EDUCATION, LEARNING & LEISURE
STANDARDS AND QUALITY REPORT
FOR
Fyvie School
Standards and Quality Report for Session 2011/12
Aberdeenshire Council Education, Learning and Leisure Service Vision
“Working together for the best quality of life for everybody in Aberdeenshire; from
mountain to sea, and helping through Education and Recreation to make it the best
possible place in which to live and learn, work and play.
Our aims are the building of capacity, the realisation of potential and the
achievement of excellence in Aberdeenshire – the very best of Scotland”
Standards and Quality Report
Section
Section Title
Page
(Insert page number)
1
Contents Page
2
Aberdeenshire Council School Improvement Framework- Foreword
3
Aims
4
The School in Context
5
Progress Check – Evaluating the School’s Previous Improvement Plan
6
How good is our school 2011-12
7
Self Evaluation Audit (Nursery)
8
Self Evaluation Audit
9
Other Achievements
10
School Improvement Priorities for session 2012-13
2. Foreword: Aberdeenshire Council School Improvement
Framework
Aberdeenshire School Improvement Framework forms part of the Education,
Learning and Leisure Service’s Quality Improvement Framework, and is the
overarching strategic management tool which directs and supports school
improvement in establishments across Aberdeenshire. At the heart of the framework
is the notion that self evaluation practice within each school drives improvement
aimed at delivering positive outcomes for children and young people in
Aberdeenshire.
“Self evaluation is a reflective, professional process through which schools get to
know themselves well…Improvement Planning builds on that self knowledge by
involving us in understanding and valuing the best of that which already exisits,
deciding how good we can really be, and identifying the best way forward.”
The Journey to Excellence Part 4: Planning for Excellence , HMIe , 2007
In partnership with its schools, Aberdeenshire Council will work to provide education
of the highest quality to meet the aspirations of pupils, parents, staff and the wider
community
“….to secure that the education is directed to the development of the personality,
talents and mental and physical abilities of the child or young person to their fullest
potential”.
Standards in Scotland’s Schools etc Act 2000, Section 2
Aberdeenshire Council is committed to support and challenge schools and staff in
their efforts to nurture an ethos of achievement and to develop focused improvement
strategies.
“A pre-requisite for sustained improvement is the recognition by all staff that there is
indeed a need for improvement, and that improvement is possible. Giving learning
and teaching the highest priority, results in improvements in ethos, behaviour and
outcomes for learners.”
Improving Scottish Education, HMIe, 2006
Aberdeenshire Council acknowledges its statutory duty to educate the whole child
and to promote the active involvement of children and young people in their learning.
“To enable all children and young people to become successful learners, confident
individuals, responsible citizens and effective contributors.”
Ambitious, Excellent Schools, HMIe, November 2005
The school’s Standards and Quality report is an important component of the School
Improvement Framework which provides an account of the progress the school has
been making in implementing it plans for improvement, together with an update of the
school’s own assessment of the quality of its provision in relation to a set of
recognised indicators, which reflect national, authority and school level priorities.
3. Aims
1. Curriculum

2
Help children by careful teaching and encouragement, to develop their full potential in all
areas of the curriculum, seeing school work as a starting point for their own explorations.
Attainment

Encourage children to develop their own particular talents and abilities whether in music,
sport, writing or, indeed, any area.
3 Learning and Teaching

Help children to develop skills which will be needed in the world of today and to meet the
challenges of tomorrow.
4 Support for Pupils

5
Provide for the emotional, physical and social needs of individual pupils by encouraging
positive attitudes in a caring and supportive environment.
Ethos

Help children to understand the world around them, to respect and care for other people
and their environment.
6. Resources

Provide a range of quality resources to meet the needs of pupils in all areas of the
curriculum.
7. Management, Leadership and Quality Assurance

Provide effective leadership and a range of appropriate mechanisms for ensuring high
quality teaching and learning experiences across the curriculum.

