons and in plenaries has improved.q) Differentiation of lessons to ensure individual learners needs are met.


a) Photographs, minutesb) Printed copies of the criteria, classroom observationsc) Folder of programme, observations with evidence of discussion around next stepsd) Reading Comprehension folder shared with all teaching staffe) Verbal from stafff) Class timetables availableg) Written evidence of samplingh) Profilesi) Profilesj) Displayed in classes, pupils/staff

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k) Cyclical programmel) More focused year group teaching, differentiated as appropriatem) Children using devices are more engaged in their learning, evidence in work producedn) Observation notes and discussions with staffo) IDL Planners eg DYW, Fairtradep) Classroom observations, discussions with pupils around their learningq) Pupil Learner Profiles


Wednesdays are to be reviewed eg makeup of the day, number of teachers, structure of lessons etc is changing for p.1-4 pupils.

Termly Learning Conversations to take place for pupils. Key Assessments Tasks will be further developed so that they are embedded into

practice at the planning stage. Continue to develop the use of digital technology across the school including the roll

out of Chromebooks for p.6/7 pupils. Further develop opportunities for personalization and choice. Continue to develop high-quality pupil feedback. Due to teaching staff changes we will continue with our rigorous classroom

observation programme to ensure high quality teaching and learning.


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QI 3.1Ensuring wellbeing, equality and inclusion

Themes Wellbeing Fulfilment of statutory duties Inclusion and equality


a) As a school we have registered to become a Rights Respecting Schoolb) Staff attended Rights Respecting Schools Award training and a CPD twilight on Rights

was delivered to all staff by Highland One Worldc) All primary schools coming together on a Wednesday has become embedded in our

practice with the consequent benefits of improved socialisation and appropriate age and stage learning.

d) Staff have been encouraged to read documents/books on positive behaviour. Links to articles /clips have also been shared for them to listen to on this subject.

e) Article Bees have been displayed around the school to stimulate discussion and raise awareness of children’s rights.

f) Pupils and staff worked together to create the SAFE and RESPECT acronyms. Posters for these are displayed around the schools and referred to on a regular basis.

g) Class Reward Systems have been implemented and this is having a positive impact in some classes.

h) A Reach For The Stars positive recognition wall is displayed in the centre of the school. This is referred and added to at our weekly assemblies.

i) A Playground Charter has been developed with pupils and has been shared with parents.

j) Linking in with DYW pupils applied, were interviewed and then appointed to the positions of Playground Buddies. This allowed the development of leadership skills and improved HWB of all pupils by allowing an additional point of contact in the outdoor environment.

k) A programme of playground games & activities to encourage socialisation between the 3 groups of children has been implemented for Wednesdays.

l) Parent Workshops have been run to discuss and develop the Positive Behaviour Policy, the Playground Charter.

m) Anti-bullying Workshops have been run for parents and pupils.n) An Autism Awareness Workshop was led by our Educational Psychologist. This was

open to anyone from the community.o) The sensory room continues to provide an alternative, relaxing environment for

children requiring this type of support.p) Target setting within the Pupil Profiles is in place and includes HWB.q) Children are given responsibilities within the classroom.r) Children are involved in weekly R,R&R sessions. This includes assessing risk in the

playground and outdoors.s) SMT took part in the North Leadership training programme, this was a series of six

sessions each with a specific focus.t) All have been made aware of the importance of a high level of attendance. Measures

are put in place for those falling into amber or red categories.u) We follow a school framework for Religious Education which is taught on a

Wednesday. We have regular visits from the local minister.v) Regular conversations take place between CTs, ASNT and SMT for pupils who require

additional support. This ensures clear targets are in place and that progress is closely monitored.

w) Through the Connecting Classrooms programme we share learning between our ASG and our Partner school in Kenya. Our Fairtrade activities give our learners a greater understanding of lives in other countries.

x) Through discussion between staff and pupils classrooms have been re-vamped to make them more conducive to learning.

