Newton Standards and Quality Report 2015-2016

NEWTON STANDARDS AND
QUALITY REPORT 20152016
20152016
An evaluative report on the performance of Newton

Primary and Nursery
Newton Standards and Quality Report 2015-2016
Newton Standards and Quality

Report 2015-2016
A N E VA L U AT I V E R E P O R T O N T H E P E R F O R M A N C E O F N E W T O N
P R I M A RY A N D N U R S E RY
Looking Inwards, Outwards and Forwards

What is our vision for the school?
To provide a happy, caring, achieving and inclusive school community where children are motivated to be
responsible citizens, successful learners, confident individuals and effective contributors to society and work.
Which values underpin our work?

Our starting point for learning is a positive school ethos and climate of respect and trust based upon our shared
values of Respect, Responsibility, Kindness, Fairness and Unity.
What do we aim to achieve for our learners in Newton?

We aim to Get it Right for Every Child by working in partnership with staff, children, parents and carers, other
agencies and our local, national and global community to deliver learning in an active, relevant and engaging
way. Our work is underpinned by Newtons Curriculum Rationale.
What is the context for our school?

Our modern purpose built school, situated to the north east of Dunblane, was opened in August 1996 and provides
attractive, bright and pleasant accommodation for around 400 pupils. The school is non-denominational. We also
have a very welcoming nursery class within the building. The school has fifteen classrooms, open areas for P.1-2,
P.3-4, P.4-5 and P6-7, a large reference library and music room, a fully equipped gym, production kitchen, dining
hall, an extensive asphalt play area, an outdoor classroom fitted with Astroturf and a large fenced playing field.
Both the nursery and school enjoy their own gardens where we plant for wildlife, butterflies, bumblebees and also
grow our own vegetables. We make use of the immediate environment and local woods for outdoor learning.
The school has a positive and inclusive ethos with a strong emphasis on building childrens confidence and
celebrating success. Children, parents and staff identify strongly and are proud to be associated with our school.
We have high and attainable expectations for all children in our care. We aspire to become a learning community
capable of continuous improvement, building on the work already achieved in developing Curriculum for
Excellence, ensuring we provide the highest quality learning and teaching experiences for all our children.
Page 1
Opportunities for leadership are offered to children, staff, parents and carers. We continue to find new ways to
involve and serve our wider and global community.
We plan to fulfil Newton Primarys vision by planning for improvement through our
quality assurance framework. Our School Improvement Plan details our priorities and
actions and links to the aims of Stirling Council Education Service and the National
Improvement Framework Priorities.
What are the aims of Stirling Council Education Service?

Following consultation with stakeholders the Education Service identified its Mission
Statement as: Improving Life through Learning. The Education Services Strategic Priorities
include:
Our learners are successful learners, confident individuals, effective contributors and responsible citizens
making a positive contribution to their communities
Our learners enjoy physical and emotional wellbeing leading to healthy lifestyles
Our learners get the help they need when they need it
Our learners get the best start in life and are ready to succeed
What evidence is Newtons report based on? (Data as at June 2016)

Quantitative Data:
Assessments formative (on-going) and summative (e.g. end of unit test, weekly spelling test, InCAS, PIPS)
Self-Evaluation (children, parents, staff and others)
Childrens progress from prior levels of attainment
Analysis of performance data e.g. finance, attendance, attainment
Nursery Care Inspectorate Report
Peoples Views (parents and carers, children and staff):
Annual Pupil Progress Report feedback forms from parents/carers

Parent and Carer Survey Monkey results (Question of the Month)
Parent Council and parent group discussions e.g. Newton Fundraising Group, ad hoc Consultation Groups
Individual discussions with parents and comments from parents, visitors and other agencies
P.1-P. 7 Survey Monkey
Written responses/comments
Staff meetings
Direct Observation of Learning and Teaching
Page 2
Working in classrooms
Observing lessons/Learning Visits
Sharing good practice with school/Learning Community/local authority colleagues

Visiting other schools and settings to compare practice and to learn from and share with others
Direct observation of documents:
Childrens work
Reports to parents
Childrens responses to and evaluations of class work/tasks/home learning
Teachers Forward Plans and evaluations
Policies and guidelines
Minutes of meetings
Specific areas where we sought parental views:
School Travel Plan Group (including local councillors Police, residents) and Dunblane Learning
Community Travel Plan group
Question of the Month Nursery (February to June)
Question of the Month School (May) online survey seeking views on School Improvement Priorities
2016-2017
What did we plan to do 2015-2016?

