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Games and activities

Edit and present work

Create presentations

Research learning

Home learning

Spheres

iMovies

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Staff use a skills framework to support leadership groups in understanding their skills

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Outdoor learning

Behavior policy

Calm area in classes

Highly innovative approach

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Teachers use summative assessment data well which is supporting the professional judgements about children’s attainment of curriculum for excellence levels.

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Teachers use summative assessment data well which is supporting the professional judgements about children’s attainment of curriculum for excellence levels.

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Have worked on planning with Laura Smithson.

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Local authority supports school to promote positive relationships in a range of ways

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Teachers use a variety of standardised and ongoing assessment effectively to determine children’s progress in learning.

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Teachers use a variety of standardised and ongoing assessment effectively to determine children’s progress in learning.

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Teachers consider focus areas for assessment using the national benchmarks when planning children’s learning.

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Teachers consider focus areas for assessment using the national benchmarks when planning children’s learning.

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The headteacher created a useful strategy to assess children’s attainment and progress in literacy, numeracy and well-being.

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The headteacher created a useful strategy to assess children’s attainment and progress in literacy, numeracy and well-being.

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Pupils interacting respectfully with staff and each other

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higher order questioning- blooms

Making use of assessment data

Children leading learning

Children showing school values

Pupil groups

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Participation in leadership groups

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Teachers developed useful numeracy learning walls and all classes which help children to reflect on their learning in numeracy.

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Teachers developed useful numeracy learning walls and all classes which help children to reflect on their learning in numeracy.

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Teachers should continue to extend their approaches to feedback and target setting.

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Teachers should continue to extend their approaches to feedback and target setting.

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Using digital technology to gather interpret and sort data

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Teachers provide children in upper state with useful “in the moment “feedback using digital technology to help children see how they can improve.

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Teachers provide children in upper state with useful “in the moment “feedback using digital technology to help children see how they can improve.

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Using digital technologies to remove barriers to learning

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Review planning to make it more consistent across the classes. That way we can plan high quality experiences. Eg, a spelling programme which supports coherence and consistent progression. 

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Review planning to make it more consistent across the classes. That way we can plan high quality experiences. Eg, a spelling programme which supports coherence and consistent progression. 

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Lesson models used for a consistent approach in learning and teaching created by staff. (We currently use 5 parts of lesson model for observations). 

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Lesson models used for a consistent approach in learning and teaching created by staff. (We currently use 5 parts of lesson model for observations). 

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Access to support from family liason

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Teachers share motivation with colleagues in the local cluster and nationally.

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Teachers share motivation with colleagues in the local cluster and nationally.

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1 to 1 support for wellbeing, relationships and learning

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Teachers engage in worthwhile moderation of the planning teaching on assessment.

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Teachers engage in worthwhile moderation of the planning teaching on assessment.

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Good links with other agencies for supporting children. Good links with community.

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Teachers have a strong understanding of the moderation cycle.

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Teachers have a strong understanding of the moderation cycle.

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Use an agreed positive response plan

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Teachers capture children’s development of creativity and social skills through engagement in floor books.

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Teachers capture children’s development of creativity and social skills through engagement in floor books.

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Independently accessing calm areas

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All teachers use progressive local authority guidance across the all curricular areas.

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All teachers use progressive local authority guidance across the all curricular areas.

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Use school values to support learning

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School ethos

School values embedded throughout teachers practice.

Children’s motivation to learn

Children can work independently, pairs and groups

Calm and purposeful learning environment

Digital technology

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All teachers plan learning over different time scales using the experiences and outcome of the curriculum for excellence.

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All teachers plan learning over different time scales using the experiences and outcome of the curriculum for excellence.

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Respectfully interact with visitors

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All teachers provide children with learning across abroad in balance curriculum.

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All teachers provide children with learning across abroad in balance curriculum.

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Teachers plan learning to play for children at the early stages.

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Teachers plan learning to play for children at the early stages.

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Children are proud of their school

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Teachers and senior leaders meet termly to discuss children’s progress attainment.

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Teachers and senior leaders meet termly to discuss children’s progress attainment.

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Tracking pupils attainment in other subjects out with literacy, numeracy and HWB.