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a) We have been awarded our Bronze Rights Respecting Schools Award – Bronze: Rights Aware.

b) Staff attended RRSA and HOW training – attendance registersc) Positive comments in Parent surveys and staff surveys. Verbal discussions with pupils

have given similar feedback.d) Staff discussion, copies of literature in staffroom, links to articles/podcasts emailede) Children can explain why the Article Bees are there and what they refer to. Visible in

classes and around the school.f) The SAFE and RESPECT posters have raised children’s awareness of how their behaviour

may affect others. The staff have been provided with a tool to refer to when discussing behaviours. It has provided consistency of expectations across the ASG.

g) Awards system, dojo points, secret pupilsh) The Reach For The Star wall has developed as the year has progressed and staff and

pupils are displaying a clearer awareness of the reasons behind the purpose of this wall.i) Children, staff and parents have an increased awareness of playground behaviour and

know the strategies which can be used to resolve issues should the need occur.j) Playground buddies, application formsk) Photographs, children, PSAl) Minutes, parent voicem) Attendance records, parent voicen) As a result of the Autism Workshop we are developing a local Autism Support Group

which will meet regularly. Each session will have a specific focus. This will allow home and school to work more closely together to support the needs of our learners.

o) Pupil voicep) Pupil voice, Profilesq) Classroom observations, pupil voicer) Pupil voice, playground, gardens) Self-evaluations, remits and structure, procedurest) Attendance audit folder, letters to parents, pupil voiceu) Framework, timetable, pupil and staff voicev) Actions and next steps in learning setw) Our Global Goals work and Partnership with our Kenyan schools has been highlighted in

the Highland One World Newsletter.x) Classrooms, pupils, staff


We are working towards our Silver Rights Respecting Schools Award. (See Action Plan) Review the Class Reward Systems which are in place – how can we make these more

effective? Involve pupils and parents in discussion and implementation. Increase the use of the wellbeing indicators to improve understanding and knowledge of

these. Embed Positive Behaviour Policy and restorative conversation protocol. Review Playground Buddy system to ensure it is fit for purpose. Continue to develop global citizenship work linking it to childrens’ rights and the

wellbeing indicators. Include childrens’ rights in the planning Develop local Autism support Group. Increase opportunities for children to develop leadership roles within the school

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? good

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QI 3.2Raising attainment and achievement

Themes Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners


a) A Tracking and Monitoring system has been established. This shows where the pupils are in their learning and also tracks wider achievement.

b) Planning frameworks are in place and Highland Council Progressions are used.c) The curriculum working Group have revised the Curriculum Rationale.d) Through Learning Conversations and high-quality feedback children are aware of where

they are in their learning and can identify next steps.e) Staff meet regularly to review SEN/ASN and ensure planning is meeting the needs of

individuals.f) Pupil Profiles are being developed. These include Key Assessments Tasks, Learning

Conversations, Skills for Life, Learning and Work, an aspirations section and attendance stats. These are shared with parents.

g) Standardised Assessment data is used to inform tracking conversations and teacher judgement on pupil’s levels.

h) Moderation sessions have taken place across the ASG to ensure consistency of judgements.

i) All primary staff have received Benchmark booklets in Lit, Num and HWB to use to inform their teacher judgements prior to tracking conversations with SMT.

j) Listening and Talking has been a key learning focus giving a more structured approach to the skills required. Eg body language, eye contact and expression

k) The primary library areas have been refreshed and re-organised to promote a reading culture across the school.

l) Pupils benefit from Literacy opportunities across a range of genre.m) As a resource to complement the HNP, TeeJay Maths has been reintroduced to the

senior classroom.n) An agreed criteria for layout etc in jotters was agreed and introduced with all staff and

pupils. Regular jotter monitoring by SMT ensures this guidance is followed and that there is consistency across the school/ASG.

o) Where possible links are made to real-life experiences.p) Technology is used to enhance learning eg Ipads, spheros, IT Unit etcq) Links with UHI, STEM & DYW have ben embedded throughout all the stages.r) House points continue to be awarded and celebrated.


a) Tracking systemb) Planners, HC progressionsc) Curriculum Rationaled) Pupil Profiles, classroom observations, pupil voicee) Target setting and action pointsf) Pupil Profiles, pupil and parent voiceg) SASA data, tracking conversations, benchmark booklets, Teacher Judgement datah) Evidence of activitiesi) Benchmark booklets, staff voicej) Classroom observations, pupil behaviork) Library areas, pupil and parentsl) Jotters, classroom observations, displaysm) Planners, classroom observationsn) Guidance documentations, jotters

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o) Planners, pupils, staffp) Planners, classroom observations, pupil voiceq) Our ASG has been highlighted as a great example for the Scottish STEM Quality Mark.r) House point system


Extend tracking and monitoring system to include all curricular areas Continue to develop Pupil Profiles to ensure Key Assessment Tasks incorporated at the

planning stage The re-structured curriculum based working groups will develop a structure which allow

more rigorous moderation across the ASG. Ensure Learning Conversations take place termly Further extend the use of benchmarks to include other curricular areas Look for further opportunities to embed real-life experiences into learning Continue to focus on Listening and Talking alongside social skills work through the

Positive Behaviour strategies Introduce and rollout Chromebooks Continue to review planning and assessment arrangement across all areas of the

curriculum to ensure staff have a good understanding of progression within and across Curriculum for Excellence levels & national.

