Review May 2019

‘Know your data/know your impact’

East Lothian Toolkit

2018/2019

Focused Review Summary - Primary Establishment

Cluster

Athelstaneford Primary School

North Berwick

HGIOS 4 Leadership and Management 1.3 Leadership of Change

How effective are our approaches to evaluating and monitoring the impact and sustainability of our professional learning?

How effective are the school’s approaches to planning for continuous improvement?

How does the school ensure a continued focus on improvements in outcomes for learners?

To what extent are the school’s tools for change impacting positively on staff and improving outcomes for all learners?

Theme 3 – Implementing improvement and change Developing a shared vision, values and aims relevant to the school and its community There is evidence of a developing commitment to ensuring a clear focus on improving the quality of pupils’ achievement and future attainment.

Senior leaders provide a leadership direction that has enabled the school and wider community to develop, promote and sustain a vision which underpins the work that the school has embarked upon towards continuous improvement. The vision values and aims are understood and shared by all stakeholders, and evidence of their involvement in reviewing and developing this is evident, leading to a shared ownership. Pupils were able to discuss the activities they had been involved in as part of this development, and felt the opportunities they had been given to revisit and evaluate the vision, values and aims were valued by all pupils in the school.

Senior leaders have a clear understanding of the social, economic and cultural context of the school’s community. This has led to the informed use of data to identify trends in pupil performance, and in developing future priorities for the school’s ongoing improvement journey, based on improving outcomes for pupils, which are supported by a bank of data evidence.

Strategic planning for continuous improvement Senior leaders guide and manage the strategic direction and pace of change, and are aware of the need to embed a sustainable pace of change into the school’s improvement agenda.

In recent years, there has been an improved consideration of effective strategies for achieving change within the school’s capacity to achieve this.

For part-time staff, senior leaders have endeavoured to plan and protect time for professional dialogue, collegiate learning and self-evaluation, to ensure equitable opportunity for staff to contribute to plans for continuous improvement.

Over time, through reflection and effective evaluation, the head teacher has created conditions where staff feel confident to initiate change and are committed to collective responsibility for the improvement process. This positive professional culture has helped to address the challenges resulting from staffing changes within a small staff team, and has helped establish a more sustainable model of continued self-evaluation for self-improvement.

Implementing improvement and change Arrangements for Career Long Professional Learning (CLPL) for teaching staff evidence a commitment from staff members to develop their professional knowledge and understanding in the areas of Literacy and Numeracy, and other curricular areas.

Some of these areas of CLPL have a direct link to identified priorities for improvement, contained in the School Improvement Plan, while others are reflective of the professional needs of teachers in effectively meeting the needs of the pupils within their classes.

Priorities for improvement have an increasing focus on impact upon

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2018/2019

learners’ progress, and there is evidence of change beginning to impact positively upon pupil achievement and attainment in Literacy and Numeracy. This is reflective of the developing culture where staff reflect on and develop their practice taking account of their own self-evaluation and vision for continuous improvement.

Systems are in place to monitor and evaluate the impact of change upon outcomes for learners and the work of the school, and this has resulted in a more sustainable pace of change focussed on quality rather than quantity.

There is evidence of leaders at all levels developing a culture that motivates and inspires others to sustain a collective commitment to the shared vision through their daily actions.

1.5 Management of resources to promote equity

Theme 1- Management of finance for learning Athelstaneford PS have no children in SIMD bands 1-5. The majority, 88% of pupils, are within bands 6 and 7, 9% are in SIMD 8 and 3% are in SIMD 10. The FSM entitlement is 5%. 17% of the school have ASNs. The school was allocated £7,200 Pupil Equity Fund (PEF) in 2017/18 and spent £4,595. The allocation for 2018/19 is £7,200 along with the carry forward of £2,605.

What procedures do we employ to ensure transparency and equity in the use of financial resources?

How effective are systems for managing shared budgets to ensure a clear focus on promoting equity?

How effectively does the school use resources to meet the learning needs of all and ensure equity?

To what extent do approaches to resource acquisition and allocation improve outcomes for all learners?

How effectively does the school monitor the use and impact of available resources on learning and teaching?

The school have used their assessment data to identify the children who would benefit most from this funding. This data gathered included standardised assessments and Nottingham Quadrants. This showed that the children with the greatest need are not those in the lowest SIMD within school.

