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Nursery Class Standards and Quality ReportHGIOELC Quality Indicators:Leadership and Management -How good is our leadership and approach to improvement? QI-1.1 1.2 1.3 1.4 1.5Learning provision -How good is the quality of the care and learning we offer? QI-2.1 2.2 2.3 2.4 2.5 2.6 2.7Successes and achievements -How good are we at ensuring the best possible outcomes for all our children? QI-3.1 3.2 3.3Care Inspectorate Quality Themes:Quality of Care & SupportQuality of EnvironmentQuality of StaffingQuality of Management and LeadershipNational Improvement Framework (NIF) Priorities: 2971800-25401. Improvement in attainment, particularly in literacy and numeracy. 2. Closing the attainment gap between the most and least disadvantaged children and young people.3. Improvement in children and young people’s health and wellbeing. 4. Improvement in employability skills and sustained, positive school leaver destinations for all young peopleLeadership and Management HGIOELC QI- 1.3 Leadership of ChangeCI Quality themes:Quality of Environment Quality of Staffing Quality of Management and LeadershipHow good is our approach to Leadership and Management?Our school vision, values and aims, finalised this session, following extensive consultation are directing practice as they become embedded and enhance our ethos. The child-friendly motto encapsulates our commitment to high expectations for all: good, better, best, we will never rest until our good is better and our better is best. All learners are developing understanding of the new vision and values through regular attendance and involvement at school assemblies.All staff have high expectations of learners and barriers to learning are identified in regular attainment and ASL liaison meetings to ensure appropriate support is available at Pathways One and Two. Most staff agree that attainment meetings have a high impact on high quality learning and teaching and the majority agree that they have a high impact on closing the attainment gap.At pathway three, child planning meetings are outcome focused and regularly reviewed with families and other professionals supporting families to ensure progress for learners and their families. Almost all families attended CPMs with non-attendance low.Our curriculum and rationale has been developed this year, informed by our vision and values, and with new bundles taking account of our local context and the needs of our local community as identified through the consultation process. The impact of curriculum developments on nursery planning, tracking and monitoring will form part of the strategic planning for continuous improvement.Pupil survey this session showed Nursery staff have had high-quality professional learning in Adverse Childhood Experiences (ACEs). Most staff agreed that the ACEs training had a high impact on high impact in relation to the improvement priority of closing the attainment gap.All nursery and support staff have reflected on their skills and strengths in an annual conversation the senior leadership team. PRDs have captured evidence of the staff contributions to leading aspects of nursery improvement.Next Steps:Through continued implementation of approaches developed through participation in the Early Years Collaborative (EYC) project, build nursery’s capacity as a learning organisation with professional enquiry underpinning improvement and developments in practice. Through school’s participation in the Professional Learning as Critical Enquiry (PLaCE) programme in collaboration with Edinburgh University and other pilot schools in the South East Improvement Collaborative (SEIC), build the school’s capacity as a learning organisation with professional enquiry underpinning school improvement.Greater embedding across the nursery community of the school vision, values and aims.Learning ProvisionHGIOELC QI-2.3 Learning, Teaching and AssessmentCI Quality themes: Quality of Care & Support Quality of EnvironmentHow good is the quality of care and learning we offer?We are committed to children’s rights and positive relationships. We are a Rights Respecting School and this session achieved our Bronze award. In a recent Care Inspection (February 2019), The Quality of Care & Support achieved an overall 5 – Very Good. Nursery staff (in consultation and completion of a SCOT analysis, May, 2091) thought that relationships between staff and children and their families, as well as across the staff team were a strength in the nursery. Parent surveys carried out as part of the Care Inspection (February, 2019) supported staff judgement. Staff identified relationships with professionals from other agencies as another strength. This was similarly reported in the recent Care Inspection, ‘Partnership with parents and agencies were nurtured’.The nursery team identified as a strength the collective skills and qualities, commitment and passion for Early Learning and childcare within the team as well as feeling a high level of respect and collaborative responsibility for one another across the team.Pupils within the nursery ….This session three rules were created and shared following a consultation on Positive Relationships with pupils, staff and families. These are: we are respectful, we are responsible, we are safe.Participation in the Early Years Collaborative project (EYC) – This project involved nursery staff, Education Psychologists, Speech and Language Therapists and Occupational Therapists (2018-2019) in a practitioner led enquire designed to examine children’s ‘readiness for school’. This was measured through observation of two aspects of development, that of co-ordination skill and Early Literacy skill development for our preschool cohort. The results from this survey indicate the by the end of the enquiry 85% of children were secure with regard to co-ordination skills. 