School Handbook 2019

Information correct at date of Publication – December 2018 - 1 -

SECTION GUIDE Page

SCHOOL INFORMATION 2 SCHOOL ETHOS 7 HEALTH & WELLBEING 10 PARENTAL INVOLVEMENT 14 ASSESSMENT & REPORTING 16 TRANSITION 18 CURRICULUM 20 LEARNING & TEACHING 23 SUPPORT FOR LEARNERS 24

APPENDICES  SCHOOL IMPROVEMENT PLAN  Holiday dates  Standards & Quality Report  Contact information

This handbook has been prepared by the head teacher and staff, and follows guidelines set out by The Moray Council. The information contained within this Handbook is correct at the time of publication, and is updated annually.

SCHOOL INFORMATION

Dear Families,

Welcome to our school in Newmill, where we believe that positive partnerships, based on open, friendly relationships between parents and staff is very important in children’s education. We very much look forward to getting to know you over the coming years.

We are committed to offering you opportunities to share in your child’s learning through regular planned activities where we welcome parents, families and friends to see, hear and feel the special learning environment which is Newmill Primary School.

The purpose of this handbook is to provide you with helpful information about our school, but why not visit the school and experience at first hand what life is like for pupils at Newmill Primary.

Visitors are always welcome. Call in past or phone 01542 882788.

If having read the handbook you are still unsure of something, or if you wish to make a comment, please feel free to contact the head teacher or administrator. The document is constantly updated and your point may be very relevant for inclusion in the future.

Newmill Primary School is non-denominational. The School was re-built in 1988 and contains one smaller classroom which houses the P1/2/3 class and an open-plan area which is shared between P3/4/5/6, the Library area and P5/6/7.

The school is currently shares a Head Teacher with Botriphnie Primary School and has three classes with children from P1-7.

SCHOOL PARTICULARS Name of school Newmill Primary School Address Isla Road, Newmill, Keith, AB55 6US Tel. no. 01542 882788 School Website www.newmill.moray.sch.uk E mail [email protected] Council Website www.moray.gov.uk Head teacher Miss Rachael Smith School Roll 72 Stages taught P1-2, P3-5, and P5-7 - 3 - EMERGENCY PHONE NUMBERS There may be situations when we need to contact you so the school will request an address or phone number where a friend or relation can be contacted should you be unavailable at the time. It is important to keep the school informed of any change in emergency contact.

FORMATION OF CLASSES The children are arranged in three composite classes.

INSTRUMENTAL TUITION If your child is musical and wishes to play an instrument there may be an opportunity for them to do so. This is usually available from P3 upwards. There is a charge for tuition but in certain cases pupils may be exempt from paying. At present children in P5 receive a year’s tuition in recorder from Mr Friday, on a weekly basis, and those who wish to carry on form a P6/7 senior group. There are a number of children who receive tuition in woodwind and brass instruments.

LOST PROPERTY Please remember to label or name items of clothing and footwear. Laundry marker pens can be bought from most stationery shops. One pair of green wellies looks very similar to another pair of green wellies! There is a lost property box in the school entrance should you wish to pop in and search for lost items.

PARENTAL CONCERNS There will be occasions when you are concerned about your child’s welfare. If you have any worries or concerns please do not hesitate to contact the head teacher who will listen to you, and work with you, to ensure your child is happy and confident in their learning at Newmill Primary School.

PRE SCHOOL PLAYGROUP Newmill Primary School works closely with Newmill Playgroup. Our establishments share the same vision, values and ethos.

SCHOOL BUS AND TRANSPORT ENTITLEMENT The school bus arrives about 08.45. Children from the village walk to school. There is a member of staff in the school playground from 8.40. Children should arrive between 8.40 and 8.55. Some pupils travel by bus and it is very important that the children behave on the bus. The bus driver is in charge and the head teacher frequently checks with the driver to ensure that the behaviour is good. All Bus pupils leave school at 3.00pm

All primary children who live more than 2 miles from their school will be provided with free transport if they attend their local school. Door-to-door transport is not guaranteed. In certain instances, children may be required to walk up to 2 miles as appropriate.

However In the interests of safety, children who do not live in the village but are less than two miles from school may also be given a seat on the bus. This decision is made by the head teacher and may be withdrawn in the event of a shortage of seats.

- 4 -

SCHOOL ENTRANCES

All children should enter by the main entrance on Isla Road. The bus stops at the entrance too. The playground is separated from the car park by a fence to ensure the children’s safety. Children play in the playground until the school bell rings at 8.55 and then enter the building through the side entrance (supervised). The side door is always open in the mornings but is locked once the children are inside. Latecomers should come to the main entrance and ring the bell. All children are shown how to get into school should they find themselves locked out. Visitors should report to the main entrance.

SCHOOL HOURS P1-7 8.55 to 3.00 Morning Interval 10.40-11.00 Lunch Break 12.30-1.15

SCHOOL MEALS & FREE SCHOOL MEALS All schools in Moray provide a wide range of healthy food in their menus. There are three choices each day, one of which is a vegetarian meal. School meals are brought up each day from St Thomas’ Primary School canteen. A six week menu of choices is made available to parents and each day pupils complete their choices online which is directly connected to St Thomas’ Primary School. All parents will be given an Ipay login code and they can use the online service to pay for school lunches. However, they can also still pay for lunches at schoo.l The current cost of a school meal is £2.30. If you choose to pay by cheque it should be made payable to “The Moray Council”. Packed lunches may be your preference and provision is made for these to be eaten in the school hall where the pupils are always supervised. All children in P1- P3 now receive free school meals under a Scottish Government scheme. You can claim free school meals for your child if you are receiving certain benefits - please ask for details from our administrator, Mrs Jamieson.

SCHOOL UNIFORM & CLOTHING GRANTS The school has a blue coloured sweatshirt with the Newmill Clock Tower logo embroidered on it and this can be worn with suitable black, grey or navy trousers or skirt and a white collared polo shirt. The pupils really look smart in these sweatshirts and we would encourage the wearing of them on a daily basis. They do however all look the same so please remember to name or identify them in some way. Children are asked to bring in suitable clothes for PE. Your child will need shorts, a change of top and gym shoes. These should be brought up to school on a Monday, kept in their peg bag and taken home for washing when required. It is a good idea to have some form of protective clothing for art lessons. Whilst most paints will wash out some glues do not. An overall or old shirt or T-shirt will do. You can apply for a clothing grant for your child if you are receiving certain benefits - please ask for details from our Primary School Administrator, Mrs Jamieson.

- 5 - SCHOOL ZONE The school is designated by the authority as the one to serve the children living within the village of Newmill and the surrounding area

SEVERE WEATHER CONDITIONS Snow can be a problem in the winter and also flooding in recent years. The bus company usually makes a decision not to send the buses out and informs the head teacher. If the school is to be closed the head teacher will post the information onto The Moray Council website. A message will also be left on the school information line. (Phone number 0870 054 9999, Pin number 031400). Calls to this number will be charged a 2p per minute service charge plus your call providers access charge. Moray Firth Radio will also make an announcement about a closure. Even if the school is open, children who live well off the main roads are advised to stay at home if the forecast is bad. Please contact the school if you do decide to keep your child at home. Deteriorating weather conditions may result in children being sent home early. If this is the case you will be contacted to ensure that your child is met. If a bus is stranded your child should remain on the bus until accompanied home by an adult.

