Standards, Quality and Improvement Plan

Standards and Quality Report for session: 2016 - 2017The school in context

VisionAt Pilrig Park School we promote…Learning together…Being Determined to succeed…Being the best we can be. Our vision is to engage learners through working in partnership with parents, carers and other professionals in a positive learning environment and that every child will leave Pilrig Park with a positive and sustainable destination.

Values To communicate. To work hard. To support and challenge. To develop our school community. To respect each other and build friendships.

AimsConfident Individuals: To present a caring school where pupils and staff feel valued and learn to value others, sharing and celebrating successes and achievements.

Successful Learners: To provide a high quality education combining learning and teaching strategies specific to the complex and individual needs of our pupils.To ensure a broad and balanced curriculum appropriate to the complex and individual needs of our pupils.To support an environment where staff needs can be met through an ongoing process of Professional Development and Review.

Effective Contributors: To communicate and work in partnership with parents, carers and other professionals ensuring the needs of the whole young person are recognized and developed consistently.

Responsible Citizens: To enable pupils to learn through a range of real experiences, taking part in activities in the local community and beyond.

Pilrig Park is a special school providing education for secondary age pupils and is located in central Edinburgh. The school is surrounded by parkland and boasts beautiful grounds. Pilrig Park meets the complex long term additional support needs of young people where the presumption of mainstream cannot be met. The needs of learners are primarily associated with the learning disability and Autism Spectrum Disorder. The school serves a wide area with pupils travelling from throughout the City of Edinburgh, Midlothian and East Lothian. We support a number of young people from our local ethnic communities, and have links with the Multi-cultural centre. A broad and challenging curriculum based on Curriculum for Excellence is offered. Admission to the school is via a Professional Assessment Group.

The school has a role of 76. The total complement of teaching staff is 19.6 FTE and 8.95 FTE Support staff. The school has a Head Boy and a Head Girl and a depute Head Boy and depute Head Girl.

The senior management team consists of the Head teacher, Depute Head teacher and a Business manager. We also have 3 PT’s: Literacy &Total Communication, Numeracy & Transitions, and Health & Well-Being. The school has a multi-agency approach working with the young people and includes an Educational Psychologist, Speech and Language Therapist, Occupational Therapist, School Doctor, Nurse and Health Assistant and Community Mental Health workers. There are currently 11 classes including an S6.

School Priority 1: To continue to develop partnership working across the school to improve outcomes for all young people.

NIF Priority Improvement in attainment, particularly in HWB and employability skills

NIF Driver Assessment of children’s progressSchool ImprovementLeadership

HGIOS4/HGIOELC QIs/Identified Themes QI 1.1 Self-evaluation for self-improvement QI 2.2 Curriculum QI 2.3 Learning, teaching and assessmentQi 2.6 PartnershipsQI 3.2 Raising attainment and achievement QI 3.3 Increase creativity and employability

Progress and impact: The quality of support for our learners has been improved through continued and new partnership working which includes The Botanics,

Spartans Connections, Park Rangers, Edinburgh Art Gallery Links and the Festival Theatre. The quality of learning experiences has improved through partnership working to provide work based relevant experiences. The overall quality of education has improved through partnership work to provide a sense of community and identity.

The skills based curriculum now offers more choice and personalisation in the Senior Phase.

Next Steps: To measure the impact of existing partnerships To continue to develop partnerships to enhance the curriculum and learning and teaching To use partnership working to develop a Nurture base and focus To begin Forest Schools To introduce Loose Parts play.

School Priority 2: To continue to develop total communication in Pilrig Park in order that all learners can maximise their potential.

NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people.

NIF Driver Teachers professionalism School Improvement

HGIOS4/HGIOELC QIs/Identified Themes QI 1.3 Leadership of change QI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement

Progress and impact: All staff take part in on-going training in total communication / ASD training (October 2016 in –service / CLDN Thurs am sessions / Jan

2017 in-service) including some staff learning about PECs and other AAC aids to improve the quality of support for learners. Learning experiences are enriched for learners through the use of total communication. More barriers to learning are broken down through the use of total communication.

Next Steps: To make Pilrig Park school a totally inclusive communication environment Complete Bronze Level of the Visual Supports Project Work to ensure consistency of visuals used across curricular areas. Work with CAMHS / SaLT team to provide CPD and support inclusion Continue with in-service training

School Priority 3: To embed HGIOS 4 as the self-evaluation tool used by the whole school community leading to improved outcomes for all learners.

NIF Priority Ensuring all young people achieve a positive and sustainable destination

NIF Driver School Improvement Teacher Professionalism

HGIOS4/HGIOELC QIs/Identified Themes QI 1.1 Self-evaluation for self-improvementQI 1.3 Leadership of changeQI 3.2 Raising attainment and achievement

Progress and impact: The pupil council and parents have used self – evaluation questionnaires to supported the school on its journey to improvement leading

to the improvement plan 17/18 Reflective conversations / Professional dialogue have helped to improve the skills based curriculum and the focus on supporting our

young people into onward relevant, positive and sustainable destinations.