The additional funding has been used over the 2 year period to:  Purchase 2 literacy programmes, “Nessie” & “Toe-by-Toe”, to support the development of children’s reading and spelling. These are delivered in class and through support staff.  Provide Support for Learning (SfL) Teacher time to individuals and groups focused on literacy and numeracy. (Prior to the PEF funding there was no discrete Support for Learning Teacher time.)  Staff training on o A literacy programme, “Read Write Inc. - Fresh Start” that teaches reading, comprehension, spelling and writing. o Mindfulness, and related resources, that will enable a member of staff to deliver Mindfulness in all classes.

The impact data suggests the broad strategy employed by the school has been beneficial in supporting emerging literacy and numeracy development for all. The school recognise that more detailed numeracy data requires to be gathered to measure the impact for those engaging with targeted support. They will be using a SEAL (Stages of Early Arithmetical Learning) based profile to gather data on each child.

Reflection on the use of SfL time and the needs of the target group are leading to changes for next year. This will see the introduction and implementation of an evidence based literacy programme, “Read Write Inc. – Fresh Start” which will be delivered through regular group sessions. The move to this model should result in a more efficient, sustainable and impactful intervention.

The introduction of Mindfulness will be accompanied by qualitative measures to enable evaluation and decisions regarding next steps.

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The school should continue to review and refine their data gathering to ensure the full impact of targeted interventions are captured. The development of SfL time and its related evaluation should provide the basis for a sustainable model of support going forward. Given the size of the school population and the related potential for a change in the school profile, as pupils arrive and depart, the school will need to ensure their model remains flexible and responsive.

Consideration of the cost of the school day has been responded to through fundraising by the parent body. This has included access to trips out with the community for all pupils and the provision of a discretionary fund to enable access to events such as school camp. This approach is recognised, advocated and valued by staff, parents and carers.

HGIOS 4 Learning Provision Theme 1 - Rationale and design 2.2 Curriculum

To what extent does the school’s curriculum promote equity and raise attainment for all children and young people?

To what extent does the school take account of all the factors that make it unique?

2.3 Learning, teaching and assessment How well are we enabling learners to become independent learners and develop the four capacities?

How confident are we that all learners experience activities which are varied, differentiated, active and provide effective support and challenge?

How well do we communicate the purpose of learning and give effective explanations for all learners?

How well do our questioning strategies enhance learners’ experience and enable higher order thinking?

Athelstaneford have spent time revisiting the schools vision, values and aims with all stakeholders. This is recognised by pupils and staff within assemblies.

Staff have developed their confidence in grouping Experiences and Outcomes together to work in interdisciplinary contexts (IDL). Staff also deliver discreet curriculum areas and skills progression as required. The Head Teacher recognises the need to develop the school curricular rationale, this work has started and will be finalised this academic session.

The school has introduced the new East Lothian curriculum frameworks and staff are developing confidence in applying these in their classes.

Theme 1 – Learning and engagement Theme 2 – Quality of teaching Theme 3 – Effective use of assessment There are, throughout the school, warm nurturing and positive relationships between staff and pupils as well as between pupils.

Overall, children are positive about their learning experiences and enjoy the activities they are given. They are engaged and motivated very well when learning tasks are well matched to suit their needs. Some note that they did not feel challenged when discussing their learning as part of focus groups.

Learning intentions are made clear in most lessons. These are effective when children are asked to self-assess and success criteria are jointly created with children.

The school has a number of composite classes where children are learning at varied levels. There is scope to improve the level of challenge for the highest attaining children and to raise expectations. In a small number of lessons the level of challenge was below the capability of the children who demonstrated a more sophisticated level of knowledge than was recognised by the teacher.

Differentiation was evident through resources and support, however to ensure pace, challenge and high expectations, staff will need to consider this and reflect this in planning process as well as through Learning and Teaching.

Examples of differentiation strategies should be further explored with staff as part of self-evaluation and reviewing impact of Learning, Teaching and

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Assessment, especially within literacy & numeracy.

Teachers need to have a more regular focus on groups of learners and their learning needs and consider differentiated group teaching as well as reflecting this in Learning Intentions, Success Criteria and assessment evidence. In most lessons teachers are confident in the use of digital technologies to enhance teaching. In a few lessons, children use digital technologies to support learning.

In the main, classes are well organised but on occasion time was lost due to organisation of groups being less well directed.

In some lessons, features of AiFL are used effectively to engage learners.