Numeracy Lead to deliver twilights on teaching strategies which can be used in classes.


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KEY THEMEfrom QI 2.2Curriculum

Theme 3

Learning pathways


a) SMT, in consultation with ASG staff, reviewed curriculum planning process to produce a consistent approach across the primary schools.

b) The curriculum working group revised the curriculum rationale to provide an overview & guidance.

c) There is an 3 year cyclic IDL plan in place & used across the ASG primaries ensuring coverage of Social Studies & Science Es&Os.

d) A long term yearly plan shows the termly focus for curriculum areas and is agreed with all class teachers, including secondary staff involved in teaching primary classes.

e) Highland Council progressions are used for planning & recording coverage of Literacy, Numeracy, Science, Social Studies, HWB, Exp Arts. RME coverage is planned & recorded using an internally produced progression.

f) The primary curriculum overview is tracked termly by SMT to ensure coverage & highlight any gaps.

g) Termly grids are used to share planning across all parents, pupils and staff. This includes an opportunity for personalisation & choice as pupils’ voice is incorporated into IDL activities.

h) Class teachers have a weekly timetable which form the basis of daily plans, ensuring coverage & balance of the curriculum.

i) Individual pupil feedback (written & verbal) is used by class teachers to inform next steps of learning.

j) Group next steps are recorded in weekly plans.k) PSA support is provided for identified individuals in Literacy & Numeracy.l) Tracking conversations are held between SMT & class teachers to discuss pupil progress.m) Learning conversations & target setting is completed regularly with pupils.n) Literacy & Numeracy leaders have been appointed.o) All together Wednesdays have become embed in our practice with ASG whole staff

meetings being a regular feature of the WTA schedule.p) Wednesday plans are available to all class teachers to ensure no duplication of lessons.q) By having a common IDL theme each term across the ASG, class teachers are able to

individualise lessons according to the interests of their pupils, whilst also sharing ideas & resources with colleagues.

r) All pupils enjoy participating in growing vegetables and looking after the school grounds during their weekly Renew, Repair & Refresh sessions. This has expanded to become a regular feature of daily life throughout this school & is a common feature of the school.

s) Fieldtrips are a regular feature of IDL themes, making most use possible of our local environment.

t) Senior pupils are given the opportunity to participate in after-school watersports sessions.


a-e) Planning foldersf) Curriculum overviewsg) planning folders; websites; visual curriculum displayh) planning foldersi) jotters; pupil conversationsj) planning folder

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k) planning folderl) tracking folderm) pupil profilesn) meeting minuteso) Survey Monkey resultsp) Wednesday boxq) termly grids; staff conversationsr) photos on websites) planning grid; pupil conversation; photost) photos on website; pupil conversations


Review Wednesday timetable to allow more of an IDL approach and one allocated teacher to the younger classes.

Develop pupil profiles further to ensure termly learning conversations. Ensure planning of Technology Es&Os are incorporated into the IDL cycle & Art

programme. Introduce Chromebooks across all stages & their use across the curriculum. Ensure new members of staff are familiar with the planning formats used.

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KEY THEMEfrom QI 2.7Partnerships

Theme 3

Impact on learners (focus on parental engagement)


a) A new profiling format has been introduced across all locations & stages, including key assessment tasks, learning conversations, attendance audit & skills for life & work record.

b) School websites are regularly updated.c) Senior class weekly news is shared with families in email & printed format.d) Termly grids are shared with families in email & printed format.e) The pupils host sharing assembly & open classroom events as an opportunity to share

their learning with the wider community.f) Workshops for developing the positive behavior policy, Rights Respecting Schools,

autism awareness, anti-bullying, internet awareness and STEM Science careers have been held this year and open to all.

g) The school has an open-door policy so that parents are welcome in the school at any time.

h) Parent/teacher meetings are held twice a year as an opportunity for children’s progress & next steps to be discussed.

i) Families have been surveyed on the effectiveness of All Together Wednesdays. Results and actions resulting from this survey have been shared.

j) Parent Council meets termly on a rotation around the 3 communities.k) Each individual school has parent meetings to discuss & organize fund raising events.l) At the end of sharing assemblies, parental views are collected through a token system.m) Email is used as an environmentally friendly, fast & efficient point of contact.n) NWSS Facebook page is used to advertise events, highlight achievements & share

reminders.


a) Profiles; at a recent poll almost all parents said they have a good understanding of their child’s learning.

b) Websitec) Parent feedback; homework jottersd) Website; printed copiese) Photographs; poster on website; FB pagef) Postersg) Parent voiceh) WTA plani) Survey Monkey folderj) Minutesk) Parental conversationsl) Staff conversation; pupil conversationm) Emailn) Facebook page


New teaching staff will be encouraged to share learning weekly with parents through their preferred platform (eg class news, Dojo, SeeSaw)

Pupil profiles will be reviewed with staff, pupils & parents to assess effectiveness

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& usefulness, with a view to increasing family voice. Introduction of Autism Support group, open to all. Continue to ensure an opportunity for termly parental engagement.

ADDITIONAL QI 2.1This section is optional – schools are reminded to cycle through the remaining QIs as part of the self-evaluation process

Themes (complete as appropriate) Safeguarding


a) All staff have undertaken Child Protection training which is annually reviewed.b) All staff are clear on Child Protection procedures and what they should do should an

incident occur.c) DHT has attended Equality and Diversity training. A Policy has been created and shared

with pupils, staff and parents.d) HT has attended major incident planning training and lockdown paperwork has been

completed.e) The HT (Child Protection Officer) has ready access to key paperwork and is aware of the

key personnel to contact within Care and Learning and Social Work.f) Child Concern is an agenda item at all staff meetings. Should an incident occur between

meetings it is immediately dealt with.g) Pastoral notes within SEEMIS are used to record incidents.h) Bullying Logs, Parent Contact Logs, Accident and Incident Logs are all in place.i) Child’s Plans and IEPs are stored in a separate locked cabinet and can only be accessed

by key staff.j) Child Concern Forms are received by the HT and appropriate information is shared with

staff as and when required. These are also stored separately in a locked cabinet.k) Updates on Child Protection/Safeguarding are shared with staff whenever they arise.l) Staff continually monitor pupil behaviour and highlight any changes to the appropriate

member of staff.m) Staff have taken part in E-safety training. And highlight internet safety to learners

throughout the year. Eg Safer Internet Dayn) Staff have taken part in Children’s Rights training.o) All children are aware that they can speak to any adult in the school for any reason. . p)

SMT have regular check-ins with the more vulnerable children.p) Equalities are a major aspect of the schools SAFE and RESPECT policies and are referred

to regularly by staff. The staff endeavor to ensure there is equality for all.q) Our staff know our pupils and families well and take account of their personal

circumstances wherever and whenever possible.r) We have an open door policy and parents know that they can contact the school at any

time and we will do our best to support them and their children and endeavor to find solutions.

s) We have playground buddies, a friendship bench, a trained First Aider, HWB programmes etc in place

t) The school includes everyone and does its unmost to cater for the needs of all.

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a) Certificates of attendance, attendance register.b) Staff voicec) Policy in place, CPD recordd) Paperwork, CPD recorde) HTf) Minutes of meetingsg) SEEMISh) Logs in primary school officei) Child’s Plans, IEPsj) Filing cabinet, CC formsk) Meeting minutesl) Meeting Minutes, staff voice, email evidence, pastoral notesm) CPD records, staff knowledgen) CPD records, attendance logo) Children’s voicep) SMTq) Pupil and staff voice, evidence of work involved prior to creation of SAFE and RESPCT

acronymsr) Pupil and staff voices) Staff and parent voicet) Playground Charter, bench, attendance log, Resilient KIDS, Safe, Strong and Free, Anti-

bullying Workshopsu) Extra provisions in place if required. Financial hardship – MFR, housing support, foodbank

access


Using PEF to invest in Jigsaw PSE resources to use on Wednesdays Further e-safety workshops will be delivered for pupils, parents and staff with the

rollout of Chromebooks The revised HC for logging bullying incidents is to be implemented Utilise SEEMIS further for Pastoral notes etc


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PART TWO – School Improvement Plan