Next Steps: To improve the M/E of learning and teaching. Set out in yearly calendar To develop the Grafitti wall for use in Pilrig Park To develop a new system Learning Conversations that allows pupils to have an active role in their journey to success To adapt the RSG framework to enhance self-evaluation in Pilrig Park To ensure self-evaluation underpins school improvement.

Self Evaluation 2016 – 2017

Quality Indicator School Self – Evaluation2016 - 17

Inspection Evaluation

What is our capacity for continuous improvement?

1.3 Leadership Of Change 3

2.3 Learning, Teaching and Assessment 3

3.1 Ensuring Wellbeing, Equity and Inclusion 4

3.2 Raising Attainment and Achievement 3

2016 – 2020 School Self Evaluation/Plan for QI EngagementQI 2016 - 2017 2017 – 2018 2018 – 2019 2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement1.2 Leadership of Learning1.3 Leadership of Change √ √ √ √1.4 Leadership and Management of Staff1.4ELC Leadership Of Management And Practitioners

1.5 Management of Resources To Promote Equity Leadership And Management Overall

2.1 Safeguarding and Child Protection2.2 Curriculum2.3 Learning, Teaching and Assessment √ √ √ √2.4 Personalised Support2.5 Family Learning2.6 Transitions 2.7 Partnerships * * * *

Learning Provision Overall 3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √3.2 Raising Attainment and Achievement √ √ √ √3.2EY Securing Children’s Progress

3.3 Increasing Creativity and Employability 3.3EY Developing Creativity And Skills For Life And Learning

Successes and Achievements Overall

Key Areas For School Improvement

Improvement Plan

Session 2017- 2018

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy, Numeracy and HWBDriver: Leadership Teacher’s professionalism Parental engagement

QIs/ThemesQI 1.1 Self-evaluation for self-improvement QI 2.2 Curriculum QI 2.3 Learning, teaching and assessmentQi 2.6 PartnershipsQI 3.2 Raising attainment and achievement QI 3.3 Increase creativity and employability

Priority 1a To continue to develop partnerships to enhance the curriculum and learning and teaching

Overall Responsibility HT R Chad

Outcomes Increase in the range of certification in Senior Phase Partners delivering the curriculum Increase of partners supporting the school Partners involved in school improvement Improvement in attainment in Literacy, Numeracy and HWB

Tasks By WhomResources

(inc ref to PEF)

Time

(in line with WTA)Impact/ Progress

To form a partnership/ sustainability and Nurture working party

HT via PRD system and through discussion at staff meetings

Staff Meetings PRD meetings

1 hour 1 hour

To measure the value of existing partners

Feedback results to school community

Thurs am named groups

Thurs am Time on in-set day

30 mins set out in YC

To review areas of the curriculum needing partner support

Working party Partnership

coordinator

Development group time Thursday morning

CPD Time

30 mins set out YC

2 hours 1 hour

Staff meetings x2 To write formal roles

and responsibilities for all partners.

Share with partners at formal meeting

Have a termly partners meeting in school so that they meet each other and discuss impact

Working party Partnership H&W/B PT

Development group time

Open morning for partners on a Friday

By Feb 2018

March 2018(Share )

Partner meetings one planned for March and then May

Invite partners to support school improvement by being a member of a development group

HT / PT H & W/B PT LIT/PT NUM SLT meetings

Development group time

Thurs am

Invite by Feb 2018

Evaluate progress of the development group

Evaluate the impact partners have had on school improvement

Share findings with all staff / partners

HT PTs/Admin

Administrative time

SLT meetings

June 2018

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least QIs/Themes

Disadvantaged ChildrenDriver: Performance information Teacher professionalism Parental engagement

QI 1.3 Leadership of change QI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement

Priority 2a: To make Pilrig Park school a totally inclusive environment for learning

Overall Responsibility DHT C.Chiswick

Outcomes: Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18 Staff use a wide range of performance information to reduce the attainment and achievement gap. A new behaviour policy is produced. Visual Learning Intentions / Visual TT / Individual Visual Reward Charts / Now & Next cards are used by all staff to improve

learning & teaching and pupil behaviour Pilrig Park is an inclusive school closing the attainment gap by breaking down communication barriers

Tasks By WhomResources

(inc ref to PEF)

Time

(in line with WTA)

Impact/ Progress

Identify the communication barriers for each year group.

Share information with all staff.

