Turriff Primary School and Nursery

Standards & Quality Report

2019-2020

&

School Improvement Planning

2018-2021

(Sessions 2018/19, 2019/20, 2020/21)

School Foreword

We are pleased to present both our Standards and Quality Report for Session 2019 – 2020

and our three year School Improvement plan from session 2018/19 through to session

2020/21 updated for session 2020/21. This report forms part of our quality improvement

framework and provides important information regarding our schools progress to date and

identifies our next steps in school improvement.

Self-Evaluation for Self-Improvement is at the heart of our practice in Turriff Primary School.

We continue to develop our practice in making robust use of evidence as a basis for

judgements regarding the impact of our work on our learners.

• How are we doing?

• How do we know?

• What are we going to do now?

• Looking inwards to analyse our work

• Looking outwards to find out more about what is working well for others locally and

nationally

• Looking forwards to gauge what continuous improvement might look like in the

longer term

At Turriff Primary School we continue to be committed to working closely with our

community and all other stakeholders that support the education we provide. Together we

are working hard to ensure all our pupils get the best possible start in life and are enabled

and encouraged to maximize their potential.

We realise that within education things never stand still or stay the same. We continue to

strive to meet the changes and challenges. Through this document we hope that you will get

a sense of our developments, successes and areas for further growth.

Mrs Fiona Eaton

Head Teacher

Context of the School Formally known as Markethill School, Turriff Primary School and Nursery is situated on Meadowbank Road to the north of the town of Turriff in Aberdeenshire. The new build 18 class School opened to Pupils and Staff in August 2017. Turriff Primary provides education for children aged 3 – 12 i.e. from ante-preschool nursery to P7. Turriff Primary School is the designated Enhanced Provision Centre for the Turriff Cluster. This Enhanced Provision Centre compliments the provision within our mainstream schools to provide a continuum of support. Pupils leaving Primary 7 normally transfer to Turriff Academy for their secondary education. Our staff team consists of a non-class committed Head Teacher, three Deputes, a Principal Teacher, full-time and part-time Class Teachers, Core Staffing Teachers that provide Non Class Contact Time (NCCT) teaching a variety of curricular areas and Additional Support Needs Teachers. The Nursery is led by an Early Years Senior Practitioner supported by two Early Years Lead Practitioners (EYLP) and a team of Early Years Practitioners (EYPs). The school is supported by a team of Pupil Support Assistants (PSAs), Pupil Support Worker, a School Administrator and Admin Support Staff, Catering Staff, Cleaners and a Janitor. The school works closely with a range of other support agencies and volunteers in order to provide the best possible experience for children with additional support needs. Our Active Schools Co-ordinator manages a range of additional active and sporting activities for the children both in the school day and after school clubs. The school building has eighteen classrooms with breakout learning spaces both inside and outdoors every classroom. There is a large gym hall, a dining area, learning hub area, sensory room, soft play room, life skills rooms and a meeting room. The Nursery has its own two entrances, cloakrooms, office space, outdoor play areas, kitchen, changing facilities and a quiet room. Other facilities that children benefit from are the school grounds with tarred and grassed areas and an AstroTurf. The school also houses two community rooms that are used for a variety of purposes. The school has an active Parent Council and encourages the involvement of parents in the work of the school. Analysis of the Scottish Index of Multiple Deprivation (SIMD) data shows that no child at Turriff Primary School lives in an area of deprivation (deciles 1 and 2); almost 100% live in deciles 5 - 8. Around 17% of children at Turriff Primary School are currently in receipt of Free School Meals (FSM). Turriff Primary School received £67,200.00 through the Pupil Equity Fund to close the attainment gap in 2018/19, £74,400.00 in session 2019/20 and £76,362 in session 2020/21. Although Turriff Primary School does not have any children who are classed as living in an area of deprivation, we believe that all children are entitled to the best education and to be the best they can be. HMIe/ Education Scotland inspected the School in February 2014, revisited in March 2016 with a follow up in November 2016. The ethos of the school is one of an atmosphere of mutual respect and collective responsibility. Staff, Pupils and Parents all have an important part to play in achieving this

