<\/p>\n
| \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Aberhill Primary\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n \u00a0<\/strong><\/p>\n Standards and Quality Report<\/strong><\/p>\n Achieving Excellence and Equity<\/em><\/strong><\/p>\n \u00a0<\/em><\/strong><\/p>\n June 2021<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong><\/p>\n School roll is currently 275<\/td>\n<\/tr>\n \u00a0<\/strong><\/p>\n <\/p>\n Our Aims Link to the 4 Capacities<\/strong><\/p>\n Effective Contributors<\/strong><\/p>\n We will provide a climate where everyone feels welcome, secure and their views valued so that they can contribute effectively to their own learning, the school and the wider community.<\/span><\/p>\n Confident Individuals<\/strong><\/p>\n We will provide high quality teaching in all curricular areas and support and develop wider opportunities, encouraging all pupils to participate in these and become confident individuals.<\/span><\/p>\n Successful learners<\/strong><\/p>\n We will provide a rich and exciting curriculum which engages and motivates children and in which every child can develop fully as an individual and achieve their full potential by becoming successful learners.<\/span><\/p>\n Responsible Citizens<\/strong><\/p>\n We will provide opportunities that are worthwhile, equitable and help our learners develop into responsible citizens. We aim to encourage our learners to be accountable for their actions and resilient in the face of challenges.<\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong><\/p>\n Session 2020 – 2021<\/strong><\/td>\n<\/tr>\n \u00a0<\/u><\/p>\n Improvement in children and young people’s health and wellbeing<\/p>\n \u00a0<\/em><\/p>\n NIF Drivers<\/u><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher\u2019s professionalism<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assessment of children\u2019s progress<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance information<\/td>\n \u00a0<\/u><\/p>\n 1.1\/2.2\/2.3\/2.5\/3.1<\/td>\n<\/tr>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All children have completed the Emotion Works Recovery programme. Baseline assessment was carried out to identify the bank of emotions children could identify and talk about<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff had access to Emotion Works Recovery on-line training<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 NCCT teachers are in the process of upskilling\/familiarising children with the Wellbeing indicators<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Collegiate time was given over to all staff on a 3-weekly basis to foster staff wellbeing<\/td>\n<\/tr>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Almost all children can now recognise and name their own emotions. This has led to learners been able to self-regulate more readily. Almost all are now in a greater place to have a restorative discussion following an incident.<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Most children can name the wellbeing indicators and give examples of for each indicator<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff have benefitted from protected \u201cme-time\u201d and speak of how this has helped them reenergise themselves<\/p>\n \u00a0<\/strong><\/td>\n<\/tr>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Emotion Works and the development of emotional literacy will continue into session 2021-22<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Less NCCT will be be spent of wellbeing indicators next session.<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Once restrictions lift further, staff are keen to take part in pre-arranged collegiate wellbeing activities, eg. beach walk<\/p>\n \u00a0<\/em><\/p>\n \u00a0<\/em><\/p>\n \u00a0<\/em><\/p>\n \u00a0<\/em><\/p>\n \u00a0<\/em><\/td>\n<\/tr>\n \u00a0<\/strong><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teamwork\/share- Far more evidence of all staff sharing links they had found, activity grids they had completed and professional reading they had undertaken with colleagues.<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parental engagement. Moving forward, there will still be a role for Microsoft Forms, virtual Parent council meetings and potentially virtual parent\u2019s evenings as engagement levels were higher virtually than in person.<\/td>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Moving from 3 platforms to 2<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Averaged an 9% increase in engagement across all classes from lockdown 1 to 2<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Listening and acting upon parental feedback, eg. Sticking more closely to a weekly timetable<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent Council meetings were consistently better attended<\/p>\n Challenges<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Still room for improvement re. Remote learning<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Reaching those hardest to engage families (although far less now)<\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/td>\n <\/p>\n Initially our 0.6 post focused on targeted learners across P4 and P5 to close the gap in their literacy skills. The teacher worked and planned closely with the class teachers and shared progress regularly. Unfortunately, we then had to place our additional teacher in class full-time to cover a teacher who had hit the 28-week mark of her pregnancy. Similarly, our additional PSA started off working with targeted groups of P2 and P3 learners to support and develop their phonics. Unfortunately, she is now also covering a PSA who has moved on from us.<\/p>\n This has unfortunately led to there being minimal impact for our targeted groups, but we look to continue providing this additional support if possible next session.<\/p>\n \u00a0<\/em><\/td>\n EYO- play based learning. My PEF funded EYO took a greater role in sharing information with parents primarily via SeeSaw when our children were learning remotely. When back in school she has now created a communication classroom for our sizeable number of P1s who lack communication skills for a variety of reasons.<\/p>\n <\/p>\n PEF funded PSA 1.0- Working closely with my EYO to enhance speech and language skills in P1s and a smaller number of P2s. Time has also been created to allow her to work with 1st<\/sup> level learners on their social skills. Leuven scale results show a slight rise in scores but this initiative is still in it\u2019s infancy and will be continued next session where i\u2019d hope to see a greater improvement.<\/p>\n 0.2 FTE\/0.6 FTE \u2013early numeracy\/literacy. Both teachers target early\/first level groups and\/or individuals. In terms of CfE declarations there has been minimal progress but, when I drill down at the smaller steps each child has taken there has been progress made with all targeted learners.<\/p>\n <\/p>\n \u00a0<\/strong><\/td>\n Overall I can say that al<\/strong>l targeted learners have benefitted from PEF funded targeted interventions. Our SNSA data, leuven scale work and class-based literacy assessments show this progress and this is supported by teacher evidence collated throughout the session for almost al<\/strong>l learners. There is ongoing dialogue between SLT and teachers re. the gathering of evidence to ensure we have class-based data to support the targeted work undertaken.<\/p>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n School\/Setting Name _____Aberhill Primary___________________________________________<\/strong><\/p>\n (within last 3 years)<\/em><\/td>\n<\/tr>\n |