standards, quality and improvement plan for colinton

Standards, Quality and Improvement Plan for

Colinton Primary SchoolWe aim to provide positive, inspiring and enjoyable learning experiences within a secure and caring school community. We encourage children to be responsible

and respectful citizens by valuing and caring for themselves, others and the environment. We aim to provide active learning experiences which promote

achievement, attainment and creativity, to meet the needs of all learners. As a school, we strive to involve parents and the wider community and value their

contribution as our educational partners.

Standards and Quality Report for session:2014/2015Improvement Plan for session: 2015/2016

Table of contents

Standards and Quality Report 1. The school in context 2. School’s self-evaluation

Improvement Plan 3. Key areas for school improvement 4. Cluster improvement plan

Standards and Quality Report

1. The school in context

CColinton Primary School catchment area serves some private housing, but the majority of the area is Service Family Accommodation for the two battalions based in Redford and Dreghorn Barracks. Colinton is part of the Firrhill cluster and most of the Primary Seven pupils transfer to Firrhill High School. The current school role is 136 pupils and at present we have 8 classes. The nursery has places for 20 pupils in the morning and 20 pupils in the afternoon. The population is highly transient due to the number of individual postings within the service community. Further information about our school can be found on our website www.colinton.edin.sch.uk

Admits and Leavers 2015/16

Class Admits Leavers Total number in sessionP1 35 7 35P2 8 5 31P3 7 2 25P4 7 5 25P5 7 5 20P6 6 7 19P7 3 2 14

Total 73 42 169

2. School’s self-evaluation

1.1 Improvements in performance

Standards of attainment over time

Overall quality of learners’ achievement

Impact of improvement plan

The majority of our learners are making good progress from their previous levels in their learning and we have extensive tracking systems in place to track individual attainment. At the start of this session, we had no children in P3 with a low SS for additional intervention from RWI programme. We have implemented ‘Steps to Success’ folders to monitor and track pupil progress across the Significant Aspects of learning. We identified that mental agility in maths, writing and reading are key areas that we need to improve and we have been continuing to develop our programmes of study and learners’ experiences to support these areas. Key milestones in pupil learning and development in maths have been established and a progression created for all stages in the school. We are using this document as a means to enhance planning and assessment and to ensure milestones are met. This session we have implemented ‘Steps to Success’ in mental maths and developed our mental agility guidelines. Primary 1, 2 and SfL staff have undertaken professional learning activities in SEAL. This session we have continued to embed our ‘Big Writing’ programme across the school and with a whole school focus on daily VCOP as well as whole school moderation activities and regular self-evaluation. We have also implemented our progression in reading (including HOT questions) across the school. Additional PL opportunities as well as team teaching have supported developments in reading and writing. We use our Pupil Progress Jotters and Learning Stories to record our learners’ latest and best work, our learners’ targets, next steps in learning and their achievements. We have whole school systems in place to record and track children’s wider achievements, including our Golden Book. We are continuing to support our learners to talk about their learning and identify next steps in learning and all members of staff take an active role in developing this.We recognise the social and emotional needs of all our children at Colinton as almost all of our pupils are affected by the transient nature of our school. We place Health and Wellbeing at the centre of our activities and we have a wide range of support in place for our children and their families. We have a support team working across our cluster, funded by a grant from the MoD, which includes support for learning teachers, an outreach worker and play therapist. This team provides additional help and support to both our pupils and their families. A wide-ranging and fully inclusive Health & Wellbeing programme that includes Sex Education and Keeping Myself Safe has been implemented and evaluated across the school. The continued progress made in H&WB contributes to a very positive ethos in the school where inclusion and participation are valued and encouraged and promote the wider achievement of all pupils.Sharing Classroom Experience has been developed and extended so that it now involves sharing experiences and feedback with colleagues as well as the SMT. The ASL team have met regularly this year. Procedures for referrals have been formalised and support established for those pupils whose attainment makes up the lowest 20% and highest 10% of achievement. We have also identified those children with other Additional Support Needs and have worked hard to use the available support to target an improvement in those pupils’ performance.What are we going to do next?

• Ensure consistent arrangements for ASL/CT/PSA meetings with evaluative focus (Priority 4)• Develop consistent approaches for Reflective Reading across the school (Priority 1)• Build capacity and confidence in teaching and learning in numeracy and mathematics (Cluster

Priority 1)• Continue to develop targeted ASL support to meet the needs of learners (Priority 4)

2.1 Learners’ Experiences

Learners are motivated, eager participants in their learning.

Learners make good progress in their learning.

Learners know their views are sought and acted upon. They feel valued.