atmosphere. The routines and expectations of the school take a common sense approach whilst ensuring safety for all. We recognise and praise good behaviour, effort and application through the use of recognition boards, house points, teacher award certificates, the Golden Book of Achievement, weekly virtual assemblies and displays. Turriff School has a successful House System in place. On entry to school each pupil is allocated to one of our four Houses: Hatton, Craigston, Forglen and Delgaty. Our curriculum offers a broad range of learning experiences, taking into account the needs and interests of our pupils. Children’s opinions and ideas are listened to and valued through our House Captains, Pupil Council, Rotakids and Junior Road Safety Officers. All children are encouraged to be involved in the improvements of the school. Our Vision, Values and Aims To ‘relaunch’ the school, due to its move of building and change of name, the Vision, Values and Aims of the School and Nursery was rewritten following a consultation period with Pupils, Staff, Parents and the Community. The final Vison, Values and Aims was launched in June 2018 as part of the celebrations at the end of the first School year in the new building as Turriff Primary School. See the next page for the full document which is on display in every classroom and around

the school building.

Impact of our Developments

In this section we will outline the three main targets we set for 2019 - 20 and identify the progress we have made during that session

Priority 1 – Learning and Teaching (literacy/ numeracy/ visible learning)

Progress • Tracking and Monitoring of attainment data shared at planned attainment meetings with teachers

• Use of PEF money to purchase play enhancing resources for early years

• Whole school focus to improvements such as visible learning and approach to maths mastery

• Clear focus on visible learning 2 year plan on improving learning intentions and success criteria (visible learning)

• All teachers trained in maths mastery through in-house training by TPS teachers or through authority training

• Emerging Literacy assessments part of P1 learning, teaching and assessment cycle. Working with the authority feeding assessment data to the Northern Alliance

• Accelerated Reader used daily in all P4-7 classes

Impact • Teachers and SLT discuss progress and attainment of individuals and groups and plan on next steps to further raise attainment. This may be through a physical resource or additional support from staff such as PSA/ PSW/ ASL teacher

• A refreshed focus on importance of play to learn in early years, social skills have developed, stronger peer relationships observed, learning is more engaging and multi-sensory making P1 a positive step on from Nursery.

• LI and SC used in every class during term three classroom observations, pupils have better understanding of what to do to be successful

• Maths resources such as Numicon used in most classes to support all learners – mastery approach embedded to raise attainment in numeracy

• P1 pupils assessed continually using Emerging Literacy assessments to identify strengths and areas for developments that inform planning for individuals, groups and whole class thus raising attainment

• All pupils have achieved one or more progress certificates showing improvement in reading comprehension

Next steps

• Teachers to complete November tracking period with stage partners at Nov inset to ensure moderation takes place (aware that third tracking period of last year not completed and no P1/P4/P7 return data completed either)

• Further embed play in early years looking at refurbishment of the outdoor areas

• Review play resources and plan purchase of resources we are lacking in (role play for example)

• Outdoor time for all classes to play and learn as part of timetable

• Re focus on VL plan to keep on track with this development – two strands of improvement (learning powers and LI/SC)

• Refocus on what is mastery maths (many new staff) and look again at Numicon

• Accelerated Reader to be a high-quality lesson in all P4-7 classes. Pace and challenge of reading appropriate using diagnostic data from AR to target set with pupils

• 1+2 language re focus to get back on track, policy/ expectation of L2 and L3 at TPS to be created.

Priority 2 – Health and Wellbeing

Progress • Pupil Support Worker employed by the school. PSW remit allowed more children to access support when they need it

• Nurture training attended by two members of staff

• Staff then shared their learning at a staff meeting

• Sensory garden completed with fixed equipment and loose parts play

• Bounceback used in all classes

• Restorative practice embedded with all staff

• Happy to be Me, Seasons for Growth and Roots of Empathy programmes delivered by trained TPS staff to groups and classes

Impact • 40% of children at TPS had another trusted adult to speak with, groups and individuals accessed formal programmes and periods of intervention in addition to a break time and lunchtime club. Many who have benefited have done so through informal check ins and meet and greets at the door and in the playground.