We aim to provide as safe and as healthy an environment as is possible for all children and
adults within the school.
4. The School in Context
Fyvie School is situated in the village of Fyvie and serves the catchment area of Fyvie and
its surrounding rural area. The school is non denominational. A number of pupils who live
out with the catchment area also attend the school.
The school building has eight teaching areas along with a library area, a Music room, a
Pupil Support room, two halls and a Local Heritage room. Fyvie Playgroup also has a base
in the school building. Other facilities include extensive school grounds with tarred and
grassed areas.
The roll at the end of the session was 117 and 20 nursery children. This is expected to rise
next session and then over the next 4 years. The school has 6.5 full time staff, and the
Head teacher.
The current Head Teacher was appointed from 12 th March 2009 and had an acting role
from end of November 2008. A visiting teacher provides support for learning and a fulltime Nursery Nurse is employed. A Pupil Support Teacher provides behaviour support for
pupils one half day per week. We have one full time and one part-time Classroom
Assistants who provide support for pupils throughout the school. Three SFL Auxiliaries are
employed. Specialist teachers support the teaching of Art, Drama, Music and Physical
Education. The school is supported by an administrator, a clerical assistant/receptionist, a
janitor, one lunchtime auxiliary, one children’s supervisor, kitchen and cleaning staff.
Fyvie is a community school and the links are a valued part of school life. Afterschool and
lunchtime clubs run during the week and the school is used for a variety of evening
activities.
The school has an active Parent Council and encourages the involvement of parents in the
work of the school. Through the Pupil Council, ECO Council and Health Council, pupils are
also involved in the work of the school and its improvement.
The school operates its budget in line with Aberdeenshire Authority guidelines.
The school was inspected in March 2009 and inspectors returned in March 2010.
The follow through inspection in March made the following comments:
Particular Strengths of the School
Well-behaved, enthusiastic children who are taking more
responsibility for aspects of school life.
The improved pace of learning which meets children’s learning
needs more fully and is helping them to make more progress.
Improvements in communication and partnerships with parents.
The developing culture of self-evaluation among staff.
The leadership of the head teacher in managing change and encouraging an ethos
of achievement.
Creating an ethos of achievement is central to what we do and we work hard to establish
an environment in which all our pupils, staff and members of our community are able to
fulfil their potential and expectations.
5. Progress Check – Evaluating the Schools Previous Improvement Plan
School Improvement Priorities 2009 / 2010
No
Improvement Priority
Outdoor education
1
2
Raising Attainment
Evaluation / Impact
Overall evaluation – 5
Inset day took place with all primary staff across
cluster as well as some academy colleagues.
A range of providers presented workshops.
Small cross cluster group developed outdoor
learning pack of teaching and learning resources
and each school received at least one pack
Fyvie teachers now taking children from all classes
out on a regular basis and have a clearer focus and
understanding of how outdoor learning fits into the
CfE outcomes and entitlements
Overall evaluation – 5
Participation of two teachers and the HT in cross
cluster moderation activities led to production of a
pack of moderated pieces of writing from early to 3rd
level.
Packs used by class teachers to moderate writing
activities within own classrooms.
More focussed approach to the teaching of writing
across the school.
3
Health
No progress was made in this area this session so it
will be brought forward next session.
4
Meeting Needs
Overall impact – 3
SFL teacher held collegiate meetings to inform staff
of the latest developments in supporting pupils with
Evidence
Minutes –CPD records
Resources packs in each school
Classroom evidence such as displays and jotter
work
Assessment folder work – pupil profiles
Minutes of meetings
Resource pack in each school
Writing jotters in classrooms
Writing walls.
Minute
dyslexic type learning difficulties
This development will be continued next session.
5
Ongoing issues
Two teachers have worked throughout the year on
development of Numeracy and Maths progressive
programme linking resources to outcomes.
This has been well received by the teachers as a
very good support to finding a pathway through the
new maths/numeracy programmes and resources
recently purchased. This work in a major task and
is on-going.
Resource on school staff-share folder.
6. Self Evaluation Audit Nursery
The Child At The Centre 2
Quality Indicator
Audit Levels (shaded)
Evidence
Next Steps
Key Performance Outcomes

1.1
Improvements in performance
1
2
3
4
5
6
1.2
Fulfilment of statutory duties
1
2
3
4
5
6
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Good progress at Early
Level by all as shown in
pupil reports
Confident and articulate
children – interactions with
staff and others
Children achieving across a
broad spectrum including
early reading, number and
writing.
Finance within budget and
legislation complied with.
Joint sessions with P1/2
Use of labels to record
observations as they
happen.


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
Develop closer links with
Playgroup to share
expertise and improve
transitions.
Children will participate in
pupil council activities such
as ECO and HPS councils
Further develop ways of
assessing and recording
achievement. and
attainment using ‘learning
journeys’
Ensure impact of
development plan.
Quality Indicator
Audit Levels (shaded)
Evidence
Next Steps
Impact on Learners, Parents, Carers and Families
2.1
Children’s Experiences

1
2
3
4
5
6








Quality Indicator
Audit Levels (shaded)
Comparison of previous
years’ curricula.
Records and photographs.
Annual audit of parental
views
Learning outcomes shared
with parents (whiteboard)
Parental feedback
Children involved in
planning process.
Family time and star
moment sheets to share at
home.
My Learning Journey
including photographs of
pupil experiences.
Comments and suggestion
boxes for parents.