- 6 -

STAFFING

Miss Rachael Smith Head teacher Mrs Lesley Watt Class teacher P1-2 Miss Louise Taylor Principal Teacher P3-5 P5-7 Mrs Shelagh McKay Music Mrs Elaine Henderson Physical Education Mr Edward Friday Recorder Instructor Mrs Wilma Murdoch Classroom Assistant / Pupil Support Assistant Mrs Marjory Nicol Canteen Assistant and Pupil Support Assistant Mrs Carole Whyte Playground/Lunchtime Supervisor, Pupil Support Assistant Mrs Christine Brown Pupil Support Assistant (PEF) Mrs Lilian Brown ASG Family Support Worker Miss Hannah Galland ASG Pupil Support Assistant Mr P O’Brien Cleaner Mr I Hackman Janitorial Services Ms. Nicola Aitken Home School Link Worker Mrs Alison Jamieson Primary School Administrator and Canteen Assistant

Visiting specialists enhance the work of the class teachers.

- 7 -

What are the Values of the School? SCHOOL ETHOS

Newmill Primary School is a values based learning community where we take pride in developing all aspects of children’s learning, as well as nurturing their emotional wellbeing. “Filling buckets” is paramount in our collegiate values in our quest to promote positive relationships and to ensure all our young people are included, engaged and involved in their “Road to Awesome” .We seek to ensure our school is a place where everyone is respectful, caring and kind towards each other; where self-esteem is nurtured and mutual respect and trust is fostered for all in our learning community. On a daily basis in Newmill Primary School, we aspire to Belong, Support, Grow and to Aspire.

- 8 -

ASSEMBLIES An assembly is held once a week. At Newmill Primary the children have decided to rename assembly ‘Tower Time’ in line with our vision to climb the tower of learning together.

Pupil Council All pupils take part in these meetings which are during Tower Time. Every child has the opportunity to be involved in the life of the school and to bring about improvements through their suggestions and ideas.

CHARITIES Children and staff at Newmill engage in a variety of fund raising events throughout the year and are very successful for such a small school. Most recently children have been involved in fundraising activities to raise food for our local foodbank.

ECO SCHOOLS Children and staff are encouraged to think green. We have earned our bronze award. We have two Rag Bag collections a year – which helps School Funds.

BUILDING POSITIVE RELATIONSHIPS The philosophy at Newmill is one of investing in children and families to build positive relationships through nurture, solution orientated approaches and restorative practices for emotional wellbeing and improved learning. Pupils are credited and praised for their effort and attitude and pupils respond well to this. Our Rights Respecting School Charter states at Newmill Primary School ‘we talk through worries, issues and concerns and maintain a solution focus ’. As well as our teachers and other staff in school we have asked our Home School Link Worker to visit our school on a weekly basis to provide ‘talk time’ for any pupil who feels they need help and support to talk through any issues or concerns.

In 2018 pupils in the Rights Respecting School Focus Group came up with the following approach to deal with issues and concerns in school and to encourage everyone to respect the rights of everyone across the school community.

- 9 -

Any incidents involving violence, dangerous weapons, drugs or alcohol are reported immediately to Education & Social Care, and the Police may also be involved.

.

- 10 -

HEALTH AND WELLBEING At Newmill Primary School we place the UN Convention on the Rights of the Child (CRC) at the heart of our ethos and curriculum. We have our Record of Commitment to becoming a Rights Respecting School.

‘The Wall’

At Newmill Primary we look to nurture in our children a growth mindset, supporting them to develop positive attitudes to work, achievement, self-esteem and the wider world. We want to ensure that our pupils have an understanding of themselves as learners, with the ability to reflect on their learning and the wider significance of the knowledge and skills they are acquiring. We aspire to develop a school community which relates to, respects, and is actively engaged with the immediate environment, the wider community and the world beyond. We want to develop in our learners that lifelong passion for learning, as we equip our children with the values, knowledge, attitudes, capabilities and skills for life and work in our globalised 21st century.

- 11 - We embed health and wellbeing using wellbeing indicators as our way of being. Children have the language to express how they are feeling and feel safe and supported to do so. Each class has a wall display as a visual reminder to refer to and discuss health and wellbeing education using the eight wellbeing indicators. We enjoy a culture and ethos of bucket filling ensures children’s happiness and work hard to ensure our children feel and know they belong and are valued at school. We develop a growth mindset in Newmill Primary School through our use of praise and encouragement; mistakes are used as a learning opportunity.

ACCIDENTS AT SCHOOL If your child has an accident at school it may be necessary to take him/her to the doctor or hospital. In such cases every effort will be made to contact you.

ALLERGIES Nowadays many children suffer from allergies so it is very important when enrolling a child in school that any such allergies are brought to the attention of the head teacher. Also if a child develops an allergy once they have started school, the school should be informed. If

- 12 - your child suffers from a severe nut allergy, school meals will not be provided. If the nut allergy is mild to moderate then you will be asked to sign a school meal consent form.

BULLYING To date this has not been an issue at Newmill. We are a small school where we care for each other like a big family. Any evidence of bullying is dealt with immediately and it is also discussed at ‘Tower Time’ assemblies.

CHILD PROTECTION It is everyone’s job to ensure that children are kept safe. Schools in Moray follow the National Guidance for Child Protection (2014) and are required to report any suspected child abuse to Police or Social Work. If you have concern for a child, call duty Social Work on 01343 563900 (08457 565 656 out of office hours) and/or the Police on 101. Pass on your concern and all the information you have available to you. This is not a process that intrudes on families and their children, but a process that is inclusive and supportive to achieve the best outcomes for children. The categories of abuse are:

 Physical  Emotional  Sexual abuse  Neglect abuse abuse

If you are unsure, ask for the Child Protection Co-ordinator in the School. They have received the latest training in Child Protection so that they are confident, well informed and supported to promote the protection of children. You can discuss your concern with them. Social Work and/or Police can also be consulted out with School hours if required.

More information can be found on the Moray Child Protection webpage here : http://www.moray.gov.uk/moray_standard/page_55497.html

DATA PROTECTION STATEMENT Please see Appendix A

FIRE DRILL Staff and pupils are familiar with fire drill procedures and practices are carried out at regular intervals. Each practice follows a different route.

GIRFEC/NAMED PERSON As part of the national Getting right for every child (GIRFEC) approach children and young people from birth to 18, or beyond if still in school, and their parents will have access to a Named Person to help them get the support they need. In primary schools the Head Teacher, Miss Rachael Smith (or Depute Head Teacher in bigger schools) is usually the Named Person and will remain throughout their time at primary school. On transition to Secondary School, Principal Guidance Teachers usually become the Named Person. The Named Person will be the single point of contact for children and young people, their parents/carers and the professionals who work with the child or young person. The GIRFEC approach (which includes the Named Person Service) aims to improve outcomes for children and their families based on a shared understanding of wellbeing. Most children receive the support they need from their own families and their community, in partnership with universal services such as health and education. Where extra support is needed the GIRFEC approach aims to make that support easy to access with the child or young person at the centre. It looks at a child or young person’s overall wellbeing to establish how safe, healthy, achieving, nurtured, active, respected, responsible and

- 13 - included (SHANARRI – wellbeing indicators) they are, to ensure that each and every child gets the right support, at the right time, from the right people. The Named Person Service supports this approach, offering a single point of contact for children and their families at a time when support may be needed. It also serves as a way to coordinate multi-agency support (eg from health, social work, police etc) if required. Should you have anything you would like to discuss regarding a child’s wellbeing, please do not hesitate to contact your Named Person by phone, email or alternatively a letter marked for the attention of your Named Person. .

HEALTH AND WELFARE Schools work closely with the Department of Community Child Health. There is a programme for health care within the schools in Moray and throughout your child’s primary schooling they will be checked and screened.

In the event of any health problems the school can call upon the services of the Health Visitor or the School Nurse.

