Standards, Quality and Improvement Plan Our Vision

“Valuing equality for each of our children, and their families, we ensure all are included and respected. As Citizens, we are committed to the Values of Wisdom, Justice, Integrity and Compassion. We are Lifelong Learners who can think critically about what we know and learn to bring about innovations and positive change in society. We are fully committed to excellence in teaching and learning and celebrate the successes and achievements of all, valuing each individual. We set ourselves the highest expectations to demonstrate that we are an ambitious, thinking school. We are equipped to embrace whatever our future holds and to contribute in meaningful ways through the skills for learning, life and work that we develop here in East Craigs Primary and beyond.”

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

Context Of The School

East Craigs Primary School is a non-denominational primary school built in 1978, which serves the area of northwest Edinburgh. The catchment area comprises significant areas of owner occupied housing and local authority tenants/housing association. Every class area has been completely refurbished, which was completed in 2009. In addition, there is a purpose built nursery and a modern entrance administration block. The school has an extensive playground and grass field which will be improved as part of the development of the outdoor learning provision. The school has an ICT suite and has invested significantly in mobile ICT resources to enhance teaching and learning in this area. This included the purchase of 66 I-pad Air 2000s in Session 2016-17 to ensure the equity of ICT provision across the whole school. Further investment in Interactive Panels is committed for Session 2018-19. In August, 2016, the school premises was extended further by the completion of a new Games hall funded by Scottish Government FME funding and a further 3-class extension, in a separate building, funded as part of the Rising Rolls project. Our newly designed curriculum framework was implemented in 2016/17, the aim of which is to take full accordance of personalisation and choice in learning, together with response to the local context and demographic, national and global contexts. Our curriculum is reviewed annually to ensure it meets the needs of our pupils in ensuring they move on to positive destinations. The focus of our improvement work, in the forthcoming session, will be to ensure our curriculum is fit for purpose in Developing the Young Workforce, fully embracing the Careers Education Standard 3-18.

There is strong collaborative working with associated cluster schools which are: Corstorphine Primary, Fox Covert Primary, Hillwood Primary, Roseburn Primary and Craigmount High School.

The school roll for August 2018 is 503 which includes our Nursery children. The nursery caters for 40 children in the morning and 40 in the afternoon. We are extending our Early Learning and Childcare Provision during Session 2018/19, through the Forest Kindergarten approach, for 15 children in the morning and 15 children in the afternoon. The class configuration will be 15 classes, including a composite P2/3 class.

There are Specialist teachers, in school, who deliver PE, Science and Music, together with tutors for string and brass instruments. We have a range of Out -of- school learning clubs, including Netball, Basketball, Gymnastics, Creative Writing, Guitar, together with a well-attended Active schools’ programme. We have a very successful choir in school who enjoy regular

performance opportunities in school and in the wider community. Our Senior pupils have developed their leadership skills by running clubs for younger pupils e.g. Dance, Art & Craft & Drama.

In partnership with Oscars, the school offers a breakfast club with 40 spaces. This includes 10 protected places which the school can allocate to support families. We also have after-school care, run by Oscars, until 5:30pm in the school Dining Hall. Wrap-around care is also provided by Oscars and Leaps and Bounds, which are privately run, independent from the school. There are plans to extend this to the school premises on specified days, in order to meet the significant demand from our families. We have many catchment children who join our school from private provider Nurseries, with whom we work in close partnership.

The Senior Leadership Team this consists of a Head teacher, a full time Depute Headteacher, a part-time Depute Headteacher and a Depute Head Teacher (0.4 FTE)/Principal Teacher (0.6 FTE). There has been some movement in the staffing composition due to shared working arrangements, staff on career breaks and staff redeployed to support the delivery of interventions to close the poverty-related attainment gap, in line with policy governing the direction of Pupil Equity Funding. There has been an ongoing challenge in recruiting staff to back-fill for the Nurture lead practitioner, resulting in a DHT teaching for 2.5 FTE from January 2018. The number of shared working arrangements has identified the need for strategies to support effective liaison between staff to ensuring greater consistency in professional learning being embedded in practice.

What Is Our School’s Capacity for Improvement and How Do We Lead Change?

This Links to the following National Improvement Framework Drivers:- School Leadership (SL), Teacher Professionalism (TP), Parental Engagement (PE), School Improvement (SI) and how we use Performance

Information (PI) to inform future priorities and strategies for improvement. We evaluate our improvement work in this area against the core Quality Indicator 1.3 Leadership of Change (HGIOS? 4).

