EDINBURGH LEARNS__________

Standards & Quality ReportingSchool Renewal Planning

2020

Introduction

Executive SummaryReporting on the standard and quality of education in schools has been a core activity for decades. Setting targets based on self-evaluation activity, likewise. Although we are adapting to a new way of living and working, we remain as committed as ever to ensuring that Edinburgh’s children and young people have the best quality teaching and learning.

Guidance to support schools with Self-Evaluation and Improvement Planning will therefore be adapted to suit the new model of service delivery. It is important to reflect on, and acknowledge, the outcomes that had been achieved prior to lockdown, and to confirm high level summaries and grades. Our focus must be on ensuring we plan to make the best use of our resources for next session, while emphasising the need for flexibility, creativity and adaptability.

As ever, our people are our greatest asset, and people will continue to be affected by this pandemic and its aftermath. All new processes should therefore be planned and implemented collegiately and with due regard to the health and wellbeing needs of our school communities.

Edinburgh Learns: Recovery: Reporting and Planning 2020

Contents

1. Guidance on Standards and Quality Reporting 2. Guidance on Renewal Planning 3. Timeline for Completion of Documents 4. Standards and Quality Summary Document5. PEF Plan 2020/216. School Renewal Plan 2020/21 (Health & Safety/Transitions – Phase 1)

Edinburgh Learns: Recovery: Reporting and Planning 2020

Standards and Quality Report (S&Q)

Standards and Quality Report (Summary)For session 2019/20 a summary document will be required. This will provide headlines about the quality of service delivery to the point of lockdown (23rd March 2020). It should refer to the

School context (prior to lockdown) Summary of grades and statements in support (3 or 4 per QI)

QI 1.3 Leadership of Change QI 2.3 Learning, Teaching and Assessment QI 3.1 Ensuring Wellbeing, Equality and Inclusion QI 3.2 Raising Attainment and Achievement.

It is assumed that the sources of evidence and analysis will come from

Leadership Learning Partnerships Attainment and Achievement information Attendance, Inclusion and exclusion information Learner Participation Activities.

There is no expectation to record end of session Achievement of a Level CfE grades, at this time, however the authority will be expected to report on progress and will therefore use the February predictions.

Edinburgh Learns: Recovery: Reporting and Planning 2020

School Renewal Plan (SRP)

Rather than focusing on improving the pre-lockdown model of service delivery schools, like all other areas of council service, are reflecting on Adaptation and Renewal. With protecting health and safety as our principal concern, we will be creative and critical about the service we plan to provide from now on.

5 Themes for Renewal

Renewal Themes: (Hyperlinks to be embedded)1. Health and Safety (hyperlink to SORT checklist & other relevant guidance)2. Transitions (hyperlink to Transition resources & CLPL)3. Health, Wellbeing & Resilience (hyperlink to H&W Framework & resources)4. Teaching, Learning and Assessment including Digital and Outdoors (hyperlink to

Curriculum Rationale, Outdoor Learning Resources, Edinburgh Learns T&L CLPL 20-21)5. Equity and Inclusion (hyperlink to CEC Inclusion Guidance, Learning@home Pathways to

support, Equity Audit Tools)

All Renewal Planning is based on a clear Needs Analysis Audit and Action Plan for each of 5 Key Themes. It will take place between June and September and be supported by a collegiate working time agreement. The plan for the use of Pupil Equity Fund will be completed with guidance from the Finance Board.

o Phase 1 of Renewal planning, to support the implementation of a suitable model for learners’ return to school, will focus on themes 1 & 2.

o Phase 2 of Renewal Planning will focus on themes 3,4 & 5 and will include the WTA

Edinburgh Learns: Recovery: Reporting and Planning 2020

Health & Safety Transitions

Health, Wellbeing

& Resilience

Teaching, Learning & Assessment

Equity & Inclusion

Renewal Plan Phase 1Themes 1 & 2 – See School COVID Operational Guidance and Risk Assessment (Health & Safety & Transitions)

Schools should set up a Health & Safety working group, if not already in place, to ensure a collective responsibility in supporting this theme. This should comprise SLT, including the Business Manager, staff representatives (teaching and non-teaching) and Facilities Manager.

At Local Authority level, relevant partners will provide support to schools, as required, e.g Corporate Facilities Management, Procurement, Health & Safety and Human Resources.