The School Dentist visits the school annually to carry out dental inspections and offer treatment. You are of course free to consult your own dentist privately, whenever you consider it necessary. The services of a Speech Therapist are available to the school and you or the head teacher may request such help if it is felt your child has a speech problem. Please keep the school informed of any health matters relating to your child.

INFECTIOUS CONDITIONS Very occasionally we have head lice in the school. Should this happen, please inform the school and keep your child at home until treatment has been carried out. Children with sickness and diarrhoea should be clear of this for 48 hours before returning to the school.

PLAYGROUND INFORMATION The children have plenty of games to keep them active in the playground and they are well supervised by our Playground Supervisor, Mrs. Carole Whyte. The children play well together. Children are encouraged to dispose of any litter carefully.

SNACKS The school is a Health Promoting School. Please think carefully about what you give your child for a snack. The children are regularly involved in learning about which foods are healthy and any support you can give in encouraging children to eat healthily is always appreciated.

- 14 - PARENTAL INVOLVEMENT

ATTENDANCE Pupils taking time off school to accompany their parents on holiday is not a legal right in Scotland. Unless there are exceptional circumstances e.g. family illness, then holidays taken during term time will be recorded as unauthorised. In all cases, parents must request the permission of the head teacher to remove a child from school during term time to go on holiday.

What you must do if your child is going to be absent from school due to illness or appointments.

 If your child is not able to attend school, you should contact the school by 9.00am, by telephone (01542882788) or email – [email protected] or you can call the School Line – 08700549999 pin.no. 031400 and leave a non-urgent message, this will cost 2p for the call, and advise us of the reason for the absence and the likely date of return to school.  You may of course send another member of the family to school with a note giving details of the absence.  We will check the attendance register daily at the beginning of the morning and afternoon sessions.  If your child is found to be absent and we have not been advised by you of their absence, then we will contact you by telephone to alert you of this.  If we cannot immediately make contact with you then we will contact the person you have named as your family emergency contact.  Lateness will also be recorded in the register.

HELPERS IN SCHOOL Parents and visitors are always welcome in school and any help offered is readily accepted. Parents will be invited at the start of each session to volunteer as Parent Helpers. If a parent does not hold a Protecting Vulnerable Groups certificate they will be asked to complete a PVG form. It is quite straight forward.

HOME SCHOOL LINK WORKER Ms Nicola Aitken, the HSLW, plays a positive role in school life, acting on behalf of children who may need support and co-operating and liaising with parents to put in place shared aims.

HOMEWORK All pupils will receive homework appropriate to their stage and needs. The homework should never be too difficult for your child to do and your support will always be appreciated. Older children will be given more demanding work but it should never be more than they can cope with. If your child struggles with the work and becomes distressed simply leave it and pop a note in the homework jotter or phone the school.

- 15 -

INFORMATION FOR PARENTS AND CARERS LEAFLETS A series of leaflets has been produced by Education & Social Care for parents, and these leaflets are available from the school or The Moray Council internet site (http://www.moray.gov.uk)

LIAISON WITH PARENTS Staff are always willing to meet and discuss any worries you may have regarding your child’s education and happiness at school.

If you have serious concerns about your child you should contact the school straight away. If the concern is less urgent please contact the school by phone or email to arrange an appointment. In the event of an emergency please contact the school immediately.

PARENT COUNCIL Newmill Primary has an active Parent council and new members are always welcome. The Parent Council supports the school well in fundraising. We have two main fundraisers in the school year; a coffee morning in May and our Christmas Concert in December. The Parent Council Chair is Leanne Smith who can be contacted on the Parent Council email address [email protected]

HOW DO WE COMMUNICATE? Monthly newsletters to families provide a comprehensive overview of the life and work of the school. Each pupil has a reflection jotter which provides a comprehensive overview of the learning of that week and how the children feel they have achieved and made progress in specific areas and skills Our annual reports, which are with the children, provide a recount of the learning and achievements of children. “The Wall” and wall displays reflect the life and work of the school. We are beginning to use the school website to showcase learning experiences. You will see that we have our floor books displayed in the corridor for everyone to see. There is a separate floor book for each priority in our School Improvement Plan. Floor books are like big scrap books. We gather information to track our learning journey and reflect on what is working and our next steps. It goes without saying that the children are fully involved in this process. Please feel free to take them down from the stands on the wall and flick through them at any time…they are for the whole school community and your feedback would be most very welcome.

WET AND WINTRY WEATHER On cold days children should come to school with a cosy winter jacket and hats, gloves and scarves. Wellington boots and warm socks are highly recommended at Newmill School as we experience some pretty awful weather even in the summer!! Many children also have to walk up muddy farm roads so it is a very practical form of footwear. In wet and wintry weather

- 16 - children should have some dry socks with them and dry footwear to change into. Once snow falls it can lie in the playground for a very long time.

ASSESSMENT AND REPORTING

ASSESSMENT IS FOR LEARNING AifL is used in all schools in Moray, and at Newmill, staff continue to develop this through CPD, continuous professional development. As a staff we believe that formative assessment makes a difference and children have a clear understanding of what they are learning, why as well as what they need to do in order to improve and make progress.

CURRICULUM FOR EXCELLENCE LEVELS There are three levels within the primary school. They are Early, First and Second. There is no fixed age or stage for completing the levels but they are roughly Early-P1, First P2-P4 and Second P5-P7. Some children coming into P1 may already be at the First Level, likewise some P7 children may have moved onto Third Level. Children should be secure within the levels and opportunities are provided for deeper learning within the levels.

PARENT APPOINTMENTS These appointments are currently held twice a year in October/November and May. Prior to the set date you will be given a choice of appointment times. The meetings take place after school. However, we often have open afternoons where parents are invited into school. This gives parents an opportunity to see how the children learn.

PUPIL PROFILES Learning Pathway Folders have been introduced this session. Children work together with their teachers to gather evidence about their progress in learning across the curriculum and identify next steps. The children take ownership of their profiles and the information contained in them shows strengths and also areas the children would like to improve. They also highlight successes, achievements, both in and out of school, and areas of responsibility. This session other age groups will be involved in profiling and the ultimate aim will be for a pupil profile at all stages.

REPORTING TO PARENTS Reporting on pupil progress is very important to us and the introduction of reflection jotters supports our agenda for school improvement. Reflection jotters will keep you informed about your child’s progress throughout the year and will be shared on a weekly basis. In our school development plan this session, we identified that we want our children to:  develop as lifelong learners through frequent opportunities to assess their own progress, make adjustments to their understanding and take control of their learning.  become clearer in their knowledge and understanding of how they are progressing, developing and achieving.  Identify targets and achievements and be able to tell the story of their learning journey. .

- 17 - We will send them home with children on a Friday and would ask that you make sure they come back into school in bags on a Monday morning. It is important to take time to sit with your child and talk about the learning story the jotter tells. Your feedback is the most important to them, so please take time to write a comment. We are all thinking carefully about our feedback to help children develop a growth mind-set and realise that they can improve through effort and acting on feedback.

You may want to include:  What you are proud of, how you can support them with things they find tricky.  Learning they have shared at home(French words, songs, science experiments, music, etc. anything that interests them)  Areas of personal achievement (swimming lessons, sport clubs, reading for enjoyment at home, helping around the house, or perhaps even the way your child organises himself/herself and their belongings… skills for life)

Ongoing reporting arrangements-  Term 1 – Settling in Interviews  Term 2- Snapshot Jotters  Term 3- Pupil Led Conferences- Written Report on Skill Development  Term 4-Pupils Led Conferences- Annual Summary Report

TRACKING During this session, Newmill Primary School has started to use a Moray Tracking Spreadsheet to track Curriculum for Excellence levels with the Broad General Education. We have tracking points in November, January and May.