Our School’s Vision, Values & Ethos statement is shared consistently with stakeholders and is included as the preface on key school policies and communications. Our whole school ethos is based on the inherent aspects of the Vision and Values. (SL, PE, SI). All practitioners in school are expected to espouse our Vision through their professional actions in keeping with relevant GTC Standards and the Code of Professionalism and Conduct. Staff will evaluate their practice against their relevant Standard in August, 2018.

Senior leaders create conditions where staff feel confident to initiate well-informed change and are committed to collective responsibility in the process of change. The Parents’ & Carers’ survey returned that 85% of respondents (48) agree, or strongly agree, that the school is well led. Strategic direction is provided with protected time for staff to engage in dialogue, collegiate professional learning and self-evaluation. Autonomous School improvement groups (RACI groups) offer opportunities for staff members to develop confidence in leading school improvement and initiating change through project, and curriculum, leadership roles. These seek to ensure that all stakeholders are “Responsible, Accountable, Consulted and Informed” about changes and associated processes. This needs to be extended to enhance the contribution made by support staff, and early years practitioners, not covered by the Working Time Agreement. Practitioners evaluate their contribution to leadership and change, identifying future professional actions, and learning, to further develop capacity for sustainable change in the future.

We use effective and transparent recruitment, selection and performance management procedures in line with legislation, local and national agreements. We have induction policies and procedures for all staff.

Staff actively engage in professional learning, largely focused on the skills required for the needs of their class and their curriculum leadership role. This is systematically identified through the Professional Review and Development Process ensuring that career-long professional learning is well coordinated and that capability and capacity are well developed to support the culture of learning.

We work collaboratively, with learners and partners, to choose appropriate approaches, which lead to greater equity for all learners. We continually reflect on our practice, engaging in critical and creative thinking. Our young people have developed increased capacity to respond and adapt to change, although a significant amount of our young people require to develop greater resilience, particularly with regard to resolving minor conflict and not succeeding at first attempt.

We have effective strategies in place to monitor and evaluate the impact of changes in practice on outcomes for our learners and the wider work of the school.

East Craigs has extended lead practitioner roles across the Cluster e.g. Innovative Teaching and Learning & 1+2 Modern Languages RACI groups. (Cluster & School based priorities Session 2017-18)

Leadership of change and improvement has brought about highly positive trends in attainment (QI 3.2 Raising Attainment and Achievement) with learners achieving Curriculum for Excellence secure levels as follows:-

Mathematics & Numeracy 2015 2016 2017 2018P1 80 91 94 94P4 61 81 89 84P7 72 73 71 78

Literacy & EnglishP1 79 88 92 96P4 53 78 89 84P7 70 85 88 89

WritingP1 86 92 94P4 75 86 83P7 82 77 78

Listening & Talking P1 89 92 100P4 82 88 88P7 91 88 91

Performance information supports improvement strategies for Session 2018-19 including the development of a new approach to the teaching of Writing and a further review of the Curriculum framework to ensure fitness for purpose in Developing the Young Workforce, embedding

the Careers Education Standard 3-18. Additional Staff capacity will be directed to raising attainment in Literacy and Numeracy at P4 & P7 with a focus on pace and challenge for middle and upper cohorts.

How Have We Used Pupil Equity Funding in Our School To Increase Attainment & Achievement? ( NIF Drivers:- School Improvement, Teacher Professionalism, Assessment of Children’s Progress) ( QI 3.2 Raising

Attainment & Achievement, 3.1 Ensuring Wellbeing, Equality & Inclusion)

Our Pupil Equity Funding Allocation for Session 2017-18 was £68,400. This was directed towards the following priorities:-

1. The promotion of active engagement in learning through creative and innovative approaches to learning and teaching, with a focus on Assessment is For Learning strategies, ensure equitable access for all learners, particularly those at risk of experiencing barriers to learning. (Cluster and school-based priority)

2. To raise attainment in Literacy & Numeracy through nurturing approaches. (Cluster and school-based priority)

3. To promote equality & equity through further implementation of 1 in 5 Poverty agenda. (Cluster and school-based priority)

4. To further develop staff understanding of autism and consistent approaches in supporting learners with social communication needs. (Cluster and school-based priority)

Allocated costs were staff costs of backfill, salary costs for lead practitioners in Nurture, Family Engagement roles together with associated professional learning costs. In addition, funds were allocated to the capital costs of developing Nurture spaces within each classroom and the development of a separate Nurture space. A contribution of £2,000 was also allocated to the Lagganlia residential excursion to increase participation and engagement of pupils experiencing poverty-related barriers. There have been challenges in recruiting consistent staff to ensure continuous high quality learning and teaching, leading to an inability to charge salary costs to PEF. Senior leadership have provided the bulk of cover, including a 0.5 FTE teaching commitment from January until June. It was not possible to vire funds from PEF into school budget to adjust the projected underspend. There has also been a delay in the capital works to create the Nurture space, also contributing to the underspend. This has led to an exceptional underspend of £ 38,936. Plans for future

improvement, as detailed in the SIP 2018-19, take full account of the underspend, together with the PEF allocation for 2018-19 of £61,560. Please also see attached appendix. Impacts of the specific interventions, with supporting data, are detailed within the Progress and Impact Sections of the Standards & Quality Report.