Questioning is used to check for understanding. This leads to effective cooperative group work. Observations of lessons give some indication that AifL and assessment information could be used more consistently to inform next steps in learning and increase differentiation to meet learners’ needs.

Curriculum frameworks for literacy and numeracy are used to track the progress of groups and to support teachers.

The school have a strong sense of pride around their work in relation to RRS silver award.

Consideration needs to be given to effective use of support staff to maximise this resource as well as a strong factor in providing additional support and challenge

HGIOS 4 Successes and Achievements 3.1 Ensuring wellbeing, equality and inclusion

How well do we ensure that all staff undertake regular professional learning around legislation, statutory requirements and codes of practice?

Can we be sure that all staff guidance?

How well can we demonstrate improved attainment for groups and individuals facing barriers to learning, including poverty?

How well does our school ensure that the curriculum is designed to develop and promote equality and diversity, eliminate discrimination?

Theme 3- Fulfilment of statutory duties Theme 4- Inclusion and equality The Head Teacher has supported the school community to create and embed their vision, values and aims. These clearly support the development of positive relationships, promote the concepts of rights, inclusion and wellbeing and require high expectations and aspirations for all. The values are embedded in activities such as “Star of the Week” awards and during parental feedback. Progress has been marked through achievements such as attaining Bronze Rights Respecting School status.

Engagement and commitment to this approach is observable within the school community from pupils, staff, parents and carers.

Strong positive relationships that extend into the community are distinctly named by those within the school community and its stakeholders. Staff knowledge of all the children is recognised and valued. The staff team are viewed as a central element of the school’s strength. Their professionalism, commitment and care are highly regarded by children, parents and carers.

School staff demonstrate a good understanding of children’s rights, wellbeing, inclusion and equality in line with current legislation. They report having access to relevant training and planned time in school to develop their understanding and implications for practice.

The school have made good progress in implementing the Child Planning Framework. The wellbeing indicators, the concept of a wellbeing concern and related assessments are understood by staff. Further development opportunities for non-teaching staff would help embed this process further.

The school holds Child Planning Meetings for identified children and are in the process of creating Child Plans with self-evaluated development work to take place around wellbeing assessments.

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Differentiated planning is evident for pupils with Additional Support Needs (ASNs). Staff should ensure plans are fully implemented including maximising learning opportunities and ensuring pace and challenge for both individual and groups. Individual Education Plans (IEPs) are in place for identified children. The processes around the creation, review and monitoring of these plans require to be considered by the school to ensure equity of provision and practice.

Staff value their roles in, and individual responsibility for, driving forward specific aspect of the School Improvement Plan (SIP) that impact on children’s teaching and learning. Examples of approaches that have had the biggest impact include Co-operative Learning, Numeracy Initiatives and Big Writing. The narrowed and proportionate focus that has been guided by the Head Teacher has been welcomed by staff.

The school are undertaking a review of their Positive Relationships Policy.

This will enable them to articulate and further develop staff understanding of their underlying philosophy which is informed by attachment theory, the Dan Hughes PACE model and Restorative & Nurturing approaches. This will enable them to identify their training and development needs that will support increased understanding, skill development and a formalising of the school beliefs.

The PEF funding promoted data analysis that identified that the children with the greatest learning needs and attainment gaps are not those within the lowest SIMD bands. These children are receiving targeted evidence based interventions to raise their attainment. These interventions are being evaluated and adjusted accordingly on a cyclical basis. There are signs of emerging impact which should be strengthened by ongoing improvement.

Parents identified the school as being a safe place for all children where they are nurtured and supported to grow in confidence. They also said it was an accessible, with a family feel, where all are welcomed. They described the school as a place where individuality and diversity are embraced and celebrated. This was seen to be embodied by staff and led by the Head Teacher.

3.2 Raising Attainment and Achievement

Theme 1 – Attainment in literacy and numeracy Theme 2- Attainment over time Theme 3- Overall quality of learners’ achievement Theme 4- Equity for all learners

How well are the school’s approaches to raising attainment improving outcomes for children and young people?

Attainment in literacy and numeracy In recent years, the school has developed the use of tools and resources to assist planning, teaching and assessment in Literacy and Numeracy across the school, including East Lothian Curriculum Frameworks.

Moderation is used at the planning of learning stage to track and monitor the attainment of all pupils in the school. The school’s tracking of pupil progress and attainment provides information to add value to these professional discussions, helping to identify and inform additional interventions to support pupils’ learning.