83% of children showed improvement in the number of secure coordination skills achieved over time. 84% of children showed improvement in the number of secure phonological awareness skills. However, only 26% of children had achieved secure skills in this area by May 2019. The study similarly showed that the cohort in September 2018, had an overall average of 22% for secure phonological skills, rising to an average of 54% by May 2019. In September, 2018, children had more secure coordination skills than phonological awareness skills. By May 2019, average improvement for coordination was 22%. Average improvement for phonological awareness was 32%. This evidenced a significant improvement in phonological skills which could be attributed to the support put in place in response to the needs identified.The Care Inspectorate (CI) report identified that the nursery environment catered well for the needs of children. It identified a busy, but calm provision with options for children to choose preferred spaces. Quality of the environment similarly achieved an overall 5 - Very Good. Longstone Nursery is a new build which was opened in August 2017. Staff and families continue to express how the environment has enhanced the nursery provision and impacted positively on care and learning within it. The Care Inspectorate report February, 2019, stated ‘A real strength of this service was the freedom and flexibility children had to use the space to meet their own needs. The environment enabled independence and an ethos of free choice’Continued collaboration between the nursery and Early Years staff include whole school development of our Vision, Values and curriculum rationale, curriculum developments across Early level, transition to P1 project, play-based learning in Early Years (P1 & P2) delivered collaboratively by Early years and nursery staff working as a team.The planning within the nursery is in the moment and responsive to the children’s interests and interactions with the learning experiences on offer. Staff have responsibility for progressing the children’s learning, as led by the child and in response to the child’s interest. The length of time that staff spend in each of the different areas within the nursery was recently lengthened in response to the suggestions last year from the team involved in the Supported Self-Evaluation of the wholes school however, the staff have returned to the original time within each area and this is still under review. Gathering time is similarly under review at present in response to advice that children’s play shouldn’t be interrupted for this. However, the staff are looking at creative ways to establish opportunities within the nursery to enable children to listen and talk. Provision of both outdoor space and access to Forest School provision continues to offer high quality opportunities for children to explore, learn and be creative in their learning in the outdoors. The quality of the outdoor space and opportunities for developing both physical skills and offering interesting areas for exploration was referred to in our CI report.Forest Kindergarten sessions in our school forest upheld best practice guidance to ensure children gained positive outcomes from this experience. The annual report from our Forest Kindergarten trained EYP described in full the opportunities for learning in the outdoors, the curricular connections and opportunities. The opportunities to explore, create and develop a sense of awe which can be experienced in the wonderful natural resource. Similarly, this experience is where children can begin to develop a sense of self and others, understanding how it feels to be considerate and kind, to work as a team and develop skills in assessing the risks and hazards around us within a safe, supportive and inclusive experience. Our approach to the 2 year old provision is continually developing in response to the children, their needs and their developmental stages. We were able to offer families the opportunities to participate in Art Therapy sessions which everyone enjoyed immensely. This initiative within the nursery was organised by our EYO and Place2Be Project Manager and received very well by families. Our Place2Be project manager reported observed improvements in levels of engagement and interaction between adult and child in some situations where there had been attachment issues previously. The Care Inspection report assessed our 2 year old provision as very responsive and considerate of needs. Support with self-care was carried out in a respectful and dignified way. Our 2 year olds were included in all areas of the nursery, learning from their peers. Snack and lunch time involves our children in preparing, choosing and eating together as a positive social experience.Staff use ejournals as a tool to both track and share learning with families. These were implemented in 2017-2018 and have been well received by families. To encourage family feedback to the ejournals, staff asked for a thumbs up button response instead of a comment which has increased parental response to the journals significantly. In addition to ejournals, we have an