Phase 2Themes 2 & 3 – Health, Wellbeing and Resilience of the Learning Community

Guidance for Self-Evaluation is here: Self-Evaluation during the COVID -19 pandemic https://cityofedinburgheducation.sharepoint.com/:p:/r/sites/EdinburghLearns/EdinburghLearnsAtHome/Professional%20Learning%20Documents/Other%20CLPL/Self-Evaluation%20during%20the%20Covid-19%20Pandemic.pptx?d=waf1776465a53428eabf7056d5730f852&csf=1&web=1&e=Rj1tH4Guidance for planning HWB is here: Edinburgh Learns Health and Wellbeing Strategy.https://cityofedinburgheducation.sharepoint.com/sites/EdinburghLearns/EdinburghLearnsAtHome/Professional%20Learning%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FEdinburghLearns%2FEdinburghLearnsAtHome%2FProfessional%20Learning%20Documents%2FOther%20CLPL%2FSelf%20Evaluation%20Edinburgh%20Learns%5FHWB%5F%20Final%2Epdf&parent=%2Fsites%2FEdinburghLearns%2FEdinburghLearnsAtHome%2FProfessional%20Learning%20Documents%2FOther%20CLPLGuidance for Resilience is here:- https://cityofedinburgheducation.sharepoint.com/sites/365central/resources/hwbbuildingresilience/brunits/ExpecttheUnexpected/SitePages/Home.aspx

Theme 4 Teaching, Learning and Assessment

Schools are at different stages of their digital learning strategy in supporting learning at home. It is important that we move as far as possible to a more consistent offer, ensuring high quality learning experiences, which will include additional investment in resources and professional learning support for Senior Leaders and their teams. Schools were asked to conduct an audit of digital provision for learning at home (Establishment and Learner Surveys) by 1st May, 2020 and to identify a Home Learning/Digital Lead Officer. This data should inform your Renewal Plan. Particular consideration should be given to safeguarding against learners, who do not have digital access, being disadvantaged.

Schools should also plan for a blended model of learning, with Digital & Outdoor Learning included as significant approaches.

Attainment & Achievement

It is important that learners continue to progress through the relevant Curriculum for Excellence Levels, whilst recognising the need to ensure that existing skills and knowledge are consolidated.

Edinburgh Learns: Recovery: Reporting and Planning 2020

Predictions about pupils’ attainment levels, submitted to the Central Team in February, can be used as a valid source of assessment information, together with considering the learning which has taken place since then for individual learners.

Theme 5 Equity & InclusionSelf-evaluation must include gathering of data which enables planning, and recovery, for children and young people living in poverty and deprivation and in particular, those being supported by Attainment Scotland Fund (PEF and SAC).

PEF Plan Best Value - Management of Resources to Promote Equity (Quality Indicator 1.5)

Standalone PEF Plans are required this session. They should be based on sound risk assessment which puts the needs of learners at the centre of decisions about financial and other resource management. This includes carefully considered strategic planning for the direction of funds such as Scottish Attainment Challenge and PEF, Positive Action and the Wellington Fund. The revised PEF guidelines should be checked and advice sought from the Local Authority. Further detail will be provided as soon as possible.

Please ensure that all tasks and resources in Renewal Plans can be delivered within teachers’ working time, through the Working Time Agreement. Advice on this is contained in SNCT circular 15/54 – Pay and Conditions of Service Agreement 2015-2017.

All documents should use language which is plain and accessible to a range of stakeholders. Processes should be streamlined to reflect the key actions of the Scottish Government’s 2013 report on Tackling Bureaucracy and the more recent 2015 update.

Edinburgh Learns: Recovery: Reporting and Planning 2020

Timeline for S&Q, WTA, ACEL & RP

Timeline for 2020/21 Wednesday 24th June – schools submit draft Standards and Quality Summary

Wednesday 24th June – schools submit School/Nursery Renewal Plan Phase 1o Health and Safetyo Transitionso Blended Learning

June – July – QIEOs

o Audit all ACEL (Predictions) Data and S&Q QI self-evaluation grades

o Audit Phase 1 Recovery Plans Wednesday 16th September- schools submit School/Nursery Renewal Plan Phase 2

o Health, Wellbeing & Resilienceo Teaching & Learning including

Digital Outdoors

o Equity & Inclusion including PEF Plan

Edinburgh Learns: Recovery: Reporting and Planning 2020

SCHOOL NAME_____Standards and Quality Report (Template)

How Good is our School?

Context of the School

Brunstane Primary School is situated in East Edinburgh and serves the communities of Magdalene, Bingham, Brunstane, Milton and the Christians. 79% of our pupils live in areas categorised as quintile 1 of the Scottish Index of Multiple Deprivation.

We aim to reflect our school values in the daily life, learning and work of our school. Our school values are: Respect, Community, Ambition, Creativity.

These values reflect our unique context and embody our unwavering commitment to improving outcomes for our learners through removing barriers to learning and raising attainment for all.