Standards and Quality Report 2017-18

School Priority 1: 1 (a)To develop staff confidence to engage with Education Scotland Benchmarks to develop holistic assessments with a focus on Moderation of standards in Literacy & English, Numeracy & Mathematics. (Cluster and school-based priority.)

1 (b) To explore the key policy principles inherent to “A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland Consultation” with a view to implementing the 1120 hours nursery Provision by 2020. This will include increased flexibility in the current provision

NIF Priority Improvement in attainment, particularly in literacy and numeracy

NIF Driver Assessment of children’s progress

Please select the most appropriate Qis (in bold)HGIOS4/HGIOELC QIs/Identified Themes 1.3 Strategic planning for continuous improvement2.3 Effective use of assessment2.3 Planning, tracking and monitoring3.2 Attainment in literacy and numeracy3.2 Attainment over time

Progress and impact: QI 1.3

Each of these priorities has been collaboratively led by a group of practitioners. The Nursery RACI group work has created an enhanced understanding of the social, economic and cultural context in which children, young people and their families live, alongside an awareness of Policy and Practice.

The Benchmarks RACI group has worked collaboratively in contributing to a clear rationale for planning and assessment, effectively guiding the strategic direction and pace of change.

QI 2.3 Priority 1 (a) Benchmarks are now included to support planning and assessment practice in Literacy & English, Numeracy & Mathematics, Science &

Primary Digital Technologies. This has ensured that assessment approaches are considered at the point of planning learning experiences and are consistent and in line with AiFL approaches.

Careful consideration is given to appropriate pace & challenge for more able pupils, through increasing depth in learning experiences, and through targeted interventions for support and challenge groups.

Staff have now a better understanding of holistic assessment, ensuring shared expectations for standards to be achieved by pupils. This has been supported by the increasingly robust arrangements for Moderation activities in Literacy & Numeracy across the Cluster.

Big Writing Approach, and the use of the Scottish Criterion Scale, was identified as requiring a more consistent approach. Data has also supported the need to refresh approaches to learning, teaching and assessment in Writing to raise attainment at P4 and P7 and develop innovation and skills associated with Developing the Young Workforce e.g. a focus on functional writing (Instructions, Reports etc) synonymous with skills for learning, life and work.

Priority 1 (b) The Nursery staff team has had 2 key members of the staff team absent this session which has led to some inconsistency in the staffing

provision and thus capacity for consistency in professional learning. Despite this, there has been significant professional activity directed towards exploring the key messages inherent to the “Blueprint 2020” document. The following strengths in our current approach have been identified, together with strategies for expansion of the Early Learning & Childcare provision:-

Our very successful record of working in partnership with parents & carers, consulting with them and informing them, in order to make changes together. We would want to further develop this high level of communication to ensure inclusion and coherence of approach. This would include our partners in multi-agencies.

Further develop our community links with:- Drumbrae Leisure Centre, Drumbrae Library Hub, Craigmount High School, East Craigs Centre hall, East Craigs public parks and hill.

With transport (mini-bus) we could access these local areas/facilities:- Cammo Visitor centre, Estate and Ranger service, Crammond Beach, Water of Leith, Gyle Park.

With additional staff and accommodation (yurt, outdoor chalet, wooden structure) built within the school playing field we could run an outdoor/indoor programme daily.Possibly group A in present nursery mornings then outdoor learning hub in afternoons, alternating with Group B.

We have lunch provided by WHEC. If we avoided the school lunchtimes we could be catered for and served within the school dining hall. (though this would impact on PE curriculum time)

We would continue our programme of forest walks on the local hill (accessible off-road) 20 minute walk by paths.

There are no additional next steps identified in this area, at present, as it has been agreed we will be expanding our ELCC provision through the development of Forest Kindergarten.

Next Steps: To provide additional planning guidance, incorporating the Education Scotland Benchmarks for all curricular areas, for Session 2018/19.

This will support the effective planning of learning experiences & assessment opportunities in order to track pupils’ progress with enhanced rigour, consistency and understanding of National Standards. (School Maintenance Aspect & Cluster Improvement Plan 2018-19)

To continue to engage with the Education Scotland Benchmarks to develop holistic assessments with a focus on Literacy & Numeracy. (Cluster Improvement Plan) This will include the development of a bank of holistic assessment which practitioners can access to support practice, ensuring consistency in standards.