- 18 -

TRANSITION

ASSOCIATED SCHOOL GROUP (ASG) There are currently forty-five primary schools in Moray, which feed into eight secondary schools. Newmill is a feeder school of Keith Grammar School along with Crossroads, Keith, Botriphnie, Rothiemay and St Thomas. This group is made up of the head teachers from each school who meet regularly in order to liaise and work together to implement our national Curriculum for Excellence. It also creates a better understanding of the work done in primary and secondary and provides a platform for discussion on current educational matters.

TRANSITION FROM NEWMILL PLAYGROUP The small size of the current staff team provides excellent opportunities for regular dialogue about children where knowledge is shared. We have a good working relationship with Newmill Playgroup and transition starts informally throughout the year with children attending ‘TowerTime’ and being involved in school events. We have a more formal transition programme in place for Term 4, involving a planned timetable of events for both pupils and parents. However, we are continually looking at new ways to make it relevant and visible across the academic year.

ENROLMENT AND INDUCTION - Information for new enrolments Children who will be five years old by the last day of February may be enrolled for the following August intake. Parents of children who are not five until after the August intake date may defer entry until the following year. Enrolment this year will be during the week 16th – 20th January 2017. Parents should bring along their child’s birth certificate at the time of registration. Their new teacher will visit the new entrants in their nursery school. The P1-2 class teachers are Mrs. Watt. The P3-5 teacher is Miss Taylor. The P5-7 teachers are Mrs. Mair. The teachers plan the work together to ensure that all children have a wonderful learning experience at Newmill.

Children begin to learn to read using Jolly Phonics and the children get to know all their sounds quickly and it is not long before they can read text unaided.

We look forward to meeting you and your child on our enrolment days in January.

The school was inspected in October 2017 and received very positive feedback. You can view our report at Education Scotland website.

SECONDARY SCHOOL TRANSITION In September P4-7 pupils from the rural schools all meet in Keith to join with KPS for their annual cross country. For a number of years all P6 children have been involved in Scottish Opera workshops with a final performance at Keith Primary School. Most P7 children from the five rural schools come together on a residential trip.It provides a good opportunity for the children to get to know one another. The children also meet up at the rural sports which are held annually, usually at Rothiemay.

The zoned secondary school for Newmill pupils is Keith Grammar School. Towards the end of May a member of the Guidance Staff from KGS visits the P7 pupils. In June they spend three days at KGS where they become familiar with their new surroundings, meet their new classmates and teachers, and sample a little of their new curriculum. The three days are well

- 19 - organised and children are involved in a number of activities which allows them to be well prepared for their move to secondary school.

Keith Grammar School transition days in 2017 are Wednesday 14th to Friday 16th June Children who have been identified as needing additional support to transition to S1 are given an extended induction with the support of the Home School Link Worker.

The head teacher of Keith Grammar School is Mr Jamus Macpherson Any questions regarding pupil transfer to KGS should be made to - Mr Jamus MacPherson Telephone number 01542 882461

When children leave Newmill Primary their school records will be passed on to their new primary or secondary school once they have enrolled.

- 20 - CURRICULUM

We aim to provide high quality learning and teaching in a high quality, motivating and inclusive environment for all. Our aim is for all children who come to Newmill Primary to feel that they belong, that they feel safe and happy in school where mutual respect and trust is valued and fostered between adults and pupils. We want our pupils to know that they and their opinions, ideas and efforts are valued. We want every child to be listened to, safe in the knowledge that their contributions will be integral in any of our school improvements. We aim to prepare our children for the future by focussing on skills development, particularly the skills in literacy, numeracy and health and wellbeing as these are key to accessing all other learning, achievement and employment. We aim to provide opportunities for our young people to be active citizens and to engage in learning that is relevant to their lives now and in the future.

Our Curriculum Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a well organised, more flexible and enriched curriculum from 3 to 18.

The curriculum includes the complete range of experiences which are planned for children and young people throughout their education, wherever they are being educated. The 3-18 curriculum aims to ensure that all children and young people in Scotland develop the attributes, knowledge and skills they will need to flourish in life, learning and work.

The knowledge, skills and attributes learners will develop will allow them to become:

 Successful learners  Responsible citizens  Confident individuals  Effective contributors

The curriculum ensures that children and young people are provided with continuous opportunities to develop skills for learning, skills for life and skills for work. Children at Newmill Primary will receive a broad general education building on earlier experiences which will continue up to the end of S3 in secondary schools. This will include well-planned experiences and outcomes across all the curriculum areas from 3-15, including understanding the world, Scotland's place in it, and the environment. The curriculum should be designed on the basis of the following principles:

- 21 -

 Challenge and  Breadth  Progression  Depth enjoyment

 Personalisation  Coherence  Relevance and choice

Parents always comment on how different schools are nowadays and of course they are right. Children now learn in many different ways and they are assessed differently too. However many things are still the same and a good school will always ensure that the children will be well prepared in the skills they need for future learning in secondary school and the years ahead. At Newmill we aim to do the best for every child in our care and we also recognise strengths and talents and encourage children to develop these and reach their full potential.

The experiences and outcomes are arranged across five levels. The first three levels are primary based.

Early level- Nursery and P1, First Level P2-P4, Second Level P5-7

An example of this is shown below. Number, money and measure

Early First Second Third Fourth

Estimation I am developing I can share I can use my I can round a Having and a sense of size ideas with knowledge of number using investigated the and amount by others to rounding to an appropriate practical impact rounding observing, develop ways routinely degree of of inaccuracy exploring, using of estimating estimate the accuracy, and error, I can and the answer to a answer to a having taken use my communicating calculation or problem then, into account the knowledge of with others problem, work after context of the tolerance when about things in out the actual calculating, problem. choosing the the world answer, then decide if my MNU 3-01a required degree around me1. check my answer is of accuracy to MNU 0-01a solution by reasonable, make real-life comparing it sharing my calculations. with the solution with MNU 4-01a estimate. others. MNU 1-01a MNU 2-01a

At Newmill Primary all children learn French from P1. Or earlier for some, as Newmill playgroup often join us for French sessions. All children continue to learn French all the way through Primary School and into S1 at Keith Grammar School.

- 22 - There are eight curriculum areas in our Curriculum for Excellence and the following areas will give you an insight into what Scottish school children will be learning during their time in primary and S1-S3.

Expressive Arts Religious and Moral Education  Participation in performances and  Christianity presentations  World religions selected for study  Art and design  Development of beliefs and values  Dance  Religious education in Roman Catholic  Drama schools  Music

Health and Wellbeing Sciences  Mental, emotional, social and physical  Planet earth wellbeing  Forces, electricity and waves  Planning for choices and change  Biological systems  Physical education, physical activity and  Materials sport  Topical Science  Food and health  Substance misuse  Relationships, sexual health and parenthood

Languages Social Studies  Classical languages  People, past events and societies  Gaelic  People, place and environment  Literacy and English  People, society economy and business  Modern languages

Mathematics Technologies  Number, money and measure  Technological developments in society  Shape, position and movement  ICT to enhance learning  Information handling  Business context for developing technological skills and knowledge  Computing science contexts for developing technological skills and knowledge  Food and textiles contexts for developing technological skills and knowledge  Craft design, engineering and graphics

If you wish more information about Curriculum for Excellence you will find all the information you need at Education Scotland website.

- 23 - LEARNING AND TEACHING

At Newmill Primary we use Moray’s Learning and Teaching Cycle to plan and deliver effective learning and teaching. We are constantly reflecting on our practise, using current research to guide or thinking and improve practice. Currently, we work together with other schools in the ASG (Crossroads, Rothiemay and Botriphnie) to promote professional dialogue and improve our practice. We make effective use of a range of resources including digital technologies to support learning.

