glasgow city council education services: improvement planning€¦ · web viewcelebrates social...

Session: 2019-20

Glasgow City Council Education Services: Improvement Planning

Establishment Anderston Primary School

Head of Establishment Liz Hendry

Area/Local Improvement Group NW1

Head of Service Jim Wilson

Area Education Officer/Quality Improvement Officer

Andrea Reid

CONTENTS1. Vision, Values and Aims2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session3. Action Planning

Action Plan Summary for Stakeholders

1. Our Vision, Values and Aims

Our Vision

Our children, staff, parents and community partners work together to promote a culture of mutual respect and lifelong learning where children are achieving their full potential and have the confidence, skills and creativity to meet the challenges of the future.

Our Aim is to promote an environment that:

Creates a safe, nurturing and inclusive school and community in which our children learn to develop positive attitudes towards themselves and others.

Celebrates social and cultural diversity in order that everyone feels valued, respected and included.

Provides a variety of opportunities which will stimulate our children’s learning, imagination and creativity whilst developing enquiring minds and lifelong enterprising skills.

Enables our children to be responsible global citizens who know their rights and can support those of others.

Supports children to fully develop a knowledge and understanding of issues affecting their health and wellbeing and supports them to make positive, informed choices.

Encourages children to access an inclusive curriculum that provides the appropriate knowledge, understanding and challenge, to allow them to fully develop their skills, abilities and talents.


1. Our Vision, Values and Aims

2. Summary of our self-evaluation process.

Strengths identified: We have a very positive and welcoming ethos throughout the school where all pupils feel safe. Our ethos promotes equality and

we continually address this through our weekly assemblies linking this to our shared values. Procedures are in place to ensure all children are safe and staff are aware of current policies and procedures to report any

concerns. The staff and our partners in the wider community are continually looking at how we can be creative and innovative in our

approach to teaching and learning and we are creative in our approach to curriculum development. Our curriculum is flexible and challenging. Teaching staff are very creative in their planning to ensure that all children access

high quality learning which underpins the principles of the curriculum for excellence.

Self Evaluation Process

All stakeholders were involved in our self-evaluation process. Parents were consulted through questionnaires which were analysed and feedback from this was discussed with staff with some

of the key points taken into consideration for this session. Children were consulted using HIGIOS 4 and areas to be addressed will be taken forward next session. Staff audit/self evaluations/PRD’s/PEF proposal and SIP evaluations identified areas for development Glasgow City Council Priorities Ongoing current initiatives being embedded and will continue to be monitored for impact

Priorities for development:

1. 1.3 / 2.3 To continue to develop our whole school approach to STEM building on the good practise developed in previous sessions. 2.7 Work in partnership with our Cluster Schools, with Parents and the Wider Community


2. Summary of our self-evaluation process.2. 1.3 / 2.3 To continue to increase children’s autonomy and levels of engagement across their learning through a play based approach to teaching and learning in Primary 1 taking forward into Primary 2

3. 2.3 Moderation / Monitoring and Tracking

4. 2.2 / 2.3 Improving digital learning, digital literacy, creativity skills and digital technology

5. 2.2 Curriculum Rationale and Design

6. 2.3 / 3.2 To continue to develop teacher’s professional learning through participation in Literacy for All (Talking and Listening) which subsequently will have an impact on teaching, learning and raising attainment.

7. 3.1 To Further develop Pupil Voice in the school self-evaluation process in Anderston Primary using HIGIOS4 and data collected – session 18/19

3. Action Planning

1 2.31.3

To continue to develop a whole school approach to STEM working in partnership with our Cluster Schools, with Parents and the Wider Community to include Digital learning as part of GCC priority.


Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

Staff to continue to embed tinkering programme/ fabrication / engineering skills through play/outdoor learning/ topics

Term 1 – Term 4

Observations – pupils are engaged in planned and creative learning experiencesLearning Conversations – pupils can discuss their learning using appropriate languageForward Plans and Evaluations – Engineering topics planned with progressive skills and evaluations evidence increased participation, motivation and increased skills.

Staff paired with staff in cluster schools to share skills/knowledge/resources.Staff visit cluster schools to observe/participate in teaching of skills and meet after the lesson to participate in professional discussion.

Term 1 – Term 4

Professional discussions are meaningful and have an impact on teacher’s knowledge/skills and teaching methodology.

Staff undertake a practitioner enquiry linked to Practical Technologies.

Term 3

Term 4

Teachers’ knowledge and understanding increased through research.Staff undertake a Practitioner Enquiry which evidences change in practise and improved teaching and learning.

Professional discussion with staff sharing findings of their Practitioner Enquiry with their colleagues.

Staff leading on this priority – including partners Resources and staff developmentSTEM – all teachersPEF teacherCluster schools and nurseries

Staff DevelopmentProfessional Reading/ResearchProfessional discussions with cluster schools

No. Quality Indicator Priority

2 1.32.3

To continue to increase children’s autonomy and levels of engagement across their learning through a play based approach to teaching and learning in Primary 1 and take forward to Primary 2.