Summary: Key School Improvement Priorities

Improvement Priority Title What exactly are we going to do?Profiling and Reporting (Attached) Develop Profiling and reporting

Engage further with parents around their child’s learning

Review programme of skills for skills for life, learning and work

Chromebook Rollout

Raising Attainment (PEF) Re-structure Working Groups – Literacy, Numeracy and HWB

Audit coverage across 3-18

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In-depth action plan #1

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Improvement Priority Title – Profiling and ReportingLinked to QIs/Themes

2.2 – The Curriculum 2.3 – Learning, teaching and assessment 2.4 – Personalised Support 2.6 – Transitions 2.7 – Partnerships

Linked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations

for all young people ☐Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?Pupils as learners will:

have a profile which demonstrates ‘Who I am in my learning?’, ‘Where I am in my learning?’ and ‘Where do I want to get to?’

Staff as learners will:

understand the principles of continuous profiling and reporting through:- the curriculum,- skills for learning, life and work,

- key assessment tasks and - effective feedback and learning conversations.Success criteriaPupils as learners will:

be able to articulate where they are in their learning, who they are in their learning and where they are going next, sharing this with their peers, their families and staff within the school

use the language of skills when reflecting on their learning

Staff as learners will:

share each learner’s progress with the learner and their families build key assessment tasks at the planning stage identify each learner’s achievement through understanding the principles of the Moderation Cycle use learning conversations to support continuous dialogue between:

- learner teacher - learner learner - learner family- teacher family- teacher teacher- teacher learner family.

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What exactly are we going to do?1.Introduce continuous Profiling and Reporting model to staff supported by Highland Council - Profiling and Reporting Support ResourcesHGIOS 4 Profiling and Reporting Audit Tool2. Highland Council Profiling and Reporting Audit Tool3. Further Family Engagement Evidence:• Presentation on Profiling/Workshop• Surveymonkey on Profiling• Open Afternoons• Parent Evenings• Sharing of Key Assessment Tasks• Follow up survey on Surveymonkey4. Collegiate Session Evidence- Develop a Profile overview- The curriculum- Skills for learning, life and work- Review Key Assessment Tasks- Effective feedback and learning conversations

5. Pupil sampling Profiles; against the three questions 1) Who I am in my learning? 2) Where I am in my learning? 3) Where do I want to get to? Learning Conversations6. Planning discussions – evidence of Es and Os/ Skills

7. Moderation of Key Assessment Tasks8. QIO Sign-off Conversation

Who will lead this?DHTs/staff – September 2019

DHTs/staff – September 2019DHTs/staff/ families : DHTs Late September 2019 End of October 2019 November 2019 and March 2020 September 2019 and May 2020 Termly May 2020DHT/staff –4th September 201911th September 20196th November 201927th November 201915th January 20205th February 2020HT/DHTs/staff –WC - 8TH October 2018WC – 17TH December 2018WC – 26th August 2019, 4th November 2019, 30th January 2020, 27th April 2020HT/DHTs/staff – Working Groups28th August 201925th September 201927th November 2019HT/DHTs/staff – 5th December 2019 & 29th April 2020On-going conversation throughout year withQIO/HT/DHT – 29th April 2020

Staff wellbeing and pastoral support implicationsHighland Council’s approach to Continuous Profiling and Reporting is recognised as an effective model for Tackling Bureaucracy as detailed in the National Improvement Hub. The approach is synonymous with the Reporting to Parents and Carers expectations from Education Scotland. The time previously allocated to end of year reports, which did not enhance the learner’s journey, has been redesigned around the continuous profiling and reporting process, removing time burdens of lengthy end of year reports.

Creativity opportunities:

Through developing continuous approaches to Profiling and Reporting, children and young people develop the key creativity skills through:

Learning contexts which develop children’s skills for learning, life and work through demonstrating breadth, challenging and application through key assessment tasks

Learning conversations which enable children to articulate ‘Who they are in their learning?’, ‘Where they are in their learning?’ and ‘Where do I want to get to?’

open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☐

Expected resource needsProfile folders

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In-depth action plan #2

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Improvement Priority Title – Digital Literacy including Chromebook Rollout [see also: HC Chromebook 3 Year Action Plan]Linked to QIs/Themes1.3 Leadership of Change, 2.2 Curriculum, 2.3 Learning, Teaching and Assessment, 3.3 Creativity & Employability

Linked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations

for all young people ☒Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☐ School Improvement Performance InformationWhat difference will it make for learners?