All our staff understand the school’s social, cultural and economic context and recognise factors that impact on children’s attainment and achievement. This has allowed us to develop a strong, inclusive ethos where children are encouraged to develop a positive attitude to learning, have respect for others, and to succeed in a growing range of achievements. All our staff demonstrate a commitment to our vision and values and have a shared understanding of how they impact positively on children’s learning.

Our continuous focus on improving wellbeing throughout the school is leading to positive outcomes for most children. All our staff work tirelessly in their approaches to ensuring all children are included. There are no exclusions in recent years. Our staff’s understanding of barriers to learning is a strength of the school.

We maintain a clear focus on raising attainment across the school. Our staff carefully track children’s progress in literacy and numeracy to ensure that children are making expected progress. Staff have a clear understanding of the varied barriers children have to learning and provide interventions to address individual children’s needs.

We use a wide number of interventions to remove barriers to learning and support closing the attainment gap. These focus on raising attainment, improving attendance and increasing participation and engagement. We make careful use of our Pupil Equity Funding to support these interventions, particularly through the appointment of development officers to lead the school’s five key areas of improvement.

Brunstane Primary School Inspection Report: https://education.gov.scot/media/ohbkwmnm/brunstanepssif300419.pdf

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Name of setting: Brunstane Primary School

Standards & Quality Report 1.3 Leadership of Change -VERY GOOD - Developing a shared vision, values & aims relevant to the school and its community- Strategic planning for continuous improvement- Implementing improvement and change

Areas of Strength

At Brunstane Primary School we create a safe, welcoming, inclusive and aspirational ethos for all of our learners. We treat all children as individuals and work together as a school community to support all children to reach their full personal potential.

We reflect our school values in the daily life, learning and work of our school. Our school values are: Respect, Community, Ambition, Creativity.

These values reflect our unique context and embody our unwavering commitment to improving outcomes for our learners through removing barriers to learning and raising attainment for all.

All our staff understand the school’s social, cultural and economic context and recognise factors that impact on children’s attainment and achievement. This has allowed us to develop a strong, inclusive ethos where children are encouraged to develop a positive attitude to learning, have respect for others, and to succeed in a growing range of achievements. All staff demonstrate a commitment to our vision and values and have a shared understanding of how they impact positively on children’s learning. This was validated by our positive inspection in March 2019.

We have a highly professional and committed staff team, who understand the critical importance of continuously developing their own professional knowledge and understanding through both individual and collegiate professional learning. Staff have a strong understanding of the school’s improvement priorities and focus their professional learning in these areas to ensure maximum benefit to the school community. Our CLPL programme for teaching and non-teaching staff aligns closely with our school values and improvement priorities to further support this. This work has made a significant impact on ensuring that almost all staff have high expectations of our pupils as well as high aspirations.

Strong leadership from both the school management team and distributed networks within the school facilitates this progress effectively. This twin approach ensures that our vision and values evolve and develop in line with changes in research and policy as well as the ever-changing needs of our school community.

Pupils parents and carers have been carefully supported to grow their voice in this process through both our pupil parliament and our parental engagement programme. Whilst we have made progress in this area, it will remain a focus in coming sessions to ensure decision making is as representative as possible of our whole school community.

Over the last six years, the school leadership has effectively scaffolded the growth of the staff team and developed a distributed leadership structure which facilitates research-informed change to both individual and collective practice. Leaders at all levels adopt a consultative and inclusive approach to decision making, proactively supporting the wider school community to contribute to school policy and practice. Through the commitment of the staff team and the support provided by the wider

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

leadership team, a rapid pace of progress has been maintained over a number of sessions. Through careful and ongoing self-evaluation, this effort has been focused on clearly defined areas of improvement which have wide stakeholder backing.

Our systems for self-evaluation, collegiate learning and school improvement are very closely linked, allowing a wide section of the school community to contribute to our development. Our professional book club and practitioner enquiries, as well as our pupil parliament, are linked to our school improvement plan and inform future school policy.

As evidenced by our recent inspection, staff at all levels take responsibility for implementing change and promoting equality and social justice across all their work. This can be seen in staff commitment to professional learning and development across all sections of our staff team, through mechanisms such as our professional book club, our practitioner enquiries, our CLPL linked to our improvement priorities and our collaborative whole team approach to developing our curriculum and relationships policy.

This is led by research informed leadership at both management and teacher-leadership level. The school leadership team encourages practitioners to follow their interests and develop specialisms that can then be shared with the wider team. The senior leadership team are committed to co-creating a vision for sustained and positive change with the wider staff team and access a wide base of research and practice to find new and more impactful strategies to deliver on this. All staff are involved in developing and evaluating the rationale for this change, whilst pupils and their families are supported to contribute to this process.