Improvement Priority 1: Curriculum (HMIE Quality Indicator 2.2) Teaching, Learning and Assessment (HMIE 2.3)
Raising Attainment and Achievement (HMIE Quality Indicator 3.2): Mental Agility in Numeracy, Health and
Wellbeing (PEPAS) Art and Design
Improvement Priority 2: Teaching, Learning and Assessment (HMIE 2.3) Raising Attainment and achievement (HMIE
Quality Indicator 3.2): Assessment and moderation of mental agility within numeracy (across Learning Community
including nurseries). Develop approaches to tracking individual pupils progress through the BGE (Broad General
Education) within the Dunblane Learning Community
Improvement Priority 3: Ensuring Wellbeing, Equality and Inclusion (HMIE Quality Indicator 3.1) Raising Attainment
and achievement (HMIE Quality Indicator 3.2) Personalised Support (2.4): To coordinate with Dunblane Learning
Community Improvement Plan to raise awareness of ASN within our community, build on early development with
Fun Friends, progress application for Rights Respecting Schools. Further GIRFEC CLPL (Angus Wellbeing Web)
Page 3
What is the impact of our developments?

Newton Primary School and Nursery have enjoyed a very successful year and very good progress has been made
in addressing the improvement priorities outlined in this sessions School Improvement Plan.
Improvement Priority 1: Curriculum
Areas of
What did we do?
Improvement?
Assessment and
Audit of Mental Agility Resources
moderation of mental
agility within
Teachers completed 'Wish List' of
numeracy (across
resources
Learning Community
including nurseries)
With Newton Fundraising Group
support, created Numeracy Agility
Trolley for each classroom.
Next steps?
Our children:
Build on work
undertaken this year
in other aspects of
numeracy and
maths.
can evidence
improvement in mental
agility
report that they feel
more confident tackling
mental maths tasks
Created Resource Boxes for Early

to Second/Third Level for each CfE
organiser.
are able to name and

discuss the strategies they
use
CLPL (career long professional

learning) organised by authority
accessed by teachers and also on
the teaching of mental agility using
CLIC (Big Maths) as a key resource.
are motivated to use the

attractive resources on
the number trolley
At CfE Level Planning meetings in

school PTs led discussions on the
teaching of mental agility.
All teachers taught mental agility
regularly and confidently and
planned for opportunities for
children to apply taught strategies
in relevant and challenging
contexts.
Teachers shared and evaluated
their classroom practice across our
learning community using the
Significant Aspects of Learning
(SAL)
Page 4
Impact on children?
can see the links and

relevance to other areas
of numeracy and maths
(applying their learning)
are able to identify their
next steps to improve
older children (P.4 +)
report that CLIC maths
can get repetitive and
they can lose interest
are keen to have more
maths competitions (in
class and beyond)
Continue to monitor
teaching practice
and track
attainment over
time.
Numeracy Group to
align Stirling
Progression
Phases/Pathways
with Dunblane
Standard for
planning purposes.
Numeracy group to
create a tracking
tool for mental
agility
(group/individual)
Numeracy Group to
prepare for
National
Improvement
Framework
standardised
assessments and
monitoring and
tracking of children.
Teachers planned appropriate

interventions and challenges
based on assessment evidence
find practical materials

helpful, motivating and
fun ice cream fans etc.
P.1 and P.7 teachers trialed small

test of change research focused on
3 children's scores from CLIC maths
results.
Use of InCAS in October and May
(P.5/7) to compare mental
agility scores and seek evidence of
improvement.
Website to include
support for parents
aligned with our
numeracy
pathways.
Shared improvement work to date

at Curriculum Evening for Parents
and with children at School
Improvement Assembly.
Look for more

opportunities for
numeracy and
maths tournaments
and challenges
within school and
beyond
Evaluation (2016-17) of staff

views (what has been the impact of
our developments?)
Art and Design

including recognition
of 2016 Scotlands
Year of Innovation
and Design
P.6 team entered and won first

Stirling University Enterprising
Maths Challenge and a P.7 team
entered the first Stirling Council
Primary Maths Challenge.
Audit of the resources currently
available in school
Staff confidence in teaching art
audit leading to CLPL 2016-17
Created links between
media/artists/skills and produced
progression planners for each level
Shared improvement work at
Curriculum Evening for Parents and
School Improvement Assembly for
children
Art and Design centralised store
organised
Numeracy Group to
create suggestions
for staff to develop
opportunities for the
teaching of
numeracy and
maths outdoors
(cross cutting theme
(sustainability).
Our children:
enjoy the range of art
and design experiences
offered in school and
wish to expand those
opportunities in a
consistent way across
their seven years at
school.
can identify the benefits
of expressing themselves
through art and design in
IDL
Art and Design