Ensure investment in enabling all practitioners to have access to the Benchmarks App to support Planning and Assessment, whilst Tackling Bureaucracy.

To extend the Early Learning and Childcare Provision, in line with the Blueprint for 2020 Document, through the development of the Forest Kindergarten Approach. (15:15 pupils) See Nursery Page in SIP 2018-19)

School Priority 2: To promote active engagement in learning through creative and innovative approaches to learning and teaching, with a focus on AFL strategies, ensure equitable access for all learners, particularly those at risk of experiencing barriers to learning. (Cluster and school-based priority.)NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people.

NIF Driver Assessment of Children’s ProgressTeacher Professionalism

Please select the most appropriate Qis HGIOS4/HGIOELC QIs/Identified Themes 1.3 Developing a shared vision, values and aims relevant to the school and its community2.3 Learning and Engagement2.3 Quality of Teaching2.3 Effective use of Assessment3.1 Equity for all learners3.2 Attainment over time

Progress and impact: QI 1.3

The work of the RACI group has supported the development of innovation and creativity in learning experiences at school, and Cluster, level.

Staff, learners and partners have engaged in critical and creative thinking. Progress & Impact has evidenced effective multi-dividending in the allocation of PEF in yielding positive outcomes for all learners.

QI 2.3 Members of the group have engaged with the Hywell Roberts (Professional learning input August 2017) approach to IDL topic work with

particular impacts on the promotion of all pupils as active participants in their learning. There is a need to continue to build a greater commitment to holistic/ organic approach to teaching topics, whereby teachers agree on one or two topics to teach in this style during planning stages in August 2018.

Assessment: CAT sessions and Shirley Clarke Professional Learning Input has enhanced teacher professionalism in Assessment for Learning Practice in order to enable all pupils in knowing themselves as learners, including engagement in the vocabulary of assessment. This has also led to Pupils’ achievement folios being used more consistently, providing more robust evidence of the Learner Journey.

Formative Assessment tool kit has been distributed for implementation in Session 2018-19 in order to broaden the range of formative assessment Strategies which are being used.

Twitter has been used extensively by practitioners to share live learning and provide feedback to the wider community. This has included the involvement of the Digital Leaders’ Pupil Community Learning Team. This was particularly successful during World of Work learning focus week. This needs to be extended to all class teachers. New teacher ipads to be purchased for Session 2018-19 to support consistency in practice.

All RACI group members have filmed classroom clips (use of Animoto), with 2 practitioners uploading Live Learning clips Visualisers are in use in some classrooms for use e.g. providing peer feedback on writing tasks, annotating Maths questions or reading

passages etc thus evidencing the support and enrichment of learning through the effective use of Digital Technologies. P7 pupils’ evaluations focused on the impact of their Democracy IDL topic on learning, particularly in valuing their opinions thru debate.

They also enjoyed personal research but indicated they would like more ICT and I-pad time.

QI 3.1 Approaches developed have supported the inclusion and engagement of all learners, including those experiencing poverty-related

barriers to learning. Our pupils are placed at the centre of learning and provided with support to attain & achieve their best.

QI 3.2 The majority of learners have made progress in all measurable areas this session. We have effective approaches to teaching and learning which promotes the equity of success and achievement for all learners.

Next Steps: 4 practitioners are engaging in the OSIRIS Outstanding Teaching Intervention focusing on engagement, challenge & feedback.

Practitioners are positioned at P1, P4 & P7 measurable stages in order to measure impact on pupils’ attainment with a particular focus on raising attainment in P4 Numeracy & Reading (6%), Writing (4%), Listening & Talking (2%) P7 Numeracy & Writing (10%), Reading (2%), Listening & Talking 2% . As this is initiative is being developed adopting a “Teacher Learning Community Approach this session, this will be detailed as a priority in Session 2019-20 – See 3-year Strategic Plan. OTI Practitioners to share their journey of learning in CAT session 24.04.19.

OTI Practitioners across the Craigmount Cluster to lead professional learning during Session 2019-20, providing a link to the planned improvement intervention with Shirley Clarke re Professional Enquiry committed for that session.

Use Assessment for Learning Toolkit consistently Use Visualisers to support assessment practice with a focus on the priority of Writing in 2018-19 (£620.00) All practitioners to adopt Hywel Roberts approach to planning of IDL as detailed above. The School’s Assessment Strategy is to be updated, taking the work of the group into account. Shirley Clarke invoice to be paid from carry forward as remains outstanding (£703.00 PEF)

School Priority 3: To raise attainment in Literacy & Numeracy through Nurturing approaches. To promote equality & equity through further implementation of 1 in 5 Poverty agenda.• To further develop staff understanding of autism and consistent approaches in supporting learners with social communication

needs. (Cluster and school-based priority.