• Nurturing space in group room 4 has allowed many pupils to access a quieter space in the building providing them with a safe feeling

• Staff using Nurture and ACES training in school with pupils and families to offer better support

• Children who access Enhanced Provision Centre time benefited from being in the rebound therapy groups and Lego ABC groups – creation of our own in-house pathways

• The sensory garden provides an additional environment for Enhanced Provision Centre teachers to access with children, a stimulating environment

• Increased understanding and confidence in using Bounceback by teachers to improve health and wellbeing delivery

• Restorative approach conversations are now part of how we deal with situations and is policy – empowered staff and whole school consistency

• Pupils are more calm when discussing what happened in an incident, they know they will be listened to, everyone feels heard, pupils are more aware of the impact of their behaviour on others.

Next steps • Share nurture approaches formally through staff meetings, audit school and create plan to progress to be an accredited Nurture UK school

• Launch Emotion Works and Treehouse recovery health and wellbeing programmes for use in phase one and two

• Re focus on use of Bounceback as core resource and review to assess impact after using for a full school year

• Decide on Roots of Empathy class for early session 20/21

• Health and Wellbeing curriculum overview developed including use of new resource Relationships and Sexual Health Programme (RSHP)

• Use of Makaton across whole school, sign of the week at virtual assemblies and staff uptake of Makaton training by accredited tutor.

Priority 3 – Reporting

Progress • Reporting calendar agreed and all dates communicated to parents

• Seesaw now used as profiling tool across P1-P7. All children accessing their profile and uploading their learning. Teachers commenting on the learning as they approve posts.

• Seesaw was used very well by Teachers and pupils during lockdown/ home learning, good feedback from parents and Parent Council

• More discussion and reflection opportunities for teachers

• Pupils, staff and Parents regularly involved in self/ school evaluation – standing agenda item in Teaching staff meeting time

• Pupil council use wee HGIOS and started to review the positive relationship policy

• Good practice shared on social media – twitter, Facebook and Instagram

• Newsletters issued monthly and shared on school website

• The learning powers (visible learning dispositions) allow pupils to evaluate their learning

Impact • The reporting calendar dates were adhered to allowing numerous reporting opportunities for parents both in and out of the school day

• Seesaw is appreciated by parents, so they see in real time what their children are learning and experiencing. Sharing of good work and ability to comment on child’s own work are main positives sought from feedback Parent Council.

• Pupils enjoy using Seesaw and are eager to upload their work to report and share with their parents at home

• Pupils are starting to use reflective language when talking about their learning they will upload on Seesaw, improved opportunity for talking about learning.

• Excellent feedback from Parents on what they were seeing and reading on social media and see saw. Improved communication/ reporting and increased pupil self-esteem due to celebration of achievements

• Parent council stated that they have good praise for the school in how lockdown and home schooling was handled, communication was very good throughout

Next steps • Reporting calendar will need to be amended as appropriate for next session as covid 19 guidelines in school will restrict open afternoons and face to face parent evenings initially

• Reflective language when profiling to be used from staff and children – consistency in usage across the school

• Continue use of social media (Instagram, twitter and Facebook) and school website to improve communication and reporting to Parents and the community

• Continued sharing using website, newsletters and social media – more transparency in improvements, policy and procedure – policies to be added to website as they are updated, and school improvement updates feature regularly in monthly newsletters

• Opportunities for informal discussions with parents – the school learns from them and they learn more about the work of the school and show that we listen and take on board their views.

How good is our leadership and approach to improvement?

Relevant NIF priority: All Relevant NIF driver(s): School leadership, Teacher professionalism, School improvement Level of quality for core QI: 4/ Good

Overview: All stakeholders are working to embed our vision values and aims at Turriff Primary School. Leadership roles are undertaken by both staff and pupils. There is a clear drive for school improvement and teamwork/sense of collective responsibility is evident across the school. The strategic direction of the school is based on a sound analysis of data and other feedback. 1.3 Key strengths:

• Teachers and stage partners work well together and have a shared vision for improvements. Evidence: collegiate meeting feedback

• Vision, Values and Aims used to develop ethos further – used to set expectations and develop a Positive Relationship Policy Evidence: Referred to in many policies

• Equity for all planned through PEF spend. Evidence: Data such as SIMD shared and ideas sought from staff to create a plan for the school year.