We have robust strategies in place to monitor and evaluate the impact of changes on outcomes for learners and the work of our school.

Areas for Development

Continue to support pupils and families to develop their voice within the school community through our ongoing parental engagement offer, recruiting more families from a wider cross-section of our community for our parent council and developing greater pupil voice and agency outwith our Pupil Parliament sessions.

Embed more consistent opportunities within the school curriculum to nurture creativity and innovation – link this to increased opportunities to develop and apply critical thinking skills.

Continue our professional learning on general pedagogical approaches and cognitive science to further raise expectations for our learners across the whole school community.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

2.3 Learning, Teaching and Assessment - GOOD- Learning and Engagement- Quality of teaching- Effective use of assessment- Planning, tracking and monitoring

Areas of Strength Our warm ethos, caring environment and knowledge of both individual children and

child development in general leads to positive relationships and better outcomes for learners.

Our Learning & Teaching Toolkit informs pedagogy throughout the school. This leads to engaged and motivated learners. In the nursery and Primary1, this is achieved through a play-based approach.

We use questioning effectively to extend learning and provoke thought. In the Nursery, questioning skills are present amongst staff and are being developed further.

Our staff are skilled at using structure to engage learners and maximise learning opportunities. In the nursery, this is a flexible structure to meet the needs of those learners.

Differentiation is provided as part of these structured lessons to ensure growing independence and increased challenge. In the nursery, this approach is reflected, with an individualised approach for each child, and tailored strategies in place.

We use digital technology well in the school, including use of tablets, visualisers and interactive whiteboards to extend and enhance learning experiences. It is also used effectively to support those with additional support needs.

Active learning is a strength of our school and nursery, with purposeful and active learning opportunities for learners. This includes lots of outdoor learning opportunities in the nursery which is building confidence and self-esteem. The nursery is particularly well-resourced to achieve an active play-based environment.

We communicate learning intentions and success criteria with learners in almost all lessons, in line with our learning and teaching toolkit. In the majority of lessons, the success criteria are co-constructed with the learners.

Our nursery has developed a learning environment where choice for learners drives the learning experiences. Learners in the school are making some choices about their learning.

We regularly provide collaborative learning opportunities experienced for learners in the school. In our nursery, learners make choices to work in small groups.

Our staff use the national benchmarks to assess learning progress and have a shared understanding of standards to make professional judgements.

We support learners to give and receive feedback using comment slips and verbal scaffolding. Learners are given feedback and progress is recorded using a robust system which effectively details the progress which has taken place.

We have a particularly strong culture of recording and profiling in the nursery. Our Pupil Parliament allows for learners’ voices to be heard and has developed a

culture of pride of their school. Our teachers have developed a curriculum to plan learning experiences. This has

been refined over a number of sessions and is supplemented by the school Learning and Teaching Toolkit and the school’s new writing strategy.

Our planning and evaluating happens as a collaborative process between learners and teachers. Our nursery use children’s interests as a stimulus for planning.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

We have a culture of observations for improvement throughout the school and nursery. Our staff observe each other to improve and nursery staff use observation as a key assessment tool. This is used to communicate with parents and parents make useful contributions.

Tracking and monitoring is achieved through a comprehensive approach which is informed by termly assessment meetings. These meetings are informed by a variety of sources of information from our Assessment Jigsaws.

In our nursery, quality early learning is supported by approaches which are developed under good leadership.

Our Brunstane Bucketlist tracks and recognises pupil achievements outside of school.

Areas for Development

Focus on diagnostic assessment of pupil wellbeing and academic progress to revaluate pupil readiness to learn and identify where attainment gaps have emerged or changed during closure due to COVID-19.

Continue to develop opportunities for children to explore depth in learning through an enquiry-based approach.

Continue to embed opportunities to develop and apply Higher Order Thinking Skills in line with this to establish better metacognition and learners’ image of themselves.

Continue to develop and consistently embed opportunities for pupils to lead their own learning and exert agency in school and community life.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

3.1 Ensuring Wellbeing, Equity and Inclusion – VERY GOOD- Wellbeing- Fulfilment of statutory duties- Inclusion and equality

Key Strengths As noted by HMIE in our recent inspections report, we are a “a truly inclusive school”

in which a strong, supportive ethos encourages children to develop a positive attitude to learning, have respect for others, and to succeed in a growing range of achievements.

Our staff work tirelessly in their approaches to ensuring all children are included and demonstrate a strong understanding of how wellbeing impacts learners’ progress, particularly in relation to poverty and ACEs.

All our staff comply with statutory duties and processes are effective in both school and nursery.

We place a strong emphasis on resilience and involvement of children in developing classroom charters, which has significantly improved their ability to self-regulate and resolve situations and incidents of conflict.

