1. Fox Covert Primary School
HT Report
Parent Council AGM
12th September 2018

2. School in context 11 classes this session School roll currently is 288
Fox Covert Early Years Centre
School Management Team:
Lorraine Budge, HT (Nursery & P4-7)
Amy Kay, PT (P1 & P2)
Joanne Doddie, PT (SFL & P3)
Janie Jones, Head of Centre in Nursery
Sarah Dickson, Business Manager

3. Nursery Staffing 21 members of staff 1 Head of Centre: Janie Jones
2 Senior Early Years Officers
2 Early Years Officer
1 Class Teacher
1 Admin Assistant
1 Domestic Assistant
8 Early Years Practitioners
5 PSAs

4. Successes and Achievements

5. Fantastic children
Committed staff
Supportive parents

7. Pupil Equity Fund
£26, 400 last year
PSA post – supporting targeted children Monday-Thursday
Training provided by inspirational educationalists Hywel Roberts,
David Cameron & Shirley Clarke (Teaching Staff)
Cluster learning & teaching group – Mrs Norwood released
Nurture training (All staff)
Support for families with uniform, trips etc
Play resources
A carry forward of £ 1 2 3 4 5 6 7 8 9 10 0% 6% 1% 3%
25%
42%
20%

8. Learning & Teaching

9. Play based approach

11. Summative Assessment P1 Baseline Assessments
Identified pieces of writing
Single Word spelling test
End of unit Maths test
Class Talks
Presentations
Weekly spelling tests
Scottish National Standardised Assessments
Reading Assessments
Maths topic tests – pre and post
Writing from reading tasks – Guided Reading

12. CFE Levels 2016-2017 2017-2018 P1 Numeracy 89.6% 98% P4 Numeracy 60.5%
84.6%
P7 Numeracy
72%
81.8%
P1 Reading
91.7%
98%
P4 Reading
69.8%
84.6%
P7 Reading
80%
90.9%

13. CFE Levels 2016-2017 2017-2018 P1 Writing 91.7% 98% P4 Reading 62.79%
76.9%
P7 Reading
68%
87.9%
P1 Writing
91.7%
98%
P4 Reading
62.79%
76.9%
P7 Reading
68%
87.9%

17. Moderation

18. Pupil conversations
Planning dialogue sessions with teacher
Learning visits
Sampling pupil work
Monitoring & Tracking
discussions

19. Formative Assessment -Learning to Learn Tools
Thumb Tool
Fist to Five
Elbow Partner
No Hands Up
Thinking Time
Magpie Minute
Demonstrate how you would use the tools at the start of each lesson
Selecting a few tools as you are sharing what is going to be learned, how it is going to be learned and how it is going to be reviewed

20. “One good conversation can shift the direction of change
Foxy Progress Files
Learner – teacher conversations
Learner – parent conversations
Parent – teacher conversations
“One good conversation
can shift the direction of change
forever.”
Linda Lambert
Proud of the work I do. It is great to look back and be able to see the improvements you have made.
P6 pupil
It is great to be able to show your parents what you have been working on in school. I like discussing my work with them.
P5 pupil

21. It has been really helpful to read the parent comments and support with any concerns they have with pupil progress.
Teacher
The Foxy Progress File has really supported my learners in being able to discuss their strengths and next steps.
Teacher
“89% parents felt that the Foxy Progress File provided them with good information
about their child’s progress.”
“79% parents felt that the Foxy Progress File provided them with good information
about their child’s next steps.”
Would be more helpful if the Foxy Progress File is more detailed and the curriculum or what is to be achieved within the year is shared at the beginning of the year/term.
We don’t know how to interpret the information contained in the Foxy progress Files.

24. Sharing Pupil Progress
Foxy Progress File sent home – Tuesday 18th September 2018
Parent Consultations – 2nd & 5th October 2018
Pupil Report – 30th November 2018
Foxy progress File sent home – 28th January 2019
Parent Consultations – 30th January & 1st February 2019
Foxy progress File sent home – 13th May 2019
Pupil Report – 31st May 2019
Parent Consultations – 4th & 7th June

25. How do we share information
with parents?
School Website
Foxy Progress File
Meet the Teacher
Weekly bulletin
Class Assemblies
School shows
Parent Consultations
Pupil reports
Class newsletters
Information Evenings
Twitter
Drop in sessions
Class showcase events
Open Days

26. Lesson Study Observing learners closely Seeking pupil views
P1 & P2 staff – enquiring whether structured play or free play had a greater
effect on levels of engagement and wellbeing
P3, P4 & P4/5 staff – maintaining focus, listening & managing distractions
P5-P7 staff – algebra in Maths
Observing learners closely
Seeking pupil views
Observing children in other classes
Learning from children and colleagues
Planning, evaluating and reflecting as a team
Next steps identified –observing a colleague
teaching a class

27. Masterclasses

28. Parent Feedback
99% of parents feel that we have strong values and promote these
99% of parents feel that we have a welcoming atmosphere and that
staff are approachable and helpful
97% of parents feel that they are kept well informed about learning,
relevant activities and the life of the school
96% of parents feel that school encourages them to become involved in
school life