annual reporting calendar which ensures families have information about their child’s learning and progress throughout the year. Nursery children are supported in the same way as all children within the school and there are robust systems in place for monitoring progress in children’s development and learning. Where learners are not identified as not being on track, appropriate supports are targeted and the impact of these is evaluated. Next Steps:To continue to implement and broaden the scope of the Early Years Collaborative ‘readiness for school’ project within the nursery pre-school cohort (2019-2020). To collaborate with Early Years Primary staff, implementing the school play initiative, enriching practice around quality of observations and responsive planning , and phonological skill development across Early level.To enhance the P1 transition for learners by ensuring that data from the EYC project feeds directly into P1 curriculum planning, support and challenge from the beginning of the school year. To develop nursery staff knowledge, understanding and confidence around CfE experiences & outcomes and benchmarks across Early level to enable improved planning, assessment and tracking of children’s learning ensuring that pupils are suitably challenged and supported. HGIOELC QIs:3.1 Ensuring Wellbeing, Equity and Inclusion3.2 Securing Children’s ProgressCI Quality themes:Quality of Care & SupportWhat has improved as a result?Wellbeing is a high priority supported in the nursery through Forest Kindergarten, nurturing and positive relationships, healthy snacks and P.E.We are developing and have lots of opportunity to learn about our values (Kindness, Respect, Resilience, Pride, Creativity) and our new Vision,We are aware of our Rights Respecting School status, having achieved the Bronze award this session. The high expectations of all of our learners is encapsulated in our new school motto: Good, better, best, we will never rest until our good is better and our better is best.Our school, it’s context and our stakeholders have shaped our curriculum rationale and we make improvements based on this awareness and knowledge based on continuous engagement with all stakeholders.Staff know our families and context very well. Staff know who our pupils are who have a parent serving in the forces and the progress of these pupils, as with other key groups is closely tracked. We have increased our supports for our forces pupils and families this session including, monthly coffee mornings, a lunch time drop in club and the establishment of an MOD family support team. We offer families new to our nursery the opportunity to engage in PEEP group. This has impacted positively as observed by the lead facilitator and has been well received by families. This group has supported parent confidence either in relation to parent concerns about their child’s development or separation anxiety for both parent and child. One parent reported that as a result of the experience of attending the group that their child going to nursery would now be less traumatic for them. The outcomes from questionnaires, indicated that all families would have liked to have had more sessionsAll staff are aware of GIRFEC; the process of child planning meetings is very well-established and leads to improved outcomes in almost all cases. Children’s views are a central part of these.Staff, pupils and parents understand the impact of poverty, having had One in five training in 2017-2018 (staff, parents and pupils).The therapeutic service Place2Be is well-established in the school and is an excellent support to pupils, families and staff who talk positively about its impact.We comply with statutory requirements and codes of practice. Our staff, learners, parents and partners are aware of our Child Protection policy and procedures. All staff have the necessary training.The progress of care experienced children is tracked. We have good relationships with carers and the outside agencies that support these pupils.We have an inclusive learning environment: the Visual Schools Programme is embedded and staff regularly use the UP UP and AWAY document. The outdoor environment is used very effectively to support and promote positive relationships as well as learning across curriculum.Staff are highly trained in supporting learners experiencing barriers to learning. Relevant training for all staff this session has included: building Positive Relationships, understanding Adverse Childhood Experiences, Hanen training at the start of session to support learners with communication and language challenge. We track the development and progression of our learner’s development and learning attainment. We have strong links with our outside agencies to support learners experiencing barriers to learning. Diversity and faith is celebrated at assemblies with pupils encouraged to share their own families’ beliefs, cultures and practices. Next Steps:To enhance further and raise awareness of our supports for forces families and children.To continue to deliver the resilience programme and include nursery children in whole school assemblies.To continue to widen our parental involvement opportunities in the nursery utilising the supports available and forging new links where possible. To incorporate CEC milestones as a tool for planning, assessment and tracking of learners within the nursery.Increase staff capacity in data analysis through PLaCE project. ................
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