Wellbeing of children, families and staff is valued and understood by our school and partners. Collectively, we implement approaches to Getting it Right for Every Child (GIRFEC) through Curriculum for Excellence interdisciplinary learning and events to involve families.

Our children speak with confidence about the importance of our values. They value being involved in our school family groupings and leading aspects of the school’s work. They show a developing understanding of how they should respect one another and demonstrate this through positive behaviours and learning.

Our children are supported to be involved in the GIRFEC process resulting in improvements in their wellbeing

We actively challenge discrimination and have rigorous processes for recording all incidents.

Our approaches to developing classroom charters focus on the importance of being respectful. These approaches are becoming increasingly consistent and implemented by most staff across the school.

We recognise and celebrate diversity and develop children’s understanding through pre-planned curricular activities.

We use a wide range of universal and targeted approaches to address issues in health and well-being.

We carefully track and monitor the progress of learners with protected characteristics. Our staff and partners model behaviour which promotes and supports the wellbeing of

all. We have made good progress in supporting children in their understanding of growth

mindset and rewarding effort in applying skills linked to the school values. The continuous focus on improving wellbeing throughout the school is leading to

positive outcomes for most children. There have been no exclusions at Brunstane in recent years. Our staff’s

understanding of barriers to learning is a strength of the school. We have well-established self-evaluation systems and recognises the need to tackle

prejudices and discrimination.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Building on the positive outcomes arising from the school’s self-evaluation work, all children are included in family groups that focus on various aspects of the Pupil Parliament. We will use this to further strengthen opportunities for children to lead in school improvements.

The school fulfils its statutory requirements. Individual children’s plans involve children, parents and staff effectively in their

development, implementation and review. The teamwork of staff is leading to the needs of most children being met within the

classroom setting. Staff work effectively with a wide range of partners. They implement a wide range of

interventions to support children who require high levels of additional support in their learning. (TIP, S4G, Nurture Groups, Talk and Move, Social Thinking)

The progress of children with additional support needs is monitored systematically. Professional learning is highly valued by our staff. Their commitment to professional

learning has developed a clear understanding of how social and emotional barriers impact on children’s learning.

Our staff are committed to supporting children and one another, creating a nurturing and caring environment for children and adults alike.

Most children, staff and partners are proud of the school and identify positively with its values and achievements.

Our system for tracking of bullying incidents helps identify recurring issues as they arise, in line with council policy.

All staff have undergone significant professional learning around the six principle of nurture, attachment theory and trauma informed practice – staff have used this professional learning tour co-create our new relationships policy in light of current research and theory – with a to creating a safe and trusting school environment to which our pupils can return.

Within our nursery, children appear happy and relaxed as they play. Most children confidently articulate their thoughts and preferences appropriate to their stage of development. They are supported by caring and respectful practitioners who have a good understanding of their needs.

Children take ownership of their nursery values, and evidence these in action through displaying respectful behaviours towards each other and resources. Children anticipate and respond well to clear and supportive routines and boundaries. These are now good foundations on which to build children’s understanding of the United Nations Convention on the Rights of the Child.

Our nursery practitioners are skilled in identifying the needs of children, families and their community. Local trips and outings are thought fully planned to ensure children and families have opportunities to explore their community and build aspiration. Professional discussion as a team surrounding equitable opportunities for all would further develop this good practice.

Community engagement opportunities such as visits to the orchard, river and local parks have instilled a sense of community pride in children.

Most children know how to keep safe and assess risk independently during play and learning opportunities. Our ‘SHANARRI Calamari’, the ‘Getting it right for every child’ mascot has been successful in supporting younger children to explore the wellbeing indicators.

Areas for Development Embed new relationships policy.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Ensure all classes use outdoor space effectively for outdoor learning and explicitly emphasise link benefits of outdoor learning and green space to wellbeing.

Continue to develop pupil understanding of children’s rights and responsibilities towards one another.

Continue to focus on development of resilience and building self-esteem ensuring this leads to all children feeling confident about their learning and positive about being in school

Appoint diversity coordinator. Appoint anti-bullying coordinator. Continue to explore new ways to improve attendance – expanding breakfast clubs

through external funding, use PSAs in creative ways to encourage attendance – including using relationships formed through community supports during COVID-19 closure.

Further embed and refine soft start/key adult check in approach -balance sensory play/active play to optimise readiness to learn – Further develop sensory/soft play area once safe to use again.