A re-defined, re-developed and cohesive S1 - S3 BGE Curriculum flowing from P7 and better preparing young people for the Senior Phase.

Success criteriaMost staff will:

● Feel that there is appropriate provision for Digital Technology.● Use digital technology in lesson (where appropriate).● Feel confident knowing how and where to find digital resources to enhance learning and

teaching?● Understand how digital technology, if used appropriately, can enhance learning and

teaching?

Most pupils will:● Use digital technology responsibly to enhance their learning.

Most parents will:● Understand the importance of digital technology in their child's learning.

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What exactly are we going to do?From Notification of Chromebook Delivery (or before):

● Ensure that staff are briefed on the Highland Council Digital Learning and Teaching Strategy and understand what this means for your school.

● Update school learning and teaching policy to ensure that digital learning is integrated into our school philosophy for excellent learning and teaching.

● Ensure all staff have G Suite Account log in details.

● Ensure that all staff are using Google Chrome for web browsing.

● Key staff to explore new Technologies experiences and outcomes.

● Arrange for Digital Learning Team to attend an ASG meeting to discuss deployment and any other perceived challenges.

● All staff will complete baseline assessment (see evaluation right) (link to assessment)

● Advise all staff to sign up for the Digital Learning Mailing list to keep up with announcements (link)

● Review eSafety policy and practice (link to eSafety Tool)

● Ensure that all staff have accessed and read key Chromebook documentation. (link: Teacher and School Leader Advice)

● Start to engage with parents/carers and wider community (link: Parent & Carer section on website).

● Key school staff attend authority training (link: Training programme and training materials and Digital Teaching Resources)

● All staff encouraged to share good practice at staff meetings, department meetings and ASG meetings.

● All staff encouraged to share good practice with Highland Digital Learning blog (link: DigiLearn Highland Blog)

● All staff encouraged to become Google Certified Educators (link: Google Certified Educators)

● Decide on how devices will be distributed when delivered.

● eg: will devices stay in school for the first few weeks?

● eg: will devices only be accessible in a certain subject?

● eg: will you have an assembly to discuss safe and responsible use?

Who will lead this?

Digital Leaders: Neil Galbraith and Katie MacFarlane

Inform ASG staff about, and ensure staff have access to, relevant documentation (by Summer 2019)4, 7, 8, 10 (School Leaders), 14, 15

Establish DIgital Learning Steering Group (by Summer 2019)2, 5, 9, 13, 19 (by Christmas 2019)

Parents’ Meeting for Information (Date TBC, by Summer 2019)11

Presentation at INSET day (19/8/19)1, 3, 6, 8, 10 (Teachers), 12, 14 (reminder), 15 (reminder)

16, 17, 18 - Ongoing discussion and organisation between Digital Leaders and SMT

20 - August 2019

21, 22, 23, 24, 25 - For discussion in future SIRP

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From delivery of devices:● Receive devices from Highland Council

and distribute to pupils.● Prepare for managed Windows devices

to be replaced with your new allocation (3 months after Chromebooks arrive)

Actions by the end of year one with Chromebooks (or before):

● All staff understand what is meant by a digital culture and have contributed to the development of what a digital culture within the school (link: What is a digital culture?).

● All learners have created a personalised Chromebook Cover.

Actions by the end of year two with Chromebooks (or before):

● Ensure that digital learning is a feature of our ASG Improvement Plan.

● Setup and use ePortfolios for learners.● Ensure that digital technology is used

effectively to help with teacher, whole school and neighbourhood self-evaluation.

● Ensure that digital technology is used effectively to communicate with parents and the wider school community.

● Gain digital schools Award (currently only available to primary schools) - link: Digital Schools Award

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

● All aspects of the success criteria will be tracked over three years.

● All staff will complete the Highland Council Teacher Baseline Assessment [Link: Baseline Assessment]

Who will lead this? (detail of responsibilities and timescales)

NG/KL (with Highland Council Digital Team)

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)

● By providing all learners from P6 - S6 with a device this intervention is specifically designed so that young people experiencing disadvantage will not be adversely impacted. Kinlochbervie Primary School will however be mindful of the young people who do not have internet access at home and provide support if necessary.

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Staff wellbeing and pastoral support implications● This project and the development time associated with it has been built into the working

time agreement for 2017/2018.