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Tracking pupils attainment in other subjects out with literacy, numeracy and HWB.

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Skills framework for use during lessons. Children are able to verbalise the skills they are using. Such as creativity, teamwork, or communication.

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Skills framework for use during lessons. Children are able to verbalise the skills they are using. Such as creativity, teamwork, or communication.

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Children feel staff treat them fairly and with respect

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Teachers plan learning that links different areas of the curriculum together in consultation with children. This provides children with valuable opportunities to shape their learning.

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Teachers plan learning that links different areas of the curriculum together in consultation with children. This provides children with valuable opportunities to shape their learning.

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Pupils interacting confidently

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Senior leaders and teachers track carefully children’s progress and literacy numeracy and health and well-being.

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Senior leaders and teachers track carefully children’s progress and literacy numeracy and health and well-being.

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Teachers plan in consultation with the pupils.

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Teachers plan in consultation with the pupils.

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Positive relationships

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Develop more use of peer observations.

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Senior leaders and teachers plan universal and targeted interventions for children who require additional support or challenge in their learning.

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Senior leaders and teachers plan universal and targeted interventions for children who require additional support or challenge in their learning.

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Teachers have started to track children’s progress and other curricular areas.

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Teachers have started to track children’s progress and other curricular areas.

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Encourage further engagement from parents to support their child’s independence and learning development.

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‘EFFECTIVE’’ moderation across the cluster.

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Senior leaders and staff have detailed data on the progress of individuals, groups and cohorts of children including those affected by social economic factors.

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Senior leaders and staff have detailed data on the progress of individuals, groups and cohorts of children including those affected by social economic factors.

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Staff interactions are warm, positive and supportive .

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Senior leaders and teachers use a consistent adopt, adapt, abandon and accelerate approach well to consider which interventions are effective in closing gaps in children’s learning.

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Senior leaders and teachers meet regularly to discuss progress and attainment

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Senior leaders and teachers meet regularly to discuss progress and attainment

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Staff have a good understanding of children’s needs.

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Staff make good use of local environment and resources. Weekly visits to the local library, visits to sheltered accommodation to play games, read etc. 

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Staff make good use of local environment and resources. Weekly visits to the local library, visits to sheltered accommodation to play games, read etc. 

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All teachers are highly committed to improving their teaching through using and applying educational research. The undertake highly relevant professional enquiries to develop a chosen aspect of learning and teaching. They are well placed to develop further approaches to measuring the impact of their professional enquiries on children’s attainment. (WALK THRUS).

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All teachers are highly committed to improving their teaching through using and applying educational research. The undertake highly relevant professional enquiries to develop a chosen aspect of learning and teaching. They are well placed to develop further approaches to measuring the impact of their professional enquiries on children’s attainment. (WALK THRUS).

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Teachers planning a broad and balanced curriculum based on CfE

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Teachers planning a broad and balanced curriculum based on CfE

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Suitably challenged

Well matched activities

Meeting needs

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Embed again, the promotion of the school values to allow for a more positive ethos around the school. This needs to be done on a whole school and class based level.

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Think of more ways to provide challenge for children, for example weekly challenges in different areas.

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Children are very eager and motivated learners. Almost all children work together extremely well in pairs, groups and as individuals on worthwhile tasks and activities.

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Children are very eager and motivated learners. Almost all children work together extremely well in pairs, groups and as individuals on worthwhile tasks and activities.

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Children are provided with the opportunity to engage with learning experiences that respond to their needs.

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Teachers introduced well with children to encourage them during direct teaching activities.

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Teachers introduced well with children to encourage them during direct teaching activities.

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Developing engagement of all children especially children with additional needs.

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Staff provide children with praise and encouragement to help them focus and stay motivated.

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Staff provide children with praise and encouragement to help them focus and stay motivated.

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Pairs and small group work

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Calm and peaceful learning environment

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Children have valuable opportunities to contribute The life and work of the school through participation in pupil leadership committees, for example eco-committee, people council, reading schools.

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RAAR

warm caring and inclusive

Kind and respectful

Proud of school

Staff work as a team

Working with parents

Ready to learn

Engage successfully in learning

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The staff know the children very well and provide nurturing relationships.