3.2 Securing Children’s Progress - GOOD- Attainment in literacy and numeracy- Attainment over time- Overall quality of learners’ achievement- Equity for all learners

Strengths

Most children are achieving to expected levels in numeracy and listening and talking. We believe that most children would have been on track for expected levels in

reading had the session not been interrupted by closure. Our writing attainment has improved steadily over time. It is expected that the

significant work we undertook this session on writing (all staff attending James Clement training, all early level staff undertaking foundations of writing training and talk for writing, co-creation of a new Nursery-P7 writing strategy) would have continued this trend.

We use digital technology effectively to support literacy A clear writing strategy detailing what should look like at each stage and how this can

be achieved has been co-constructed with all staff. Children are developing their confidence with their number skills Brunstane has been successful at raising attainment over time Staff use unique context and curriculum rationale to plan opportunities for

achievement A range of experiences and opportunities are given to pupils by staff and senior

leaders Staff have helped develop and facilitate children’s leadership through pupil parliament

and school families Staff identify and address children’s barriers to learning through a wide range of

interventions PEF is being used effectively – as validated by our recent HMIE inspection. Good progress is being made in communication and early language Our nursery practitioners show a good understanding of early language development Our nursery team support and track young learners ability to demonstrate the four

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

capacities Good progress being made in numeracy and maths with majority of children

recognising numbers in the environment Variety of resources being used to support numeracy skills Children show an understanding of their own wellbeing through healthy eating, risk

assessing and relationships Practitioners are making informed and targeted judgements on childrens development

and learning Children and their families are well supported, respected and valued Practitioners are a link to the community and are identifying and reducing barriers

effectively Practitioners are aware of the need to promote equity within their environment

Areas for Development

Develop text-based curriculum to sit alongside and support/enhance new writing framework

Roll out, embed and refine new whole-school writing strategy Develop the use of a wider range of higher order thinking questions Support pupils in experiencing and using a wider range of vocabulary Increase opportunities for pupils to develop their leadership skills further

Nursery

Practitioners to focus on the developing numeracy skills and provide more challenge Increase opportunities for pupil voice and leadership of their learning

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Quality Indicator Grades School Nursery HMI/Care Inspectorate

Leadership of Change Very Good Good Good

Learning, Teaching & Assessment Good Good Good

Wellbeing, Equality & Inclusion Very Good Very Good Good

Raising Attainment & Achievement

Good Good Satisfactory

Equity and Best Value

Pupil Equity Fund

o What were the approaches taken pre-lockdown to improve outcomes for targeted children?o What impact did you record?o What does your needs analysis conclude about addressing inequality for Session 20/21?

The bulk of our PEF funding is used to pay for our development officers who lead work on Pedagogy, Pupil Voice, Health and Wellbeing and Play-Based Learning.

This is supplemented by provision of a homework club, targeted support for middle achievers and our Onside Programme (targeted numeracy and literacy support).

We aim to improve attainment in literacy, numeracy and health and wellbeing through a focus on the “big five” of attainment, attendance, engagement, participation and inclusion.

Attainment

Our overall aim for session 19/20 was to ensure that 75% of learners were on track to achieve national expectations in literacy and numeracy by June 2020. This was on track pre-closure. 75% of pupils were predicted to be on track in numeracy, 71% in Listening and Talking, 70% in reading. Most stages were predicted to be above 75% in listening & talking and reading at point of closure. Writing attainment was at 61% on track, although staff training, intensive supports and new writing strategy document due for release in term 4, led by our PEF funded Development officers, were expected to have led to an increase in this figure.

Further to this, our key attainment challenges for targeted groups at Brunstane for session 19/20 were to raise attainment in Writing across the school, to raise attainment in Reading at Early and First Level and to raise attainment in Numeracy at Early and Second Level. These challenges were met in Numeracy and Reading. As mentioned above, closure made it impossible to launch our new writing framework and provided no opportunities for staff to implement their new professional learning, both of which were expected to have a significant impact on writing attainment in term four. Likewise, our targeted attainment in term four has added several percentage points across all subject areas in each of the previous three sessions as practitioners have been supported to fine tune their judgements and, in many cases, find sufficient evidence to judge several additional learners to be on track. Again, this was not possible this session.

Attendance

Our development officers, alongside our acting depute, led significant work around the 6 principles of nurture, including CLPL for all staff and a focus on emotional check ins and effective soft-start strategies to ensure that all pupils felt safe and comfortable in the school environment.

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

Unfortunately, the Nova Virus outbreak that impacted many schools in the city and the Corona Virus pandemic severely distorted attendance figures were and made it impossible to ascertain whether this work had the desired impact. However, this work has provided excellent groundwork on which to base our recovery plan.