NIF Priority Improvement In Children And Young People’s Health And Wellbeing

NIF Driver Teacher ProfessionalismParental Engagement

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes 1.3 Developing a shared vision, values & aims relevant to the school and its community2.1 Arrangements to ensure wellbeing2.4 Targeted & universal support 2.4 Personalised Support (Choice QI 2017-18)3.1 Wellbeing3.1 Inclusion & Equality3.2 Raising Attainment & Achievement

Progress and impact: QI 1.3

The work of the RACI group has contributed to espousing the inherent elements of the Vision, Values and Ethos statement in their attitudinal beliefs and in professional actions. This has communicated a strong commitment to the highest standards and success for all learners, irrespective of barriers to learning, including those which are poverty-related.

QI 2.1 Nurture areas in all classes have been set up in January 2018 and are used regularly by pupils, promoting a more inclusive classroom

ethos. P7 pupils’ evaluations evidence that pupils identify with Nurture spaces in their own classrooms but were unaware that these are in every classroom. P1 pupils are using the space during Active Learning/Play as well.

A Staff/Parent Improvement Group has continued reviewing, and implementing further strategies to support 1 in 5 Poverty Awareness. This has been effective in continuing to reduce the cost of the school day.

QI 2.4 Whole school “Autism Tool Box” training completed 4th October 2017 led by Sarah Neary ASL Adviser. Staff evaluated current strategies

to support individual children with a focus on the aspect of SHANARRI Indicators and QI 2.4 (Personalised Support). Highly positive professional dialogue focusing on collective responsibility in meeting CPM targets and in removing barriers to learning.

Global Rights Community Learning Team undertook an evaluation of QI 2.4 indicating that most pupils feel well supported in school both in universal terms and through targeted interventions.

QI 3.1 Whole school staff received Nurture training on 8th January by “Nurture Group Network” with Key practitioners having engaged in CEC

Nurture Professional learning in August. Evaluations indicated that this had been very effective in clarifying the role/scope of nurture groups and in focusing practitioners on the need for emotional, social and mental wellbeing in creating readiness for learning, increasing engagement in learning and in closing the poverty-related attainment gap. This has been highly effective in lead practitioners addressing negative attitudinal aspects of culture and being agents of change in the promotion of inclusion and equality.

Alan Jones, Educational Psychologist, was consulted on best model for timetabling of Nurture Groups – January 2018 The group has been meeting x4 weekly and have been using the Support for Learning base as the Nurture Room is not ready yet. The

children started off very quietly but by using the NSPCC Kitbag resource and “Conversation Trees”, they are joining in more and initiating discussion of their own. The calming oil and breathing techniques are helping to focus and relax them.

The children have been working on a target from Boxall profiling – “I am learning to recognise my own qualities and share them”. Activities and discussions have been planned to help achieve this and also to promote working together and cooperation. The children can now use emotion vocabulary to describe their feelings as opposed to using colours to explain how they feel and they can independently ask to borrow resources. Daily inspirational quotes have also been used to prompt discussion on personal qualities.

The Lead Practioner attended “Nurture Tea and Talk” where the NSPCC Kitbag resource was shared together with EC children’s weekly evaluations of Nurture Groups. She also met with other Nurture Leads to discuss resources, planning and tracking. Also had a look at Balgreen’s Nurture Base “The Tree House” to inform ideas for design and layout of the EC Nurture Space.

Children attending the group have commented that:-“I am talking more”.“I like it because it’s relaxing, fun and encouraging”.“I feel happy coming here and I know I can trust the adults”.

Class teachers’ evaluations:-“X was happy to attend and would be pleased to return with positive praise notes and house points.  In addition, she would enjoy recounting what she had done in Nurture.  It was of great benefit to me for the Nurture practitioner to address personal issues or areas of concern with X early on in the day and I gained a good insight into areas concerning her (or me).  Academically I saw less of an impact however, socially she seemed to greatly enjoy and thrive on attending.”

“X has made significant improvements this year and certainly benefitted from attending her nurture groups appearing relaxed and bright on her return. 

“X has really benefited from weekly nurture sessions. I feel she is able to concentrate more easily and is more motivated to complete school work after Nurture sessions in the morning. X was attaining First level secure for both Maths and Literacy at the beginning of the year, and is now working at Second level Developing for both.”

“X has benefited from working with the Nurture practitioner on understanding the feelings and emotions of others, and how his actions can impact on other peoples’ feelings. He was working at First level Secure for Maths and Literacy, and is working at Second level Developing for

both now.”

General P7 pupils’ evaluations indicated that most pupils understood the benefits of positive mental and emotional health and could talk about the outcomes of a nurturing approach in class. Pupils have used the nurture space to take personal time to write down feelings and thoughts.

