At Old Rayne School this session... Standards & Quality Report

 Learners’ achievements are recorded in the ‘Golden Book’ and are celebrated at weekly assemblies.  The Rights Respecting Group and school community achieved Level 2 Rights Respecting School Status through UNICEF. 2013/2014  Through Recorders, a number of pupils participated in the & North East Music Festival in May 2014.  The school achieved Fairtrade Status which is valid until June 2015.  The Parent Council have organised a variety of fundraising events including a school disco, a Ceilidh, Mother’s Day Lunch and Christmas Fayre  Old Rayne Parent Council supported the local community Lourin Fair by organising and running teas/coffees and lunches for the event.  Primary 6&7 pupils enjoyed a week Skiing Activity Trip.  The ALEC Caravan visited the school for all learners to attend beneficial age appropriate workshops.  All learners participated in a series of Rugby coaching sessions supported by Garioch Rugby Club.  THE SSPCA visited the school to inform learners about being Old Rayne School responsible citizens. Lawrence Road  Learners have accessed a number of clubs run by staff and Old Rayne parents (Cheerleading and Gardening).  Learners’ raised £80 for Barnardos Charity by saving money in their own ‘Piggy Banks’ AB52 6RY  Primary 7 pupils achieved Level 2 Bikability Scotland in June 2014. Tel: 01464 851213

Email: [email protected]

Website: www.oldrayne.aberdeenshire.sch.uk

The School in Context Old Rayne Primary is situated in the small, rural Aberdeenshire village of Old SUMMARY OF IMPROVEMENT PLAN PRIORITIES FOR 2014 / 2015 Rayne, some eight miles north of the town of . The catchment area includes the village and surrounding hinterland. Old Rayne is within easy commuting distance of the city of Aberdeen. The Curriculum Our Overall vision for Old Rayne School is: Working Together & Doing Our Old Rayne’s curriculum design meets the needs of all of our Best for Success. learners. Planning for learning experiences is based on the Currently the school roll is 35 with two classes (Primary 1-3 and Primary 4-7). design principals and learners’ entitlements. The Staff consists of Head Teacher (with teaching commitment of around Raised attainment and achievement in literacy and two days), one full time teacher and head teacher relief. The school is allocated Visiting Specialists across a session (usually several sessions of numeracy through improved planning, assessment and each subject) methodologies Old Rayne School is part of the Meldrum CSN with children transferring to The design principals are used to plan and deliver Meldrum Academy at the end of Primary 7. interdisciplinary learning which allows for meaningful The school benefits from a very supportive Parents Council which was connections to be made to different curricular areas. formed in August 2007

Key Developmpent Progress during 2013/2014 Assessment for Learning The Curriculum Active Literacy methodologies continue Assessment approaches will be evident in planning to be implemented and embedded at documentation with assessment information used to the P1-3 stage. evaluate learning & teaching. Learners take responsibility for their own learning to judge Partnership Working The school has continued to develop effective links with all stakeholders and and monitor their own progress. the wider community. Staff use comparative data judiciously to reflect on, and take action to improve the learning of all pupils. Global Learning School has continued to work with Learners’ attainment is rigorously tracked to ensure every international organistaions (Fairtrade Foundation, Eco Schools and UNICEF individuals learning is progressing at an appropriate pace. Rights Respecting School. All learners’ and parents use formative assessment strategies to review progress and identify next steps.

Improvements through Self Evaluation Staff use the Quality Indicators to reflect on their own and

others practice Evidence from a range of evaluations activities are used to improve learning & teaching. Stakeholders have an awareness of the school’s strengths and areas for development.

4. How do we ensure equality and inclusion, and promote 1. How well do our children learn and achieve? diversity across the school?

Evaluation In arriving at these evaluations, we considered the following QI 1.1 ~ Improvements in Performance 3 evidence

3 Stakeholder Questionnaires QI 2.1 ~ Learners’ Experiences Observations from classroom visits In arriving at these evaluations, we considered the following Dialogue with staff/pupils/parents evidence. Our key strengths in this area are Impact of School Improvement Plan.

The majority of learners’ highlighted that staff and pupils Learners’ progress and attainment. treat others fairly and with respect. Observations from classroom visits. School Staff, SFL Colleagues effectively support pupils Stakeholder questionnaire results. with additional support needs. Levels of attainment. Parent questionnaire showed a significant majority agree the school encourages and assists parents in playing a Our key strengths in this area are part in their child’s learning. Learners’ individual achievements are celebrated and Majority of learners enjoy learning in school. shared at school assemblies Majority of parents believe their child finds schoolwork challenging & stimulating and sets high standards for pupil We have identified the following as priorities for attainment. improvement in this area Staff have worked collegiately with cluster schools group to seek improvements in the delivery of numeracy. Improve the involvement of learners in making decisions

about their learning and across the school. We have identified the following as priorities for improvement Continue to seek the views of parents through in this area questionnaires, focus groups. Establish and embed a Positive Behaviour Policy which Learners to become more actively involved by taking continues to recognise achievement and promotes increased responsibility for their own learning. restorative principles and equality. To share good practice across the school by engaging in learning visits between classes and robust self-evaluation. Key Improvement planning to have a strong focus on improving Evaluation – Excellent -outstanding, sector-leading very good - major strengths Good - learning & teaching, learners’ experiences and attainment. important strengths with some areas for improvement Satisfactory - strengths just outweigh weaknesses Weak - important weaknesses Unsatisfactory - major weaknesses

2. How well does out school support children to develop and 3. How does our school improve the quality of its work? learn?

Evaluation Evaluation 2 QI 5.1 ~ The Curriculum QI 5.9 ~ Improvement Through Self Evaluation 3

3 QI 5.3 ~ Meeting Learning Needs In arriving at these evaluations, we considered the following

evidence. In arriving at these evaluations, we considered the following evidence. Dialogue with staff/pupil/parents

Levels of attainment. Teaching Staff PR&D Meetings. Standardised assessment results. Planning, policies and guidelines Observation of classroom practice. Previous School Improvement Documentation. Dialogue with staff/pupils/parents. Stakeholder questionnaire results. Planning, Policies and Guidelines. Our key strengths in this area are Our key strengths in this area are

Collegiate working and cluster activities are leading to Staff engage in regular discussions regarding learning & improvements in curriculum planning for numeracy. teaching. Staff are aware of and are beginning to respond to a variety Staff are beginning to reflect on their own work and can of individual needs, seeking support from other professionals. discuss improvements. Staff are beginning to use the experiences and outcomes to Staff have an awareness of the school vision, values and plan for a variety of curricular areas. aims.

We have identified the following as priorities for improvement in We have identified the following as priorities for improvement in this area this area

Involvement of all stakeholders in designing a Curriculum Continue to develop staff confidence in using the Quality Plan for Old Rayne School. Indicators to self-evaluate performance. Assessment information is used by all stakeholders to improve Develop further engagement with all stakeholders when learning & teaching, track progress and inform next steps. reviewing the quality of our work and identifying priorities. New procedures to plan for interdisciplinary learning. Staff will use the results of self-evaluation to identify Implement profiling system to encourage children to take improvements and to share good practice, with particular greater ownership of their own learning & development. focus on improving learning & teaching.