Strathmore Primary School and early learning childcare (ELC) setting is situated in Forfar, Angus. The school roll is 296 and 32 children in the ELC setting. Most children live within Social Index of Multiple Deprivation deciles three to five. 

The improvement issue 

The exclusion rates at Strathmore Primary School were rising. A minority of children did not have the necessary vocabulary, reasoning or emotional understanding to support positive interactions with others. As a result, a few children found learning in a classroom environment challenging.  

The school recognised that improvements were required to support learning and teaching in a nurturing environment to ensure success for all children. 

What the setting did 

The school introduced a whole-school approach to professional learning and development for staff. This gave staff a deeper understanding of neurodiversity and how to improve children’s social and emotional wellbeing. As a result, they have introduced a range of universal and targeted interventions: 

1. Every child engages in ‘meet and greets’ and ‘end and sends’ every day. These positive interactions with staff are improving nurturing relationships. 
2. Options for a soft start to the day provide opportunities for children to self-regulate prior to engaging in learning activities. 
3. All staff are trained in the use of emotional literacy techniques and apply more consistent approaches to identify and respond to children’s emotional needs. 
4. By doing nurture and environmental audits, staff ensure all classrooms are inclusive. Every classroom now has a visual timetable and ‘cosy corners’ with resources such as fidget toys, chair bands, wobble cushions and standing desks. 
5. The ‘couthie’ provides identified children with a safe space to socialise and relax at break times. 
6. The ‘bothy’ is a welcoming home from home environment where children feel safe and secure.  
7. Staff ensure that children who have been identified through a school assessment process can access nurture and social skills groups.  
8. School staff working alongside the additional support needs locality team and families developed bespoke flexible learning packages to help ensure success for children. These include horse riding, swimming, outdoor learning and community trips. 
9. The school has partnered with an outdoor learning organisation to give targeted groups of children the opportunity to take part in outdoor learning activities. These activities have a focus on developing children’s skills for life, learning and work and their social and emotional wellbeing. 

What the sustained impact has been 

Strathmore Primary School staff are better meeting the needs of children’s social and emotional wellbeing through an improved and more consistent use of universal and targeted approaches. Evidence from baseline assessments, ongoing evaluation and other indicators show more positive outcomes for children.  

Children’s vocabulary has improved. They are also more able to draw on strategies to express their emotions and self-regulate. They recognise and consider the impact of their actions, and are responding to situations better. They talk confidently about their neurodiverse ‘superpowers’ with their peers. They are also transferring these skills into their home and community settings. Instances of dysregulated behaviour in the playground have decreased.  

Children are progressing with their learning in improved classroom environments. They have more positive relationships across the school. Strathmore Primary is now seen more positively by the local community. 

School attendance and children’s engagement in learning is increasing. Exclusion rates are reducing. Attainment is improving, and, in a few cohorts, there is no poverty-related attainment gap. Neurodiversity is increasingly recognised, shared and celebrated by all.