progression of skills
to be implemented
2016-2017
CLPL to be
arranged for
September to
October 2016
based on audit.
Art and Design
centralised store
inventory to be
created
Art Exhibition on
theme of 'Journeys'
Page 5
are keen to have art

lessons that are not part
of IDL work
can identify the benefits
of working in partners on
art and design activities
November 2016 to
celebrate creativity,
share improvements
and, with parents,
raise funds for
Elaine Hopley Solo
Atlantic Row
(parent).
are keen to have free

choice art activities too
and access to more
materials
Health and Wellbeing

Physical Education
and Physical Activity
CLPL organised at Newton, led by

Karen Grossart, to focus on PEPAS
planning and progression in
invasion games and progression in
gymnastics and athletics.
One group member continued to
work as part of PEPAS Authority
Group
Applied for our first Scottish
School Sports Award and
received Silver and are now
applying for Gold.
Audit of current practice in
discussion with Jill McLaughlin and
Karen Grossart (PE Manager)
Created planning documents
highlighting progression of skills
using Significant Aspects of
Learning
Created a tool to track pupils
progress within Physical Education
Audit of resources and
reorganisation of PE Cupboard
Page 6
are keen to build models

related to engineering
themes
Our children:
are provided with
opportunities to improve
their health through the
provision of high quality
physical activities
are developing skills and
knowledge and taking
responsibility for
developing their own
health and wellbeing
can identify that if you
learn in a skills based
approach it can help you
with a variety of sports
enjoy the skills that are
taught and the variety of
sports on offer
are keen to have a
running track
Consider how a
running track could
be prepared.
Ensure all children
have access to KM
Club at various
points in the year.
Curriculum Evening (parents) and

School Improvement Assembly
(children) shared work completed
to date and children demonstrated
a range of skills.
Improvement Priority 2: Teaching, Learning and Assessment
Area of
What did we do?
Improvement?
Creation of trios
Teachers across our Learning
across Learning
Community: planned together;
Community to plan,
implemented lessons on mental
implement and
agility within numeracy; worked
evaluate a series of
alongside each other in classrooms;
mental agility lessons,
evaluated the process and impact
including peer visits,
on their learners. Colleagues
across schools.
validated each other's work in
relation to agreeing standards
across our learning community.
Impact on children?
See Improvement Priority

Creation of
One for impact on children Moderation group
(teachers with
expertise) to plan
for Moderation
2016-2017
Dunblane High School teachers

visited a variety of stages, across
our schools, and taught numeracy
lessons leading to a Maths
Challenge event as part of
transition.
Maths Transition Group
established to look at continuity
and progression from P.7 to S1.
Develop approaches
to tracking individual
pupils progress
through the BGE
(Broad General
Education) within the
Dunblane Learning
Community.
Tracking tool created within

Dunblane Learning Community, in
parallel with authority
development work, on preparation
for expectations with the National
Improvement Framework.
Next steps?
Our children:
will have their progress
tracked more carefully as
they move through the
Broad General Education
(BGE) to Nursery to S3
helping teachers and
parents know where best
to support and challenge
learners.
Continue early work

with DLC Maths
Transition Focus
Group (DHS
teachers teaching
maths to P.7)
Greater analysis of
SEEMiS/InCAS data
to support selfevaluation for selfimprovement
Targeted support
for 'middle' levels
(teachers
differentiating for
highly able and
those who need
specific support)
Review of Literacy
in DLC 2016-2017
Page 7
Improvement Priority 3: Additional Support Needs

Area of
What did we do?
Improvement?
Children in Newton
HNIOS (How Nurturing is our
will be included and
School) 3 Year Programme Audit
supported by staff,
undertaken, actions identified and
identifying and
CLPL will be provided next session.
addressing barriers to
learning, to ensure that Research referenced and
signposted to staff for further
learning environment,
reading in particular the work of
pace of learning and
Professor John Hattie.
appropriate support
and challenge are
First National Schools'
provided.
Awareness Week of ASD
celebrated children created and
presented PowerPoints to all
classes. Use of social media to
spread message.
CLPL on Dyslexia Awareness,
Angus Wellbeing Web and Fun
Friends (resilience building in
children)
Supporting Dyslexia Assembly
led by children and their work
shared use of social media
Literacy Box (to support dyslexia)
created for P.7 with staff and
children - similar boxes to follow.
Survey Monkey to all staff on
SHANARRI Well-being Wheel
Visits to Nurture Rooms (Raploch
and Riverside P.S.)
Meeting our Learners' Needs in
Newton booklet for parents and
carers researched and created distributed at Curriculum Evening.
Market Stall at Parents' Evening
to share the support that is
Page 8
Impact on children?
Next steps?
Our children:
CLPL September
13th 2016 Stages
of Child
Development
are being supported and

