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Children & Young
People
School Improvement Plan 2016-17
Greenlaw, Reston, Ayton,
Swinton, Coldingham and
Cockburnspath Primary
Schools
Vision, Values and Aims
At Greenlaw/ Swinton Primary Schools our vision is to have people at the very heart of everything we do in school. Everyone in contact with the
school will be valued and cared for in a safe, secure and friendly environment.
Anything is Possible Through Hard Work and Determination
Our values guide the way we work.
Together we will be enthusiastic, creative and professional and will:
Have high expectations of achievement and attainment
Demonstrate support and respect for everyone in our school community
Foster inclusion
Be open and accountable by listening and responding to the communities we serve
Work with partners for the good and protection of our environment
Together we will aim to:
Provide children with the learning opportunities and experiences to become successful learners, confident individuals, responsible citizens and
effective contributors.
Provide a rich, stimulating, enjoyable and secure environment for learning which will empower, challenge and motivate all our pupils to learn and
think independently.
Build a strong foundation of healthy and environmentally friendly lifestyles choices which encourages a responsible approach to the
environment, their physical and mental well-being and self-esteem.
Create an ethos where each member of the school community shows respect for others and is valued as an individual.
Build a multi-agency team which works collaboratively within our school, our partner school and within the learning community for the benefit
of all stakeholders.
Develop the citizens of today for the challenges of the future.
Priority 1: Professional Learning
BROAD
AUDIT
OF
15 Q.I’s
Increased
opportunities
for
professional
learning
(1.2)
LEARNING
PROVISION
2.2
Development of the
curriculum – professional
dialogue and discussion
2.7
Collaborative learning and
improvement - professional
dialogue and discussion
Impact on learners –
monitor and track
improvement over time
LEADERSHIP
1.2
Professional engagement and
collegiate working – 6
schools network!
Impact of career long
professional learning – 6
schools network!
1.4
Building and sustaining a
professional staff team – 6
schools network!
IMPACT
ON
IMPROVEMENT
3.2
Raising attainment over
time – improved outcomes
across the curriculum
Action Plan
(If required)
Action Plan
(If required)
School Action Plan 2016/17
Priority Q.I. Priority for Improvement
1. 1.2 Increased opportunities for professional learning
UNCRC Article 28 Right to Education
STEPS TO ACHIEVE THIS Progress
No. Steps/Actions Resources/
Decisions
Whom When Monitoring Progress : what has been achieved?
How do you know ? Date
1.
6 schools (GRASP & Co) management
meetings
Professional reading for SMT
SMT will use Education Scotland
Improvement Hub
PT / Mgt time
Key texts including
Teaching for
Understanding,
Leadership for
Teacher Learning
Education Scotland
Improvement Hub
PTs
HTs
As per
calendar
2.
GRASP & Co CAT sessions
- Moderation (achievement of a level)
- Numeracy
- Teaching for understanding
- Pupil participation
16 hrs WTA
(+ 10hrs travel
time)
All
teaching
staff
As per
calendar
3.
GRASP & Co learning visits with clear focus
( as agreed by SMT for visit 1 then by staff for
subsequent visits)
6 hrs WTA
All
teaching
staff
As per
calendar
Priority 2: Numeracy
BROAD
AUDIT
OF
15 Q.I’s
Raise
attainment in
Numeracy
(3.2)
LEARNING
PROVISION
2.2
Skills for learning, life and
work – explicit reference to
and application of numerical
skills
2.3
Quality of teaching –
improve teaching strategies
Effective use of assessment
– to inform next steps
LEADERSHIP
1.2
Impact of career long
professional learning –
specific focus on teaching of
numeracy
1.3
Strategic planning for
continuous improvement -
need for consistency of
teaching and application of
skills
IMPACT
ON
IMPROVEMENT
3.2
Attainment in Numeracy -
improve use of
assessment data and
moderation approaches to
demonstrate improvement
Action Plan
(If required)
Action Plan
(If required)
School Action Plan 2016/17
Priority Q.I. Priority for Improvement
2. 3.2 Raise attainment in Numeracy
UNCRC Article 28 Right to Education
STEPS TO ACHIEVE THIS Progress
No. Steps/Actions Resources/
Decisions
Whom When Monitoring Progress : what has been achieved?
How do you know ? Date
1.
