Dear Parents/ Carers,

On the 19th, 20th and 21st of May, our school received an Learning Visit from the Local Authority Education Team. The purpose of this visit is to support the school with the self-evaluation process and identify strengths and next steps. Please find below the findings from the visit:

Overall Strength

· The school demonstrates strong, supportive relationships rooted in mutual respect, care, and positive partnerships, contributing to a nurturing and inclusive learning environment for all learners.

· The school is at the heart of its community, making a positive contribution to local life while effectively utilising community facilities and partnerships to enrich learners’ experiences. The school is well regarded within the community and promotes strong, collaborative relationships with stakeholders.

· Children are respectful and responsible and are supportive towards each other. Their politeness and respect for others reflect the school’s current values and positive ethos.

· The school demonstrates highly effective communication at all levels, fostering positive and collaborative relationships with learners, staff, parents, partners, and the wider community. Clear and consistent communication supports a shared understanding of the school’s values, priorities, and improvement agenda.

· Very effective attendance procedures are consistently implemented across the primary school, with the process being ably led and closely monitored by the Principal Teacher, resulting in stronger engagement and improving pupil attendance.

· The school has strong, well-embedded structures and processes in place, and these should continue to be regularly reviewed to ensure ongoing effectiveness and continuous improvement.

· It is recognised that staff support one another’s wellbeing, contributing to a positive and caring working environment.

· The headteacher demonstrates strong, highly effective leadership, which is widely recognised and valued by all stakeholders.

· There is clear evidence across the school of the effective implementation of Meta Skills, supporting learners to develop transferable skills for learning, life, and work.

Areas for Consideration

The areas for consideration build on evidence observed during the visit. There is no implication that the areas for consideration are not already being considered or actioned but may benefit from being strengthened or consistent across the school.

· The school should consider refreshing its vision, values, and aims to ensure they remain relevant, inclusive, and reflective of the school community. This process should engage stakeholders and align with current educational priorities, supporting a shared sense of purpose and direction for continuous improvement.

· The school should refresh and further embed its Rights Respecting Schools approach to ensure all pupils are fully aware of their rights and feel empowered to exercise them. There should also be a clearer understanding and explicit connection to the Rights Respecting Schools initiative to strengthen consistency and impact across the school community.

Required Actions

· The school should review its current forward planning approaches, including the use of East Ayrshire Progression Planners, to ensure they incorporate meaningful pupil enquiry, support responsive learning and teaching, and provide regular opportunities to monitor and review progression across the curriculum.

· The school should review its current “Excellent Lesson” model, in consultation with all stakeholders, to ensure a shared and agreed approach that promotes consistency in high-quality learning and teaching. This approach should maintain flexibility to meet learners’ needs, support meaningful pupil-led learning experiences, strengthen pedagogical understanding, and ensure effective assessment and progression in learning.

· The leadership team should regularly review remits to ensure alignment with educational priorities and the school improvement plan, with a clear focus on improving outcomes for learners and driving improvement at all levels. Remits should balance strategic and operational responsibilities, provide clarity of roles and accountability, and be evaluated for impact, while supporting staff leadership development, distributed leadership, and whole-school capacity building.

To strengthen readiness for future inspections and scrutiny, the school should ensure that evidence and presentations consistently use evaluative language, clearly demonstrating the measurable impact of actions, approaches, and improvement processes on outcomes for learners. Self-evaluation should be evidence-informed, reflective, and focused on identifying strengths, areas for development, and next steps for sustained improvement.