29. School Improvement Plan
What’s our plan?

30. Priority 1
To raise attainment in Maths and Literacy, with a particular focus on writing
Staff training of Talk for Writing approach. (PEF)
Talk for Writing approach implemented across the school from Nursery-P7.
Further refine Writing benchmark assessment proformas.
Cluster Literacy moderation event with a focus on writing.
Introduction of Accelerated Maths program for P3-P7 pupils. (PEF)
Children assessed using STAR tests on a termly basis. Results monitored through termly Monitoring & Tracking meetings with staff.
Staff to use Accelerated Maths tracking systems to inform individual child target setting.(PEF)
Create Maths rich environments in classrooms and around the school.
Review pedagogical approaches in teaching Maths to improve pupil experiences and to raise attainment.
Review and update Hot, Spicy and mild approach used in classrooms.
Introduction of Sumdog Maths Lunchtime clubs.
Trial and implement use of “Plus 1” and the “Power of 2” resources to support pupils with Dyscalculia. (PEF)

31. To reduce the attainment and achievement gap in our school
Priority 2
To reduce the attainment and achievement gap in our school
Further improve universal and targeted support for our learners (PEF PSA post)
Introduce the Leuven Scale into classrooms to support better engagement and participation
in learning.
Three practitioners will participate in the OSIRIS Outstanding Teaching Intervention program
focusing on Challenge, Engagement and Feedback. (PEF)
Further embed work carried out on Assessment is for Learning, Feedback and Higher Order
questioning to ensure consistent practice across the school.
Further develop play within P1-P3 to ensure that effective opportunities to learn are being
maximised. (PEF)
Further develop use of Lesson Study with all staff. (PEF)
Further refine learning profile “Foxy Progress File” to provide a holistic record of children’s
progress and skills development.
Continue to provide opportunities for parents to be well informed regarding pupil progress
and how this is tracked and assessed

32. To improve children’s wellbeing
Priority 3
To improve children’s wellbeing
Professional reading undertaken of “When the adults change, everything changes” by Paul
Dix. (PEF)
Create new positive behaviour and anti-bulling policies seeking input from all stakeholders.
Continue working towards gaining our Silver Award for Rights Respecting Schools.
Create a whole school playground and dining hall charter.
Embed Rights Respecting language in all classrooms -Include UNCRC articles within
curriculum pathways and lessons.
Developing staff’s knowledge and understanding of Nurture, Adverse childhood
experiences and trauma informed practice.
“Resilience” screening. (PEF)
Continue to engage staff in inclusive practice with a focus on supporting ASD pupils.
Mental Health First Aid training undertaken as part of cluster improvement plan. (PEF)
Use experience and knowledge of trained staff to support children and adults in our school
community.
Mental Health focus week to raise awareness in school community.
Allergies, asthma and epilepsy training undertaken.

33. To further enhance our curriculum
Priority 4
To further enhance our curriculum
Develop a school skills progression pathway to include employability, creativity and thinking
skills
Engage with the Career Education Standard to reflect on how well we are meeting learner
entitlements through STEM.
Use digital learning toolkit to evaluate current provision and plan developments.
Provide a variety of training using various aspects of ICT to upskill staff.
Staff to use ICT to enhance learning and teaching within the classroom.
Staff will explore new approaches/apps/Technology to use in the classroom to
inspire and motivate learners.
Purchase apps/coding equipment/software to support ICT developments and pupil skills (PEF)

34. Mental Health First Aid Training
"Piglet?" said Pooh. "Yes Pooh?" said Piglet. "Do you ever have days when everything feels... Not Very Okay At All? And
Sometimes you don't even know why you feel Not Very Okay At All, you just know
that you do.“ Piglet nodded his head sagely. "Oh yes," said Piglet. "I definitely
have those days.""Really?" said Pooh in surprise. "I would never have thought that.
You always seem so happy and like you have got everything in life all sorted out." "Ah," said Piglet. "Well here's the thing. There are two things that you need to
know, Pooh. The first thing is that even those pigs, and bears, and people, who
seem to have got everything in life all sorted out... they probably haven’t.
Actually, everyone has days when they feel Not Very Okay At All.
Some people are just better at hiding it than others. "And the second thing you need to know... is that it's okay to feel Not Very
Okay At All. It can be quite normal, in fact. And all you
need to do, on those days when you feel Not Very Okay At
All, is come and find me, and tell me. Don't ever feel like you
have to hide the fact you’re feeling Not Very Okay At All.
Always come and tell me.
Because I will always be there."

35. Osiris Outstanding Teaching Intervention

36. The Leuven Scale

37. The Leuven Scale

38. The Leuven Scale Level 5 I’m “Super Leuvie 5” – I want you to know
I’m always keen to give things a go
I pay attention and am best at sitting well
And get engaged with learning right up to the bell
Level 3
I’m “Groovy Leuvie 3” and I try my best
But sometimes I take a little rest
I do try hard to keep on track
But need reminders to focus me back
Level 1
I’m “Groovy Leuvie 1” and I don’t try at all
I’m often distracted or staring at the wall
By not getting involved with my class
It’s really hard to succeed and pass

40. “We really like the school and our son has progressed very well over the year. We
think the school is great and so does our son.”
“My son has had a great 7 years at Fox Covert. Thank you.”
“The school goes from strength to strength. It is clear that staff aim to
continuously improve.”
“I think the school is excellent – really warm, supportive and inclusive. I would
like to thank all the staff for everything they do – we really appreciate it.”
“We are delighted with the education our children are getting at Fox Covert.
The huge variety of subjects, trips, outdoor activities and community projects is
great. Getting the children involved in performances is a brilliant way to grow
their confidence. The teachers, head teacher
and support team are amazing, committed,
cheery and kind. We feel like the children are
in very good hands.”