FORMATIVE ASSESSMENT Teachers share with the children what they are going to learn and what is to be achieved in a lesson. Children are also given success criteria before starting a piece of work. This is simply a check list of what the children need to include and show in their work in order to complete the task successfully. There are a number of strategies used in the school to assess children’s understanding. Assessment is for Learning (AiFL) involves the children in self and peer evaluations and promotes discussion and ownership of learning. This gives the children a clearer understanding of what they need to do to achieve and to progress.

JOLLY PHONICS This is the scheme used to help children to learn their sounds quickly. Children learn a new sound every day from the moment they start school. They also learn tricky words. These are the ones which cannot be sounded out. Once all the sounds are known the children begin the Jolly Phonics reading scheme.

STYLES OF TEACHING Children learn best when they are actively involved in their learning. In today’s teaching, children work in a variety of ways, all of which build confidence and enhance their learning. They may work individually, with a partner or in teams. There is perhaps less emphasis on formal written work in jotters but more on children talking through their learning and giving a variety of strategies to show how they have solved a problem or found the answer to the question. They present their work in a range of ways and as well as the traditional written work they regularly present work using ICT.

- 24 -

SUPPORT FOR LEARNERS

Additional Support Needs If it is felt that your child would benefit from some extra help in Literacy or Numeracy then he/she will be given the opportunity to receive support from the SfL teacher which greatly enhances a child’s confidence.

Children with special educational needs are fully integrated into the school and follow a modified school curriculum at their own pace. The Support for Learning Teacher will help to plan programmes of work tailored to a child’s individual needs. These are known as IEPs (Individual Education Plans). On occasions some pupils with specific conditions may be entitled to additional adult support from Support for Learning Auxiliaries.

Similar processes may also be put into place for pupils who have been assessed as being able or gifted as these children might also need additional support to reach their full potential.

Educational Psychology A child with learning difficulties or behavioural problems may be referred to the Educational Psychology Service (EPS), which provides support for both teachers and parents. No referral will be made to the Educational Psychologist without the prior consent of the parent.

If the psychologist is called in to help, he/she will carry out a variety of assessments and classroom observations to see if there are any specific barriers to learning. The results from these observations will be shared with parents and advice and strategies will be put in place to support the learner.

Enquire Enquire offers independent, confidential advice and information on additional support for learning through: Telephone Helpline: 0845 123 2303 Email Enquire service: [email protected] Advice and information is also available at www.enquire.org.uk

Enquire provides a range of clear easy-to-read guides and fact sheets including The parents’ guide to additional support for learning.

- 25 -

- 26 -

APPENDICES

- 27 - APPENDIX A Standard privacy statement for school websites and handbooks

Newmill Primary has a legal responsibility to deliver an effective educational programme to its pupils. In order to do this, we need to collect personal data about our pupils/children and their families so that we can help them learn, and keep them safe. The type of personal data we will collect include:-

. Data about our pupils/children and their families

This will include the name, address and contact details of the pupil/child and relevant family members. It will also include information about relevant medical conditions, any additional supports which are needed, and their family situation. We need this information to ensure we know our pupils/children and their families, and to ensure we are able to educate them appropriately, and keep them safe

We will also collect personal data relating to personal characteristics, such as ethnic group to enable statistics to be reported. We need this information so the Council can ensure it is delivering education appropriately to all its citizens

. Data about pupils/children at school/within ELC setting

This will include data about progress, assessments, and exam results. It will also include records of attendance, absence, and any exclusions. We need this information to understand how our pupils/children are progressing, and to assess how we can help them to achieve their best

. Data about when and where they go after they leave us

This will include information about their next setting/school, career paths or intended destinations. We need this information to ensure we support our pupils/children in all their transitions and do all that we can to help their future be a success

There will be times where we also receive information about them from other organisations, such as a pupil’s previous school, the previous local authority where that school or ELC setting was based, NHS Grampian, Police Scotland, Social Work, Additional Support Services, and sometimes other organisations or groups connected to a pupil’s education. We use this data similarly to the above: to support our pupils’ learning, monitor and report on their progress, provide appropriate pastoral care; and assess the quality of our services.

When we collect and use personal data within school/ELC setting, and for the reasons detailed above, we will normally be acting in accordance with our public task. Occasionally we are also required to process personal data because the law requires us to do so, or because it is necessary to protect someone’s life.

We will also take photographs in school/ELC setting and display them on our walls, and in newsletters and other communications. We do this in order to celebrate and share what we have done, including individual achievements and successes. We consider this use of images to be part of our public task as it helps us build an effective community which supports learning. We will not, however, publish these photographs on social media or in newspapers without permission. Consent for this use will be sought when a pupil/child joins Newmill Primary and will be kept on record while they are with us. Consent can be withdrawn at any time, please just let us know.

Sometimes we need to share pupil information with other organisations. We are required, by law, to pass certain information about our pupils to the Scottish Government and the Council. This data is for statistical purposes, and will normally be anonymised. It is normally required to enable the Council, and the Government, to understand how education is being delivered and to help them plan for future provision.

If a pupil/child moves schools/ELC settings, we have a legal obligation to pass on information to their new school/education authority about their education at Newmill Primary School.

When we record and use personal data, we will only collect and use what we need. We will keep it securely, and it will only be accessed by those that need to. We will not keep personal data for longer than is necessary and follow the Council’s Record Retention Schedule and archival procedures when records are identified to be of historical value and require to be

- 28 - retained in the Moray Council Archives. For more information on how the Council uses personal data, and to know more about your information rights including who to contact if you have a concern, see the Moray Council's Information Management webpages.

Sharing personal data to support Wellbeing

In addition to the above, Newmill Primary has a legal duty to promote, support and safeguard the wellbeing of children in our care.

Wellbeing concerns can cover a range of issues depending on the needs of the child.

Staff are trained to identify when children and families can be supported and records are kept when it is thought that a child could benefit from help available in the school/ELC setting, community or another professional. You can expect that we will tell you if we are concerned about your child’s wellbeing, and talk to you about what supports might help in the circumstances. Supports are optional and you will not be required to take them up.

If it would be helpful to share information with someone else, we will discuss this with you and seek your consent before we share it so that you know what is happening and why. The only time we will not seek consent to share information with another organisation is if we believe that a child may be at risk of harm. In these situations, we have a duty to protect children, which means we do not need consent. On these occasions, we will normally tell you that information is being shared, with whom, and why – unless we believe that doing so may put the child at risk of harm.

We will not give information about our pupils to anyone without your consent unless the law and our policies allow us to do so.

- 29 - MORAY COUNCIL SCHOOL: Newmill SCHOOL IMPROVEMENT PLAN 2018-19 School Vision/Values:

School Priority 1: Raising Attainment in Literacy, Language and Communication: Taking a Developmental Approach to Emerging Literacy NIF Priority: HGIOS 4 QI: 1.3 Leadership of Change, 2.3 Learning, Teaching and Improvement in attainment, particularly in literacy and numeracy Assessment, 2.7 Partnerships, 2.5 Family Learning ,3.2 Raising Closing the attainment gap between the most and least disadvantaged children attainment and achievement NIF Driver: School Leadership, Teacher professionalism, Parental Moray Priority: Engagement, Assessment of children’s progress School Improvement, Performance Indication Learning and Teaching Strategy Raising Attainment Strategy Actions Outcomes for learners Timescales Responsible Measures of success

 Attend whole day training for Learners will experience a June 2018 HT/Class Teachers The whole community has a shared Emerging Literacy developmentally appropriate understanding of how we are taking a curriculum in early literacy, developmental approach to emergent literacy. language and communication.  Deliver Introductory Family Evidence of family engagement and whole learning workshop on Emergent Learners will develop the Term 1 2018/19 HT/ Class teachers ASG staff training. Literacy foundational skills required to achieve Early Level in listening and talking, reading and writing. Staff as learners will have confidence in their approach to early literacy, language and  Deliver whole school emerging literacy training to share the communication. (End of level teacher approach, how this is developed in Learners with identified language Term 1 2018/19 ASG HTs and class teachers judgments for P1- achievement of early early stages, how to support delay will receive targeted Level)

children with gaps in their intervention to narrow the gap with foundational literacy skills beyond their language and communication the Early level. skills. Standard of spelling will improve across the school. (Writing jotter sampling).

