What are we doing to make our school ‘the best it can be’?
The main achievements of our school over the last 12 months can be found in our “Standards and Quality Report” SIR June 26 Edenside
In summary, our key successes over the last school year were:
- Differentiation is evident in all classrooms. Teachers know their learners well and identify next steps for learning, including interventions and extensions where needed.
- The improved recording and use of assessment data has ensured we identify children who require support and challenge. We have used the data for early intervention to reduce learning gaps taking hold or increasing. Assessment data has been used to more effectively to prioritise Support for Learning teacher time and Pupil Support Assistant time, which is evident in our attainment in reading and writing.
- ELC, Teaching and support staff engaged in several professional learning sessions, led by Educational Psychologist, alongside cluster colleagues regarding understanding and supporting neurodiverse learners
- Practitioners have engaged in a range of professional learning in numeracy and emerging literacy. This has built their confidence in delivering high quality key worker group sessions, focusing on reducing the gaps in the children’s learning in literacy and numeracy. Deferred entry children have been offered further opportunities to develop their literacy learning, using ELS resources.
| Improve / New Think key priority Action plans needed for these | Consolidating / Continue Think ‘embed, expand’ Building on previous activity | Explore / Understand Think ‘questions, wicked issues’ May be key priorities next session |
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|---|---|---|---|
| Learning, teaching, assessment | • Within the creativity / Play focus, develop tracking of meta skills throughout the school | • Continue use of fix-it folders, reviewing their use within reviewed policy. • Use of Solution Circles to focus on supporting our children | • Evaluate impact of current moderation approaches. What supports? Impacts our children? |
| Inclusive practices | • Review the ‘be the best you can be’ policy, in light of recent and current documentation and guidance from Scottish Government. | • tracking wider achievement • Dyscalculia • Edenside Grows together | • How do we balance and manage neuroafirming environments with highly disruptive and dysregulated behaviour? |
| Curriculum | • Writing – engage with National Improving Writing Programme (P1-7) • Mark Making focus within early literacy approaches (ELC) • Creativity – focus on creativity within the curriculum, including a play strategy for the school. | • Embed reading approaches as we expand our new reading scheme. • Continue to focus on reading for enjoyment | • CIC to be planned and support staff to embrace new opportunities it may bring |
| Early Learning & Childcare | • Writing – mark making focus within early literacy work • Creativity and play, a whole school approach – developing meta skills and the tracking of these. • Focus on values which will inform review of ‘Be the best you can be policy’ • Engage regularly with new Quality Improvement Framework to build up an understanding of the quality of the setting. | • Embed the early literacy and numeracy approaches developed over the last 2 years with key worker groups • Embed expectations in writing high quality observations | |
| Team around the Cluster | • Hub for Kelso – event for cluster • Workshop offer for families | • Use adapted CAG focus to maximise impact |
To find out more about our School Improvement Plan for 2026-27 please click the link below
At Edenside Primary School, we recognise the importance of attendance and the direct link this makes to having positive outcomes for our children. We strongly encourage all children to attend school as much as possible and be on time to school each day. Attendance Policy