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Standards, Quality and Improvement Plan for
Stanwell Nursery School
Stanwell Nursery School is committed to providing high quality early learning and childcare in a safe, caring and inclusive environment. We work together with parents/carers and the wider community to help our children thrive and go on to live happy and fulfilling lives.
Standards and Quality Report for session: 2016-2017Improvement Plan for session: 2017-2018
Context of the Setting
Include some or all of the following: centre vision, value and aims; local contextual issues; factors affecting children’s achievements (e.g. staffing changes/issues)
Locality: North East Cluster: Leith AcademyLevel of teacher input: 0.5, plus HTTotal number of children 3-5 102 (Some of these access paid additional hours)
Total number of children 0-30 No. of Eligible 2’s 0
Stanwell Nursery in Leith opened in 1936. Part of the pioneering early 20th century nursery school movement inspired by such influential figures as Froebel, Margaret McMillan and Motessori, it was the second purpose-built nursery created by the City of Edinburgh Council. Until 1973, it was housed in an annexe of Bonnington School in Stanwell Street, and from the beginning promoted learning through play and provided an integrated service to a vulnerable and diverse community. It is now located in an historic stone building, formerly part of Dr Bell’s Primary School, a significant Leith landmark. Most of our families come from the immediate Leith community, which includes some of the most deprived areas in Scotland. More than half of the children have English as an additional language or are bilingual. We work hard to create an inclusive and welcoming atmosphere, and offer a wide range of activities and events for parent/carers. We also work in close partnership with a number of local community organisations. In session 2016-2017 there were 60 am and 60 pm places in the nursery, all for 3-5 year olds. The accommodation consists of 2 large classrooms and an additional multi-purpose room, with attractively developed garden areas to the front and rear of the building. During the session, the staffing has consisted of a head teacher, a full time senior early years officer, a 0.5 FTE teacher, 5 FTE early years practitioners, 2 part time secretaries, 4 pupil support assistants and a part time caretaker. There is an active parents’ council.
Significant factors specifically affecting children’s achievement in 2016-2017:
Introduction of additional paid hours, and flexibility for families within 600 hoursOver 50% children are bilingual or have English as an additional languageContinued upgrades to outdoor area, particularly sand kitchen, loose partsRange of parenting supports offered to families – Triple P (PoPP), Peep, RCWC, cooking classes, Family Learning, Stay and PlaySuccess of Bedtime Stories, storysacks and storytelling sessionsTwo extended staff absencesCloser tracking of children’s progress through trackers, fortnightly team meetings focusing on “shocks and surprises”, monitoring of ejournalsSuccessful expressive arts project – StarcatchersLarge number of children with additional support needs
Standards and Quality Report
Leadership and ManagementThemes1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership and management of staff1.5 Management of resources to promote equityOther related HGIOELC QI’s/Themes23.1 Ensuring wellbeing, equality and inclusion
National Improvement Framework (NIF) Priorities1. 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 people NIF Drivers
How good is our leadership and approach to improvement?
The nursery, at all levels, is very committed to continuous improvement and has a positive attitude to change. We have a clear vision and aims (updated this year in consultation with stakeholders), which are rooted directly in our aspiration to deliver the highest quality education and childcare, together with the most relevant and effective supports for families. The head teacher has a collegiate style which encourages suggestion and comment; stakeholders at all levels contribute to the development of this shared vision, ensuring its relevance to the needs of the local community. All staff show a high level of commitment to the vision, and to the ethos of mutual support and respect which characterises our setting. The nursery has a high local profile; it has close links with many partner organisations and is well known for its warm, welcoming and supportive ethos.Several members of staff, including the head teacher and SEYO, are proactive in engaging with current research around pedagogy, and consistently share the insights gained with the wider staff team. Together with local and national initiatives, these insights inform our priorities for change. The multi-purpose space in Room 3 has allowed the nursery to take a lead in hosting wider events for professional colleagues, such as CPD sessions, Forum and cluster meetings. This gives us insights into the roles of other professionals and broader community issues, which impacts positively on outcomes for children and families. The head teacher has encouraged all staff to take on leadership roles (identified through PRD) and they have very successfully planned, implemented and evaluated a wide range of initiatives. It is as a result of this distributed leadership that we are able to offer such a broad based service, with consequent benefits for families and children’s learning.The wellbeing of our children is at the heart of our work. GIRFEC principles and practice, and the wellbeing indicators are embedded in all we do. We have successfully supported a number of children with a wide range of additional support needs, and have received positive feedback about their