Our detailed report can be read here:
Our Learning Partnership report from December 2025 can be read here: Learning Partnership Report
Our priorities are:
ELC Priority 1: Supporting children to achieve – children’s progress
Through developing our learning environment, sparking curiosity in numeracy, literacy and digital technology while carrying out effective quality assurance we intend to improve children progress in learning.
ELC Priority 2: Supporting children to achieve – wellbeing, inclusion and equality.
Through professional learning for our team, intentional promotion and family learning we intend to help our children understand about equality, social and emotional wellbeing and global citizenship. We will use the programme; Think Equal – empowering change through education.
School Priority 1: Transforming Learning – raising attainment and achievement
With the support of the Fife’s Transforming Learning team we will enhance the delivery of high-quality learning, teaching and assessment through professional learning on the use of digital technology and create more creative and personalised learning to improve outcomes. Within our team we sill develop our outdoor learning and community links to engage learners and transfer their learning across subjects providing depth in learning.
School Priority 2: Improving our curriculum
Our team will focus on Expressive Arts to develop a progressive curriculum for all children to receive their entitlement to a broad and general education. We will use the Education Scotland’s benmarks to measure and progress of a level and use Fife’s system; Progress to track and report on children’s outcomes.
PEF Overview:
Attendance
While there is an improvement from last session, we have a significant group of pupils with a history of very low attendance for a variety of reasons, including physical and mental health, family issues, learning difficulties and relationship issues. Our current attendance is not quite meeting our stretch target and we want all our children to strive for 100%. All stages made slight improvements in their attendance from last session; this needs capitalised on for the following session. Out of the two stages last session that fell below 85%, one stage still fall below this marker. This continues to need addressing at individual, group and school level.
Attainment
Only P1 (24-25) met their stretch target for 2025. We know that P3, P4, P5, P7 (25-26) face a particular challenge to meet good attainment levels for 2026. This is across literacy and numeracy. While there is evidence of good learning and teaching in the majority of time in class, the team recognise the need to apply learning and provide context and motivation across the curriculum. Targeted interventions are required for those off track. We will benefit from a supernumeray teacher from August to November who will focus on targeted interventions in literacy and numeracy for those children who could be on track.
Participation, Engagement and Inclusion
Our new cohort of P1 (25-26) children come with a significant level of additional support need. This has impacted on the level of Pupil Support Assistants required for personal care, engagement and inclusion, while our core budget for PSA has been reduced. The majority of our PEF budget is being used to support our children with ASN and to help them be included in our school and to reduce identified risk, through Pro-active Management Planning and personalised plans.