Learners feel safe, nurtured, healthy, achieving, active, included, respected.

We provide a calm and positive learning environment and our children are treated equally, fairly and with respect. Our learners are motivated by the learning experiences we provide and are encouraged to achieve well. We are making good progress working towards our Rights Respecting Schools Level 1 Award.Pupil questionnaires also indicate that our learners are motivated and engaged in lessons. We are continuing to develop our teaching and learning approaches including AifL strategies, cooperative learning strategies and the 4 phase model to provide increased opportunities for pupils to have ownership of their own learning. We are developing our questioning and challenge activities to ‘lift the ceiling’ for learning. We are ensuring our Learning Intentions and Success criteria are on display and referred to regularly during every lesson and for every group. Teachers’ plans demonstrate how they incorporate suitable support for those who need it most while effectively challenging all learners in their classes. We are developing the use of ICT within the classroom and considering different ways to integrate it within our learning and teaching.At Colinton, teachers have shared good practice with one another and, throughout the course of the year, have actively contributed to discussions with cluster colleagues. Pupils are involved in their learning and good use is made of peer and self-assessment. Every class has regular reviews of learning to help plan next steps in learning. Children’s views are sought during child’s planning meetings and pupil contributions to our self-evaluation process indicate that learners feel safe and respected at school and they enjoy learning. Our pupil Learning Council has developed learning posters to support children’s learning and have made positive contributions to the learners’ experiences in Big Writing and developing a ‘Growth Mindset’.Pupils have also indicated that they enjoy the opportunities to be involved in the wider life of the school and the community. There are a wide range of events that encourage learners to feel successful and take responsibility. The wider community is visible in the school and seek the views of learners. There are a number of excursions throughout the year for all pupils; while learners have opportunities for leadership roles in our pupil groups and across the school. This year there have been a range of after-school clubs available for pupils at all stages and we are continuing to develop this provision.What are we going to do next?

• Continue to develop opportunities for learners to talk about their learning and identify next steps in their learning (Priority 1)

• Develop our approaches to learning and teaching -particularly in reading, writing and maths (Priority 1 and Cluster Priority 1)

• Implement revised homework activities to encourage our learners to have increased ownership of their own learning (Priority 1)

• Professional learning activities in ICT (Priority 1)• Achieve Level 1 Rights Respecting Schools Award (Priority 2)

5.3 Meeting Learning Needs

Tasks, activities and resources

Identification of learning needs

The roles of teachers and specialist staff

Meeting and implementing the requirements of legislation

Learning activities are matched to the needs of our learners. We are developing our teaching The meeting of learning needs continue to be matched to individuals. Teachers are developing opportunities to lift the ceiling on learning through the use of Higher Order Thinking questions and the development of open ended challenges. Where appropriate, additional support is offered to pupils from within the school from the Support for Learning teacher and a selection of staff, funded by our MoD grant, which includes our play worker, outreach worker and Additional Support teachers. From outwith the school, Partner Services and Agencies, including VTSS, HOTS and SALT, also offer support where appropriate. Support is offered on a short-term basis and evaluated by ASL staff in conjunction with the class teachers and is aimed not only at the lowest 20% of learners but also incorporates the children who make up the highest 10% of our learners. Read, Write, Ink is being successfully implemented as a targeted support tool to raise attainment in language and literacy in P3. A system of referrals to the ASL team is well-established and supported by liaison meetings between class and support teachers, organised at the beginning of each new term. These changes are reflected in the newly updated ASL policy document. Support and challenge activities are recorded and evaluated in our daily plans, whilst appropriate Professional Learning opportunities are identified to support staff implement these priorities. We continue to update our tracking and monitoring procedures throughout the school. Pupil progress is tracked and recorded in standardised assessments in language, maths, and spelling from P1-P7 alongside progress throughout CfE in all curriculum areas. All pupils have their own Pupil Progress Jotter to showcase examples of their ‘latest and best work’ throughout the curriculum. Learning targets are identified by each individual, in discussion with their teacher, and recorded in the Progress Jotter. Targets are reviewed regularly and progress measured against the criteria laid out in the Significant Aspects of Learning, copies of which are included in the Progress Jotter. We are now tracking nursery pupils’ progress through CfE.Pupils’ attainment and achievement is regularly monitored by the SLT. Jotters are reviewed by and learning is shared with the Head Teacher, whilst all staff participate in termly “learning walks” to review and improve standards of learning and teaching throughout the school.We continue to regularly monitor and update our policies and procedures and involve our partners and parents in this review. We have links between our IEPs/PPJs and CPs. We work closely with parents as partners in their child’s education. We discuss learners’ progress and needs with their parents and provide a range of support and opportunities for parents and carers to be fully involved in key decisions about their child’s education. We have a newly implemented system of gathering parental feedback for Child Planning Meetings and this will be used to refine and improve the Child Planning process.What are we going to do next?

