Appendix 2 Stoneyhill Primary School, East Lothian Stoneyhill Primary School and Nursery Class serves an area covering west Musselburgh. The school roll is 288. Inspectors noted the following features of the school’s work which contributed to an evaluation of for Quality Indicator 5.1. ‘excellent’ Evaluations take account of the context of the school and these features are just part of the overall approach the school takes to improving young people’s learning experiences and achievements. The curriculum Across the school staff have developed active learning experiences and plan interdisciplinary learning and teaching activities which increasingly involves children across all stages. They have taken careful account of how all four contexts for learning can be used in balance when planning children’s learning. Children were involved at an early stage of curriculum development in giving feedback on what makes good learning. Planning is collegiate and children’s prior knowledge and specific areas of interest are very well used to plan sequences of learning and teaching. Mind-mapping techniques have been introduced and are ensuring all children can contribute to planning the curriculum using a preferred style.
Appendix 2 Stoneyhill Primary School, East Lothian Stoneyhill Primary School and Nursery Class serves an area covering west Musselburgh. The school roll is 288. Inspectors noted the following features of the school’s work which contributed to an evaluation of ‘excellent’ for Quality Indicator 5.1. Evaluations take account of the context of the school and these features are just part of the overall approach the school takes to improving young people’s learning experiences and achievements. The curriculum Across the school staff have developed active learning experiences and plan interdisciplinary learning and teaching activities which increasingly involves children across all stages. They have taken careful account of how all four contexts for learning can be used in balance when planning children’s learning. Children were involved at an early stage of curriculum development in giving feedback on what makes good learning. Planning is collegiate and children’s prior knowledge and specific areas of interest are very well used to plan sequences of learning and teaching. Mind-mapping techniques have been introduced and are ensuring all children can contribute to planning the curriculum using a preferred style.