progress from many other professionals.We take account of the NIF priorities and drivers. There is a consistent focus on improving literacy and numeracy – we have introduced creative ways of supporting their development, for example using SEAL maths, bedtime stories, storysacks and parents’ storytelling sessions, all of which have impacted positively on children’s progress. The nursery is close to some of the most deprived areas in Scotland and we work extensively with families (for example, through PoPP, Peep and Family Learning) to encourage home learning and to close the poverty-related attainment gap. We prioritise the development of self-regulated learning, promoting such skills as cooperation, focus and attention, problem-solving and creativity which underpin the development of skills for learning, life and work. All staff are committed to constantly reflecting on and evaluating practice to identify meaningful and relevant improvements. The head teacher creates regular opportunities for collegiate discussion – all participate in identifying and taking forward ways of improving practice. The head teacher and SEYO encourage innovative practice and model it in their own work. They effectively manage the pace and intensity of change, providing an appropriate balance between challenge/inspiration and support/consolidation. The head teacher has worked hard to promote a
positive attitude to change, and has successfully engendered an open and positive attitude in the nursery community towards the approaching transformation in early years services.We have successfully implemented the priorities relevant to Leadership and Management from the improvement plan for 2016-17. Additional paid hours were introduced and were enthusiastically taken up by a number of families. This allowed increased access for families to work/training and provided stability and security for the children. This will also provide a useful starting point for the coming introduction of full time hours. We also offer families considerable flexibility in how they use their 600 hours. The head teacher had an inspirational visit to Mayfield Nursery, followed by interesting input from the Early Education annual conference, on themes around improving practice. This will inform new learning and teaching priorities (focussing on observations and interactions) for the coming session.
Next Steps: (these will link to what goes into your Improvement Plan for 2017-18) Use SSTEW scale to evaluate and improve staff-child interactions CPD for staff on observation Consult with parents about service changes Implement any changes to service Develop new staffing structure Improve use of data – SIMD, 27-30 month reviews- to evaluate improvements Collegiate work with other nursery HTs around planning, learning and teaching
Learning ProvisionThemes2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.6 Transitions2.7 PartnershipsOther related HGIOELC QI’s/Themes1.3.3 Developing creativity and skills for life and learning
National Improvement Framework (NIF) Priorities1. 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 people
NIF Drivers
How good is the quality of care and learning we offer?
The ethos of our setting prioritises respect and warmth, and children feel confident, secure and valued. Their views are taken into account in a number of ways - floorbooks, learning boards, online journals and daily discussions, with skilled and empathic staff listening to, observing and giving voice to the views of the less verbal. The curriculum is grounded in the values and purposes of CfE, and the purposes and objectives of the Children and Young People’s Act. It is firmly child-centred and designed to enable all children to achieve to the best of their ability. It is underpinned by an educational philosophy based on play and active learning. As a result, all children are purposefully engaged in learning through a wide range of rich and challenging experiences, both indoors and outdoors. Children have a high level of control over their own learning and are confident in making choices and taking decisions. They are encouraged by staff to develop steadily in independence throughout the session.Staff have a very good understanding of child development and pedagogy, and this is evident in the quality of staff-child interactions and observations. We have developed manageable systems (trackers, observations, online journals, timetabled progress reviews) which enable staff to accurately and reliably assess children’s progress and plan interventions where appropriate. As a result children experience a curriculum which is highly responsive to their individual needs and interests. Parents/carers are fully engaged in their child’s learning through online journals, notice boards, profiles and discussions with staff. They have regular opportunities to contribute ideas on curricular development through questionnaires and focus groups, and their comments to staff indicate that they feel that their opinions are valued and acted upon.In recent years our setting has included a number of children with additional support needs which have ranged from moderate to severe. We have worked in close partnership with a wide range of agencies to provide very good support for these children, and all have made very good progress.Effective support is given to children and families at key times of transition. Home/nursery transition is supported by a pre-nursery Peep group, a multi-lingual Peep group and by open days and visits. Transition from EY centres is further supported by child’s planning meetings, as is transition to schools for any children with support needs. Transition to primary school is supported by Family Learning, school visits, and is reflected in the curriculum in the playrooms.