• Continue to develop and implement tracking and monitoring procedures, including use of the Significant Aspects of Learning throughout the school (Priority 1 & 4)

• Continue to develop targeted ASL support to meet the needs of our learners (Priority 4)• Continue to develop approaches to differentiation, including challenge and application

opportunities (Priority 4)• Ensure there are more frequent opportunities to learn through increased use of interactive ICT.

(Priority 3)

5.1 The Curriculum

The rationale and design of the curriculum

The development of the curriculum

Programmes and courses

Transitions

This session we continued to develop a strategic plan for curriculum development which is reviewed termly as part of our term evaluation. All staff are using the experiences and outcomes (Es and Os) to plan learning for all curriculum areas and maintain clear records of coverage of Es and Os. All pupils in every class have involvement in planning learning content and approaches.As part of our improvement plan this session, we have developed a learners’ journey in key aspects of maths and numeracy, technologies and expressive arts. Additionally, we have developed new approaches in assessment in language and literacy, revisited our approach to learning and teaching in writing whilst introducing new approaches to reading. We have developed a new framework for IDL, which provides teachers with guidance on how to approach inter-disciplinary learning and shared good practice of outdoor learning experiences across the curriculum as a way to enrich pupil learning. These have been a focus for our CLPL activities and self-evaluation. We will fully implement and evaluate these next session. The Significant Aspects of Learning have been introduced in all classes and are being used by pupils and teachers as tool with which to set learning targets. Targets are now being evaluated and assessments planned to effectively measure and accurately reflect pupil progress in relation to the Significant Aspects, while the content covered is recorded in the Steps to Success folder for each classThere is a range of opportunities for parents and the wider community to be involved in the development of our curriculum. This year representatives from all our key stakeholders and partners contributed to the development of our Ethos progression. An overview of the curriculum at Colinton has been developed in consultation with staff, parents and pupils and will be issued to all new families in June 2015.Within the school, we have very good systems in place for the significant numbers of children who join and leave our school each session as well as for discussing learners’ needs as they move from stage to stage, and from primary school to secondary.

What are we going to do next?

• Implement learners’ journey in ICT and develop for other organisers in Technology (Priority 3)• Implement SEAL strategies in mathematics and numeracy throughout the school (Priority 3)• Implement Colinton learners’ journey in mathematics and numeracy (Priority 3)• Continue to develop opportunities for challenge and application (Priority 3)• Make increased use of education partners and involve them in curriculum change (Priority 3)

5.1 The Curriculum

The rationale and design of the curriculum

The development of the curriculum

Programmes and courses

Transitions

This session we continued to develop a strategic plan for curriculum development which is reviewed termly as part of our term evaluation. All staff are using the experiences and outcomes (Es and Os) to plan learning for all curriculum areas and maintain clear records of coverage of Es and Os. All pupils in every class have involvement in planning learning content and approaches.As part of our improvement plan this session, we have developed a learners’ journey in key aspects of maths and numeracy, technologies and expressive arts. Additionally, we have developed new approaches in assessment in language and literacy, revisited our approach to learning and teaching in writing whilst introducing new approaches to reading. We have developed a new framework for IDL, which provides teachers with guidance on how to approach inter-disciplinary learning and shared good practice of outdoor learning experiences across the curriculum as a way to enrich pupil learning. These have been a focus for our CLPL activities and self-evaluation. We will fully implement and evaluate these next session. The Significant Aspects of Learning have been introduced in all classes and are being used by pupils and teachers as tool with which to set learning targets. Targets are now being evaluated and assessments planned to effectively measure and accurately reflect pupil progress in relation to the Significant Aspects, while the content covered is recorded in the Steps to Success folder for each classThere is a range of opportunities for parents and the wider community to be involved in the development of our curriculum. This year representatives from all our key stakeholders and partners contributed to the development of our Ethos progression. An overview of the curriculum at Colinton has been developed in consultation with staff, parents and pupils and will be issued to all new families in June 2015.Within the school, we have very good systems in place for the significant numbers of children who join and leave our school each session as well as for discussing learners’ needs as they move from stage to stage, and from primary school to secondary.

What are we going to do next?