● Development of whole school / departmental specialisms in the creative use of digital technology (including moving image, animation, writing for the web, audio and coding).

open-mindedness ☐ problem-solving ☐ curiosity ☐ and imagination ☐

Expected resource needs● See also Action Plan 2 – additional Chromebooks purchased for targeted pupils● Time (CAP and In-service days).

Support from HQ Digital LearningTeam for advice and extra training as required.

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Pupil Equity Fund Proposal/In-depth action planPLAN TITLERaising AttainmentLinked to QIs/Themes3.2 Raising Attainment2.3 Learning, Teaching and AssessmentSummary of key approaches

Attainment ☒ Attendance ☒ Inclusion/exclusion ☐ Participation ☒ Engagement ☒

Summary of Key Areas Literacy ☒ Numeracy ☒ Health and wellbeing ☒

Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?

Improved mental numeracy skills Improved Literacy skills (with a focus on Reading Comprehension and Spelling) Increased social interactions across the communities All will have access to Chromebooks or age appropriate tablets All will participate in the Jigsaw PSHE programme

Success criteria Targeted pupils will have increased confidence and ability in mental numeracy Spelling will have improved for all Tracking of targeted pupils through the PM Benchmarks will show improvements in reading comprehension

skills Pupils will show increased resilience

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What exactly are we going to do? PSA has been up-skilled in Numeracy and

will continue to undertake group sessions at appropriate times throughout a Wednesday across all age groups. The Highland Numeracy Progression will be followed and this will be supported by New Zealand Maths activities.

PSA trained to deliver literacy support with groups/individuals across ASG targeting particularly early/first level pupils where there is an attainment gap. The Highland Literacy Progression, spelling activities and PM Benchmark will be used to support this.

Continue the bringing together of all primary schools on Wednesdays for the development of socialisation skills, resilience etc. Also equity of provision for PE and 1+2.

Purchase and rollout of Jigsaw PSHE resources for use across ASG.

Provision of chrome books or age appropriate tablets for every child in ASG. (Additional to Chromebook rollout)

Who will lead this? Review and assess learners to target specific pupils

and set appropriate groupings. (Aug 2019)AM (DHT) to lead. SA (PSA) to deliver learning. Monthly meetings to be arranged to review pupil progress and grouping.

Review and assess learners to target specific pupils and set appropriate groupings. (Aug 2019)KL(DHT) to lead. CC (PSA) to deliver learning. Monthly meetings to be arranged to review pupil progress and grouping.

SMT/PT will ensure class teachers will share planning to avoid duplication of coverage.Meet monthly with staff to review and further develop planning and timetabling. SMT/KM(PT) to lead.

Incorporate into schools current HWB curriculum as part of the Wednesday programme. Will begin August 2019. KL (DHT) to lead.

This will link in with Action Plan 2. September 2019. NG/KM (PTs) to lead.

Additional Hrs (School/Ext) – linked to existing posts – WFP to arrange a temp amendment to contract

1) Continued Additional 5.5hrs PSA time each week @ £15 for 39 weeks

2) Continued Additional 10 hours PSA time to allow for training and delivery of literacy support.

£3,933.93

£7152.60

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Additional posts (School/Ext) – Submit ATR as soon as your EQIM has given support

Intervention(s)

Plan £

Partner ServicesMust be on the 3rd Sector Register – potential for them to be added check with Clearing Group

Intervention(s)

Plan £

Highland Council Support

Intervention(s)

Plan £

Resources/Equipment/MaterialsUse Integra only and be aware of procurement procedures and financial regulations

1) Transport for children to & from KLB once per week

2) Jigsaw resources

3) Chromebooks/tablets (16)

£4500

£2925

£2000

Totals (annual) £20,511.53

Staff wellbeing and pastoral support implicationsAll training to be included in the working time agreement. Regular staff meetings planned to ensure PSAs are included and workload not increased.

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open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

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Monitoring and evaluation procedures for the School Improvement PlanHow will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered?

Learners will be able to talk about their learning more confidently and use new strategies with greater confidence.

We will consult with staff, parents, pupils and other agencies through meetings, surveys and use the results of this to move forward improvements

Minutes from meetings (staff, SMT, pupil support, pupil council, parent council, working groups etc.) Key Assessment Tasks, Data gathered

Who will lead this monitoring and evaluation?

Learning Conversations - termly SMT – Ongoing SMT – Ongoing All staff

Who will lead this monitoring and evaluation?

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