SLT PTs - SQIP group

SQIP GROUP

SLT meetings PT meetings CPPMs YPPMs

Set out in YC Collate info

from Oct 2017

Share info by Dec 2017

Produce a new behaviour policy

DHT SLT

SLT meetings DHT liaise with all staff DHT liaise with other

ASN schools

By May 2018

HT liaise with S. Shipway (HT Redhall)

DHT/ PT Literacy to discuss names of students for targeted intervention.

DHT / PT Lit Staff Meeting time Oct 2017

Staff to attend CPD on inclusive communication

DHT All staff

In service and YC sessions.

Ongoing CPD In service

Parental engagement to be reviewed/strategies to be put in place to engage families in learning/ target group of parents to be invited to workshop on inclusive communication

DHT PT LIT CAMHS

Open mornings parent workshop

Dec 2017 January 2018 April 2018

Evaluate inclusive communication across the school

Evaluate the quality of CPD

Evaluate the parent workshop on inclusive communication

DHT PT LIT Whole school

community

SLT meetings DHT/PT LIT set up

meetings May In set day

May / June 2018

Involvement in Visual Supports Project

Work towards Bronze Level ensure symbols across school

PT Lit

PT Lit & PT Num to

Ongoing liaise with VS Team

Ongoing.May 2018

ICT equipment & software purchased

discuss from staff requests and whole school review

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

Driver: Leadership Teachers professionalism Assessment of children’s progress

QIs/Themes QI 1.1 Self-evaluation for self-improvementQI 1.3 Leadership of changeQI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement

Priority 3a:

To improve the quality of M/E of learning and teaching Overall Responsibility HT R Chad

Outcomes: A detailed self-evaluation calendar is in place helping the school to improve School improvement is driven by the NIF A new forward plan is in place which is improving the quality of learning and teaching-pace and challenge A graffiti wall to be developed and implemented at Pilrig Park- measuring the quality of learning and teaching Teachers are planning for skills development There is a formal system in place to monitor learning and teaching

Tasks By WhomResources

(inc ref to PEF)

Time

(in line with WTA)Impact/ Progress

Form a s/e development group

Adapt the RSG materials for use in school to M/E learning and

SLT

. SMT

SLT meetings

SMT meeting

1 hour

2 x 1 hourNov 2017

teaching To write a self-

evaluation calendar

To discuss and distribute the s/e calendar with staff

SMT

SMTAll staff

HT/DHT meeting By Oct in-service

To work with staff to write the graffiti wall(Learner contributions)

To develop a new Learning Conversations / pro forma for all teachers at Pilrig Park

To link with other schools on planning

To attend the curriculum development

SQIP groupLook at pupil feedback in LC folders

SLTAll staff

SMT

HTInterested staff

Learning conversations Reflective practice Development time Thurs am Staff meetings

Development timeCurriculum development groupThurs am group time

CPD opportunity

Curriculum meetings6 x yearly

Learning conversations

SLT meets Thurs am

Thurs am SLT meetings x2Staff meetings (May 2018)

Organised visits-half day

12 hours per yearVoluntary

group especially the planning group

To evaluate the m/e of learning and teaching system

SMTSLTAll staff

Inset day MayStaff meetings

June 2018

PILRIG PARK SCHOOLIMPROVEMENT PLAN: SESSION 2017-2018

SUMMARY FOR PARENTS

PRIORITY ONE TIMESCALE

To continue to develop partnership working across the school to improve outcomes for all young people By June 2018

Outcomes for our children and young people: The quality of support for our learners has been improved through increased partnership working The quality of learning experiences has improved through partnership working. The skills based curriculum now offers Learning For Sustainability opportunities which has improved outcomes for all of

our learners and raised attainment and achievement The quality of support for our learners has been improved by a focus on Nurture and partnership working to embed this

approach

PRIORITY TWO To continue to develop total communication in Pilrig Park in order that all learners can maximise their potential By June 2018

Outcomes for our children and young people: All staff take part in on-going training in total communication & ASD to improve the quality of support for learners. Staff working with the CAMHS team to improve learning experiences for all our learners. Learning experiences are enriched for learners through the use of total communication and specified visual supports. Barriers to learning are broken down through the use of total communication and specified visual supports. IT equipment & software is purchased to support total communication. A new Behaviour Policy written for the school has a positive impact on learning.

PRIORITY THREE To embed HGIOS 4 as the self-evaluation tool used by the whole school community leading to improved outcomes for all

learners By June 2018

Outcomes for our children and young people: The whole school community has supported the school on its journey to improvement leading to improved outcomes for

all learners (Pupil Voice through Learning Conversations and the pupil council)The whole school community has supported the school raise attainment and achievement (Learning Conversations)

The whole school community has helped to further improve the skills based curriculum underpinning all developments with self-evaluation using HGIOS4

School improvement is driven by the NIF All self-evaluation has led to improved positive, sustainable and relevant onward destinations.

……..Please support us on our journey to improvement…….. R ChadMay 2017