A new Homework Strategy has been collaboratively created to support pupils experiencing challenges in completion of homework, together with offering enhanced personalisation and choice. This has been informed by Educational Research.

A new Positive Behaviour Strategy has been collaboratively created to ensure Restorative Approaches are at the heart of professional practice, together with dignity and equality for all pupils. This fully adheres to the Better Relationships, Better Learning, Better Behaviour CEC Policy.

QI 3.2 Class teachers have reported that children are more engaged in their learning when they go back into class and are more able to

complete tasks. This can be evidenced by the following CfE levels attainment data from Primary 7.

Literacy Numeracy

August June August June

A Pupil 1.3 2.1 1.3 1.3

A Pupil 2.1 2.3 1.3 2.1

Next Steps: 5 Practitioners will engage in SMHFA Training (Nurture leads- CT, 2 X PSAs, Family engagement practitioner) with Cluster colleagues Completion of Nurture Space Allocation to Lagganlia Residential Excursion 2018-19 £2400 Implement New Homework Strategy – August 2018 Implement new PBM Strategy supported by Professional learning in Restorative Practice – August 2018 Continue to review practice in supporting learners with social communication needs. Continue with Nurture/Family engagement approaches (Staff costs, including P1 & 2 adjustment £99,130) CEC Nurture Day on 14.08.18. Nurture practitioners to attend.

School Priority 4: To develop a Digital Strategy, which supports the school, and Cluster improvement agenda, in light of the refresh planned 2017-18.

NIF Priority Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People

NIF Driver School Improvement

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes 1.3 Strategic planning for continuous improvement2.2 Skills for learning, life and work2.3 Quality of teaching2.6 Collaborative planning and delivery3.3 Increasing employability skills

Progress and impact: Relates to each QI identified above. Cluster Digital Strategy has been created collaboratively. Refresh not undertaken during Session 2017-18. Additional Curriculum leader has been identified – Mrs Johal to support Mrs Scott and Mrs Graham.

Next Steps: (Cluster Improvement Plan) Share, and implement, the Cluster Digital Strategy across Cluster schools. Additional Investment in Staff I-pads and Interactive panels to ensure ongoing equity of ICT provision. Upskill staff in the use of ICT in particular Office 365 (Cluster Improvement Plan Priorities) Organise a conference to share, and upskill, all cluster staff in ICT Develop the use of class and staff Onenote during transition. Provide a workshop at the Cluster ICT Professional Learning Conference in January 2019.

Self Evaluation 2017 – 2018

Quality IndicatorSchool Self – Evaluation

2017 - 18

Inspection Evaluation

(If during 2017-18)

Nursery Self – Evaluation2017 - 18

Inspection Evaluation

(If during 2017-18)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 5 5

2.3 Learning, Teaching And Assessment 4 5

3.1 Ensuring Wellbeing, Equity And Inclusion 4 5

3.2 Raising Attainment And Achievement 5 5

2.4 School’s chosen QI 5 5

School’s chosen QI

Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £68,400 (please specify). There is a carry-forward of £38,936 to session 2018-19. This spend is deemed exceptional and the plans for this spend are outlined in the school improvement plan for 2018-19 and coded green.

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement

1.2 Leadership of Learning

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity

Leadership And Management Overall 2.1 Safeguarding and Child Protection

2.2 Curriculum √ √

2.3 Learning, Teaching and Assessment √ √ √ √

2.4 Personalised Support √

2.5 Family Learning

2.6 Transitions

2.7 Partnerships

Learning Provision Overall 3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability √

Successes and Achievements Overall

Key Areas For School Improvement 2018-19

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy. NIF Priority 2 - Closing The Attainment Gap Between The Most And Least Disadvantaged ChildrenDriver Assessment of Children’s Progress

QIs/Themes1.3 Strategic planning for continuous improvement1.5 Management of finance for learning2.2 Skills for learning, life and work2.3 Quality of teaching2.3 Effective use of assessment3.2 Attainment over time3.2 Equity for all learners

Priority 1a To raise attainment in Literacy (Writing) Overall Responsibility AHT Kirsten Johnston

Outcomes The development of a whole-school, cogent system for teaching Writing Learners are engaged and motivated writers through the promotion of enjoyment and enthusiasm leading to powerful writing, vocabulary-building and technical skills (grammar and punctuation)There will be improved attainment in writing at first level (4%) and second levels (10%) predominantly, with a focus on developing writing skills for pupils in identified cohort (Pupil Equity Funding)All staff will have a shared understanding of the standard at their stage and level, supported by engagement with Education Scotland Benchmarks and Cluster Moderation Activity