• Implement learners’ journey in ICT and develop for other organisers in Technology (Priority 3)• Implement SEAL strategies in mathematics and numeracy throughout the school (Priority 3)• Implement Colinton learners’ journey in mathematics and numeracy (Priority 3)• Continue to develop opportunities for challenge and application (Priority 3)• Make increased use of education partners and involve them in curriculum change (Priority 3)

5.9 Improvement through self-evaluation

Commitment to self-evaluation

Management of self-evaluation

School improvement

We actively seek out the views of all our stakeholders through regular self-evaluations. Our monitoring and self-evaluation programme this session included using a range of strategies to engage with staff, pupils, parents, carers and the wider community to evaluate the work of the school. All of these stakeholders have indicated that their views are actively sought and action is taken to identify priorities. Our monitoring and self-evaluation programme includes sharing classroom experiences, learning and teaching discussions, dialogue with pupils and monitoring of pupil work. We regularly review our monitoring and self- evaluation procedures and have implemented a new system for children to regularly share their work with the Headteacher. Every member of staff is actively involved in termly reviews of our work as well as in the annual audit of ‘where are we now’ and in the identification of our priorities for the following year. This process also includes involvement from our Parent Council. There have been leadership opportunities at all levels during this session and time allocated for staff to undertake leadership opportunities. We have regular learning and teaching discussions, which provide a forum for sharing good practice and self-evaluation. All staff are taking forward Curriculum for Excellence and ensuring high quality experiences for their learners. This session, staff have continued to be involved in moderation activities within three curriculum areas with staff both in school and across our cluster. All staff are engaged in the process of Personal Development and Review and PL activities match the needs of the staff identified in PRD meetings. All in-school CPD opportunities are evaluated by staff, the impact is recorded and next steps identified to ensure all staff are aware of ‘where we are going’. As well as having an inward focus, we are continuing to widen our outward focus with visits to other ‘like’ schools. Our pupils make contributions to improving learning and teaching in their own class and across the school. All pupils in the school were engaged in the evaluation of learning experiences during this session and the feedback was used to identify improvements. All pupils have regular dialogue with their teacher to discuss their progress and agree next steps in learning. Pupils are consulted as part of the teacher’s planning evaluations and their views are acted upon and recorded.Our Learning Council has been involved in promoting Big Writing and developing a ‘Growth Mindset’. We have developed our forward planning meetings to become more self-evaluation focused, allowing further opportunities for professional dialogue. The HT and PT monitor and evaluate these meetings. Achievements of pupils are recorded by all staff in our Golden Book and these are celebrated at our weekly assemblies.What are we going to do next?

• Continue to develop our self-evaluation/monitoring system to share learning with SMT• Use iPads to record feedback from parents and children• Continue to develop our outward focus and forward focus with increased opportunities to

work with colleagues in other schools• Continue to develop collegiate working across the cluster (Cluster Priorities)• Provide regular reflective dialogue sessions with colleagues (critical friends) to evaluate

what is working well and identify next steps

Improvement Plan

3. Key areas for School Improvement

Priority 1 – Learning and Teaching Overall Responsibility

Headteacher

QIs

1.1, 2.1, 5.3, 9.3

Outcome and impact for learners (a)

Effective and consistent pace, challenge and differentiation

Pupils have quality and consistent learning experiences at the appropriate level of challenge and attainment is improved

Attainment of highest 10% remains high

Staff shared expertise enhances learning outcomes for pupils

Opportunities for outdoor learning will be increasedTasks By Whom Resources Timescale Progress/

EvaluationLearning Intentions and Success Criteria to be on display and referred to for every lesson / group

CTs Ongoing August 2015 – May 2016

Continue to provide pupils with increased ownership of their own learning, use each other as a learning resource and assess own progress Develop opportunities for more open ended challenges

CTs Critical friend discussions as part of CAT sessions.Sharing Good Practice meetings

August 2014 – May 2015

Learners to have planned regular discussions with a key adult during the school session

CTsPSAsSMT

School posters

Sharing Good Practice


Children set learning targets 3 times a year and these are to be sent home with children

CTs Pupil Progress Jotters

September 15January 16April 16

Pupil Progress Jotters to include ‘latest and best work’ linked to significant aspects of learningChildren to annotate work and jotters to be used as focus of learners’ discussionsSfL to contribute to PPJ

CTs

SfL

Pupil Progress Jotters


Tasks By Whom Resources Timescale Progress/Evaluation

Continue to embed Cooperative and Active Approaches to learning

CTsSMT

Sharing Good PracticeLearning Walks


Ensure consistent approaches to learners’ environments to provide the best possible learning environment

CTs

SMT

R A G AuditLearning Walks


HomeworkImplement consistent active approaches to homework and elements of personalisation and choice