The use of data, both qualitative and quantitative, along with teachers’ professional judgements, is leading to better informed plans for next steps in learning for individual children and the whole school. The school’s tracking system provides good insight into identifying individual pupil’s rate of progress and evaluating the impact of planned interventions upon pupil attainment. In future, the school may wish to focus on the added value of interventions upon the progress of more able pupils.

How well is the school’s focus on literacy and numeracy leading to raising attainment across the curriculum?

How well is evidence from tracking meetings, professional dialogue and assessment used to measure

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‘Know your data/know your impact’ progress over time?

How well is assessment used to inform teacher judgements?

How well are personal achievements tracked, valued and recognised?

How well does the school work in partnership including with local businesses?

How beneficial is the school’s outdoor learning?

How well is the school removing barriers to learning and ensuring equity for all?

Do the school’s systems lead to equity of success for all?

How effective are the school’s systems to promote equity of success and achievement for all children and young people?

How well has the school raised the attainment of the most disadvantaged children and young people?

How well is the school removing barriers to learning and ensuring equity for all?

East Lothian Toolkit

2018/2019

The predicted attainment data for 2018-19, submitted by the school, reflects the learning needs of pupils contained within small cohorts at key stages, and should be viewed carefully with this in mind.

For session 2018-19, predictions for pupil attainment by June 2019 at the P1, P4 and P7 stages are as follows:  All pupils at the Primary 1 stage are expected to achieve Early Level in Literacy and Numeracy.  In Primary 4, the majority of children are expected to achieve First Level in both Literacy and Numeracy.  In Primary 7, the majority of pupils are expected to achieve Second Level in both Reading and Numeracy. Less than half of Primary 7 children are expected to achieve Second Level in Writing, with most children expected to achieve Second Level in Listening and Talking.

Whilst breadth and depth of learning across the curriculum is evident, the school may now decide to consider how best to plan and provide experiences and opportunities for pupils to apply their knowledge, understanding and skills in Literacy and Numeracy to real world contexts.

Attainment over time Over time, data for the school shows improvement in attainment for some curricular areas, whilst attainment levels in other areas remain consistently good. The school recognises that this positive attainment pattern is a reflection of:  The professional commitment of staff to deliver quality learning experiences to pupils;  Career Long Professional Learning of teachers being planned to respond to the needs of learners in the school;  The embedding of progressive curriculum structures leading to improvements in the planning of teaching, learning and assessment of pupils’ learning;  An improved understanding amongst staff of standards in attainment within and across Curriculum for Excellence levels, thereby promoting confidence in professional judgements.

Whilst attainment trends over time for pupils are positive, the school recognises that there is a need to ensure that this continues to be sustained.

Attainment data over time highlights that there is also scope for continued improvement in pupil attainment within the areas of Literacy and Numeracy at both First and Second level.

Overall quality of learners’ achievement Personal achievements are clearly valued and recognised across the school. The development of values are celebrated regularly through ‘Star of the Week’ awards, with most pupils able to discuss the achievements of themselves and others in relation to school values. Pupils are very clear about what their school values look like, and can give relevant examples of these in action based upon their day to day experiences.

Pupil groups such as the Pupil Council and the Rights Respecting Schools Group were able to explain how they have used opportunities to exercise responsibility, and contribute to the life of the school, through pupil led projects. Some of these were designed to improve the lunch experiences of pupils, ensuring equity of opportunity for pupils in accessing playground areas and engaging with the Parent Council to support the school’s RRS agenda. Pupils were able to describe the improvements made and how these have impacted positively upon the day to day experiences of pupils.

Pupils were observed to take responsibility for their learning, and to work independently on their own, in pairs and as part of a group.

Most pupils were able to show that they were becoming more personally and socially adept and are achieving a range of skills and attributes through

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‘Know your data/know your impact’

East Lothian Toolkit

2018/2019

a broadening range of activities.

Equity for all learners School systems are in place to promote equity of success and achievement for all children and young people.

There are a range of opportunities for the children to develop skills within and out with the school. Examples given by pupils include:  P7 residential trips;  School trips of a sporting or cultural nature;  Opportunities to learn alongside pupils from other cluster schools;  Whole school assemblies designed to allow pupils to contribute to decisions impacting upon the life and work of the school.

The majority of children in the school are involved in a committee, e.g. Pupil Council, Eco group, RRS group, Technology group. Other pupils having roles of responsibility within their classes. The majority of pupils feel that they belong to their school, with adults in school treating children fairly and equitably, particularly when supporting children through instances of relationship resolution.

Summary 

Leadership

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Capacity for improvement

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Validation of the school’s Standards and Quality report

The school has evaluated itself as good across the Quality Indicators.

Evidence from the review confirms these evaluations although the team identified and acknowledged the very good approaches within 1.3 – Leadership of Change. Strong leadership of and for learning. Opportunities for development for staff – value HT and feel valued. Real capacity for change.

Key Strengths:  Relationships across the school community are extremely positive. The Senior Leadership Team and staff within the school demonstrate commitment and care to pupils, parents/carers and each other. The parents commented that the school staff know both the children and the parents inside and out.  The recent work around Vision, Value and Aims has ensured a shared ethos where the school community place the children at the centre of their approach.  The developing use of data provides a clear picture of progress and staff knowledge of the pupils. This, alongside self-evaluation ensures a clear strategic direction underpinned by professional learning and a balanced approach to change.  There are consistent opportunities for all staff to engage in professional learning within a clear and focussed approach and with learner’s outcomes at the centre.

Areas for Development:  There should be a clear focus on differentiation to provide apposite support and challenge across all learning opportunities and ensure these are maximised for all.  Reviewing the systems around the collation and sharing of information in terms of Additional Support Needs will strength current approaches and ensure a shared understanding across the school.  Ensure that the collation of data is proportionate and targeted.

School QIO - Dianne MacKenzie

Date of visit: 1st and 2nd May

Improving outcomes for East Lothian’s most disadvantaged children through capacity building and leadership

‘Know your data/know your impact’

East Lothian Toolkit

2018/2019

Focused Review Summary – Early learning and childcare HGIOELC Learning Provision 1.3 Leadership of Change

How effective are our approaches to evaluating and monitoring the impact and sustainability of our professional learning?

How effective are the school’s approaches to planning for continuous improvement?

How does the school ensure a continued focus on improvements in outcomes for learners?

To what extent are the school’s tools for change impacting positively on staff and improving outcomes for all learners?

There have been significant changes within the nursery over the past year.

The current team consists of a new Senior Early Years Practitioner, a full time Nursery Nurse and a new part time Nursery Nurse. The setting has recently engaged with the 1140 trial and a number of children are using this service already.

There has been a focussed, committed approach towards professional learning, which is documented within the Self-evaluation Floor Book. The team have consulted with parents and children regarding the environment and personal learning plans to ensure that all voices are heard. They have looked outwards and visited settings within and outwith the authority to identify areas of interesting practice and evaluate current approaches. This is allowing the team to identify areas for development within their setting and therefore plan for continuous improvement.

The team have developed their shared vision, values and aims alongside the school and should continue to work towards an identified curriculum rationale. Staff demonstrate a commitment to collaboration. Weekly staff meetings enable practitioners to reflect on current practice with a view to identifying a consistent approach and exploring learning opportunities across the team. As this team develops, school leaders should continue to guide and manage the direction and pace of change within the Nursery.

There is a dedicated nursery plan within the school improvement plan ensuring continuous improvement, success and achievement for all. The focus on tracking in literacy and numeracy and parental engagement is evident within the self-evaluation floorbook and the systems within the setting.

How well do the practitioners motivate and engage all children?

How do the practitioners know that all children are making very good progress in their learning?

What information do they have?

How do the practitioners enable children to become independent learners?

How do the practitioners ensure that processes for planning, assessment and reporting are manageable and effective in improving learning and teaching?

How do the practitioners ensure

There is a relaxed and purposeful atmosphere, with all staff demonstrating positive relationships with children and guiding them positively throughout play opportunities and within the routines of the nursery day. They listen closely to the children, respond appropriately and are sensitive to non-verbal cues. There has been a focussed development of ‘Loose Parts’ to develop curiosity and independent learning. This is evident across the setting with the children engaging well in all areas. Provocations are selected to support medium term and responsive planning and children are motivated by the opportunities provided.

Focusing on the development of planning, observations and tracking over the course of the year has enabled practitioners to both consider progress in learning and identify next steps for groups and individuals. As this continues to develop through professional dialogue and self-evaluation, the information collated will further inform learning and teaching across the setting.