Tasks to achieve priority Timescale and checkpoints

Evidence of Impact > (data, observation, views)

Train new staff on implementation of play in Primary 1 and Primary 2

Term 1 All infant staff will implement new play planning framework.




Professional Reading Levels of Engagement training Setting up Play Environment Daily Teaching and Learning

Collaboration across stages for weekly/ termly planning and evaluations.

New staff fully understand importance of play and approach to learning and teaching to be adopted in Primary 1 & 2.

Implement new play planning framework and audit effectiveness termly.

Termly auditsTerms 1-4

Termly plans will be monitored and changes made if required.

Implement newly developed levels of engagement paperwork and audit effectiveness termly.

Develop a Focus Group among new entrants.(P1)

Continue to track levels of engagement for Focus Group of children.(P2)

Continue to complete observation notes of all children during their play.

Termly auditsTerms 1-4

From September 2019 onwardsTerms 1-4

Levels of engagement paperwork will be monitored and changes made if required.

Focus group tracking sheets will show increasing levels of engagement over time.

Focus group tracking sheets will show evidence of children leading learning and increasing levels of engagement over time.

Observation notes will show evidence of children’s developing interests, skills and ability to direct own learning.

Attend pushing Play into Primary 2 course at Strathclyde University and feedback to other staff.

October 2019 Staff to feedback to others and implement any changes required in practice / planning / environment.

Provide more opportunities to develop skills in STEM in Play to Learn and Outdoor Areas

E.g. Tinkering / Woodwork Stations to be resourced and set up in consultation with children.

From September 2019 onwards. Children’s investigative, engineering skills will be

developed

Increase opportunities development of physical skills and Outdoor Play

From September 2019 onwards

Pupil’s involved in more outdoor play and are more engaged in their play




Staff leading on this priority – including partners Resources and staff development

L. McGloughlinE. CunninghamS. Hobbs

ResourcesTinkering resourcesWoodwork tools and woodStaff development:Attend CPD sessionsProfessional reading


3 2.3Learning, Teaching

and Assessment

Moderation / Monitoring and Tracking

Tasks to achieve priorityTimescale

and checkpoint

s


All staff to attend Inset Training led by Sharon McGeeverTerm 2 Staff have deeper understanding of Breadth, Challenge and Application

Staff have increased understanding of the Moderation Cycle

Meet with stage partner (levels) to plan a lesson using the Moderation Cycle and materials from inset training.

Term 3 and Term 4

Peer observations on lessons planned show depth, balance and application.

Meet with stage partner to look at evidence which demonstrates depth, balance and application

Term 3 Assessments evidence a shared understanding of Breadth, Challenge and Application.


Tasks to achieve priorityTimescale

and checkpoint

s


Staff collegiate to share practise Term 4 Examples of plans / assessments created to support staffIdentified staff to pilot GCC monitoring and tracking tool on Seemis System.Staff training on using this tool to monitor and track children’s progress across the 4 contexts of learning.

Term 2,3,4Data/Levels/Information on P3 and P6.7 pupils for Literacy, Numeracy and Health and Wellbeing will be available to be accessed on Seemis system. Assessment levels gathered will ensure depth, balance and application of a level.

All staff to receive training on using the tracking tool on Seemis System

Term 4 All pupils levels of achievement recorded on Seemis System and updated as and when appropriate

Staff leading on this priority – including partners Resources and staff developmentAll StaffSusan Cameron/Anna Cain – Tracking Tool

Staff DevelopmentInset Training by Sharon McGeever on Moderation Cycle and Breadth Challenge and Application


4 2.22.3

Attainment and achievement: Improving digital learning, digital literacy, creativity skills and digital technology Improvements in professional engagement and collegiate planning and teaching in relation to digital literacy. Developing quality family partnership links to support and improve attainment in school.



Review of Digital learning staff audit – Where are we?Review of Anderston Primary Digital Strategy – staff to amend and feedback.

August Inset 2019 Completed self-evaluation questionnaire resultsStaff development feedbackPRD meetings




Implementation of online learning journals and Seesaw Blogs to enhance pupil digital skills and improve parental engagement.

PT to run staff CPD session on Seesaw App.PT to run short parent information session for parents.

Term 1September 2019

Feedback from familiesAttendance at workshopsEngagement in learningFeedback from families and children on effectiveness of the app.Learning conversationsLearner online learning journals.

Digital Skills Progression to be utilised when planning teaching and learning opportunities

Term 2 onwardsFrom Oct 2019– June 2020

PT to introduce and staff to use from term 2 onwards when planning digital learning experiences for learners.Records of evaluations of learning using digital skills progression and benchmark statements.SeeSaw online learning journals / blogs.Staff feedback on impact of new training.

