Newton Standards and Quality Report 2015-2016

NEWTON STANDARDS
AND QUALITY REPORT

2015-2016
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 RT 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
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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. 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)
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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
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?
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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)
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
Improvement?
What did we do?
Impact on
children?
Next steps?
Our children:
Assessment
and moderation
Audit of Mental Agility

Resources
can evidence
improvement in
Build on work
undertaken this
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mental agility
of mental
agility within
numeracy
(across
Learning
Community
including
nurseries)
Teachers completed 'Wish

List' of resources
With Newton Fundraising
Group support, created
Numeracy Agility Trolley
for each classroom.
Created Resource Boxes
for Early to Second/Third
Level for each CfE
organiser.
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.
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)
Teachers planned
appropriate
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report that they

feel more confident
tackling mental
maths tasks
are able to name
and discuss the
strategies they use
are motivated to
use the attractive
resources on the
number trolley
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)
find practical
materials helpful,
motivating and fun
ice cream fans
etc.
year in other
aspects of
numeracy and
maths.
Continue to
monitor
teaching
practice and
track
attainment over
time.
Numeracy
Group to align
Stirling
Progression
Phases/Pathway
s with Dunblane
Standard for
planning
purposes.
Numeracy
group to create
a tracking tool
for mental
agility
(group/individu
al)
Numeracy
Group to
prepare for
National
Improvement
Framework
standardised
assessments
and monitoring
and tracking of
children.
Numeracy
interventions and
challenges based on
assessment evidence
Group to create
suggestions for
staff to develop
opportunities
for the teaching
of numeracy
and maths
outdoors (cross
cutting theme
(sustainability).
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?)
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.
Art and Design

including
recognition of
2016 Scotlands
Year of
Innovation and
Design
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
Our children:
enjoy the range of
art and design
experiences offered
in school and wish
to expand those
Art and Design

progression of
skills to be
implemented
2016-2017
CLPL to be
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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
opportunities in a
consistent way
across their seven
years at school.
arranged for
September to
October 2016
based on audit.
can identify the

benefits of
expressing
themselves through
art and design in
IDL
Art and Design

centralised
store inventory
to be created
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
are keen to have
free choice art
activities too and
access to more
materials
Art Exhibition
on theme of
'Journeys'
November 2016
to celebrate
creativity, share
improvements
and, with
parents, raise
funds for Elaine
Hopley Solo
Atlantic Row
(parent).
are keen to build

models related to
engineering
themes
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
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Our children:
are provided with
opportunities to
improve their health
through the
provision of high
quality physical
activities
Consider how a
running track
could be
prepared.
Ensure all
children have
access to KM
Club at various
points in the
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
are developing skills

and knowledge and
taking responsibility
for developing their
own health and
wellbeing
year.
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
Audit of resources and

reorganisation of PE
Cupboard
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
Improvement?
What did we do?
Impact on
children?
Next steps?
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Creation of
trios across
Learning
Community to
plan, implement
and evaluate a
series of mental
agility lessons,
including peer
visits, across
schools.
Teachers across our

Learning Community:
planned together;
implemented lessons on
mental agility within
numeracy; worked
alongside each other in
classrooms; evaluated the
process and impact on their
learners. Colleagues
validated each other's work
in relation to agreeing
standards across our
learning community.
See Improvement
Priority One for
impact on children
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.
Continue early
work with DLC
Maths
Transition Focus
Group (DHS
teachers
teaching maths
to P.7)
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.
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Tracking tool created

within Dunblane Learning
Community, in parallel with
authority development
work, on preparation for
expectations with the
National Improvement
Framework.
Creation of
Moderation
group (teachers
with expertise)
to plan for
Moderation
2016-2017
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.
Greater
analysis of
SEEMiS/InCAS
data to support
self-evaluation
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
Improvement Priority 3: Additional Support Needs
Area of
Improvement?
Children in
Newton will be
included and
supported by
staff, identifying
and addressing
barriers to
learning, to
ensure that
learning
environment,
pace of learning
and appropriate
support and
challenge are
provided.
What did we do?
HNIOS (How Nurturing is

our School) 3 Year
Programme Audit
undertaken, actions
identified and CLPL will be
provided next session.
Research referenced and
signposted to staff for
further reading in particular
the work of Professor
John Hattie.
First National Schools'
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
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
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
recognise that it is
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10
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
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.
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 available
with input from ASN
Outreach partners
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.
School Improvement
Partnership Audit of
HGIOS 2.4 Personalised
Support
What is our capacity for improvement?
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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/s
chool grounds
development
and providing
more
imaginative
play and
learning
opportunities
outdoors.
HNIOS (Year
Two of Three
Year Cycle of
improvement)
Use of Pastoral
Notes and
Child's Plan on
SEEMiS
Leadership and Management

How good is our leadership
and approach to improvement?
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 self-evaluation. 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 cross-cutting 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.
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
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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.
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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 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
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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.
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
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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.
Successes and Achievements How good are we at ensuring the best possible
outcomes for all our learners?
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16
Page
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 child-led 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
17
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.
Newtons Attainment information at June 2016 was:

% of children at level or beyond in all Significant Aspects of Learning
(based on teacher professional judgement)
Curric
ulum
Area
Reading
Writing
Listening and
Talking
Numeracy
(not
Mathemati
cs)
P.1 P.4 P.7 P.1 P.4 P.7 P.1 P.4 P.7
P.1 P.4 P.7
87
%
86
%
95
%
87
%
81
%
86
%
96
%
92
%
100
%
91
%
88
%
89
%
Stirlin
g
Counci
l
School
s
83
%
79
%
75
%
79
%
72
%
70
%
87
%
83
%
92
%
84
%
75
%
70
%
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
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18
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 20162017
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19
1.3 Leadership of Change
Improvement themes
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
Improvement themes
1.5 Management of Resources to promote Equity
Management of finance for learning

Management of resources and environment for
learning
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20
Improvement themes
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
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
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
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21
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 (20162017)
Develop a strategy for the development of skills for

learning, life and work, and the provision of wellplanned 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
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22
feedback
Monitor and support teacher records of learners

achievements
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
Improvement themes
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23
2.5 Family Learning
Engaging families in learning

Early intervention and prevention
Quality of family learning programme
Improvement themes
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
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
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 (2017-2018)
Analysis of role of school in life of Dunblane
Recognition of school opening officially 20 years ago in
Page
24
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
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25
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 (2017-2018)
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.
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26
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
December 2016. Thank you for your time.
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27

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NEWTON STANDARDS

AND QUALITY REPORT

An evaluative report on the performance