Very good progress has been made on 2016-17 priority of outdoor play. Almost all tasks were completed, and the impact on the richness of children’s play of our larger sand area and the wide range of natural, loose materials on offer was striking. Unfortunately, our SEYO’s Forest School training was not completed until May 2017, so this will be carried forward to next year.Progress in our second Learning Provision priority of Technologies was good overall. There were some notable successes eg our 3rd Green Flag, children’s success in using a wide range of digital equipment such as cameras, Ipads, and remote control vehicles, and the notable creativity and innovation in children’s block play. However, several tasks remain incomplete, and will be carried forward to next year.
Next Steps: (these will link to what goes into your Improvement Plan for 2017-18) Introduction of loose parts indoors as well as outdoors Forest School work SSTEW scale work by staff – move staff-child interactions from very good to excellent Continue to develop technologies Increased use of traditional tales in long-term planning
Success and AchievementsThemes3.1 Ensuring wellbeing, equality and inclusion3.2 Securing children’s progress3.3 Creativity and skills for life
Other related HGIOELC QI’s/Themes1.2.7 Partnerships
National Improvement Framework (NIF) Priorities1. 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 people NIF DriversHow good are we at ensuring the best possible start for all our children?
Stanwell Nursery has a reputation in the local community as a warm and welcoming place. All staff endorse the nursery’s aims and values – our commitment to its life and ethos is evident in all our practice. We know our children very well and are very skilled at initiating high quality interactions, and developing warm, responsive relationships, with the children and their families. We fully understand the crucial impact this has on the child’s learning.Our commitment to respecting children and families’ rights is central to our work. The Care Inspectorate recognised, in their report of November 2015 that “The nursery was excellent at ensuring that everyone working in the service had an ethos of respect towards service users and each other.” This includes children, who are encouraged to show consideration for each other, to resolve conflicts through negotiation and enjoy positive relationships with staff. It also includes staff teams, who work very well together and model positive and caring interactions to support each other and the children.All staff are aware of and adhere to GIRFEC principles and actively promote the wellbeing of our children through the wellbeing indicators. We are skilled at meeting children’s emotional and social needs and put these at the heart of our work. Children are encouraged to recognise and talk about their feelings and are supported in learning the appropriate language. As a result, almost all children are confident, happy and settled, and are able to make very good progress in their learning across the curriculum.We have warm and close relationships with parent/carers, and place a high value on supporting children’s wider achievements. Parent/carers are encouraged to record these achievements on learning journals, and to share them with the nursery community, and many take up this opportunity.The nursery complies with statutory requirements and codes of practice, and ensures all staff fulfil statutory duties to improve outcomes for children. Staff are proactive in developing their knowledge of wellbeing, equality and inclusion through CPD and professional reading. The Stanwell community is diverse and inclusive. Over half of our children are bilingual or have English as an additional language. As well as promoting equity through our curriculum, and through our vision and ethos, we have actively offered a range of practical supports which have been positively evaluated by participants – EAL was one of our priorities for session 2016-17. These have included a transition Peep group delivered in
partnership with Multicultural Family Base, regular Family Learning sessions for our bilingual parents/carers and a session on transition to primary school for bilingual children run by our visiting Polish Nursery Nurse. We have once more delivered CPD to staff from other settings on EAL, and are recognised by peers as having considerable expertise in this area. Staff work hard to reflect on and overcome barriers to participation, offering crèche spaces, interpreter support and documents in translation. We signpost further learning (eg ESOL groups, parenting courses) as appropriate.
Innovations in literacy, a priority for 2016-17 had a significant impact on children’s enthusiasm for books, and on families’ skill in supporting this interest. The take-up of bedtime stories necessitated a significant expansion of the library, storytelling sessions for parent/carers were very positively evaluated, and the re-introduction of storysacks and the creation of writing sacks proved very popular.Oral Language was promoted by the introduction, in term 3, of Talking Time, and Early Talking Time groups – nursery staff were supported and trained in this by our speech and language therapist. Impact on children’s confidence in speaking and interacting was evident even in that short period of time.Staff knowledge of SEAL maths was refreshed – staff report a noticeable improvement in children’s numeracy skills following the incorporation of maths into toothbrushing time. Staff are also more confident in supporting children’s numeracy work in play across the curriculum.
Next Steps: (these will link to what goes into your Improvement Plan for 2017-18) Increase staff knowledge of agencies and services within the community to improve their ability to “signpost” supports Staff development opportunities around ASL – autism training, Up,Up and Away training Implement GIRFEC changes 1 in 5 Poverty training for staff
Self Evaluation 2016 – 2017
Quality IndicatorWhat is our capacity for continuous improvement?