included by staff; actions
are identified to ensure
improvement and
evaluations (from staff,
children and parents)
reflect impact
recognise that support
offered in school helps
many children enjoy their
school work more
are being helped to
develop resilience and
confidence through
Bounceback and
interventions like Fun
Friends and Friends
recognise that it is
important, and of value
to them, to know more
about issues which may
affect other children and
themselves so they can
respond in an
appropriate and
effective way.
November 2016
mental health
awareness raising
Growth Mindset,
managing own
anxiety, Mindfulness
Complete Literacy
Boxes for each class
in the school
(Support for
Learning Teacher
with groups of
children).
Share our work with
other schools in DLC.
Revisit Head, Heart
and Soul policy at
start of year in
relation to work on
HNIOS to ensure
understanding and
that principles are
shared consistently
by staff. In
particular, with
regards to work on
Sustainability/school
grounds
development and
providing more
imaginative play
and learning
available with input from ASN

Outreach partners
opportunities
outdoors.
Curriculum Evening presentation

from HT then teachers presented
market stall in classrooms and were
available to answer questions, chat
through developments at Newton
sharing our individual and
collective learning.
HNIOS (Year Two

of Three Year Cycle
of improvement)
Use of Pastoral
Notes and Child's
Plan on SEEMiS
School Improvement Partnership

Audit of HGIOS 2.4 Personalised
Support
What is our capacity for improvement?

Leadership and Management
improvement?
: How good is our leadership and approach to
All staff understand that self-evaluation is an integral aspect of Newton's