Teaching staffLearning Council

Meeting time August 2015

Implement standardised homework arrangements and updated homework policyLearning Council to regularly evaluate homework

Learning experiences to be evaluated

Teaching staffPupil Focus GroupsSMT

Sharing Good Practice Meeting Learning Walks with SMT/CT to take place 3x in yearMonitoring feedbackLearning Council Meetings


Priority 2 - Health and Wellbeing and Developing the Four Capacities through Rights Respecting Schools Award

Overall Responsibility

Headteacher

QIs

1.1, 2.1, 5.1


Learners will be confident individuals, effective contributors, responsible citizens and successful learners with clear self-respect, clear values and a sense of physical, mental and emotional wellbeing.


UN Rights to be included as part of assembly programme and Colinton Cup focus

HeadteacherChaplainTeaching staff

RO Assemblies August 2015 – June 2016

Implement level 1 plan – see Appendix 1

SMTTeaching StaffChaplain

RRS Guidelines September 2015 – May 2016

Priority 3 – Curriculum Overall Responsibility

Headteacher

QIs

1.1, 2.1, 5.1, 5.2, 5.3


Staff and pupils will have a clear and coherent pathway through each area of the curriculumPupils will have increased opportunities to learn using interactive ICTPupils will experience new, innovative approaches to maths and numeracyAttainment of all learners in maths and numeracy will improve


Implement SEAL strategies in mathematics and numeracy throughout the school

Class Teachers Working PartyProgression PathwaysCAT sessions

June 2016

Implement Colinton learners’ journey in mathematics and numeracy

Class Teachers Working PartyProgression pathwaysCAT sessions

June 2016

Implement learners’ journey in ICT and develop for other organisers in technology

Class Teachers Learners’ Journey document

August 2015-June 2016

Make increased use of education partners and involve them in curriculum change

Class TeachersSMT

Partner agenciesCurriculum documents


Ensure there are more frequent opportunities to learn through increased use of interactive ICT

Class TeachersPT

iPadsLaptopsSGPStaff Meetings

August 2015

Priority 4 – ASL

“We match learning activities to the needs of individual learners and groups with differing abilities or aptitudes.”


Principal Teacher

QIs

1.1, 1.2, 5.3, 5.9, 6.3, 8.1, 8.4, 9.1


Learning and pastoral needs of all pupils, including those in need of additional support, are metTracking procedures inform teacher planning and pupils’ learning


Continue to develop targeted ASL support to meet the needs of our learners

ASL TeamClass Teachers

Tracking Excel SpreadsheetLiaison arrangements (singalong)


Ensure consistent arrangements for ASL/CT/PSA meetings with evaluative focus

ASL TeamClass TeachersPSAs

Termly liaison meetingsLiaison meetings (singalong)


Continue to develop and implement tracking and monitoring procedures, including use of the Significant Aspects of Learning throughout the school

Class TeachersPT

Pupil Progress JottersTracking Excel Spreadsheet


Continue to develop approaches to differentiation, including challenge and application opportunities

Class TeachersSMT

Planning documentsLearning WalksSGP


Priority 5 Nursery Class

Continue to develop learning journeys for nursery children including use of CEC tracking sheets and recording next steps in literacy, numeracy and health and wellbeing twice a year. Develop approaches to planning, including responsive planning and develop the outdoor learning environment


Headteacher

QIs

1.1, 1.2, 5.3, 5.9, 9.3


Learners have quality and consistent learning experiences and attainment and achievement is improved


Meet with all children individually to discuss their Learner’s Story, complete written summary and identify next steps in literacy, numeracy and health and wellbeing.Develop opportunities to share learning stories with parents and parents to be informed of targets. All parents to know their child’s key worker.

Nursery Teacher

Early Years Practitioners

Next steps sheets October 2015

May 2016

Develop approaches to planning, including children’s planning that involve all members of the team.Peripatetic Nursery Teacher to visit in Autumn term to support children’s involvement in planning (eg talking floorbooks / learning walls)Consistent weekly planning meetings attended by all members of staff.