Tasks By Whom Resources Time Impact/ Progress

All staff, including PSAs (AM) undertake CLPL – “Talk for Writing”

Pie Corbett & Julia Strong

£620.00 (PEF) 13/08/18

All pupils will engage in baseline assessment in personal/imaginative/functional

Class teachers Staff time to assess pieces

Education Scotland

August 2018 6 hours

piece Benchmarks

Identify pupils in identified PEF cohort to set up trackers to measure impact on attainment in writing of approach

Family Engagement practitioner

Staff time to analyse performance data

August 2018 2 hours

Evaluate Planning of learning experiences in writing

Engage in milestones meetings to track pupils’ progress & predict attainment levels

Ensure consistent use of Nth Lanarkshire 3-jotter Policy to ensure application of skills in writing applied across learning contexts

Kirsten Johnston AHT/Shelley Graham DHT/Maureen Allan DHT/PT

Self-evaluation activity- Sharing Classroom Practice sessions/Tracking Dialogue Sessions/Milestones Meetings

Education Scotland Benchmarks

2 x during session Oct & May

3 hours

Make use of Visualisers in ongoing assessment of writing

Shelley Graham DHT/ Eilidh Scott & Aisha Johal (Digital Technologies Curriculum Leaders) to coordinate.

Staff engagement in assessment

Education Scotland Benchmarks

Visualisers/I-pads

September 2018

Provide general feedback to staff re self-evaluation data gathered in SCPS

Review progress & impact / agree next steps

Kirsten Johnston AHT, Shelley Graham DHT, Maureen Allan DHT/PT

Professional Dialogue Sessions with SLT/Staff

CAT session

Oct, Feb CAT Sessions

21/11/18 (2 hours) &

06/03/18 (2 hours)

INSET 08/01/19 1 hour

Bundle experiences and outcomes for assessment of writing together with other IDL opportunities in line with Cluster moderation focus in creating holistic assessments.

Kirsten Johnston AHT/Shelley Graham DHT to coordinate

Class teachers engage in

Staff engagement in assessment

Education Scotland Benchmarks

Cluster CAT Session 9/11/18 (2 hours)

assessment practice All pupils engage in Added

value assessment in personal/imaginative/functional pieces to evaluate impact of approach

Class teachers Kirsten Johnston

AHT/Shelley Graham DHT to coordinate

Staff engagement in assessment

Education Scotland Benchmarks

April/May 2019 6 hours

P1, P4, P7 Standardised assessments to be completed

Class teachers Shelley Graham

DHT to coordinate

Staff engagement in assessment ICT to support

engagement in SNSAs

May 2019

Writing levels to be entered on SEEMIS for collation by CEC/ES P1, 4 & 7

All stages enter on pupils’ attainment tracker

Class teachers at P1, P4 & P7

Shelley Graham DHT to coordinate

May 2019 2 hours

NIF Priority 3 QIs/Themes1.3 Developing a shared vision, values and aims

Improvement In Children And Young People’s Health And WellbeingDriver Teacher Professionalism

1.5 Management of finance for learning2.2 Skills for learning, life and work2.4 Removal of barriers to learning3.1 Wellbeing3.1 Inclusion and equality3.2 Attainment over time3.2 Equity for all learners

Priority 2a:

Priority 2b:

Continue to develop pupils’ resilience and growth mindset as positive aspects of being a successful citizen. Staff capacity will be further developed in supporting pupils’ mental and emotional health to improve engagement in learning with equity.

Overall Responsibility DHT Shelley Graham

Outcomes:

Tasks By WhomResources Time

Impact/ Progress

Launch of Homework Strategy

Mel Donaldson , Nurture Lead

All staff

Homework Strategy INSET 14/08/18-30 mins

Launch of Positive Behaviour Strategy

Mel Donaldson & Nurture RACI Group members

All staff

PBM Strategy INSET 14/08/18-30 mins

CLPL Review of Child Protection Procedures

Kirsten Johnston AHT All staff

CEC Powerpoint/Flowchart of professional actions

INSET 14/08/18-30 mins

CLPL Restorative Practice Training

Mel Donaldson Nurture lead/Kirsten Johnston AHT

All staff

Restorative Practices Training input- Falkirk Council

INSET 14/08/18- 1 hour

CLPL Building Resilience & Citizenship Programmes

Mel Donaldson Nurture lead/Shelley Graham DHT

All staff

CEC Building Resilience Programme

INSET 14/08/18- 1 hour

Identify the attainment gap for each class and the link to SIMD/FME data to confirm pupils in PEF identified cohort