approach to continuous improvement. We use a range of approaches to
ensure all staff, parents and learners are involved in ongoing selfevaluation. This reflection extends to our Learning Community e.g. Pupil Survey of Transition 2015-2016.
We can show how the views of all stakeholders inform change and improvement.
Within our school and learning community we engage regularly in quality improvement and moderation
activities. During 2015-2016 the focus was on Mental Agility in Numeracy (see impact table).
Across our school, an ethos of professional engagement and collegiate working is evident e.g. School
Improvement RAFA Groups, trios of colleagues working across our Learning Community. We have evidence
of strong leadership of learning by staff at all levels e.g. Learning for Sustainability, Fun Friends, Get, Set,
Go, CfE Level Planning Meetings, as well as day-to-day leadership of learning in all classrooms. We are
greatly supported in our work by parents, carers and specialised colleagues. We learn with and from
each other and our work on ASN 2015-16 would be a strong example of effective partnership working.
CLPL (career-long professional learning) is a routine feature of our approach to improvement targeted to
school improvement priorities, and evaluated against impact on children's learning via our PRD
(Professional Review and Development) process. This year many staff accessed mental agility training and
two staff, identified as Lead Learners, shared their high quality professional learning, linked to the crosscutting theme of sustainable development education, which will be a springboard for ensuring all children
access their entitlement to sustainable development education.
Our children lead learning within their classrooms e.g. Big Questions approach to our Learning Walls and
across the school in our Leading and Learning Groups, assemblies and sports leaders. Our children are
provided day-to-day with a wide range of opportunities, and support, to ensure they take responsibility
for their own learning, successes and achievements. Our Achievement Walls, Learning Journals, Reflection
Time and individual learning targets are some examples of our work.
Page 9
Newton's Curriculum Rationale reflects our commitment to achieving the highest possible standards and
success for all learners at Newton. Our Newton trees reflect the entitlements for all learners and is the
basis for our continuous improvement, underpinned by our school values of Respect, Responsibility,
Kindness, Fairness and Unity. We work together as a community to turn our vision into reality.
Our School Improvement teams initiate change e.g. 2015-2016 - art and design, ASN developments,
mental agility in numeracy and time is protected to implement and evaluate those changes. Our
moderation work has provided collaborative conditions for staff to learn with and from others through
critical enquiry. Children are increasingly involved in the process of change and this is an area we plan to
develop.
The work of Newton Primary School is monitored via our Education Authority who work in close partnership
with us. The schools involvement in a School Improvement Partnership (3 schools) has provided another
means to support and challenge self-evaluation and reflection regarding the work of the school. This year
three members of staff attended coaching and mentoring training to support professional review and
development reflections. Our PRD process ensures that development of staff has a direct and positive
impact on outcomes for our children e.g. nurture training, mental agility focus. Three staff have now
completed the GTCS Professional Update process.
We use our available budget and sources of other funding to meet the needs of all learners. We have
continued to update digital technologies (iPads and pcs) to sustain a motivating environment for effective
learning. This is an area we continue to seek and allocate funding towards as our interactive whiteboards
and pcs deteriorate renewal will have a direct impact on our provision of appropriate support and
challenge for learners and, therefore, attainment and achievement.
Learning Provision: How good is the quality of care and education we offer?
We have clear policies and procedures to ensure the safeguarding of children including child protection.
As a school we strongly promote equality and challenge all forms of discrimination. As part of our
SHANARRI work (e.g. each class leading an assembly on an aspect of SHANARRI) our children can talk
about being safe and whom to talk to if they need help. The promotion of wellbeing permeates all aspects
of school life including the use of Bounceback and Friends/Fun Friends to promote resilience and
responsible citizenship in Newton and beyond. CLPL on using the wellbeing web has improved staff
confidence in targeting support. Next session we will build on this with improvement work on Growth
Mindset, managing anxiety and mental wellbeing (Mindfulness).
Our curriculum rationale is described in terms of learners entitlements and the pillars of our curriculum are
the Curriculum for Excellence four contexts for learning. The aspirations of our children, teachers, parents
and carers are described and illustrated with photographic
evidence. Cross-cutting themes of sustainable development
education, global citizenship, equality, enterprise and outdoor
learning are evidenced on our Learning at Newton wall. We
now need to make the curriculum rationale more visible in
classrooms.
Our curriculum is regularly reviewed and refreshed: this year
focusing on mental agility within numeracy, art and design, PEPAS
and ASN. To link with our work on art and design, we celebrated
Scotlands Year of Innovation, Architecture and Design 2016 by developing and implementing, with our
senior children and partners, a very creative and innovative context entitled Project Runway. In November
we will celebrate creativity across the school with an Art Exhibition of our work. We continue to develop
Page 10
flexible learning pathways to support our children to build on prior learning: this year in mental agility,
PEPAS and art and design. Existing pathways were shared with parents at our Curriculum Evening.
Motivating contexts this year at Newton, designed to develop skills for learning, life and work included:
the Enchanted Forest in partnership with the Dunblane Centre: Dinosaur Discovery in partnership with the
National Museum of Scotland; My Town Dunblane in partnership with Dunblane in Bloom, Dunblane
Museum, Library, Cathedral and Centre; the Romans in partnership with the Smith Art Gallery, The
Rainforest in partnership with the John Muir Trust and Dunblane Centre, Our Community in partnership with
many businesses and churches in Dunblane, Project Runway in partnership with Dunblane Hilton and the
Dunblane Centre.
Newton Primary School is committed to childrens rights evidenced by our work, over three years, to
prepare for Rights Respecting Schools recognition. This years audit using HNIOS (How Nurturing is our
School) identified areas of very good practice and areas for further development. Newton is a learning
environment built on positive, nurturing and appropriately challenging relationships. Our children are
motivated by contexts for learning and almost all are eager to learn and actively participate in their
learning. We note an increasing use of the outdoors and local spaces for high quality learning. Teachers
work hard to match learners experiences to their needs and interests our work on Curriculum for
Excellence Level planning has helped to share expertise and approaches to learning, and our learning
pathways provide continuity and progression. Organising the Fruitilicious Tuck Shop, Fairtrade Make the
Bake, Start Up Stirling collection, Project Runway, yearbooks, charity events, Leading and Learning
Groups, assemblies, P.7 online profiles are all evidence of how our children grow in confidence and
responsibility as they become more independent in their learning. Our evaluations of class lessons evidence
the use, in almost all cases, of clear explanations and instructions by teachers, skilled use of questioning,
engagement of almost all pupils and appropriate interventions to support learning, including the effective
use of digital technologies. Teachers use a variety of assessment approaches to allow our children to
demonstrate a body of evidence to show what they can say, make, write and do. This session teachers in
Dunblane planned together and moderated their practice in mental agility within numeracy, which we will
build on next year. Our work on monitoring and evaluating learners progress has been further developed
this year by the Dunblane Learning Community Tracker and we have developed our practice in line with
authority advice on Teacher Professional Judgement for children attaining a Curriculum for Excellence
Level in preparation for the National Improvement Framework. This session teachers and ECEs implemented
the new authority annual pupil report format and an authority survey is to follow.
Universal Support: Our Head, Heart and Soul Policy is the foundation for positive relationships and
behaviour in Newton developed around our school values of Respect, Responsibility, Kindness, Fairness and
Unity. Reflection Time is built into the pupil's week by the teacher to ensure all children are given an
