Summary of Quality Improvement Visit Report

Summary of Quality Improvement Visit Report

30 January 2015

New Deer Primary

QIO Max Booth

QIM Jonathon Revell

New Deer School is a warm, welcoming and nurturing environment for pupils, parents and staff. Although the school has had a number of staff changes there are clear robust and systematic procedures in place. The HT is well respected by the school community and is described as both a good leader and forward thinking. The parents are very supportive of the school and the pupils are a strength. All staff are hard- working and share a common vision. The school has great potential to continue to progress.

Evaluationsare on a 1-5 scale.

Q.I. 1.1 - Improvements in performance

School improvement plan 2013-14 main priorities:-

• Maths – mental maths core skills - improvement evidenced in assessment data
• Accelerated reading - improvement in attainment evidenced and children’s interest in reading increased

School improvement plan 2014-15 main priorities:

• Active Literacy – an authority led initiative
• CfE – Develop three monitoring / tracking sessions annually, Curriculum Rationale developed
• GIRFEC – Positive Behaviour Policy, RRS reaccreditation, Increased use of SHANNARI
• Maintenance – Outdoor education, ECO Green Flag, Accelerated Reading, Mental Maths
• Nursery - Nursery Blog, Transition New Deer to Maud, Care Inspectorate Legislation, Active Literacy, First Aid Training

There are new formats for monitoring support requirements- this can be clearly linked to the moderation periods to create a whole picture for all children.

The staff are take full ownership of the assessments of pupils and regular discussions are held between the head teacher, teaching staff and support staff to identify where support should be targeted.

Wider achievements – children are encouraged to bring in achievements for assembly celebration. Class teachers record what the children do and this is tracked. Assembly stars are used for pupils not having opportunities to achieve beyond the school. This can be furthered by tracking the skills developed.

All children have targets and parents are aware of these, they cover both social and academic aspects of learning.

Evaluation – 4

Q.I. 2.1 - Learners’ experiences.

This is a real strength of the school. Pupils report that they feel happy and safe when at school. They know who to speak to if they have any concerns.

Children observed throughout the nursery to P7 appear happy, motivated and engaged in their learning. Higher order thinking is also evidenced throughout the school.

Parents are fully informed of their children’s learning through regular newsletters and the target books that are used between school and home.

There are visits out of the school and visitors are welcomed into the school.

There is lots of evidence of parent involvement.

Family Fridays, last Friday of each month, this is now being extended for opportunities to parents who are unable to attend during the school day.

Parents comment that it is a strength of the school – they also comment that the HT makes sure that they are involved in the decisions linked to the school calendar.

Pupil council consists of two pupils from each class. The children are enjoying recording their work through a big book. This is then shared with the other pupils. There is a surgery for the pupils to discuss issues.

There are video interviews captured from the pupils discussing their learning which is carried out at the end of session.

Big book planning was in place but would need to be refreshed due to the staff changes.

There are many opportunities offered for the children through clubs, many facilitated by parents.

Evaluation – 5

Q.I. 5.1 – The Curriculum

The school has worked hard to devise the vision and values, this was done together with the whole school community. Parents and pupils are able to state the values and discuss SCARF.

The school now needs to design the curriculum around the school vision and values and rationale.

Numeracy is seen to be good, children are able to recall different methods to perform calculations and mental recall has developed and progressed.

Active literacy is progressing well, pupil progress will be assessed at the moderation periods.

There are whole school themes, work must be done to ensure that these are linked to the wider world context.

Lessons observed were mostly engaging and very much include higher order thinking opportunities for the children.

Transitions are deemed to be strong, N-P1 have good curricular working, and there are many links throughout the year. E.g. Fit Stars. Parents comment that they are happy with the transitions in place.

Transitions are deemed to be strong, N-P1 have good curricular working, and there are many links throughout the year. E.g. Fit Stars. Parents comment that they are happy with the transitions in place.

Evaluation –3

Q.I. 5.3 - Meeting Learners’ Needs

Learning is clearly differentiated throughout the school.

Chronologies are added to by all staff- This is held in the office and all notes are kept appropriately.

There are two children with IEPs

Attendance is monitored termly

The majority of staff take ownership of meeting learners’ needs.

Child protection training has been carried out.

PSAs are involved in review meetings.

This will be an area of detailed review in term 4

Evaluation – 4 with elements of 5

Q.I. 5.9 - Improvement through self-evaluation

Annual questionnaires to parents, pupils and staff. This needs to be developed into a “You said – we did- this was the outcome” format

QA calendar has been shared with class teachers and PSAs

The QA calendar could be furthered by the inclusion of the main QI and an impact review part to the format.

Homework policy was updated in 2011, this is not deemed as a priority as present however the parents did speak of their differing views regarding this and the links to wider achievement.

Evaluation – 4

Next Steps

School Actions:

-Summarise the data from the analysis to make statements regarding whole school progress and implications for cohorts.

-Develop a curriculum rationale ensuring that the design principles are fully embedded.

QIO Actions:

-Wilma to attend a QIV at another school – 12th February, to conduct observations

-Progress visit to be booked in for 6-8 weeks time

-Meeting learner’s needs visit in Term 4 to be arranged.