Centre Self – Evaluation2016 – 17
(Using the six point scale)
HMIe Inspection Date and Evaluations
Follow through (if applicable)
1.3 Leadership Of Change 5 Oct 2008, very good for 3 areas inspected under
previous model
2.3 Learning, Teaching And Assessment 5
3.1 Ensuring Wellbeing, Equity And Inclusion 5
3.2 Securing Children’s Progress 5
3.3 Developing creativity and skills for life and learning 4
2.4 Personalised support 5
Care InspectorateDate Inspected Themes inspected Grades awarded Follow through
(if applicable)3rd November 2015 Quality of care and support
Quality of environment
Quality of staffing
Quality of management and leadership
6 5
5
5
2017 –
2021
Centre Self EvaluationWorking Plan for QI Engagement - Key Areas for Centre Improvement
QI 2017 - 2018 2018 – 2019 2019 – 2020 2020 – 2021 Comments
1.1 Self-Evaluation for Self-Improvement
1.2 Leadership of Learning
1.3 Leadership of Change
1.4 Leadership and Management of Practitioners1.5 Management of Resources To Promote Equity
Leadership And Management Overall
2.1 Safeguarding and Child Protection
2.2 Curriculum
2.3 Learning, Teaching and Assessment
2.4 Personalised Support
2.5 Family Learning
2.6 Transitions
2.7 Partnerships
Learning Provision Overall3.1 Ensuring Wellbeing, Equality and Inclusion
3.2 Securing Children’s Progress
3.3 Developing Creativity and Skills for Life and Learning
Successes and Achievements Overall
Centre Improvement Plan
Leadership and Management How good is our leadership and approach to improvement?Themes1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership and management of staff1.5 Management of resources to promote equityOther related HGIOELC QI’s/Themes2.3 Learning Teaching and Assessment3.
National Improvement Framework (NIF) Priorities1. 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 people NIF Drivers
Priority: To improve playroom practice and learning environment
Overall Responsibility: Head TeacherOutcome and impact on learners:
Children’s learning will benefit from improved staff skills in evaluating and improving interaction and observation Children will benefit from improved learning opportunities created through changes to staffing structure Children will benefit from an improved learning environment
Tasks By Whom Timescale Resources Progress/Impact of task
Research SSTEW scale and develop suitable input for staff.
Deliver input to staff. Implement
Review and evaluate
Research material around Quality Observations and create input for staff
Deliver input to staff
Develop new staffing structure Share with staff
HT
HT, staffAll room staff
All staff
HT
HT, all staff
HTHT, all staff
Before August inservice
August inserviceAugust-Dec
January inservice
Before August inservice
August inservice
By AugustAugust inservice
Book –“ Assessing Quality in Early Childhood Education and Care”HT time
Half day inserviceDiscussed at fortnightly team meetingsHalf day inservice
HT time, various sources
2 hour inservice
HT timePart of staff meeting time, August inservice
Improve playroom environment – create studio areaOrder necessary furnitureWork out floor plan
Visits to other settings
HT involved in collegiate work around learning and teaching with other HTs to develop improvements to practice
HTHT, room staff
All staff
HT
By August
June- October
During session 17-18
Staff timeNursery budgetDesign GuideStaff time
HT time
Learning provisionHow good is the quality of the care and learning we offer?Themes2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships Other related HGIOELC QI’s/Themes1. 3.3 Developing creativity and skills for life and learning
National Improvement Framework (NIF) Priorities1. 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 people NIF Drivers
Priority: To improve learning provision in technologies and literacy
Overall Responsibility: HT, Judy PhilipOutcome and impact on learners:
Children will become more confident and skilled in their knowledge and use of technologies. Children will make more use of ICT to develop skills and knowledge across the curriculum Children’s oral language will improve Parents/carers will become more confident in supporting children’s early literacy skills
Tasks By Whom Timescale Resources Progress/Impact of task
TechnologiesComplete Early Years Technologies Rich Environment Tool Indoors and Outdoors
Audit existing resources, identify and purchase new resources
Consult with Kirsty Dobson to identify new apps, programmes for PC. Purchase these resources
Pilot use of children’s photographs, film-
All staff
Judy, supported by all staff
Judy, HT, Kirsty Dobson
Judy plus??
By October 2017
October 2017
October 2017
Terms 2 and 3
Time
Staff time and budget
Meeting time with Kirsty Dobson, budget
Staff time
making as tool for their evaluation of nursery experiences
Evaluate use of Outlast blocks, add to them if appropriate
Re-introduce woodwork
Re-assess eco school work. Establish whether member of staff willing to lead green flag work. If not, identify our own eco priorities, and identify associated tasks.