Approaches to support teaching of Numeracy
- Training
- Effective questioning / Dialogic
teaching
- Mental maths
SEAL
Numicon?
6 schools CAT time
Peter Patullo
Big maths?
Andrew Brodie?
All
teaching
staff
(within
levels)
As per
calendar
2.
Moderation approaches
- Planning
- Assessment
- Evidence
6 schools CAT time
Learning visits
As per
calendar
3.
Staff to engage with Numeracy developments
- Education Scotland Numeracy Hub
- SBC Numeracy team
6 schools CAT time
JH
As per
calendar
4.
Priority 3: Pupil participation
BROAD
AUDIT
OF
15 Q.I’s
Improved
outcomes for
learners
through
leading their
own learning
(2.3)
LEARNING
PROVISION
2.3
Learning and engagement –
pupils actively participate in
own learning
2.4
Universal support –enhance
arrangements for planning
and reviewing own learning
2.5
Engaging families in learning
– provide opportunities for
meaningful engagement
LEADERSHIP
1.1
Collaborative approaches to
self-evaluation – all pupils
participate in self-evaluation
processes
1.2
Children and young people
leading learning – pupils
participate in planning own
learning
IMPACT
ON
IMPROVEMENT
3.1
Inclusion and equality – all
pupils involved in own
learning
Action Plan
(If required)
Action Plan
(If required)
School Action Plan 2016/17
Priority Q.I. Priority for Improvement
3.
CRC
12/13
2.3 Improved outcomes for learners through leading their own learning
UNCRC Article 12 Respect for the views of the child
STEPS TO ACHIEVE THIS Progress
No. Steps/Actions Resources/
Decisions
Whom When Monitoring Progress : what has been achieved?
How do you know ? Date
1.
Develop shared understanding of ‘pupil
participation’ (not just pupil voice) with all
staff and parents
Children in
Scotland?
6 schools CAT
Local / national
best practice
Key texts
including Dialogic
Teaching, Talk
Less Teaching
All
teaching
staff
As per
calendar
2.
Enhance arrangements for personal learning
planning
- Shared understanding from ELCC to
P7
- Individual school application and
moderation
Learning logs
Achievement
folders
WTA
6 schools CAT
Local / national
best practice
All staff
As per
calendar
3.
Develop and improve pupil reflection system
to improve learner evaluation from ELCC to
P7
PTs (as lead)
Own school CAT
All
teaching
staff
PT time
4.
Enhance opportunities to engage families
within own schools eg homework grids, family
learning
Teachers
Families
Partners
All
teaching
staff
As
appropri
ate
5.
Priority 4: Teaching for understanding
BROAD
AUDIT
OF
15 Q.I’s
Provide
meaningful,
interdisciplinary
opportunities
for pupils to
develop skills
for learning,
life and work.
(2.2)
LEARNING
PROVISION
2.2
Skills for learning, life and
work – explicit focus on
skills development
2.3
Qualities of teaching –
skilled questioning leads to
curiosity, independence and
confidence
LEADERSHIP
1.3
Implementing improvement
and change – new approaches
to teaching and learning
IMPACT
ON
IMPROVEMENT
3.3
Creativity skills – pupils
can make connections
across learning and apply
skills
Increasing employability
skills – pupils are resilient
and adaptable
Action Plan
(If required)
Action Plan
(If required)
School Action Plan 2016/17
Priority Q.I. Priority for Improvement
4.
CRC
28/29
2.2 Provide meaningful, interdisciplinary opportunities for pupils to develop skills for learning, life and work.
UNCRC Article 29 Goals of Education
STEPS TO ACHIEVE THIS Progress
No. Steps/Actions Resources/
Decisions
Whom When Monitoring Progress : what has been achieved?
How do you know ? Date
1.
Develop understanding of ‘teaching for
understanding’ and interdisciplinary learning
Appropriate
professional
reading inc Mark
Church
6 schools CAT
Sheena
Local / national
best practice
SR
Nov in-
service
As per
calendar
(Spring
term)
2.
Develop understanding of ‘learning for
sustainability’
Appropriate
professional
reading?
6 schools CAT
Rosemary
Local / national
best practice
RB
As per
calendar
(Spring
term)
3.