opportunity, over a period of weeks, to speak 1-1 with their key adult. Children's individual needs are
identified through assessment information from a variety of sources and highlighted in Meeting Learners'
Needs meetings (twice a year) and as part of the Staged Intervention process. Assessment information is
used to effectively plan to meet children/ young peoples needs and a next step for us is to make better
analytical use of the data we have to support individual and groups of children and the wider
improvement needs of the school. With support from specialist staff, and CLPL provided in recent years, on
a range of ASN, staff confidence continues to build with regard to identifying needs and accesses the right
support, where necessary. Children have a variety of opportunities to develop skills and interests they
have through classroom experiences and a wide variety of lunchtime and after school clubs e.g. sports, arts
and crafts, Chinese language supported by staff, parents, older children, Dunblane Centre and Active
Stirling. Children access wider learning opportunities e.g. Rotary Quiz, Euro Quiz, Think Dance,
Mathematical Challenges, Cross Country Events.
Page 11
Targeted Support: The Dunblane Learning Community Staged Intervention Overview, is the starting point
for holistic assessment and support for a child at Newton. Staff engage with all the available assessment
information to inform planning and next steps for individual children through the Staged Intervention
process and calendar. Almost all feedback from parents indicate that children receive appropriate
support. Specialist input can take time to be available, but is valued when accessed. Opportunities to build
relationships with peers, develop life skills and personal care skills are all provided e.g. SLA support for
personal care, Fun Friends and Friends groups, supported playtimes, Get, Set, Go, enhanced transition
projects and Artlink. We have evidence of well-planned interventions leading to positive outcomes for
children. Assessment, planning and support for identified children is provided by the Team Around a Child
in a cohesive and coherent manner as evidenced by our outcomes for almost all children. Support staff are
deployed effectively, based on Meeting Learner's Needs actions, to support the needs of identified
children with ASN. Allocations of support are reviewed throughout each term. We work closely with NHS
Forth Valley, Educational Psychology Service, SEBN, ASN Outreach and CAMHS. Parent Helpers and RSVP
volunteers. Stirling Young Carers and Women's Aid also support individual children. The support offered
from our Support for Learning Teacher is well considered and collaboratively planned with teachers to
meet identified needs. Based on good practice in nursery, children's assessments and records of Staged
Intervention Meetings are kept in individual 'All About Me' folders in each classroom.
Removal of Barriers to learning: Our work this year on ASN/HNIOS has strengthened the targeted
support we can offer to remove barriers to learning for a range of children and to develop our provision
of an inclusive learning environment.
Parents and carers are encouraged to be involved in their childs learning and the wider life of Newton
through sharing learning events, home learning and volunteering in school life. An area of development for
us, in partnership with the Parent Council, is to look at other ways to support families to support their
childrens and their own learning.
We have well-planned effective and regularly evaluated programmes for transition from Nursery to P.1
and from P.7 to S1. Transitions between stages in the school are also planned for and shared with children
and parents. Enhanced transition arrangements are in place, as required. The development of resilience
and confidence during transitions to high school has been an area of improvement and recent changes to
how we structure classes in primary school has contributed to childrens experience of coping with and
adapting to a change. We work collaboratively across our learning community to ensure effective
information sharing about learners progress and needs. We have this year agreed a new shared
approach to record keeping and passing on of information using digital technology to support this
development. We plan collaboratively, enhanced by Curriculum for Excellence Level Planning, to develop
a shared understanding of continuity and progression in learning. This year we developed on-line Pupil
Profiles for P.7, in collaboration with the high school, to support continuity for children recording their
knowledge, skills, attributes and achievements.
We continue to build on our well established partnerships to include a mutually beneficial relationship
developed with retired volunteers associated with Dunblane in Bloom. The partnership with our Educational
Psychologist has led to structured opportunities for professional learning, collaboration, sharing of
expertise and together we evaluate the impact of work on HNIOS on our learners and school community.
Page 12
Successes and Achievements How good are we at ensuring the best possible outcomes for all our learners?
The use of the SHANARRI wellbeing web has helped us feel more
confident in our assertion that our children feel safe, healthy,
nurtured, active, responsible, respected and included. Where issues
are identified they are addressed. Through our SHANARRI childled assemblies and further work in classes we feel confident that
our children have a good grasp of what we mean when we use
these words. The UNCRC has also been a focus of our first terms
work for the last two years, including the creation of class charters,
and this year celebrated with a U.N. assembly. Our Global
Citizenship wall reflects the many assemblies presented by children, which reflect the diverse nature of our
world and society. Relationships across our school community, and beyond, are very positive and
supportive. We have a strong sense of belonging together and are increasingly linked positively to our
wider community of Dunblane. We are often complimented on our very good behaviour and keen interest
in learning when out and about. All staff are proactive in encouraging positive relationships in the
classroom, playground and wider community. Playground issues are dealt with promptly and, to the best
of our abilities, fairly using restorative approaches. Our children have a voice through class work, the
Staged Intervention process, the We Count Group and regular evaluations and surveys. Our child led
assemblies, on issues children may face as barriers to learning and participation, were very well received
by children, developing their knowledge, and therefore tolerance, of children who may have specific
difficulties. We continue to raise attainment for all our learners and monitor closely children who are at
risk.
Almost all learners make very good improvements from their prior levels of attainment in literacy and
numeracy and a few have exceeded these. Where there are concerns, teachers identify and support
children to continue to improve. Staff make effective use of assessments to inform their planning and
teaching. Children have a say in the quality of their learning experiences and how to improve. We
continue to develop our shared understanding of standards, so our professional judgements are confident
and robust e.g. moderation of mental agility across our schools. Our tracking systems continue to improve
and teachers use that information to plan for effective interventions. Our attendance levels are very high.
Exclusion rates are very low. Inclusion is successful for almost all children. Overall our learners are
confident, successful, exercise responsibility and contribute to the wider life of the school, our wider
community and as global citizens. Our children are building a range of skills through a wide variety of
activities. Our P.7 Leavers Certificates reflect the tremendous talent we have in our school by the end of
their seven years of primary education.
Our Newton Framework for Quality Learning, Teaching and Assessment is based on the Designing for
Learning key concepts of community learning, experiential learning, problem-based learning, reflective
learning and quality learning. Using these approaches, our learners develop creative and critical thinking
skills, problem solving skills, confidence, independence and interdependence. Our learners ask questions,
explore ideas, identify problems and seek solutions. Our remote controlled space buggy project, our
confident mathematicians who won first prize at Stirling University Enterprising Maths Challenge, and our
Egyptian Engineers project are some examples of these concepts in action. Our senior children benefited
from online safety Caught in the Net workshops. A small group of parents also attended the parent
workshop and reported that they found them very helpful. This is an area the Parent Council may wish to
develop next session.
Page 13
WHAT ARE OUR MAIN PRIORITIES FOR DEVELOPING AND IMPROVING OUR CHILDRENS EDUCATION IN
NEWTON DURING 2016-2017 and beyond?
Actions planned to gain improvements:
HMIE Quality Indicator
1.1 Self Evaluation for Self-Improvement
Improvement themes
Collaborative approaches to self-evaluation