Learners will be able to talk about a  Complete initial Emerging literacy range of authors and track their Term 1 HT/Staff assessments progress in reading for enjoyment.

- 30 -

Staff will understand how children are  Research approaches to teaching making progress in literacy, language and

spelling and revisit current communication. (Initial emerging Literacy approaches (including homework), Learners will assessments completed as a baseline and particularly at early and first level.  Develop fluency across ongoing assessment completed during the Start August In set-ongoing All staff the school. year to track and monitor progress).  develop higher order  Attend six local Networks during  All staff using reading progressions 2018/19 for emerging literacy thinking and critical and all children clearer about their literacy skills. progress and next steps. (evidence

 Engagement with Emerging of use of progressions in reading

Literacy support materials to jotters, wall displays, information

assess and analyse data, organise Ongoing throughout session. Class Teachers complied for Pupil led conferences, learners using data, and plan sampling, planning folders, developmentally appropriate Learners spelling ability will classroom observations, children’s increase across the school. learning experiences, tracking HT/Staff views, etc.) progress.

Ongoing throughout session. Pupils as learners will:  Ongoing universal support is given  have secure foundational skills to families on the progress which enable them to listen, talk, children are making and the ways read and write they can support at home.  make appropriate progress within

 Information to be passed from the and through the Early Level in listening and talking, reading and Primary 1 teacher (18/19) to Primary 2 teacher (19/20) on the writing (Moray’s Tracking progress that learners have made Family Engagement Event- Spreadsheet data, SNSA) within the key skill areas of linked to teaching of spelling – HT & Supporting adults Staff as learners will: emerging literacy. Term 2 or 3  be able to articulate the progress of each learner, based on robust

 Organise regular library sessions Term 1 – ask for parental evidence (ongoing assessment)Pupil and continue to engage with First volunteers, set up rota. Led Conference Info, etc) Minister’s reading challenge.  be able to articulate the impact the HT/Class Teachers/learners professional learning and

collaboration is having on their  Develop use of whole school practice reading progressions to track,  (self-evaluation, PRD) monitor and moderate progress at  all stages in reading.

- 31 -

 PEF funded- HT, Class teacher and 4x training session in Term 1 3x PSA to train in ‘Talk Boost’ Delivery in remainder of Term delivered by SALT. PSA and Class teacher to deliver 3x a week for 1 and 2. Possibly a second ten weeks. group in Term 3.

Evidence to support reduced bureaucracy/workload of teachers – time allocated within WTA, Use of Highland Literacy resources.

School Priority 2: Excellent Learning and Teaching – Children’s engagement with and leadership of their learning Nif Priority: Improvement in attainment, particularly in numeracy HGIOS 4 QI: 1.2 Leadership of Learning, 2.3 Learning Teaching and Assessment, Nif Driver: Moray Priority: Teacher professionalism Learning and Teaching Strategy Assessment of children’s progress Raising Attainment Strategy Actions Outcomes for learners Timescales Responsible Measures of success Learners will be clear about what they should know,  Annual Reporting Calendar in place understand or be able to do by the end of a learning and reviewed for following session  ASG TLCs and time to apply the experience. All ongoing throughout session Lead by HT, PT theory and feedback from and Class  Annual ASN Calendar and Learners will receive clear, measurable definitions of moderation teachers maintained throughout the session success and be involved in creating success criteria

 Keith ASG Moderation in pupil language  Learners can talk about their

activities in Literacy and Learners will develop as lifelong learners through learning and where they are in numeracy groups frequent opportunities to assess their own progress, their journey and what their next make adjustments to their understandings and take steps are  Time for Peer Visits within control of their learning. relevant stage  Staff are confident in their Learners will become clearer in their knowledge and professional judgement in the

- 32 -

understanding of how they are progressing,  Literacy focused staged progress of learners and the developing and achieving. achievement of a level planning meetings  Reflection jotters with details Learners will identify targets and their achievements  Parents and Carers are confident in of learning for the week and and be able to tell the story of their learning journey learners’ progress and the (including reporting to parents ) pupil evaluations reporting of achievement

 Develop Learning Pathways  Learners understand themselves Folders using new planning Learners will continue to develop a more robust and can use this to build a profile sense of self efficacy, resilience and perseverance of their knowledge, skills and formats to track success and when challenged by their learning. next steps with evidence. abilities

 All staff to be using Moray’s  Pupil led conferences Learners will develop high levels of metacognition Staged intervention education and confidently use the language of learning and  Reporting to support learners reflection.  Reflection jotters  PT and HT to interrogate data to identify and allocate ASN  Achievement of a level data

support.  Sampling  Learning Walks

Evidence to support reduced bureaucracy/workload of teachers - Time allocated in WTA, use of planning and resources provided by SMT, sharing practice, collaborative working within school and across the ASG

School Priority 3: The Curriculum, 1 + 2 Languages Learning for Sustainability - Embed second language through Early Level into First Nif Priority: Improvement in employability skills HGIOS 4 QI: 1.2, 1.3, 2.2, 2.3, 2.6, 2.7, 3.2, 3.3

Nif Driver: Moray Priority: Teacher professionalism Curriculum Design-1+2 Strategy School Improvement DYW Actions Outcomes for learners Timescales Responsible Measures of success

- 33 -

 5 x 1.5 hr CPD sessions on 1+2 First/Second Learners will learn to make connections Throughout session ASG PT Mod Lang Learners noting progress in evaluations of Level with different people and their cultures learning and to play a fuller part as global citizens  French and learning about importance of Where appropriate. Class teachers modern language learning to be incorporated Learners being able to talk about their learning in IDL/Cross curricular learning where Learners will benefit from staff being and their next steps relevant- Scots? more confident in their abilities to teach French  Collegiate planning using resources provided Throughout session Class teachers Learners using French throughout the day to ensure progression

 Use of storybook resources to enhance Learners will be confident in using the HTs of Quad schools learning and teaching- Link to Talk for Writing French language for everyday routines Evidence of learners using French on holiday Approach or with French speaking visitors  French continued to be embedded in daily Learners will understand the importance Class Teachers routines – Develop use as part of Emerging of learning modern languages Parents and carers supporting French at home Literacy focus

 Look at grammar progression overview from Children will recognise the Progressions in grammar created and shared early to Senior Phase, vocabulary progression interconnectedness of language learning Class teachers with all staff sheets from P1 to P7 and the start of as they learn to speak French from P1. progression documents (to be used as a working document for 2018/2019) Learners will continue to reflect on the HT skills required to learn a new language, to  Share learning at assemblies and open revisit, improve and understand more classrooms securely aspects of literacy in their first HT and class teachers language.  Provide support for French learning to parents and carers (family learning event) HT/PT/Class teachers  L2 Training will be embedded over the course HT of session 2018-2019 with a more collegiate approach to planning and developing of ideas and resources, with Secondary ML staff facilitating rather than leading training sessions Evidence to support reduced bureaucracy/workload of teachers – Time allocated in WTA, use of planning and resources provided by SMT