Shared Learning opportunities enable parents to discuss progress through the Learning Stories and this is underpinned by interim reports. This is currently being evaluated as a result of the staffing changes and staff have recently develop the ‘Growing Tree’ to engage the children in their targets.

Key areas for improvement have been identified through the self-evaluation floor book and staff should continue to consider how this can inform learning

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‘Know your data/know your impact’ that processes for tracking and monitoring are manageable and effective in improving learning and teaching?

How well does the information gathered about children’s progress inform planning and improvement?

East Lothian Toolkit

2018/2019

and teaching to continue to improve outcomes for learners. The team are starting to use the ‘See, Hear, Impact on Learners’ evaluation to underpin developments, therefore monitoring the impact of improvements.

The Nursery team consistently gather a range of information based on observations and interactions which are recorded in both the Learning Stories and the Tracking, Assessment and Attainment folder. As the new team move forward, they should continue to consider how well this informs planning and improvement.

HGIOEL Learning Provision 2.2 Curriculum What evidence is there that children are developing a positive attitude to learning?

How do practitioners challenge and support for example creativity and problem solving with young children?

How do practitioners engage in discussion and what examples are there of this working in practice?

What routines and structures are in place? Do these support child-centred play?

Theme 3 – Pedagogy and play Observing the children at play, it is clear that they are actively and positively engaged. Children are regularly encouraged to express their ideas and staff are responsive to their interests, feelings and needs. The Nursery environment and the interactions of the practitioners are a strength and this enables the children explore their creativity and participate in problem solving activities routinely.

The team work very closely together to ensure that they are sharing information about the learners on a daily basis and identifying opportunities for both consolidating and enhancing learning through play.

Routines and structures within the Nursery support child-centred play and as the team have moved towards the roll out of 1140, they have considered the experiences across the day for individual children. The outdoor area was accessible throughout the day, which contributed to children being active and healthy. This area was well used and children made good use of the equipment to support their physical development. There were opportunities to investigate and explore through a range of natural materials, literacy and numeracy resources as well as loose parts play.

 3.2 Securing children’s progress

In what ways do we ensure children are making progress across all aspects of their learning and development?

How do we ensure children understand their own progress in a meaningful way?

Reflect on the current balance of adult and child initiated learning experiences. Are both leading to progress? What could be improved?

How effective are our approaches to tracking progress

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Progress in communication, early language, mathematics and health and wellbeing Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children

Staff ensure children are making progress across all aspects of learning and development through regular dialogue, observations, planning meetings, tracking and knowledge of Curriculum for Excellence. Learning opportunities and focussed questioning challenge and support learning.

The children engage regularly with their Learning Stories as individuals and both with the parents/carers and staff. The introduction of the ‘Growing Tree’ enables further dialogue around individual progress and children are developing their language skills around this. Continuing to link the planning, tracking and assessment will enable staff to consider progress over time and track achievement across the nursery and during transitions.

There is a good balance of adult and child initiated learning leading to progress. The staff work consistently to ensure the provocations, interactions and observations support learning and inform teaching.

Current systems effectively track progress and achievement and allow

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and achievement? What needs to improve?

practitioners and parents/carers to identify next steps in learning. The use of the Curriculum Frameworks further informs progress and provides a clear overview for each learner.

How effective are we at sharing children’s progress with parents/carers?

Progress is regularly shared with parents/carers through Learning Stories, Interim reports and Stay and Play opportunities.

Other Comments or Details

Key Strengths  

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There is a very strong team ethos across the setting and staff communicate regularly to ensure the needs of the children are being met. It is clear that the child is at the centre of daily practice.

Professional learning opportunities have enabled practitioners to reflect on current practice and develop environment within the setting. Engaging with these opportunities as a team has provided a strong platform for professional dialogue and has enabled staff to make changes based on a shared understanding of research, practice and need.

The Nursery environment promotes creativity, problem solving and opportunities for independent learning. Staff carefully consider the provocations and interactions which best support progress across the curriculum and meet the needs of individual learners.

Areas for Improvement   

Staff should continue to positively engage with the self-evaluation process ensuring that impact on learning and children’s voice is highlighted throughout.

As the 1140 hours trial progresses, staff should consider the focus and depth of activities provided across the Nursery day to ensure that the current levels of engagement remain for every learner.

Continue to consider how information gathered is accurately informing planning and improvement.

School QIO - Dianne MacKenzie

Date of visit: 1st and 2nd May

Improving outcomes for East Lothian’s most disadvantaged children through capacity building and leadership