Analysis and evaluation of intelligence and data
Ensuring impact on learners successes and achievements
Planned developments
Plan for greater involvement of children, parents and others in lead

roles in aspects of School Improvement co-creating our School
Improvement Plan
Evidence more in-depth analysis of intelligence and data as part of
actions for National Improvement Framework
1.2 Leadership of Learning
Improvement themes
Professional engagement and collegiate working

Impact of career-long professional learning
Children and young people lead learning
Engage more effectively with educational research in our school

improvement actions
Review Leading and Learning arrangements for 2016-2017

Improvement themes
1.3 Leadership of Change
Page 14
Developing a shared vision, values and aims relevant to the school

and its community.
Strategic planning for continuous improvement
Implementing improvement and change

Build on small test of change pilot 2015-2016 to further develop

practitioner enquiry, leading to positive change.
Build on numeracy trios to provide further opportunities for
collaboration and critical enquiry across our schools
1.4 Leadership and Management of Staff
Improvement themes
Governance Framework
Building and sustaining a professional staff team
Staff wellbeing and pastoral support
Review Induction process for nursery and school staff

Review policy and procedures for pastoral support and wellbeing of
staff including equalities for all as part of mental health awareness
1.5 Management of Resources to promote Equity
Improvement themes
Management of finance for learning

Management of resources and environment for learning
Renewal of pcs, IWBs and laptops on a rolling programme over time

Development of school grounds to support nurture, play and learning
opportunities (over several years)
2.1 Safeguarding and Child Protection
Improvement themes
Arrangements for safeguarding including child protection

Arrangements to ensure well being
National Guidance and legislation
Development work on Growth Mindset, Mindfulness, Nurture (Year

Two), development of school grounds
Page 15
Measure impact of approaches to support wellbeing e.g. Buddies,

Playground Squaddies, Calm Room
2.2 Curriculum
Improvement themes
Rationale and Design

Development of the curriculum
Learning pathways
Skills for learning, life and work
Build on Mental Agility developments (see Next Steps in Impact Table)