- 34 -

School Priority: Pupil Equity Nif Priority: Improvement in wellbeing and attainment HGIOS 4 QI: 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 Nif Driver: Moray Priority: Teacher professionalism, School Improvement, Parental Engagement Raising Attainment Actions Outcomes for learners Timescales Responsible Measures of success  ASG FSW/ PSA to support Learners will experience greater July 17 HT Increased percentages of attendance individuals wellbeing

 Train teachers and pupil Better friendships and less negative support assistant in nurturing Learners will be given a voice and behaviours September 17 HT approaches experience targeted support to

remove barriers  Targeted use of PSA alongside Increase in learners wellbeing

Class Teacher (Soft start, evidenced through learner self- breakfast club, homework Learners will engage more with September 17 – June 2018 HT evaluation and tracking help, talk time, enhanced learning and attainment will rise

curriculum) Increase in attainment in literacy Learners to gain a better conceptual and numeracy  Learners will self-evaluate understanding of maths. against the wellbeing indicators in October, January HT/Staff

and April

 Upskill staff in the use of targeted resources to identify HT/Staff/learners gaps (conceptual understanding of number) and support closing these gaps

 See TALKBOOST info in Priority 1

Evidence to support reduced bureaucracy/workload of teachers – Time allocated in WTA for H&WB, use of planning and resources provided by SMT MORAY COUNCIL

- 35 - SCHOOL: Newmill Primary School STANDARDS AND QUALITY REPORT – REVIEW OF SESSION 2017/18

Context of the School: Newmill Primary is a small rural school with three classes. The school was inspected in October 2017 under short inspection model.

School Priority 1: Culture, ethos and vision To ensure high quality learning and teaching has maximum impact on pupils through the development of a “growth mindset” and improved focus and engagement.

NIF Priority HGIOS?4 QIs  Improvement in children and young people’s health and wellbeing. 1.2 Leadership of learning  Closing the attainment gap 2.3 Learning, teaching & assessment NIF Driver 2.5 Family Learning  School Improvement 2.7 Partnerships 3.1 Ensuring wellbeing, equality & inclusion Parental Engagement  3.2 Raising attainment & achievement

Moray Priorities Learning and Teaching strategy Raising Attainment Progress and impact: Through working collaboratively, staff have an increased shared understanding of how to revisit and embed language of growth mind-set through learner dialogue. ASG Professional development activities include a focus on ‘creating the culture’ for feedback using James’ Nottingham’s research. We demonstrate that wellbeing outcomes are being taught, nurtured and developed within a culture where respect, support and challenge are embedded and positive language and positive behaviours are modelled by all professionals. Systems are in place to assess emotional and social wellbeing and interventions are likewise in place to support targeted children via ASG Family support worker and PSA. Children continue to benefit from regular whole school assemblies ‘Towertime’, focusing on developing a learning culture. Most children tell us they feel more resilient. All children have frequent opportunities to discuss their learning and development with a key adult who knows them well, helping to grow and set appropriate and individualised next steps. All children are authors of their own reports and ‘pupil led conferences’ were held for the first time in May. Teachers and learners report growth mindset approaches are influencing progress in literacy and numeracy, as well as evidence of attitudinal improvements across the school. This is

- 36 - reflected in our newly revised vision and values this session and whole school charter.Some very positive progress has been made in sharing this with parents. Parents tell us the use of weekly reflection jotters are helping them understand their child’s progress and next steps. As a school community, we are developing a shared understanding of the language of learning and feedback, as demonstrated in reflection jotters. Next steps:  Maintain and develop growth mindset focus and HWB focus through RRSA, including parental engagement with Children’s Rights; develop our inclusive learning environment further (effective strategies to celebrate diversity and challenge discrimination).  Merge School Priority 1 with school Priority 2 next session, as they overlap. No need for further specific growth mindset focus, however continue to embed through learning and teaching focus.  Building Health and Wellbeing through Circle Time- using Jenny Mosley training-particularly at upper stages of school.

School Priority 2: Excellent Learning and Teaching Consistent well moderated teacher judgment data on achievement of curriculum levels in literacy and numeracy. NIF Priority Improvement in attainment, particularly in numeracy HGIOS?4 Qis NIF Driver 2.2 Curriculum, Teacher professionalism 2.3 Learning, teaching and assessment Assessment of children’s progress 2.6 Transitions 2.7 Partnerships 3.2 Raising attainment and achievement 3.3 Increasing creativity and employability Moray Priorities Learning and Teaching Strategy Raising Attainment Strategy Progress and impact: Staff are developing a shared understanding of effective learning and teaching, with a specific focus on feedback) at quad school TLCs. All staff have engaged with current research in effective learning and teaching and are sharing what they are learning with children. As a result, children and teachers work together to improve learning and teaching. Our QAMSO (PT) has shared her experience of moderating at a National Level. Through discussion around this and increased engagement with curricular progressions and benchmarks, staff have invested time in creating a shared format for planning learning, teaching and assessment, demonstrating a much clearer shared understanding of progression. Children are beginning to be involved in this process. Working together to create progressions in literacy and numeracy has provided the opportunity to moderate learning intentions and success criteria and discuss the use of tools and strategies to promote HOTS, such as Blooms Taxonomy and visible thinking routines. Most children engage with learning intentions and success criteria and the whole school community have been working together to develop the use of feedback to move learning forward. Children use the term ‘feedforward’ in school and are developing levels of metacognition. More confident use of the language of learning and reflection is evident across the school. Next steps:  HT to work with staff to create Learning and Teaching Policy  Continue to facilitate moderation sessions in school, extend across ASG  HT to provide time to embed and develop new planning formats- making sure their use promotes greater pace and challenge and aids differentiation and progress for all pupils.  TLCs to continue to develop learning and teaching across five ASG schools (Newmill, Botriphnie, St Thomas, Crossroads, Rothiemay), the focus being on application

- 37 -

of research.  Develop use of SNSA and evidence from tracking data, professional dialogue, assessments and moderation activities to form discussions with learners and parents in target setting and support.- Use of Progress /Achievement Quadrant to identify and prioritise support)  Develop learning and teaching in numeracy and maths- Using Numicon resource  Further develop tracking systems and learner pathway folders to help form the basis of discussions with children about their learning and next steps and inform target setting.  New reporting calendar to include pupil led conferences  Develop learning and teaching in literacy through Emerging literacy – become priority 2 in SIP next session.

- 38 -

School Priority 3: The Curriculum 1 + 2 Languages Learning for Sustainability-Embed second language through Early Level into First NIF Priority HGIOS?4 Qis  Improvement in employability skills 1.2Leadership of learning NIF Driver 1.3 Leadership of change 2.2 Curriculum, Teacher professionalism 2.3 Learning, teaching and assessment School Improvement 2.6 Transitions 2.7 Partnerships 3.2 Raising attainment and achievement 3.3 Increasing creativity and employability Moray Priorities Curriculum Design-1+2 Strategy, DYW

Progress and impact: All teaching staff participated in a series of 1+2 French training sessions focussing on developing first/second level. Throughout school, L2 is becoming embedded in daily classroom routines. Teachers are increasing in confidence and are now introducing simple language into daily routines, e.g. commands, colours, numbers, dates and some aspects of cross curricular learning. French is used as a context for transition visits, enhancing the learning of French at early level. Children in Newmill Playgroup asked to receive their certificates in French at their graduation ceremony; parents were very supportive of this. Newmill Primary continues to be represented on ASG 1+2 working group and are clear about next steps. Second language is embedded through Early level into first across the school. All P7 children are creating short videos to demonstrate and to share their progress within language learning. This will be used to extend learner pathways, as children transition to KGS. Newmill Primary have benefited from a French Language Assistant this session. Next steps:  Develop learning and teaching of French alongside Emergent Literacy focus- develop curiosity for vocabulary and look to develop French alongside literacy and English lessons (e.g. clarifying or grammar lessons using context of French)  Develop French alongside Pie Corbett talk for writing approach- learning stories in French and English  Attend cross sector sessions to develop learning and teaching of French (planning sessions with KGS)  Explore introducing Scots as L3-plan an IDL- could also be part of Emerging Literacy Project

Key Priorities for improvement planning 2018-19  Develop progressive planning formats for literacy and numeracy and use with children. Children and teachers to have a clearer understanding of progress and next steps; as a result, feel more confident in their ability to track progress over time, whilst also developing metacognition and target setting abilities in children.  Use ‘Seven Steps to feedback’ to develop learning and teaching in an area of literacy or numeracy  Improve learning and teaching in literacy using Emergent Literacy Pilot -create family learning lessons alongside

What is our capacity for improvement?