Nurture Group pupils to be identified

Shelley Graham DHT to coordinate

Sharon Sime Family Engagement Practitioner/Jacci Eddie PSA

Mel Donaldson Nurture Lead

Class teachers

Class performance data SIMD/FME data

CAT Session 29/08/18

All pupils undertake the Pupil Wellbeing Survey to profile emotional, social and mental health

Class teachers Shelley Graham DHT

to coordinate

CEC Pupil Wellbeing Survey

September 2018

Building Resilience Programme to be Implemented

Progress & Impact evaluated

Kirsten Johnston AHT/Shelley Graham DHT/Maureen Allan DHT/PT

Self-evaluation activity- Sharing Classroom Practice sessions/Tracking Dialogue Sessions/Milestones Meetings

Implemented September 2018

Evaluated Feb 2019

Nurture Groups established – Pupils engage in completion of Boxall profiles

Emotional Check-in programme established

P1 Play Based approach to support emotional wellbeing/raise attainment in Literacy &

Mel Donaldson Nurture Lead, Susan Malcolm PSA, Liz Cann PSA, Jacci Eddie PSA

Pauline Newlands EYP

Nurture Group Mon-Thurs 1.5 hours

Play-based approach Tues-Friday AM

Salary Costs £92730 (this includes exceptional c/f of £38,936 and periods 1 & 2 adjustment & projected costs for remainder of session)

Implemented September 2018

Evaluated May 2019

Numeracy to be implemented

Family Engagement Practitioner activities :- group interventions, tracking of attendance & latecoming, parental engagement

All pupils undertake the Pupil Wellbeing Survey to profile emotional, social and mental health to evaluate added value of Building Resilience Programme.

Class teachers Shelley Graham DHT

to coordinate

CEC Pupil Wellbeing Survey

May 2019

NIF Priority 4 Improvement in Employability Skills and Sustained Driver Assessment of Children’s Progress

QIs/Themes 1.2 Professional engagement and collegiate working1.5 Management of finance for learning2.2 Rationale and design2.2 Development of the curriculum2.2 Learning pathways2.2 Skills for learning, life and work2.3 Quality of teaching2.7 Partnerships3.2 Equity for all learners

Priority 3 Review of the Curriculum Overall Responsibility AHT – Kirsten Johnston

Outcomes:

Redesign the Curriculum to ensure fitness for purpose in Developing the Young Workforce.Embedding the Careers Standard 3-18 into the contextualised curriculum.Ensures skills progressions are explicit and progressive within the curriculum.Ensure the curriculum provides learners with learning dispositions which prepare them for their future careers/positive destinations.

Tasks By Whom Resources Time Impact/ Progress

Review current Curriculum Rationale

Further engagement in Developing the Young Workforce paper/Career

Kirsten Johnston AHT

RACI Group Members

Data from May Inset HGIOS4? Developing the Young

Workforce Paper Careers Standard 3-18

CAT Session 19/09/18

2 hours

Standard 3-18

Allocate Staff into RACI groups as per Curriculum leadership roles identified through PRD Process

CLPL – Professional Learning Actvity:- Key Questions:- To what extent do we take account of all the factors that make our school unique?Does the curriculum experienced by our learners reflect our rationale? How do we know? How knowledgeable, and up-to-date, is our school team about career and employability prospects?How do we ensure our curriculum is skills-based and prepares learners in reaching positive destinations?

RACI Group

RACI Group membership list Mobilisation Task Briefs WTA Autonomous allocation 8

hours

CAT Session 19/09/182 hours

members complete Mobilisation Task Briefs identifying tasks to be undertaken by each member e.g. sourcing curricular exemplars of good practice e.g. Currie High School, professional reading tasks, demographic analysis of local context, CEC Workforce data

Agree revised Curriculum Rationale

RACI groups to share progress in gathering exemplars, professional research etc.

Agree relevant skills which should form the basis of the curriculum to make it less knowledge-

Kirsten Johnston AHT

RACI Group members

Curricular exemplars which are skills-based.

Demographic intelligence including Workforce data Developing the Young

Workforce Paper Careers Standard 3-18

INSET 22/10/18

based.e.g. negotiating, problem-solving, interview skills, entrepreneurial skills

Amend Curricular Framework to reflect agreed skills development, including making IDL suggested topics more open-ended to reflect personalisation & choice.

Each RACI group maps redesigned curriculum on agreed format

Topics should include opportunities to be outward looking in Developing the Young Workforce e.g. visits to local employers in the community, together with in-school inputs

Kirsten Johnston AHT

RACI Group members

Developing the Young Workforce Paper

Careers Standard 3-18

CAT Session 21/11/18 (2 hours)& INSET 08/01/19

Review Rationale for Curriculum/

Kirsten Johnston AHT

CAT Session

Curriculum Framework

Complete final evaluations of Mobilisation Task Briefs

RACI Group members

24/04/19