Evidence
Revise audit system
whereby children are more
involved in constructive
improvements in their own
experiences.
Continue to develop the
sharing of learning
outcomes to become more
interactive, involving
parental comments and
suggestions for learning.
Parents continue to be
actively encouraged to
participate in planning
activities.
Next Steps
Impact on the Community
4.1
The centre’s successes in engaging with
the local community
1
2
3
4
5
6



4.2
The centre’s successes in engaging with
the wider community
1
2
3
4
5
6

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


Visits, visitors records
Planning showing excellent
use of local area
Improved links and
transitions with playgroup
Assembly attendance
Links with playgroup
Local business links
Visitor records.
Visits to wider community
services and attractions.


Continue to build upon
business links
Develop email links with
schools locally and
nationally.
Quality Indicator
Audit Levels (shaded)
Evidence
Next Steps
Provision of Early Education

5.1
The Curriculum
1
2
3
4
5
6

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
5.2
Teaching for effective learning
1
2
3
4
5
6



5.3
Meeting learning needs
1
2
3
4
5
6


Comprehensive daily,
weekly and termly plans.
Evaluations for all plans.
Pupil evaluations in My
Learning Journeys
(informed through
observations) and reports.
See photos, pupil
evaluations and comments
in reports, minutes of
meetings
Sound of the week aligned
with Jolly Phonics use in
P1.
Circle time weekly.
Show and tell talking box
shared weekly.
Frequent use of the outdoor
class room.
HMIe follow through report

Classroom Monitoring
Cross-curricular, active
learning is the norm.
(Display and profiles)
Children involved in setting
own targets. (Profiles)
Children’s individual needs
catered for – IEPs.
SALT, EP consulted as
necessary. Multi agency
meetings convened.




Develop the curriculum
further using CfE Building
Curriculum 4 and 5
increasingly developing
assessment tools.
Build time for consultation
with VS to enhance
provision and expertise
Continue to consult with
early years co-ordinating
teacher thus keeping up to
date with latest initiatives.
Develop further problem
solving opportunities for
children.
Continue to develop child
and parental involvement in
IEP development and
evaluation.
5.8
5.9
Care, welfare and development
1
2
3
4
5
6
Improvement through self-evaluation
1
2
3
4
5
6

Activities to encourage
independence and
responsibility – eg caring
for plants, washing up after
snack.

Assessment folders- variety
of assessment approaches
Clear, high expectations set
by staff, as appropriate for
each child – monitoring.
PDRS/EDRS
documentation


Quality Indicator
Audit Levels (shaded)
Evidence



Monitoring systems under
review
Assessment and tracking
linked closely to CfE
outcomes
Develop STLC involvement
to support continuous
improvement.
Next Steps
Leadership

9.3
Developing people and partnerships
1
2
3
4
5
6

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
9.4
Leadership of improvement and change
1
2
3
4
5
6

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Active rota for parental help
in nursery.
CPD records and
attendance at in-service
and twilight training.
Feedback from parents and
other professionals
including HMIe
Development of My
Learning Journey
Further development of
Early level curriculum.
Minutes of meetings
Working group
documentation.
Inclusion in STLC
Plan for improved parental
involvement and participation.
Continue participation in early level
developments and whole school
initiatives.
7.
Self Evaluation Audit
How Good is Our School 3 (HGIOS3)
Quality Indicator
Audit Levels (shaded)
Evidence
Next Steps
What outcomes have we achieved?
1
Key performance outcomes

1.1
Improvements in performance
1
2
3
4
5
6

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


1.2
Fulfilment of statutory duties
Quality Indicator
1
2
3
4
5
Improvement planning
evaluations
New numeracy programmes
School self evaluation audit
STLC in place and regular
meetings held.
Moderation programme with
cluster colleagues

Financial records and audit



Continue to develop CfE
curriculum and assessment
strategies.
STLC group continues
Standardised assessment to
be considered.
Maintain.
6
Audit Levels (shaded)
Evidence
Next Steps
How well do we meet the needs of our School Community?
2
Impact on Learners
2.1
Learner’s experiences

1
2
3
4
5
6





New revised programmes
for literacy, numeracy and
Health and Well-being in
place.
Personal learning plans
and learning logs.
Pupil feed back in some
reports.
Feedback from parents
More active learning
experiences as shown in
plans and evaluations
Enhanced outdoor
learning programme.