Teachers to plan and deliver ‘topic’ using new
approach
6 schools CAT
Teacher’s
planning time
All
teaching
staff
Summer
term
Session 16/17 School/s: All
Schools in
Berwickshire
Learning
Community
Priority for improvement and brief description:
Developing excellent critical reading forms part of the responsibility for all teachers in developing literacy.
Year 1 - the project is for all primary and secondary English and literacy teachers to have a joint understanding
of excellent strategies and approaches to support the development of critical reading, from 3-18. Teachers will
implement a shared approach, planning together, joint feedback and evaluation, and beginning to lead to
effective moderation based on a shared understanding of levels.
Year 2 – primary and secondary English and literacy teachers across the LC will be confident in making
judgements about the progress of young people in critical reading, based upon a valid and reliable range of
evidence coming from joint approaches. The impact of effective critical reading is explored across all curricular
areas, and effective strategies are used by all primary and secondary teachers.
Year 3 – all teachers across all curricular areas will be confident in making judgements about the progress of
young people in critical reading (literacy) in their area.
Learning Community Link
Critical Reading is a LC priority
this year. (Literacy)
HGIOS4 Indicators
1.2 Leadership of Learning
1.3 Leadership of change
2.3 Learning, Teaching and Assessment
2.6 Transitions
Measurable outcomes for learners:
(Planned indicators of success, what will success look like. Include potential measurable data, observations and feedback from participants)
The aim is for learners to be using an increasing range of critical reading strategies (based on the work of Bill Boyd): o Across all ages, young people are utilising higher order thinking approaches with reading (e.g. summarising, asking questions and
evaluating) Lesson observations, focus group reflections by young people, evidence in teacher plans and consultations, feedback from CAT sessions.
o The quality of their responses to critical reading is improved, more analytical and evaluative. Focus group reflections by young people, comparing responses over time, individual and group assessments of progress, consistent application of an assessment task.
o Young people experience a consistent approach to the learning and teaching of critical reading across the learning community, from 3-18. Survey monkey evidence about confidence of staff and usage of techniques, moderating the P7 critical reading assessment over time, comparison over time of baseline testing in reading.
Steps/actions required By Whom By when Resources or
decisions/agreements
required
Monitoring Progress; What has changed or been
achieved (How do you know?)
Step 1: Meeting with a
representative from each
school/pair of schools with
the planning group to share
materials and plan carefully
Planning
group
Identified
teachers
Secondary
Up to June 2016 Materials
A group formed, and an excellent pack of materials
has been produced, complete with exemplars at
every level, progression proformas and guides,
suggestions, teaching advice, and witness
statements.
for success. teachers
Step 2: Small group meet to
plan materials for launch CAT
session
Ross
Maunder,
Gary Fryer,
Jane
Richardson.
ASAP before August Will disseminate to all
members of the group and
HTs.
Step 3: Secondary teacher
visits primary school for initial
CAT session with primary staff.
Secondary
staff
Primary
staff
August/September To be organised in each school
early in the cycle of CAT
sessions. Primary HTs to
communicate with secondary
HTs over dates.
Step 4: Early in the term,
Secondary English staff deliver
a standard assessment.
English and
Literacy
PTs
September 2016 To be organised in cluster.
Supply cover an issue.
Open to all primary staff.
Step 5: Primary staff visit
critical reading lessons with S1
in August/September.
Secondary
staff
Primary
staff
September 2016 To be organised in cluster.
Supply cover an issue.
Open to all primary staff.
Step 6: Planning group meet
to consider a standard
assessment for key points of
transition – Early to First, and
First to Second Stages.
Primary
staff
Secondary
staff
Before February in-
service 2017
Requires supply cover to be
released to do this.
Step 6: In two further CAT
sessions, primary teachers
consider excellent strategies,
try these out, plan together,
give feedback, and embed in
practice.
Primary
staff
By Summer 2017 Requires commitment to
trying strategies, supporting
observation, joint planning
and monitoring progress
through school structures.
Step 6: P6/7 teachers meet
with secondary staff to
moderate activities using the
toolkit.
Primary
staff
Secondary
staff
Requires supply cover to be
released to do this.
Ongoing Improvements throughout the year
Rights Respecting Schools
1+2
Growth Mindset
Step 7: Planning group
reconvene to evaluate the
project and plan for Year 2.
Primary
staff
Secondary
staff
Early in Summer
Term
Requires supply cover to be
released to do this.
Next steps See above for ideas for Year 2 and 3.