CPD in house calendar - PT to organise in house CPD events to further develop staff knowledge and understanding of both current and new digital plans/resources/strategies

From August 2019– June 2020

Records of cpd eventsStaff cpd recordsImpact in class lessons / pupil skillsEvidence of use on pupil skills and termly staff evaluations and on online learning journals / blogs

Begin the journey towards accreditation as a digital school; collaboration with Education Scotland/Scottish government website

On-going from August Moderation records and staff evaluationsPT to upload evidence to Digital Schools award Website.Observed increased and improved use of iPads and tablets in classrooms

Staff leading on this priority – including partners Resources and staff development

Lead Role: PT- Mrs L. McGloughlin ResourcesDigital Learning audit/questionnairesGlasgow on-line, Apple Teacher, Teachables.professional dialogue and learner conversations

Staff development:Progression Framework for Digital Literacy and Computing Science.Education Scotland Benchmark StatementsSeeSaw application



52.2

Curriculum

Rationale and DesignDevelopment and CurriculumLearning PathwaysSkills for Learning, Life and Work



Meeting with infant teachers to discuss Play Pedagogy being implemented.Discuss methodology/Assessment.Discuss links with Benchmarks, E’s and O’sDiscuss how all aspects link togetherLook at Play Planners/Assessments

Term 1 Shared understanding of links between planning and assessments and the links with benchmarks and E’s and O’s.

Collate information on:Learning for Sustainability/Global Citizenship/STEM/Developing the Young Workforce./Environmental Studies Topics/Science.Look at Benchmarks, E’s and O’s and skills to produce planner linking aspects together.

Term 1 and 2 Whole school planner links benchmarks, E’s and O’s with Curriculum.

Develop a ‘Pilot’ Curriculur Plan to incorporate all aspects linking Benchmarks/E’s and O’s together.Meet with staff to discuss planner and pilot in Term 3

Term 3 All staff are using curricular plan ensuring consistency across the school.Feedback from staff

Meet with Staff to discuss and evaluate planner.Amend planners if required.Produce a Curriculum Rationale

Term 4 School Curriculum Rationale and Design is relevant to the Community, embracing local and global educational values of sustainability, equality and justice.


Diane Mitchell – DHTRowan Patterson

Staff DevelopmentProfessional ReadingCollegiate events - increased understanding of Curriculum Design and links with community and global links


6 2.3 / 3.2 To continue to develop teacher’s professional learning through participation in Literacy for All (talking and listening) which subsequently will have an impact on teaching, learning and raising attainment.



Attend initial CLOL training session Select assessment tools for talking and listening.Identify pupils in SIMD 1 and 2 who are underachieving

Term 1 Increase awareness of Talking and Listening strategies through training

Deliver Training on Talking and Listening strategies and resources to staffCreate surveyCLOL Training sessions

Terms 2,3,4 Glow Survey – Teacher confidence. This will give starting point as to how confident teachers are in teaching Talking and Listening.Learning conversations with Pupils to identify children’s understanding of Talking and Listening

Team Teaching.Audit school resources. Enhance resourcesWork with pupils to give additional support to pupils in SIMD 1 and 2

Terms 2,3,4 Resources support teaching of talking and listening which should increase teacher’s knowledge.Pupil Assessment Data – pre and post intervention.Learning conversations

Create survey Term 4 Glow Survey – Teacher confidence – compare data pre and post input from CLOL

Staff leading on this priority – including partners Resources and staff developmentAnna Cain Staff Development Resources

Professional Reading. New talking and Listening resources.Team Teaching


Priority No. QI Priority

3.1To Further develop Pupil Voice in the school self-evaluation process in Anderston Primary using HIGIOS4 and data collected – session 18/19

Tasks to achieve priority Timescaleand checkpoints

Evidence of Impact > (data, observation,views)

Meet with staff to analyse data from results from previous session

Term 1 Information will be shared with new focus group

Create a new focus group to discuss data and identify priorities for the session with SMT and Parent Council. Use HGIOS 4 to support choice of actions in meeting priorities; some actions will involve a wider variety of evidence gathering techniques.

Complete by October 2019Check actions are achievable within the given timetable of the session.

Priorities and Action plan will be completed and shared with the pupil body /staff and parent forum.

Create an alternative categorisation method to enable wider participation in evaluation by pupils, e.g. visuals rather than verbal and different groups focussing on different aspectsLearning conversations with pupils to ensure an understanding of tasks.

December 2019Check the methods of evidence gathering are practical and wider staff body are in agreement.

Materials for different types of evidence gathering; focus groups, observation schedules,

Pupil groups carry out observations within the school (dependant on the action plan.)

April 2020 Photographs/ views from pupils

Carry out a whole school questionnaire June 2020 Data gathered to compare with previous year’s data.

Staff leading on this priority – including partners Resources and staff developmentLinda McCann / HT/DHT Staff Development

Analysis of Data CollectedProfessional Reading – HIGIOS 4Teaching methodologies


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