Redesign arts and crafts area in classrooms.Purchase new units, baskets Introduce loose parts indoors
LiteracyUse traditional tales as integral part of termly forward planBuy books and resources
Expand use of storysacks and writing sacks
Parent/child storytelling sessions
Support oral language through Talking Time and Early Talking Time
Helen
Helen
Lynda, HT, teacher
HT, supported by QIO
Rona, HT, teacher, supported by all staff
Audrey
Audrey
Rona, Lynda, another staff member?
August-October 2017
October 2017
By December 2017
By August 2017
From August 2017 to June 2018
August 2017
Terms 2 and 3
From September 2017 to June 2018
Staff time, nursery budget
Nursery budget
Staff time
Nursery budgetCare Inspectorate Design Guide
Nursery budgetStaff planning time
Staff time,Nursery budgetStaff time
Staff time
Successes and achievements How good are we at ensuring the best possible outcomes for all our children?Themes3.1 Ensuring wellbeing, equality and inclusion3.2 Securing children’s progress3.3 Creativity and skills for lifeOther related HGIOELC QI’s/Themes1.2 Leadership of learning2.4 Personalised support
National Improvement Framework (NIF) Priorities1. 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 people NIF DriversPriority: To improve supports for children with additional support needs and their families
Overall Responsibility: HTOutcome and impact on learners:
Children with additional support needs will be supported through all possible routes to achieve to the best of their ability Barriers to children’s achievement will be identified and steps taken to overcome them, to allow children to achieve to the best of their ability Staff will be more confident and knowledgeable when supporting children with AS needs, which will improve outcomes for learners..
Tasks By Whom Timescale Resources Progress/Impact of task
All staff will attend Up Up & Away training
All staff will use the revised resource to assess & support children causing concern
All staff will attend autism training
Talking Time and Early Talking Time will be embedded
Music sessions for children with AS needs will be introduced
All staff attend 1 in 5 poverty CPD
All staff
All staff
All staff
Rona, Lynda, another staff member?
Judy
HT to attend Train the
Monday 14th AugustTuesday 5th Sept
From August
By end of session 2018-19
From September 2017-June 2018
From Oct 2017-June 18
CPD trainingRevised Up Up & Away resourceEducational psychologist
CPD, staff time
Support where necessary from SALT
Staff time
Creation of comprehensive list of resources and supports available for parents/carers
Work with forum partners to develop supports for BME families who have children with AS needs
Gender equality - new nursery policy around superhero/gun play to encourage development of role play for boys
Introduction of changes to GIRFEC
Trainer CPD, and deliver session to staffNEEY Forum sub-group with HT
HT, forum sub-group members
Rona, HT
HT, Rona, teacher
By June 2018
By December 2017
By December 2017
August 2017
Share with staff August inservice
HT time, staff meeting time
HT time, partner organisations
HT time, partner organisations
Book “We don’t play with guns here”Staff personal reading time
HT, Rona – preparation timeStaff meeting timeCPD?
Cluster priority
Themes2.3 Effective use of assessment2.3 Planning, tracking and Monitoring3.2 Attainment in Literacy and Numeracy
National Improvement Framework (NIF) Priorities5. Improvement in attainment, particularly in literacy and
numeracy. 6. Closing the attainment gap between the most and least
disadvantaged children and young people. 7. Improvement in children and young people’s health and
wellbeing.8. Improvement in employability skills and sustained, positive
school leaver destinations for all young people NIF DriversPriority: Cluster assessment coordinators to deliver CPD to all primary staff on assessment of language and maths
Overall Responsibility: Cluster assessment coordinatorsOutcome and impact on learners:
Improved confidence across all cluster primaries in assessment of language and maths. .
Tasks By Whom Timescale Resources Progress/Impact of task
To further develop teacher confidence in assessing language and maths through moderation activities at early, first and second level
Cluster assessment coordinators
By June 2018 CEC resourcesTime – 2x CAT sessions (January inset day and May inset day 2018)
National Improvement Drivers
The six-point scaleLevel 6 excellent outstanding or sector leadingLevel 5 very good major strengths Level 4 good important strengths with areas for improvement Level 3 satisfactory strengths just outweigh weaknessesLevel 2 weak important weaknesses Level 1 unsatisfactory major weaknesses
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