Nursery Teacher


Headteacher

Meeting time

Peripatetic Nursery Teacher


Continue to develop the nursery learning environment – Outdoor Environment

Early Years Practitioners (Identified target on PRD)

Ongoing audit of current practiceShadowing experiences at other nurseriesEarly Years Forum meetings


Continue to develop the nursery learning environment – Literacy (priorities identified from Environmental Audit)• Environmental Print

to be representative of multicultural groups

• Develop the book area to be more inviting

• Bedtime stories to include multi-cultural print

• More than 1 story group established to meet needs

• Parents to be part of storytelling / rhyme in dual languages

• Undertake visits to the library

Nursery Teacher


Ongoing audit of Multicultural books / materials

Staffing to accommodate visits to library


Continue to develop the nursery learning environment – Numeracy (priorities identified from Environmental Audit)• Develop systems for

children returning equipment / sorting / tidying up

• Number lines starting at 0 both horizontal and vertical

• Variety of software to support mathematical concepts

• Develop house corner to include identified actions on audit

• Develop systems for children to take their own and print own pictures

Nursery Teacher


Software

Time to plan and action improvements

Environmental Audit

ICT PSA


4. Cluster Improvement Plan

Cluster Priority 1 – Assessment and Moderation of English and Literacy

1.1: Improvements in Performance (Numeracy and Mathematics)

5.5: Expectations and Promoting achievement


Cluster co-ordinator, assessment and moderation in Numeracy and Mathematics

QIs

1.1, 2.1, 5.1, 5.3, 5.4, 5.5

Outcome and impact for learners:

Outcome and impact for staff:

Overall quality of learners’ achievements/standards of attainment over time is increasedRaise awareness, build capacity and confidence when assessing and moderating a level/staff expectations/promoting and sustaining an ethos of achievement.Familiarise school staff with the complete learner journey at early, first and second levels in Numeracy and Mathematics.

Tasks By Whom Resources Timescale Progress/Update

Identify coordinators for each school

HTs HT meeting By June 2015 David Morrison (Colinton), Nadine Mery (Oxgangs), Lois Packer (Colinton), Alison Glendinning (Pentland), Joy McGovern (Longstone), Sophie Jackson (Bonaly)

Coordinator to attend training session to familiarise themselves with standards

Cluster coordinator

CEC training By June 2015

Cluster coordinator to share standards with school co-ordinators and HTs

Cluster coordinator, school coordinators, HTs

By August 2015

Coordinators to gather evidence of secure at a level

Coordinators 1 x day release from class for evidence gathering

May 2015

School coordinators moderate annotated numeracy and mathematics exemplars for all levels

School coordinators

1 x day release May 14th 2015

Gather evidence from all teaching staff of secure learning at early, first and second levels in numeracy and mathematics.

All teaching staff August 2015 – November 2015

Class teachers to moderate examples of secure learning

1 x Cluster session for all staff including FHS representative/s

11th September

Class teachers gather own examples of secure learning

All primary teaching staff

August 2015 – November 2015

Class teachers bring own examples of secure learning to second cluster session

1 x Cluster session for all staff

20th November 2015

Moderation group to produce booklet of exemplars for use across all schools

Cluster co-ordinator and school co-ordinators.

By June 2016

NUMERACY PROJECT

Review GL assessment to identify strengths and development areas across the cluster

CL Maths Firrhill – Ross Isdale

By June 2015

Link maths teachers from Firrhill with a Cluster Primary

Ross Isdale and Cluster HTs

May 2015

Link teachers to contact primary to arrange a visit to P6 classes for team teaching experience.P6 class teacher to email focus area to link teacher and organise suitable date

Link Teacher / P6 teachers

May 2015

CL Maths to prepare and deliver feedback of strengths and weaknesses to all staff at moderation meeting

Ross Isdale, Peter Gorrie, Astrid Gracie

11th September & 20th November 2015

Link teacher to work with cluster primary to further support learning and teaching of numeracy

Link teacher and all staff

May 2016

Evaluate effectiveness of the project

Ross Isdale, Peter Gorrie, Astrid Gracie

May 2016

SEALAll schools to identify a SEAL champion who would then take whole school training forward

SMT 8 afternoons +1 follow up CPD session for SEAL champions to lead within school

Ongoing until June 2016

Whole staff training for SEAL

SEAL trainers – all staff

SEAL trainers August 2015

Resource SEAL programme

SMT SEAL resources to be made available by Louise Stevenson

By Oct 2015

SEAL programme to be implemented in schools as SEAL trainers gain confidence (whole school plans will have to wait until initial training has been completed)

SMT SEAL trainers Ongoing

Embed Mental Agility guidelines and incorporate into school programmeIncorporate ‘Difficulties in Numeracy’ guidelines into school programme

ASL Team

PT/DHT support SEAL Champion and P1/2 Staff in SEAL delivery

PT / DHT August 2015 – June 2016

Cluster Priority 2 – Health and Wellbeing Overall Responsibility

Irene Mirtle/Morag Carmichael

QIs

2.1, 5.1, 5.3, 5.9

Outcome and impact for learners

Learners have increased opportunities to develop cooperation and competitionStaff have increased awareness and confidence of the skills required for competition and cooperation


P4 and P7 staff to attend a training session on dodgeball and handball

Morag Carmichael

1x afternoon release for 1P4 and 1P7 teacher – 1.30 – 4 p.m. Firrhill Village Campus

August 20th 1.30 – 4 p.m.