• Pupil voice is a strong feature of the school’s approaches to self-evaluation. Evidence: Children give their views about the school as part of committees and take responsibility for improving aspects that have been identified.

• A range of evaluation methods are offered to engage with parents. Evidence: open afternoon, Coffee, Cake and Curriculum, questionnaires, Parent Council

• Staff have begun to engage more deeply this session with How Good is our School 4 (HGIOS4) to aid self-evaluation Evidence: collegiate meeting self evaluation activities

• Staff engage with professional learning/CLPL opportunities through in house training and Aberdeenshire events. Evidence: staff share their learning with colleagues

• Leadership roles are encouraged and taken on by a range of staff. Evidence: lunchtime and after school clubs, 1+2, Happy to be Me, Bikeability, Accelerated Reader, Nurture, Maths Mastery, Digital Leaders, CALM training and Pupil voice groups ran by promoted and non-promoted staff

• Professional Review and Development (PRD) and Employee Annual Review (EAR) procedure is implemented as per GTCS and authority guidance. Evidence: Quality Assurance calendar

Identified priorities for improvement:

• Use of How Good is OUR School (weeHGIOS) with Pupil Council who will lead School improvements

• Data analysed and shared better with staff showing a clear link between what is the issue and how we will address it. For example data shows poor attainment in maths across the school, improvement plan included whole school consistency of mastery approach using materials and resources such as Numicon to aid maths mastery teaching. Teachers attended Numicon training and some attended mastery training then shared learning at staff meetings, so all teachers upskilled in this approach.

• More opportunities for stage and across cluster stage meetings for colleagues to work together

• Information about school developments shared with wider parent group – mechanism required for doing this safely in new school year

• Revisit development points of three-year improvement plan to ensure all areas have been given appropriate level of training and staff have a very good understanding of before moving on

Commented [KM1]: There is a hyper link if you hover over 1.3 Same for 2.3, 3.1 and 3.2 on the following pages.

How good is the quality of care and education we offer?

Relevant NIF priority: All Relevant NIF driver(s): Teacher professionalism, School leadership, Parental engagement, Assessment of children’s progress Level of quality for core QI: 3/ Satisfactory

Overview: The ethos of Turriff Primary School is mostly positive and respectful of all. Most pupils engage well with learning experiences and there is evidence of appropriate pace and challenge for almost all. The quality of teaching is good. The school continues to develop the use of technology to support learning appropriately. Staff plan collegiately and they use assessment information to track progress and identify next steps in learning. 2.3 Key strengths:

• Ethos and culture building on visible constants that promote our values Evidence: weekly teacher awards, golden book, wider achievement days, recognition boards, house points, weekly assemblies, using Seesaw, active pupil voice groups, constant reference to learning powers, use of maths mastery resources such as Numicon across most classes, accelerated reader and emerging literacy as staples of curriculum and assessment

• Transitions are well-supported between settings and stages. Evidence: close working with playgroups, nursery, and local academies, step up afternoon and enhanced transition opportunities for pupils who require it.

• Children with ASN are provided with targetted support. Evidence: This is identified through discussion, audit, review and moderation and targetted throiugh timetabling of resources or staff

• Children are becoming more responsible at making decisions regarding their learning Evidence: using success criteria effectively, using chilli challenge to provide more challenge

• Technology is used in the majority of curriculum areas to support teaching and learning experiences and occasionally as part of homework. Evidence: Quality Assurance monitoring, Pupil confidence with technology

• Technology used daily in lockdown/ home learning Evidence: Seesaw, Quality Assurance monitoring of engagement, number of school ipads were borrowed by families to support remote learning

• A committed and dedicated team in place to support all learners Evidence: self-evaluation, ethos,

collegiate meetings, stage partner working

• L3 (German) being taught to all P5-P7 classes Evidence: Quality Assurance monitoring

Identified priorities for improvement:

• Continued work on suite of policies and procedures for the school to ensure consistency

• Development of teachers’ skills to be able to analyse data to see trends and anomalies

• Teachers will attend ‘large school’ cluster moderation meetings set with cluster colleagues in

session 20/21 as part of Working Time Agreement, planned stage meetings will be added to the

calendar to ensure time and opportunity for high quality moderation across stages

• High quality learning and teaching consistent across whole school – Visible Learning Approach focus

on learner characteristics and learning intentions and success criteria (LI and SC) to be evaluated

and ask where next to provide new focus for 20/21

• Continue to hold data analysis discussions as part of QA calendar and use this data to set targets

with and for the children and to report to Parents

• L3 taught in P5-P7. L2 quality assured, working group to lead this priority

• Continued use of technology for learning and communication

How good are we at improving outcomes for all our learners?

Relevant NIF priority: All Relevant NIF driver(s): Assessment of children’s progress, School improvement, Performance information Level of quality for core QI 3.1: 4/ Good Level of quality for core QI 3.2: 3/ satisfactory

3.1 Overview: Staff at Turriff Primary School have a good knowledge of learners, their families, and the local community. The school strives to ensure all are treated with respect and there are clear procedures in place to support pupils. Pupils have access to universal supports and there is a clear staged procedure in place with regard to targeted support. 3.1 Key strengths:

• Children and young people are safe, treated fairly and are protected by appropriate Child Protection policies. Evidence: policy, self-evaluation, pupil council questionnaires

• The school is applying its PEF money to support equity of outcome for learners to support their health and wellbeing, literacy and numeracy across all stages. Evidence: plan and expenditure

• All staff are up to date and confident in GIRFEC and Child Protection procedures Evidence: inset training, use of policy in day-to-day practice

• Use of the authority’s Total Communication policy evident in the school. Evidence: Big emphasis on the use of Makaton in assemblies, Makaton sign of the week, more staff trained in Makaton, general use in the classroom and around the school such as dinner hall, widgets used in every classroom

• The school aims to be inclusive to all. The ethos is improving as we build better relationships between staff – pupil – parent Evidence: use of Positive Relationship Policy, improved communication using Seesaw and email

• Use of ASN information so support is provided in the right places at the right time Evidence: ASN

discussion and review meetings

• Communication of key whole school messages and celebrate successes Evidence: weekly

assembly announcements, certificates and awards

• Shared understanding of wellbeing Evidence: use of restorative practice by all staff

Identified priorities for improvement:

• Nurture School accreditation – use programme to work towards this

• Bounceback used as a whole school approach.

• Additional recovery health and wellbeing programmes used – Treehouse and Emotion Works

• Inclusion and Anti Bullying policies created

• Positive Relationship Policy to be reviewed

• PSW and additional PSA to continue to be employed for Turriff Primary School

• More pupil groups to complete H2BMe, Seasons for Growth and Roots of Empathy programmes

• More Parental information shared around programmes and approaches in H&W and around ASN

• Widgets and Makaton core vocab to be actively used in each classroom and around the school

More familiarity with GIRFEC, SHANARRI indicators and UNCRC

3.2 Overview: Attainment is starting to improve by using our data more effectively and expectations are being raised. Quality Assurance calendar activities including tracking and monitoring are becoming more robust. 3.2 Key Strengths:

• Attainment in the school is starting to improve. Evidence: Progression through the levels is evident through tracking quantitive data gathered three times a year using a range of evidence

• The Moderation Cycle from Education Scotland is being used as a focus for whole cluster moderation sessions Evidence: collegiate meetings

• Wider achievements are recognised and regularly celebrated in class and in assemblies Evidence: wider achievement days in class, golden book read aloud at assemblies

• Support staff are deployed effectively to help remove barriers to learning and ensuring equity for all. Evidence: Standardised data, professional judgement and discussions are used to target

• The school is working hard within Aberdeenshire GIRFEC structures to break down barriers to learning and several young people having appropriate plans in place to address these. Evidence: single agency meeting plans, IEP, CSP, MAAP, Child’s Plan

• Middle and upper stages children have a wealth of opportunity to exercise responsibility and contribute to the life of the school Evidence: Pupil voice group; pupil council, Rotakids, house Captains, JRSO.

Identified priorities for improvement:

• Clearer pathways through progression in plans will be identified in maths

• Staff development time to be used to familiarise themselves with SNSA information and use as

appropriate.

• Track attainment more rigorously and timely to pick up trends, evaluate and use for identifying

improvement priorities.

• Develop moderation opportunities across the school and cluster to ensure shared expectations to

bring greater consistency in teacher professional judgement. Having a critical friend and working

in CFE levels would benefit all teachers

• Fully embed the use of Education Scotland’s benchmarks to continue to make increasingly

confident professional judgements.

Pupil Equity Funding 2020-2021

Identified gap Interventions in Learning and Teaching, Health and Wellbeing, Literacy and Numeracy are proposed in order to close the attainment gap and increase attainment achievement in all of our learners.

Expenditure £78,706

Health and Wellbeing

• Development of P1 outdoor area (equity of early years

experiences)

o Resources – landscaping £1000

o Resources – learning and teaching resources £2500

• PSA to work with targeted individuals and small groups

o Wage £15,000

• PSW to work with our most vulnerable children

o Wage £30,000

• Sensory resources to work with targeted individuals and

small groups £3056

• Emotion Works online programme – whole school £250

• Treehouse online programme – whole school £400

• Bikes and helmets so all children can participate in Bikeability

(equity of experience) £1900 (6 bikes and 10 helmets)

Literacy

• Clevertouch board (additional for targeted group work)

£4000

• Chromebooks £2000 and charging trolley £1000

• Makaton training £600 (4 people)

Other

• Visible Learning Osiris £5000

• Clerical support to keep excel tracking up to date so we can

use all data to measure improvements

o Wage £7,000

Expected outcomes

• A more consistent approach to quality of learning and teaching across the school

• School is more inclusive in our approach to meeting pupil need

• Nurture as a focus.

• Stronger progression in children’s literacy development at an earlier stage and reading skills as they move through school

• Improved attainment in numeracy and mastery of learning

• Whole school tracking is more robust. Be able to use data more effectively to raise attainment.

Impact Measure- ments

• Treehouse, Emotion works discussions/ questionnaires

• Visible learning feedback and discussions

• Seesaw profiling

• Less children receiving consequences (calls and letters)

• Increased use of restorative approaches

• More children accessing the playground

• More play opportunities, more active learning

• Busy active classrooms, outside spaces and break out areas in each

wing – all areas being used for learning

• Increased attainment in reading

• Children without own bikes and helmets taking part in Bikeability

• Early stages children taking part in imaginative outdoor play

• Increased attainment in literacy/ numeracy

• Data rich and organised making analysis faster and more effective

to act on

• Tracking and monitoring data from teacher professional

judgements and standardised assessments

What is our Capacity for Improvement? Turriff Primary School is fully committed to the principle of continuous improvement. We wish to provide the very best for every child in our care. In this task, we are increasingly advised by performance data, such as pupil attainment data, so we can see clearly ‘what’ we need to improve. Inconsistent staffing levels continue to be a challenge for our capacity for improvement however we are pleased that many of our teachers on maternity leave have come back to teach at TPS and many of our probationers want to stay in the school once they have finished their induction year. We will continue to look inwards, outwards and forwards to prepare and equip our young people for their future. We will continue to access the appropriate professional learning and work in partnership with parents, health professionals, and others to ‘get it right’ for every child. We will continue to promote leadership at all levels and use our budgets to the best effect. The capacity for improvement at Turriff Primary School is good. Key Priorities for Session 2020/21 Priority 1 – The highest quality learning and teaching. Ensuring consistency in approach across the stages and classes leading to improved attainment and achievement in literacy and numeracy Priority 2 – Inclusive practice. Improved health and wellbeing programmes, use of resources and nurturing approaches used to meet needs of all children. Priority 3 – Self Evaluation. Reflective learners and practitioners when using profiling and ongoing use of evaluation with a focus on teachers and pupil council for school improvement.

National Improvement Framework Priorities HGIOS4

• 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 destinations.

Key drivers of improvement

• School leadership

• Teacher professionalism

• Parental engagement

• Assessment of children’s progress

• School improvement

• Performance

1.1Self-evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff/ practitioner 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnerships 3.1 Improving/ ensuring wellbeing, equality and inclusion 3.2 Raising Attainment and Achievement 3.3 Increasing creativity and employability

Improvement Priority Outcomes for learners Impact Measurement PEF

Priority 1 – The highest quality learning and teaching. Ensuring consistency in approach across the stages and classes leading to improved attainment and achievement HGIOS Qis 1.1 1.2 1.3 2.2 2.3 3.2

TRACKING AND MONITORING Additional office hours used to ensure TMR is always up to date.