Inclusion

The work led by our development officers, around Health and Wellbeing and understanding the SHANARRI indicators, as well as the Nurture focused work described above, was designed to ensure all learners felt safe and secure in school, that all staff understood that behaviour is communication and to provide staff and pupils with a shared language with which to describe emotions, behaviour and strategies to support self-regulation. Whilst this work was curtailed due to school closure, the available data suggested a positive impact. There were no formal exclusions this session and informal alternatives to exclusion fell from 10 last session to 3 this session.

Engagement

The work led by our development officers around developing high quality pedagogy, combined with the work around the 6 Principles of Nurture, described above, was designed to ensure that pupils understood their intended learning, had voice and agency over the content of their curriculum, had high quality pedagogical approaches which were well matched to their needs and abilities and felt safe and secure in school. This combination was designed to ensure high levels of engagement across the school.

Whilst shared classroom practice data reflected high levels of engagement in almost all classes, data from surveys using the Leuven scale was incomplete due to closure.

Participation

The work led by our development officers around Health and Wellbeing, combined with work with our partners in active schools and the Onside programme was designed to develop pupil understanding of the link between participation in sport and health and wellbeing. At the point of closure, participation in after school activities has risen from 52% to 77%.

FOR SESSION 2019-20, THE PUPIL EQUITY FUND HAS TOTALLED £103,203 .

THIS INCLUDED A CARRY-FROWARD OF £477 FROM THE PREVIOUS SESSION(S) OF WHICH £477 HAS NOW BEEN SPENT.

THERE IS A CURRENT CARRY-FORWARD OF £36,837 TO SESSION 2020-21.

THIS SPEND IS DEEMED EXCEPTIONAL AND THE PLANS FOR THIS SPEND ARE OUTLINED IN THE SCHOOL RENEWAL PLAN FOR 2020-21

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

SCHOOL NAME

Sample: School Operational Risk Toolkit (SORT)

0

Edinburgh Learns: Standards and Quality Reporting and School Renewal Planning

SORT DRIVER DIAGRAM

Renewal Theme 1

Health and Safety Overall Responsibility HT

Outcomes By June 2020 school leaders and management teams will have a robust mechanism for the first phase of reopening schools in accordance with the Scottish Government’s Strategic Framework for Reopening Schools, Early Learning and Childcare provision in Scotland and the COVID-19 Framework for Decision Making.

By June2020, school will have Health and Safety measures are in place in order to operate safely and confidently, so all pupils can access learning for session 2020/21

NIF Priority Closing the attainment gap between the most and

least disadvantaged children and young people Improvement in children and young people’s health

and wellbeingCare Inspectorate Themes

Quality of care and support Quality of environment Quality of staffing Quality of management and leadership

QIs/ThemesQI 1.1Analysis and evaluation of intelligence and dataQI 1.4 Leadership and management of staff (all themes)QI 1.5 Management of resources and environment for learningQI 2.1 Safeguarding and child protection (all themes)QI 2.3 Learning and engagementQI 2.4 Removal of potential barriers to learningQI 2.7 Transitions (all themes)QI 3.1 Ensuring wellbeing, equality and inclusion (all themes)QI 3.2 Equity for all learnersQI 3.3 Creativity SkillsQI 3.3 Digital InnovationQI 3.3 Digital literacy

Tasks By Whom Resources Time Progress & Impact

Schools should set up a Health and Safety (H and S) working group, if not already in place.

HT BM Staff representatives,

teaching and non-teaching

H&S Group established 08/06/20

Group established 08/06/20

School leaders should be aware of the essential national and local advice and legislative requirements for reopening schools.

H and S Group Corporate Facilities

Management Corporate Procurement Corporate Health and

Link to national guidance

Link to School

From now Ongoing as

advice is updated and shared

Brunstane Operational Guidance and Risk Assessments developed WC 08/06/20 – With H&S committee for feedback.

Sample: Transitions

Renewal Theme 2

Transitions- Early Years, Primary-Secondary

To manage the transition back into our setting safely and effectively

Overall Responsibility Early Years – G. O’Rourke & I. Finlayson-CrawshawP7/S2 – S. GilhooleySenior – R. Porter

Outcomes Children and staff will feel safe and supported.

Children will access an environment that offers both reassurance and learning opportunities informed by national guidance.

Environmental risks will be managed through robust risk assessments and protocols.

Care Inspectorate Themes:Quality of Environment

Quality of Care and Support

Quality of Management and Leadership

NIF Priority:

Improvement in children and young people’s health and wellbeing

QIs/ Themes;1.3 Leadership of Change2.2 & 2.6 Transitions2.3 Learning, Teaching & Assessment3.1 Ensuring Wellbeing, Equality and Inclusion

Improvement in employability skills and positive school leaver destinations

Tasks By Whom Resources Time Progress & Impact

Health & Safety Protocols

Induction for staff returning Hygiene including enhanced

cleaning and nappy changing protocols

Social routines for all stakeholders

HT H and

S Group

National and local guidance

Risk Assessments June 20

Draft Brunstane Operational Guidance and Risk Assessments developed WC 08/06/20 – With H&S committee for feedback.