Teachers to cascade the learning other P4 and P7 teachers or all staff

P4 & P7 teachers

September 2015

P4 & P7 learners to be taught to play handball and dodgeball and then to attend a cluster festival

Class teachers PE faculty

PE lessons Funding for resources Sports leaders

22nd September 1015 – P7 26th April – P4

Cluster Priority 3 - To embed the French language from Nursery to P7.


HTs

QIs

1.1, 2.1, 5.1, 5.3, 5.9

Outcome and impact for learners (b)

Pupils will continue to embed their knowledge and understanding of the French language and be able to apply their skills in various contexts.


All staff to attend 1+2 booster session for French

All staff Anne Robertson to deliver

20th October 2015 p.m.

Consolidate the French language from Nursery to P7, using the policy, progression and assessment overview for PLL (Primary Language Learning)

All staff PLL policy, progression and overviewCEC 1+2 resources; yolo website,Youtube/Internet clips- 5 a-dayFLA - tbc

June 2016

Set up a French Showcase event in all schools for parents for learners to share their acquisition of the French language.

Evidence of learning in FrenchSignificant Aspects –French

June 2016

Ongoing Cluster Priorities

Transition Policy Identify a focus group of parents and pupils to evaluate transition experience P7 – S1 in relation to the new policy

Ministry of Defence Re-apply for further funding by September 2015 and consider an exit strategy

Mini Trials Further develop and provide further training

JASS Implement at Braidburn and Firrhill. Organise an opportunity to share practice across the cluster.

Appendix 1: RRS Level 1 Combined Planning SheetStandard A: Rights respecting values underpin leadership and management

The best interests of the child are a top priority in all actions. Leaders are committed to placing the values and principles of the Convention at the heart of all policies and practice. (Criteria 1 – 5 are actioned and delivered by the school’s leadership/management.)

CRITERIA CURRENT POSITION

ACTIONS NEEDED BY WHOM AND WHEN

OUTCOMES, EVIDENCE AND NEXT STEPS TOWARDS L2

1 The school uses RRSA to underpin its vision for school improvement.

The school is using the language of RRSA in its vision.

• Make the link more explicit (SMT)

2 Becoming a sustainable Rights Respecting School is included in the school’s strategic planning. Policies and practices are reviewed with reference to the Convention.

The school has a Sustainability Policy. AS other policies are reviewed the references to CRC will be added/made clearer.

• RRS one of the three priorities in the School Improvement Plan 2015-2016

• CRC made clearer as policies renewed (SMT)

3 The school promotes the values and principles of the Convention effectively.

This is beginning to happen but needs to be made more explicit.

• Colinton Cup/A Rights prize at the end of the year linked to RRS

• A RRS display (RRSG)

• One ‘Rights’ assembly a term – linked to Time for Reflection (School Chaplain)

4 The school uses the Convention to inform and add value to its work within the school, local, UK and global communities.

The school is already involved in Fundraising activities – need to make the link to CRC explicit each time.

• Partner with the Fundraising committee and make sure fundraising activities have an explicit link to the CRC (Mhairi/Lois/Fundraising Committee)

5 School leadership promotes global citizenship and sustainable development, guided by the values and principles of the Convention in assemblies and at least two curriculum areas.

At least one Assembly each term has a CRC theme. At least one class has worked on a topic guided by the CRC.

• Develop Global Citizenship education within the school

• At least two teachers need to commit to Global Citizenship (Named Teachers)

• Two curricular areas need explicit link to CRC/Global Citizenship

Standard B: The whole school community learns about the Convention

The Convention is made known to children and adults, who use this shared understanding to work for global justice and sustainable living.




6 Most staff and young people are aware of some of the articles of the Convention and links with global citizenship.

Most staff and pupils are aware of some Articles of CRC – the link with Global Citizenship is less well known.

• CRC displayed in all classes (All Teachers)

• CRC Articles on displays (template to be developed and available on the network (All staff)

• Focus during staff meetings to raise awareness of key Articles (Mhairi/Lois)

• Assembly slots with children sharing key articles to raise awareness amongst the children (RRSG)

• Look at Global Citizenship within the curriculum (and Steps to Success folder) to make explicit links

7 Parents/carers and governors have been given information about the Convention and the reasons why the school is working towards the RRSA.