Continue to develop
curriculum and active
learning strategies. STLC
Continue to develop
outdoor learning
programme and policy.
Enhance current
programme of interdisciplinary projects to
ensure quality of
progression, breadth and
challenge.
Quality Indicator
4
Impact on the community
4.1
The school’s success in working with and
engaging with the local community
Audit Levels (shaded)
1
2
3
4
5
Evidence
6

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


4.2
The school’s success in working with and
engaging with the wider community
1
2
3
4
5
6



Quality Indicator
How good is the education we provide?
5
Delivery of education
Audit Levels (shaded)
Next Steps
Many visitors to school
Visits to the community
Varied programme of
assemblies
Partnerships used to
support learning e.g. HPS
and ECO
Thank you tea invites
Very popular community
cafe
Re-launch of Heritage
room.
Popular open afternoon
and evening sessions well
attended.
School gala broadening to
include local community.

Huge attendances at school
and Parent Council events,
Large donations to school
from local groups
Lots of help with heritage
set-up.
Working with cluster schools
to develop moderation

Evidence


Business breakfast to
enhance relationships
Advertising of heritage room
across shire as learning
resource.
Develop closer links with
local sheltered housing
complex.
Develop further links
especially through health
agenda.
Next Steps
5.1
The curriculum
1
2
3
4
5
6

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
5.2
Teaching for effective learning
1
2
3
4
5
6




5.3
Meeting learning needs
1
2
3
4
5
6




5.8
Care, welfare and development
1
2
3
4
5
6




5.9
Improvement through self-evaluation
1
2
3
4
5
6




Quality Indicator
How good is our leadership?
9
Leadership
Audit Levels (shaded)
Minutes of meetings
CfE documentation
New programmes and
resources for numeracy and
literacy now in place. Good
interdisciplinary contexts in
development.
Pupils involved in more
active learning tasks.

Further develop
programmes and resources
especially interdisciplinary
contexts.
Monitoring records
Forward planning
documentation
Pupil feedback
Teacher Learning
Community in place and
all teachers involved.

Further develop Teacher
Learning Community to
develop and embed
formative assessment
strategies to support
learning.
SfL documentation
Inter-agency
documentation
Pupil reports

Develop new approaches
to assessment in line with
national and authority
guidance.
Pupil and Parent Council
and Eco minutes
Transition documentation
Inter-agency records
Monitoring documentation
Minutes of staff meetings

Further develop selfevaluation processes to
provide greater depth and
ensure impact
Instigation of STLC
Moderation programme with
cluster colleagues.
Display wall
TV used as SE tool

Further develop STLC
Evidence
Next Steps

9.3
Developing people and partnerships
1
2
3
4
5
6





9.4
Leadership of improvement and change
1
2
3
4
5
6

Staff meeting minutes
show collegiate approach
Staff have increased
range of leadership roles
PDRS records
Monitoring feedback
Documentation of
partnership working
Clear identification of how
development priorities will
be addressed
Calendar to manage
developments identified in
SIP.

Maintain

Ensure that improvement
plans are achievable
within time.
Develop moderation
calendar.

8. Other Achievements
The school encourages an ethos of achievement through:

Providing opportunities in a variety of activities

Recognition and praise for achievements

Having high expectations for all
Some examples of our achievements this session are:
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ALEC caravan visit
All pupils participation in two performances to families and friends
Choices for life event
SSPCA visit
Interschool football tournaments and gala with great success.
Loch Insh inter-schools trip
Bags to school collections
A wide range of children’s author visits
Fundraising to the following charities; Children in Need, Red Nose Day,
Poppy Appeal, Rotary box appeal, Sport Relief and Anchor
Open evening – with Oscars
K’nex challenge competition and class winners
Participation in two Parent Council Fairs
Community café Fairtrade friendly
Taste of Grampian
Local vet visits
Enhanced outdoor learning experiences
Heritage room re-launch and DVD
Pupils win family art competition (Scotland wide competition.)
Nature club
Cheerleading club
Re-vamped library launched
New recycling facilities
Livewire production Safety on the Internet show
P6 and P7 swimming
P7 cycling – Bikeability success.
Science and engineering week - K’nex challenge and Wheely Good
workshops
Rotary Quiz success – 5th year running!
Film club
Parent Council Gala – First Minister presents football prizes.
SCARF – Pupils wins competition and is presented with a new bicycle
Olympic torch visits school
Mobile Library annual reading challenge launched at school.
Cricket festival
Sports week
Jubilee tea
Visits to; MacDuff Aquarium, Satrosphere, Loch Insh, Fyvie Castle and
around local area
9. School Improvement Priorities for session 12/13




Further develop CfE Literacy, Numeracy, Health and Well-Being and inter disciplinary
contexts
Continue improvements to Self Evaluation through STLC
Standardised assessments to be brought in
Continue to work towards Green Flag award