PLAY Big emphasis on importance of

play (inside and outdoors) in

P1/P2

LITERACY Emerging Literacy

P1 – Aberdeenshire Council

P2 – P7 curricular development

Accelerated Reader P4-7

1+2

USE OF TECHNOLOGY

Increase digital literacy skills.

Use of technology in class and

at home to learn from and to

keep the school community

connected

NUMERACY Maths Mastery –

a whole school approach to

learning and teaching in maths

VISIBLE LEARNING Whole school staff

involvement.

- LI and SC

- Learner characteristics

Robust TMR system Critical analysis of attainment and achievement data at TMR meetings part of QA calendar. Continued identification of children requiring targeted support and interventions in place, measured and evaluated. Data is used effectively to target resources for impact. Raised attainment for pupils. All children have access to planned play and free play in which to learn. Learning enriched by outdoor education Improved engagement and participation levels from pupils to learn Teacher uses information from raw scores to target interventions for pupils. Progression in raw EL scores throughout P1. Improved reading quiz scores, Pupils participation and engagement levels increased in reading for enjoyment. Tech used across curricular areas to learn from and enhance lessons. Virtual Assemblies, online homework, information sharing, meetings Mastery approach used to increase understanding, confidence and attainment in maths. LI and SC explained by staff to pupils making learning visible to the pupils. Policy created. Learning conversations with children and their reflections on their knowledge and skills development using the super 7 learning powers to structure target setting for improvement

Funding used to support training, wages and purchase of resources

Improvement Priority Outcomes for learners Impact Measurement PEF

Priority 2 – Inclusive practice. Improved health and wellbeing programmes, use of resources and nurturing approaches used to meet needs of all children. HGIOS Qis 1.1 1.5 2.1 2.4 2.7 3.1 3.2 3.3

NURTURE Access to in house Pupil Support Worker – focus on middle stages Nurture training for teachers to ensure all are informed on nurture principles Use of Restorative Conversations when situations require communication to aid relationships Policies reflect ethos and VVA so all staff know the expectations set Staff have improved awareness of adverse childhood experiences HEALTH AND WELLBEING Improved H&W curriculum providing pupils the appropriate resources they need to learn 2020/21 Health and Wellbeing programme with a focus on recovery curriculum themes. -Improved relationship and sexual health programme and resources using RSHP resource -Use of Bounceback as a whole school approach to building resilience -Use of Emotion Works, Treehouse recovery programmes in session 2020/21 -Use of Coram Life SCARF resources to further improve health and wellbeing curriculum delivery

Children that require support receive it as and when it is required – groups/ individuals/ programmes evaluated Learning conversations with children to assess engagement Improved ethos, children feel listened to and valued by staff and peers alike Positive relationships between staff and pupils – policy to review and amend as we continue to embed. Staff are know that all behaviour is communication and to be better informed as to what ACEs are, how ACEs affect children and how they can better support children Health and Wellbeing progression sets expectation and consistency across stages and the school therefore pupils receive a programme that uses fit for purpose resources and receive breadth and balance in areas of health and wellbeing Look at RSHP, Bounceback, Emotion Works, Treehouse, SCARF reflections and evaluations

Funding used to support training, purchase of resources and wages

Improvement Priority Outcomes for learners Impact Measurement PEF

Priority 3 Self Evaluation. Reflective learners and practitioners when using profiling and ongoing use of evaluation with a focus on teachers and pupil council for school improvement HGIOS Qis 1.1 1.3 2.3 2.5 3.2

PROFILING Use of Seesaw online profiling tool across P1-7 for teachers, pupils and parents to access SELF EVALUATION Teachers can reflect on best practice and discuss what we should continue doing well and what our next steps are to develop and improve using Education Scotland self-evaluation documentation to validate decisions. -Teachers using HGIOS4 School is part of the authority’s self-improving school system of validated self-evaluation (VSE) -Pupil council using HGIourS -Staff to engage with assessment and moderation Aberdeenshire Pack (May 2019) from QAMSOs at planned sessions led in mini cluster groups -staff meeting standing agenda self-evaluation QI challenge questions -teachers attend cluster moderation sessions as part of the working time agreement COMMUNICATION Open communication for school to learn from parents and for parents to learn more about what the school is doing showing that the school values and takes on board parent opinion and views that in turn benefits the pupils.