Parent Council have had some information but no information has yet been formally given to parents.

• Informing the Parent Council (Steering Group Sept 2015)

• RRSG to make leaflets/letters for parents (RRSG)

8 Assemblies, displays and at least two curriculum areas provide effective opportunities for learning about the Convention.

There has been at least one assembly each term with a CRC focus delivered by the School Chaplin. P5 studied The Victorians with a focus on CRC. Displays in September had a CRC theme.

• At least one assembly each term to have a CRC focus (SMT/School Chaplin)

• Learning about CRC in two areas e.g. Social Studies, RME (Named teachers)

• Obvious links to CRC highlighted in Steps to Success folder (SMT/Mhairi/Lois)

9 The Convention is included in teaching and learning about all citizenship matters, including global citizenship and sustainable development.

This is not yet happening.

• Development of Global Citizenship and Sustainability within the curriculum

Standard C: The school has a rights - respecting ethos

Young people and adults collaborate to develop and maintain a rights¬ respecting school community in all areas and in all aspects of life based on the Convention.




10 Charters or agreements based on the Convention that help everyone to understand their responsibilities in relation to rights, are introduced into all classrooms and the wider school.

Some classrooms have CRC on display and some have a class charter. School displays do not currently show the Rights.

• All classes to have a class charter based on CRC (All teachers/pupils)

• CRC/RRA display board and info on website (RRSG/Mhairi/Lois)

11 Nearly all classroom practitioners and a majority of support staff model rights-respecting language and behaviour.

Good manners are encouraged – staff model this. Children generally speak nicely to each other.

• Staff to use CRC language e.g. ‘We all have the right to learn/be safe…’ and ‘You have the right to express your own opinion however…’ (All staff)

12 The majority of young people and adults adhere to the standards agreed in their charters.

Children are involved in making their class charters and they understand them. However, although they are there, they are not regularly referred to.

• Class charters to encourage appropriate behaviour (All teachers/pupils)

• School behaviour policy to continue – Good to be Green (All staff)

13 Young people and adults in the school learn how the values and principles of the Convention help to create a safe and healthy environment. Nearly all young people say they usually feel safe at school.

Most children say they feel safe at school.

• Highlight the link between the CRC and the Monthly Focus for the Colinton Cup (All staff)

• Classroom charters (All teachers/pupils)

14 The majority of young people and adults respect each other’s needs and interests and make responsible and reasoned judgements on moral dilemmas.

Yes – most of the time.

• Develop CRC language with children (All staff)

• Continue to develop Restorative Justice approach to dealing with conflict (All staff)

15 The school develops an environment where young people and adults use the values and language of the Convention to help them become rights-respecting global citizens.

Sometimes – Global Citizenship not explicit.

• CRC language to be modelled and used often so that it become ‘normal’ (All staff)

• Display CRC language for children to see (All staff)

Standard D: Children are empowered to become active citizens and learners

Every child has the right to say what they think in all matters affecting them and to have their views taken seriously. Young people develop their confidence through their experience of an inclusive rights-respecting school community, play an active role in their own learning and speak and act for the rights of all to be respected locally and globally.




16 Most young people hold clear views about their learning and wellbeing. They are encouraged and supported to express their views appropriately and are involved in decisions that affect their lives in school.

Pupils are involved in various groups – Pupil Council, Learning Council, Eco Team, Fundraising Committee, Rights Group. Children have opportunities to have a say in the running of the school. Children would like to have more say.

• Children will continue to be involved in a variety of pupil groups

• Regular feedback from groups (Teachers and pupils)

• Children need to know how they can make suggestions or raise issues (All staff/children)

17 Young people have access to information that enables them to make informed decisions about their learning, health and wellbeing.

Most children said they were offered education about Health and Wellbeing. School has a programme of work for this for Nursery to P7.

• Link Health Week and Health and Wellbeing curriculum to CRC

• Highlight/develop the use of Progress Jotters to encourage children to make informed decisions (i.e. target setting) (All Teachers/Children)

18 Some children are involved in taking action to improve the lives of children locally and globally.

Children are given some opportunities to act on global issues – Comic Relief, Harvest, Fairtrade, School in Tanzania.

• Continue to provide opportunities

• Make CRC link clear and use CRC language to promote (SMT/Teachers)

COLINTON PRIMARY SCHOOL

REDFORD PLACE, EDINBURGH, EH13 OAL

T 0131 441 1946 E [email protected] W www.colinton.edin.sch.uk

standards, quality and improvement plan for colinton

Documents