Physically distanced entry points, staggered arrival and drop off times and one-way systems drafted.

Planning transitions into familiar and unfamiliar spaces for children:

CLPL for staff Communication Sharing and gathering

information CEC shared project as

universal support Enhanced transitions as

targeted support

HT DHT Class

teachers PSAs

CLPL Moving on

coming together

CEC Podcasts & reflective questions focusing RtA

Education Scotland Transition Guidance

CEC Bear Hunt Project

‘Moving on’ P7/S1

June 20

CLPL for staff on trauma informed practice and Nurture principles completed throughout school closure.

Bear Hunt Project completed. Enhanced transitions organised. My World of Work Project completed as P7 remote learning. ‘Moving on’ P7-S1 project completed CLPL on theory around transitions which led to staff creating

a virtual ‘Transition Fortnight’ DHT attended ‘Moving on Coming Together’ webinars DO, DHT and PSA’s attended Transitions for ASL webinar Social stories created for enhanced transition PSA’s undertook professional reading and dialogue around

transition and produced documents to support ASN learners and ensure they had a smooth transition to a new teacher

Returning to School social story sent to all pupils Staff collegiately planned transition activities for August

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Project

My World of Work P7 Learning Profile

Wellbeing Indicators

Digital transition guidance

return Transition/Recovery Curriculum in service planned

Plan for Learning Environments, under the following headings from Realising the Ambition: Being me:

Interactions Experiences Spaces

HT DHT SDOEY DO

Realising the Ambition: Being me

(National Practice Guidance)

Education Scotland Transition Guidance

National Guidance

CEC Operational Guidance

June 20

DO and DHT used Education Scotland transition guidance to support enhanced transition and staff wellbeing.

Interactions We will support our returning and new children/families

with nurturing interactions and routines to acclimatise to their environment.

We will work to re-etablish and enhance parental engagement and family learning opportunities where guidance allows.

Our children will be supported to settle into nursery within small, nurturing groups supported by key adults.

Practitioners will focus on embedding aspects of emotional wellbeing and building resilience strategies within their interactions and within daily nursery life.

Opportunities for varied interactions linked to child interests will be made available through our high quality continuous provision offered and opportunities to access our outdoor experiences.

We will continue to embed our 'Focus child' approach to observing our children as outlined by Anna Ephgrave.

Experiences

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Organisation of our indoor and outdoor environments has been thoughtfully co-constructed by our team and will continually be evaluated and developed to reflect the needs of our children. There are wide ranging open ended resources and use of the CEC planning with children evaluation of areas is implemented.

Resource are organised, tidy and thoughtfully displayed to encourage curiosity and interest.

Our children will have wide ranging experiences to engage with: spaces to relax, rest & feel cosy, nurturing story & song times, experiences where my key worker can see, hear, support and challenge me. I will access both indoor and outdoor experiences where I will be presented with risk and challenge, such as woodwork and climbing trees.

Our children will have access to wide ranging opportunities that develop movement and coordination needs & allow reinforcement and development of individual schemas

Spaces Children will have access to varied opportunities within

their two playrooms and we will continue to evaluate differentiation opportunities within areas through use of CEC EY Planning with children area evaluations.

Routines within our outdoor garden spaces will be reinforced in line with Covid restrictions such as placing of outdoor hand washing systems.

We will utilise and further enhance the newly landscaped half our nursery garden to widen opportunities available.

Key focus areas for development are: acquiring further

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outdoor loose parts, developing woodwork outdoors, gardening routines & citizenship outdoors and use of fire.

Our children will further explore community areas around us such as our edible garden, field, use of balance bikes on cycle path and local orchard.

Plan for empowerment Voice Agency

HT DHT DO Parents Pupils

An Empowered System – Education Scotland

CEC Enhanced Transition Documentation for CPMs and Vulnerable Children.

add link to A&R Inclusive Practice Guidance

June 20

Plans being developed by DO on capturing pupil voice around lockdown experiences

Plan for all pupils to contribute to “lockdown museum” to represent and record their experiences.

Forms put out to parents and pupils to collect views on transition back to school

Online learning task set for young people to share how they were feeling about coming back to school

Pupils views collected for enhanced transition CPMs Staff form for them to share their lockdown experience Staff created their own self-care plans In-service staff wellbeing session planned

My World of Work – Teacher guide to P7 Learning Profile

See further plans for priorities on: Health & Wellbeing/ Resilience Learning Experiences & Pedagogy.

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