Improved school to home communication. Parents and Carers have better understanding of what and how their children are learning Pupils reflect on their learning and can set targets to improve Open communication between pupil and teacher Pupil council to question and evaluate what the school is doing well and what the pupils feel the school should do better and ideas for how it does so. Pupils have a voice that is heard. Teachers ‘look outwards’ to share good practice and learn from cluster teaching colleagues through planned moderation meetings, practice is well informed and improved thus impacting on the pupils learning experiences. Community is aware of good practice at School – creating community links Good engagement with school website, Facebook, Instagram and twitter. School updates for Parents and Carers and termly class curricular newsletters issued. Adapted reporting calendar of activities - safe practice for stakeholder involvement

N/A

Wider Achievements and Community Links

As a school we place a high value on pupil achievements and strive to create opportunities

for pupils to achieve and for us to recognise and celebrate achievements gained both

through school activities and other pursuits.

In session 19/20 we have had many different opportunities to promote the wider curriculum.

Some classes hosted a community café in school and all pupils took part in activities that

marked special occasions and raised awareness of different issues.

Curriculum, Coffee, Cake and Chat was launched for parents to meet with the Senior

Leadership Team each term. The session were themed but all topics that were brought to the

table by parents were discussed. This allowed the SLT to learn more from parents and the

parents to learn more about the life of the school, procedure and policy.

Parents/ carers and extended friends in the community were invited to engage with the

school showcasing learning that had been taking place at our Open Afternoon in term two.

Pupils have benefited from a wide range of extra-curricular clubs and activities including

rugby, netball, ballet, tennis, yoga, street dance, basketball and drama run by staff from the

School and Active Schools coaches.

Play Leaders, Pupil Council, House Captains, Rotakids and Junior Road Safety Officers have

been involved in improving our school through various audits including a review of the

positive relationship policy, they have led assemblies, walk to School week, travel trackers,

and fundraising. Charities supported by the school over the last session include; Children in

Need, Save the Children, Poppy Scotland and the Rotary Shoebox appeal.

Visiting authors, the SSPCA, the Scholastic Book Fair and other organisations visited – even

the National Deaf Children’s Society Roadshow bus pulled up in the car park for the day.

Some of our Primary 7 pupils took part in a Rotary Quiz with the Rotary Club. Two teams

represented Turriff Primary to compete against other schools in the cluster. Both teams did

very well.

A termly ‘Wider Achievement Day’ was launched for pupils to report to their class teacher

and classmates their latest and best achievements.

All classes supported the Turriff Christmas lights switch on with the P6 year group winning

the Christmas Lights On song competition, they performed at the Turra Coo in the Town

centre at the event.

Our Parent Council have supported many school events and carried out its own events and fundraising activities. The calendars have been a big success as was the kids disco.

We continued our strong links with St Ninian’s and Forglen Church in 19/20. We had a very

successful nativity performance from P1. Some other year groups prepared and presented an

assembly.

In March 2020 the school closed and opened as a childcare Hub for children of keyworker

parents and for children that were vulnerable. Teachers and PSAs from Turriff Primary and

staff from neighbouring schools worked together to staff the hub.

A Home Learning policy for Turriff Primary School was created for term 4. Teachers taught

from home virtually and children learned from home using Seesaw as the main platform for

communication with their teachers. A social media daily challenge invited all TPS school staff

to present a challenge for children and their parents to take part in. Events such as sports day

and summer school trips were done virtually.

Induction and transition in term 4 was all planned and completed virtually. Every 2020/21

teacher will video conference their new class at August inset to ‘meet the teacher.’

At Turriff Primary School and Nursery we look forwards to a new school year that is safe, happy, respecting and achieving.