NIF quality indicators

- 39 -

Quality Indicator School self-evaluation Inspection evaluation

1.3 Leadership of change Good

2.3 Learning, teaching and assessment Satisfactory

3.1 Ensuring wellbeing, equity and inclusion Good

3.2 Raising attainment and achievement Satisfactory

- 40 -

SESSION 2019/20 – TERM HOLIDAY DATES Autumn Term Begins - Tuesday 18th August, 2019 (Staff only - Monday 19th) Term ends - Friday 11th October 2019 Autumn Holidays - Monday 14th – Friday 25th October, 2019

Winter Term Begins - Monday 28nd October 2019 In-Service Closures - Monday 11th and Tuesday 12th November 2019 Term Ends - Friday 20th December, 2019 Christmas Holidays - Monday 23rd December 2019 to Friday 3rd January 2020

Spring Term Begins - Monday 6th January, 2020 Mid Term Holiday - Friday 7th and Monday 10th February 2020 Term Ends - Friday 27th March, 2020 Spring Holidays - Monday 30th March to Friday 10th April 2020 (Good Friday)

Summer Term Begins - Monday 13th April, 2020 May Day Holiday - Monday 4th May, 2020 In-Service Closures - Thursday 14th & Friday 15th May, 2020 Occasional day holiday - to be agreed by the ASG Term Ends -Thursday 2nd July 2020

- 41 -

SCHOOL HANDBOOK: APPENDIX B

Contact: The Moray Council, Education and Social Care Address: Council Office, High Street, Elgin IV30 1BX Website: www.moray.gov.uk

Telephone: 01343 563374 Fax: 01343 563990 Email: [email protected] Hours: 8.45am - 5.00pm Monday to Friday

Revised 02/12/2016

Moray Council A-Z Telephone: Web page address: Active Schools 01343 563890 http://www.moray.gov.uk/moray_standard/page_42597.html

Additional Support for Learning 01343 563374 http://www.moray.gov.uk/moray_standard/page_42567.html

Admission to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_52987.html

Adverse Weather Procedures Local school or 01343 http://www.moray.gov.uk/moray_standard/page_53021.html 563374 http://schoolclosures.moray.gov.uk/ http://www.moray.gov.uk/moray_standard/page_40560.html

After School Clubs 01343 563374 http://www.moray.gov.uk/moray_services/page_44889.html

Armed Forces Families Information 01343 563374 http://www.moray.gov.uk/moray_standard/page_100164.html

Attendance and Absence 01343 563374 http://www.moray.gov.uk/moray_standard/page_55580.html

Bullying 01343 563374 http://www.moray.gov.uk/moray_standard/page_52988.html

Childcare 01343 563374 https://www.scottishfamilies.gov.uk/

Children and Families Social Work 01343 563374 http://www.moray.gov.uk/moray_standard/page_47606.html

Child Protection 01343 563900 http://www.moray.gov.uk/moray_standard/page_55497.html 03457 565656 (out of hours) 101 (Police Scotland) Clothing Grants 01343 563144 http://www.moray.gov.uk/moray_standard/page_55486.html

- 42 -

Moray Council A-Z Telephone: Web page address: Community Care 01343 563999 http://www.moray.gov.uk/moray_standard/page_77362.html

Community Learning & Development 01343 563374 http://www.moray.gov.uk/moray_standard/page_39860.html

Curriculum for Excellence 01343 563374 http://www.moray.gov.uk/moray_standard/page_76320.html

Data Protection 01343 563374 http://www.moray.gov.uk/moray_standard/page_75569.html

Deferred Entry to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_52991.html

Disability Discrimination 01343 563374 http://www.moray.gov.uk/moray_standard/page_43019.html

Early Entry to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_56925.html

Early Learning & Childcare 01343 563374 http://www.moray.gov.uk/moray_standard/page_42682.html

Education and Social Care 01343 563374 http://www.moray.gov.uk/moray_standard/page_43612.html http://www.moray.gov.uk/moray_standard/page_2069.html

Education Maintenance Allowance 01343 563338 http://www.moray.gov.uk/moray_standard/page_40540.html

Exclusion from School 01343 563374 http://www.moray.gov.uk/moray_standard/page_53001.html

Free School Meals Local school http://www.moray.gov.uk/moray_standard/page_55486.html

Grants and Bursaries 01343 563374 http://www.moray.gov.uk/moray_standard/page_43903.html

Home Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_76320.html

Information for Parents and Carers 01343 563374 http://www.moray.gov.uk/moray_standard/page_42708.html Leaflets http://www.moray.gov.uk/moray_standard/page_47236.html

Instrumental Instruction 01343 563374 http://www.moray.gov.uk/moray_standard/page_53005.html

Notes for Parents and Carers booklet 01343 563374 http://www.moray.gov.uk/moray_standard/page_42708.html http://www.moray.gov.uk/moray_standard/page_47236.html

- 43 -

Moray Council A-Z Telephone: Web page address: Learning and Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_44028.html http://www.moray.gov.uk/moray_standard/page_76320.html

Libraries & Information Services 01343 562600 http://www.moray.gov.uk/moray_standard/page_1472.html

Museums Service 01309 673701 http://www.moray.gov.uk/moray_standard/page_572.html

Parental Involvement & Parent Councils 01343 563374 http://www.moray.gov.uk/moray_standard/page_55068.html

Placing Requests 01343 563374 http://www.moray.gov.uk/moray_standard/page_49601.html

Pre-School Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_42682.html

Racial Equality 01343 563374 http://www.moray.gov.uk/moray_standard/page_43019.html

School Catchment Areas 01343 563374 http://findmynearest.moray.gov.uk/my_moray.php?pcode

School Contact Details 01343 563374 http://www.moray.gov.uk/moray_standard/page_55590.html

School Information Line 0870 054 9999 http://www.moray.gov.uk/moray_standard/page_40560.html Calls to this number will be charged at a 2p per minute service charge plus your call providers access charge School Meals 01343 557086 http://www.moray.gov.uk/moray_standard/page_55540.html

School Term and Holiday Dates 01343 563374 http://www.moray.gov.uk/moray_standard/page_55829.html

Sports Facilities 01343 563374 http://www.moray.gov.uk/moray_standard/page_2237.html

Swimming Pools 01542 882222 http://www.moray.gov.uk/moray_standard/page_74674.html

Transport (Pupils) 0300 123 4565 http://www.moray.gov.uk/moray_standard/page_1680.html http://www.moray.gov.uk/moray_standard/page_47797.html http://www.moray.gov.uk/moray_standard/page_56922.html

Travelling People 0300 123 4566 http://www.moray.gov.uk/moray_services/page_40313.html

- 44 -