Moderation of Learning Community work in Literacy writing, spelling,
listening and talking, standards/high expectations.
Develop skills progression in sciences, technologies and digital literacy
Develop skills progression in 1+2 French (2017-2018)
Ensure cross-cutting theme of Learning for Sustainability underpins our
entire curriculum (2016 onwards)
Continue to collect evidence in e.g. Learning Journals, jotters and
displays of work, children demonstrating skills at a high level in
literacy, numeracy, health and well-being and digital literacy across
the curriculum
Gather the work we have undertaken to date, under the four contexts
of learning, to show how knowledge, understanding and skills are built
over time (2016-2017)
Develop a strategy for the development of skills for learning, life and
work, and the provision of well-planned opportunities to develop an
awareness of the world of work (2017-2018)
2.3 Learning, Teaching and Assessment
Improvement themes
Learning and Engagement

Quality of teaching
Effective use of assessment
Planning, tracking and monitoring
Ensure that learners know that the views we seek of them are valued
and acted upon
Monitor and support effective use of high-quality feedback
Monitor and support teacher records of learners achievements
Page 16
2.4 Personalised Support
Improvement themes
Universal Support
Targeted Support
Removal of barriers to learning
To make the Bounceback approach more visible to children, parents

and carers e.g. acronym within back page of home learning diary, e.g.
SHANARRI display to include childrens work inspired by Bounceback.
Revisit Head, Heart and Soul policy at start of year in relation to work
on HNIOS to ensure understanding and that principles are shared
consistently by all staff.
HNIOS (Year Two of Three Year Cycle of improvement)
Use of Pastoral Notes and Child's Plan on SEEMiS
2.5 Family Learning
Improvement themes
Engaging families in learning

Early intervention and prevention
Quality of family learning programme
Parent Council identifying existing good practice in family learning

and areas to develop
Seek parental views on how the Parent Council can support family
learning at Newton e.g. internet safety.
2.6 Transitions
Improvement themes
Arrangements to support learners and their families

Collaborative planning and delivery
Continuity and progression in learning
Implement adaptations to P.7/S1 transition following survey
Page 17

2.7 Partnerships
Improvement themes
The development and promotion of partnerships

Collaborative learning and improvement
Impact on learners
Analysis of positive impact of effective partnership working (20172018)

Analysis of role of school in life of Dunblane
Recognition of school opening officially 20 years ago in November
1996
Development of approaches (including online) to help parents and
carers to participate in, contribute to and understand their childs
learning. (2016 onwards)
3.1 Ensuring Wellbeing, equality and inclusion
Improvement themes
Wellbeing
Fulfilment of statutory duties
Inclusion and equity
Continue Year Two of three year developments in Nurture including

Mental Health Day in November 2016 CLPL on Growth Mindset,
Mindfulness and Managing Anxiety.
Questions of the Month to gather data on some of the key issue to do
with parental and childrens attitudes towards issues of equality and
fairness.
Gather evidence of how we celebrate diversity as part of our
Learning for Sustainability development work.

Improvement themes
Page 18
3.2 Raising Attainment and Achievement
Attainment in literacy and numeracy

Attainment over time
Overall quality of learners achievement
Equity for all learners

Build on small test of change pilot 2015-2016 to further develop

practitioner enquiry, leading to positive change.
Evidence more in-depth analysis of intelligence and data as part of
actions for National Improvement Framework and to show
performance over time /boys and girls
Devise an effective system to promote and monitor equity of success
and achievement for all our children. (2017-2018)
3.3 Increasing creativity and employment
Improvement themes
Creativity skills
Digital innovation
Digital literacy
Increasing employability skills
To keep up to speed with digital developments and teaching of skills

like computer coding, film making and use of film in literacy (ongoing)
and encapsulated in a strategy 2017-2018
To ensure our children know and understand the value of the skills they
are developing for future employability (ongoing).
To evidence the teaching of creativity across the curriculum (20172018)
And finally we hope you have enjoyed reading our Standards and Quality report for 2015-2016. We
actively seek feedback so please feel welcome to complete the return slip below.
Thank you for your interest.
Jane McManus
Headteacher
_____________________________________________________________________________________
We hope you have enjoyed reading our Standards and Quality Report. We actively seek
feedback so we can continue to improve. Please feel welcome to note any comments below and
return to school by the end of October 2016. Thank you for your time.
Page 19

Newton Standards and Quality Report 2015-2016

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Newton Standards and Quality Report 2015-2016

Enviado por

Direitos autorais:

Formatos disponíveis

NEWTON STANDARDS AND

QUALITY REPORT 20152016

An evaluative report on the performance of Newton