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Reporting to Parents
Scottish Government guidance states that ‘local authorities and schools will be planning how they communicate with parents and families about their child’s progress during Term 4 and many early learning practitioners will wish to share information on children’s development. This will require a different format to those that may have been taken before’.
If you have not already received a progress report for your child this session, you should expect by the end of this term to receive a revised, simplified version of the school’s usual format.
The report will focus on:
· The child’s strengths and achievements
· Their progress to date
· Their next steps in literacy and numeracy
If you have any questions about your child’s progress, please contact the school direct.
The Newsletters section has a document containing information for parents and carers concerned by their child’s learning, social, emotional and behavioural needs.
Please see two important letters below giving guidance for Parents and Carers. One focuses on dealing with school closures and the other on dealing with any anxiety children and families may have about the COVID-19 outbreak.
Please click here to see a copy of the letter following our inspection in December 2018.
Of particular note is the school’s commendable work in improving approaches to behaviour management. This has significantly improved the school ethos. Across the school, children enjoy respectful relationships with each other and with staff. Positive relationships in classes and across the school is a particularly strong feature.
Teachers and support staff work effectively together to support children in their achievements. The school’s positive environment results from the shared ambition the staff team has for children.
New approaches to reporting to parents/carers are established and enable children and parents to play a greater role in reviewing progress and identifying next steps in learning. Family engagement is a positive feature of the school.
A significant number of new approaches to teaching reading have been put in place. There are early indications that these are having a positive impact on children’s progress in reading.
The school has made good progress since the original inspection. We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection.