the city of edinburgh council · web viewlorne primary school is a multi-cultural school situated...

Standards, Quality and Improvement Plan for Lorne Primary School

Lorne Primary School aims to provide engaging learning experiences in a stimulating environment where learners are happy, feel safe and are valued. Our learners are encouraged to reach their potential and become respectful and

responsible citizens. We do this in close partnership with our community.

Standards and Quality Report for session: 2015-16Improvement Plan for session: 2016-17

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Table of contents

Section Section title Page

Standards and quality report

1 The school in context (short introductory paragraph) 2

2 School’s self-evaluation 4

Improvement plan

3 Key areas for school improvement 12

4 Cluster improvement plan (reflecting three year CfE implementation)

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Standards and Quality Report

1. The school in context

Lorne Primary School is a multi-cultural school situated in a Victorian building in Leith, north Edinburgh. We serve an area of mixed housing (private, social and let properties) and family incomes. We currently have around 140 bilingual learners speaking over 20 languages. We promote a strong Scottish identity for all of our learners and celebrate each child’s language and culture in many ways. The school is part of the Leith Academy cluster where the majority of our pupils transfer.

The current roll is 250 children in 10 primary classes and a morning and an afternoon pre-school class. In addition to class teachers, we have specialist teachers in English as an Additional Language, Support For Learning and Physical Education. There are 12 support staff including pupil support assistants, school administrator, playground supervisors and support services officer. The school’s management team consists of a Head Teacher, a Depute and a business manager. All staff are expected to take at least one leadership role.

The school’s parent group is called The Friends of Lorne Primary School (Parent Council). This group organises social events for the school community and raises money to support school projects. We have recently re-established our Parent Council, created our constitution and are beginning to work in tandem to encourage greater parental governance.

We maintain a very popular and successful breakfast club for up to 30 children 8am to 9am, organised by our PSAs. There is an after-school club run by the Gingerbread charity to 6pm. The children have the opportunity to attend after-school sports clubs, which run in our own school and in the other cluster schools. These change each term but typically include basketball, dance, judo, Tai kwon do, multi-sports, athletics, soccer and Gaelic football.

Parents have the opportunity to come to parent courses and groups in school. The Multi-cultural Family Support Base, Speech and Language Therapy and Family Solutions teams all work within our school building to support children and families in our community. We have very close working relationships with many other services (referrals to Triple P programme, FAST) so that we can work with parents to provide the best support possible for children with additional support needs.

Lorne Primary has Eco-schools Green Flag and Health Promoting School accreditation.

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2. School’s self-evaluation

1.1 Improvements in performance1.1 Standards of attainment over time

Overall quality of learners’ achievement

Impact of improvement plan

With a new management team in place we conducted standardised assessments across the whole school cohort in order to provide further benchmarking data to support our ongoing formative evaluations and teacher judgements. We will now annually track pupil progress in reading, spelling & mathematics using a variety of standardised assessments. This year’s data shows a mixed picture of gains and losses across our classes when measured against previous SSLN results. Of greatest concern is a drift over three years from our current P4s whose standardised scores reveal only 16% of pupils achieving a score within the recognized normal distribution curve. All others are below. Overall, attainment has remained consistent but clear areas for improvement are evident and have been shared with the staff. Staff are beginning to use results diagnostically to meet learners’ needs. Shared classroom experiences using a Learning Rounds model had been implemented and carried out this session for all staff. All staff have had the opportunity of visiting all classes throughout the year. This has shown all teachers are aware of and using the 4 contexts for learning appropriately. It has further highlighted areas for development to enhance differentiation and improve the pace of our lessons. SEAL maths has been introduced in all classes up to P3. We have an identified a SEAL champion and organised whole school training in SEAL strategies for the start of next session, all of which form a good platform for our numeracy working party. Updating our handwriting policy and practice with the introduction of cursive means we will continue to improve consistency from P1 – P7. Increasing pupil discussions have shown pupils have a clear understanding and interest in their learning and they are keen to be challenged. Attainment in reading is consistent based on iterative assessment. Good support is in place for pupils with additional support needs and they are making progress in literacy and numeracy, appropriate to their level. The cluster curriculum priority for session 2015 to 2016, improving moderation of Numeracy with a particular focus on problem solving, focused on cluster staff planning together and selecting samples of successful learning to be moderated in January 2016. As a result, this developed useful professional dialogue and confidence in using the moderation tools. From this, all teachers were able to plan and assess using the experiences, outcomes and pathways and report to parents and the Authority in these areas using CfE levels from Primary 1 to Primary 7. Our exciting range of excursions continues to complement school learning. Pupils have an extensive range of opportunities to celebrate wider achievements both through school activities and out of school clubs and activities. Achievements, celebrated at weekly Assemblies, are displayed on our achievement board and parents receive a Golden Letter to alert them to our weekly class stars. They have led to very positive feedback from children, parents and the wider community.Overall, our pupils are successful and confident, show responsibility in their actions and contribute positively to the life of the school and wider community. They are frequently complimented on behaviour, manners and attitude shown during excursions and at school camp and when visitors are in the school. Our improvement plan is discussed and monitored at staff meetings to ensure collegiate involvement and shared understanding in all areas. Each area of

development has a working party assigned to it and the associated outline of milestones will now be displayed as a working document in the staff room. What are we going to do next?

Create attainment trackers for every pupil that will link to our targeted interventions and Support for Learning to better identify pupil needs Review (through SLWG) the content, weightings, progression and delivery of our numeracy curriculum Initiate Learning Journals to track and monitor pupil progress in CfE to aid transition and planning Attain Apple accreditation for innovative use of ICT to support literacy and numeracy Create Lorne’s own bespoke planning programmes for numeracy and reading

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2.1 - Learners’ Experiences2.1 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.

Almost all our pupils are highly motivated and contribute well in lessons. They work effectively together in pairs, in groups and as a class. Additional support for groups of pupils in literacy and numeracy has proven successful, as pupils have progressed in confidence and achievement. Most pupils, including those with additional support needs, have made some progress from their prior levels of attainment and achievement. Sharing planning and discussions about individual learning with pupils has helped promote learning that is set at a challenging, yet achievable level and pupils can talk confidently about their successes. Changes in Assemblies from last session’s self-evaluation have been implemented and there is a good balance of themes, which include: religious topics, Creating Confident Kids topics, Citizenship and pupil voice activities. The range of topics has contributed to the development of pupils’ emotional literacy and this is to be continued next session. Training on restorative approaches and resilience was welcomed by pupils and staff. Staff tell us they are able to use restorative approaches appropriately and pupils tell us they value the opportunity to resolve situations independently. Baseline assessments, GIRFEC meetings, discussions with and visits to nurseries have ensured a smooth transition from nursery to primary. Almost all pupils see themselves as successful learners and effective contributors. Learners’ experiences are shared with parents through our highly valued Open Days and Parent Nights. Each year group presents their work through interdisciplinary topics where the pupils their explain learning. Our self-evaluations from collated parent and pupil comments show this is an effective way to share learning and to promote knowledge and understanding of Curriculum for Excellence. Of particular success have been our transitions from nursery and P7. Changes made have included the commencement of an 8 week transition programme specialising in the arts at Leith Academy and our popular nursery transition activities. Pupils are responsible and contribute actively to the work of the school and community and are treated with equality, fairness and respect. Opportunities to influence decisions are given through pupil and class councils, eco representatives and pupil voice discussions as well as our annual pupil questionnaire.Our pupil council have had a positive impact on the school community by organising fundraising events throughout the year such as Red Nose Day, Big Bike Breakfast, dress up days, toy and book sales. This has encouraged pupils to think creatively, take responsibility and experience success.Pupils have extensive opportunities to participate in after school clubs, such as badminton, gym, swimming, basketball, rugby, football, fencing, dance, chess, animation, wildlife club. This year we were granted funds to become a FAST (Families and Schools Together) school from Save the Children. We enjoyed hosting 13 families over an eight week programme to encourage quality family interaction. Research feedback form Middlesex University showed that the families scored the event at 9.7 for enjoyment and we continue to reap the benefits of improved school /family relations. We have already secured funding for a further iteration of this. Another notable success was our Coffee and Cake sessions where we invited our P1 and P2 parents in to learn alongside their children and become familiar with early level learning techniques. After very positive feedback we propose to repeat this next session.Our participation and success in a wide variety of competitions have continued with participation in rugby, basketball, athletics events amongst others.

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Pupils’ wider achievements are tracked and vulnerable pupils are supported to participate in clubs. Recent health questionnaires found our pupils feel included, safe and respected. Pupils continue to hold positions of responsibility such as playground buddies, pupil council representatives Eco council and JRSO. They share their views through circle time, bubble time and class council. Success and challenges are shared, discussed, supported and celebrated through CfE certificates, badges, tokens, Privilege time and social circle support networks. There are daily opportunities for pupils to share views with their teacher. Communication with parents through diaries and is encouraged, with some classes also using instant messaging. (Class Dojo)

What are we going to do next?

Introduce the tracking of wider achievement through our learning journals Involve pupils in improving our school playground (details depend on outcome of bid for funding) Create a pupil Parliament with voted members running our sub-committees (introduce lunch meetings with SMT) Create a set of school prefects

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5.1 The rationale and design of the curriculum

The development of the curriculum Programmes and courses Transitions

Shared values are discussed and agreed with staff, pupils and parents annually and form the basis of all we do at Lorne Primary. Our policy and practice in all curricular areas promotes challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all pupils. Planning and assessments across all stages have improved continuity and progression in skills for most pupils but will be revisited this session to promote whole-school take up. As a result of self-evaluation with parents, we will introduce Learning Journals and ‘Profile (Golden) Jotters’ as part of our PLP process. SEAL Maths was extended into P3. The ‘Literacy Rich’ P1 programme has been effective in P1 by ensuring children work at the correct level. Using cursive writing from P1 to P7 has led to an improvement in the presentation of pupils’ work. We continue to make very good progress in health and wellbeing. All pupils have 2 hours of quality PE per week. We have introduced the i-bike activities and held cycling clubs, a big bike breakfast and acquired 20 bikes, cycle helmets, locks and other equipment with the help of our Partner Sustrans. We trained 3 members of staff to lead our cycle skills clubs and take children cycling on and off road in our city-centre environment. Pupils run a healthy tuck shop.Staff trained in Growing Confidence, Emotion Talks and Seasons for Growth to support individual pupils’ emotional needs and this support is impacting positively on pupils’ health and wellbeing and learning. We introduced ‘restorative approaches’ and changes to our Assemblies as a result of last session’s health and wellbeing self-evaluation questionnaire. The impact of this has been positive and this work will be continued next session. We have continued to develop science activities and science planners, ensuring continuity and progression, whilst allowing opportunities for creativity and interdisciplinary planning. We have a good balance between discrete subject learning and application of learning in other areas of the curriculum.Each year group continues to share our curriculum and pupils’ learning with parents. All staff use ICT to enhance learning and teaching across the curriculum. Pupils enjoy using a variety of apps on the iPads and we are establishing the use of our computer suite to be used more effectively. A further enhancement is planned for next session with the support of an Apple trainer to accredit all teaching staff.

There are very good arrangements for transition from our pre-five establishments, and nurseries use our transition handbook effectively. Opportunities for pupils to meet their class teacher and other pupils, whilst parents attend a welcome meeting, have been well received. Transition Profiles, Learning Journals and baseline information are used to identify next steps in learning. Within school we have very good systems for discussing all learners’ needs as they move from stage to stage.

Transition projects between primary and secondary are varied with the P7s enjoying an 8 week programme working in the creative arts with High school teachers in situ. Alongside this, transition writing projects continue and shared classroom experiences are offered in social studies, sciences and mathematics. A review of our pupils’ learning journey will be required to ensure that we are continuing to provide relevant experiences and are adaptive to local and

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world events. Given our focus on numeracy, enhancing our learning and teaching approaches and our drive for increased parental engagement- this review will likely take place in session 2017 to 2018. Teachers are given the freedom to create learning opportunities they deem appropriate and need not always follow prescribed inter-disciplinary topics.

What are we going to do next? Use and develop new planning format to plan a broad, general education, taking account of the principles of curriculum design and prior learning Use Learning Journals and attainment records to track and monitor pupil progress in CfE to aid transition and planning Attain Apple accreditation for innovative use of ICT to support literacy and numeracy Look for opportunities to increase transition experiences between P7 feeder primary classes

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5.3 - Meeting Learning Needs5.3 Tasks, activities and resources Identification of learning needs The roles of teachers and specialist

staffMeeting and implementing the requirements of legislation

There is an appropriate pace of learning that both supports and challenges learners to make progress in most classes. Activities and resources are well matched to learners’ needs. Opportunities to challenge pupils at all stages will continue to be explored and developed. Curricular pathways have proven a helpful tool for reviewing prior learning, planning appropriate tasks and activities and planning for next steps. This will be developed further using our new planning and tracking system and Learning Journals next session. Almost all pupils respond well to work set by their class teacher and are keen to try new challenges. Teachers plan collaboratively between stages and with specialists. Guests are welcomed to school for partnership working.Pupils who require additional help with their learning, either at ability level or an emotional level, receive good support from the support for learning teacher. There are programmes in place that enable pupil support assistants to provide quality in-class support through targeted support and challenge activities for identified pupils. This is monitored by the Support For Learning teacher and class teachers. Pupils access hardware and some personalised ICT programs to meet identified needs. Staff and pupils have benefitted from the introduction of resilience training mentioned in 2.1.The principles of ‘Getting it Right for Every Child’ are well embedded within the school, and partnership services and agencies work closely with staff to meet learners’ needs. The ASL Act 2009 is implemented fully through policy and practice. A clear overview of the range of additional support needs within each class is regularly updated by the management team. All staff understand the role they play to ensure learning needs are met. Staff use CIRCLE collaboration documents and/or the CEC Literacy and Dyslexia Guidelines to help identify additional needs. Pathways of Support are identified and resources are allocated to meet learning needs. The Support For Learning teacher and DHT, meet termly to discuss and review the progress of learners and plans are agreed to meet individual needs of newly identified pupils. Our practice in Fresh Start/ RWI has had an impact in improving learning. We will continue to use these but will tailor content to better suit the needs of our learners. We have very good liaison between the Support For Learning teacher, class teachers, pupil support assistants and management to discuss pupil progress. Regular pupil planning meetings with our educational psychologist are organised for parents, staff and pupils to work together including partnership services and agencies as required. Support plans contain appropriate learning targets and involve staff, partnership services and agencies, pupils and parents. Support for learning staff attend training courses and implement recommendations and new ideas appropriately.Staff know children and their families very well. We have a systematic building of profiles through observation, assessment and dialogue. All staff, pupils and parents have high expectations and promote achievements. Overall, we provide a good level of pastoral care, support and attention to pupils’ welfare.Pupils’ progress in literacy and numeracy is tracked by class teachers and the management team. Progress is evaluated to plan next steps in learners’ experiences by staff and pupils.

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Continue to extend opportunities to identify and challenge all pupils in all areas of the curriculum by increasing pupil voice, target setting Create all pupil SfL tracker across pathways 0,1,2 and 3 to identify needs and plan support Include partnership services in our self-evaluation activities Participation in the Visual Support Project – CEC and NHS Lothian – structured whole school programme

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5.9 Commitment to self-evaluation Management of self-evaluation School improvement

In taking up post in April of this year opportunities for reflective self-evaluation have been somewhat limited. Our SE calendar is now linked to the quality Indicators and will become a working document in our staffroom, published on our website and all major stakeholders involved. The new management team has an annual plan for monitoring learning and teaching, supporting pupils and monitoring pupil progress from nursery -P7 throughout the year. Shared Classroom Experiences (SCE) are well established. Each class (termly) has a SCE with the management team. In addition Learning Rounds are now established, ensuring all staff have the opportunity to visit all classes at least twice in an academic session. Results from sharing experiences and monitoring progress are collated by the management team and staff. This analysis is shared with staff and an overview of strengths, areas for discussion and ways to achieve next steps are discussed.Monitoring pupils’ work through looking at jotters using the ‘Bonus Ball’ allows us to moderate pupils across the school over an academic session. Profile Jotters (Golden Books) will be initiated and collected twice yearly to evidence progress for the pupils and allow SMT to monitor standards and expectations. Talking Floor books and Learning Wall displays support discussions with pupils and has led to improvements in learning and teaching and curriculum design. Tracking individual progress, through discussions at planning and attainment meetings, and through the evaluation of equal opportunity plans and standardised assessments gives information, which is used at management planning meetings. Resources to support learning and teaching in order to meet individual needs are allocated appropriately. All staff lead and self-evaluate learning and teaching in areas where they hold responsibility. Discussing learning and teaching at staff, departmental and ASL liaison and pupil planning meetings provides an effective forum for sharing good practice. Moderation activities and ongoing self-evaluation have led to staff identifying next steps in their own professional development and teaching approaches. All staff are actively involved in the annual audit for the school improvement plan and contribute to the identification of priorities for the following year. Discussions with parents, pupils, partnership services and agencies and the wider community and the results of questionnaires, such as the parent survey, health and wellbeing survey and anti-bullying survey, also inform school improvements. The school improvement plan is very well used by staff to focus clearly on improvements of pupils’ learning and achievements. Career Long Professional Learning (CLPL) activities match both the school improvement plan and the individual needs of staff, identified through their annual professional review and development (PRD) and is linked to the appropriate standard.CLPL this session has supported moderation of Numeracy. Good use is made of accreditation schemes to validate the work of the school e.g. FAST, Big Pedal and ECO scheme. Pupils make a strong contribution to improving learning and teaching within their class through the Pupil and Class Councils and Pupil Voice. They discuss their progress with class teachers through learning intentions, success criteria, personal learning planners and agree next steps in learning. This will continue to be further developed next session through using online Learning Journals to increase parental involvement.Our annual improvement plan is discussed at staff meetings and updates are posted on our website to share progress with parents. Parent Council

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management meetings are used to share information with the wider community and to access the views of parents.


Increase pupil reflection on their own learning through the medium of video in their learning journals Use the Learning Journal to create a rich repository of pupils’ learning Continue to gather evidence from all of our stakeholders Encourage greater parental input into pupil profiling for wider achievement Increase opportunities (weekly CAT sessions) for sharing our practice/ team-teaching

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Improvement Plan

3. Key areas for school improvement

Priority 1 –Improvements in performance – specific focus on raising attainment in numeracy, providing coherent and progressive learning opportunities

Overall Responsibility SMT

QIs1.1, 2.1, 5.1, 5.2, 5.3, 5.9

Outcome and impact for learners Effective and consistent Numeracy programmes Pupils have quality and consistent Numeracy learning experiences

Increased levels of pupil engagement in Numeracy Increase attainment in Numeracy

Tasks By Whom Resources Timescale Progress/Evaluation

Review of session 15-16 SMT

Teaching staff

PSAs

Pupil focus groups

Parents

CEC Significant AspectsCEC Progression PathwaysHow Good Is Our School5.3 Self Evaluation ToolkitSMT ObservationsLearning RoundsStandardised testsParent QuestionnairesPupil Questionnaires

May 2016 Collated data and summarised for priorities

Shared finding with staff

Creation of Short life maths and Numeracy Working Party

SMTTeaching staff

CAT Time August 2016

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Audit current provision/resources

Audit teacher confidence

SEAL and Mental Math strategy training

Best practice visits

Create progressive and coherent programme of work

Link progression to current resources

Research best practice of mental math strategies

Develop links to current IDL topics

Working party

Working party

All staff

Class Teacher – Stage

Working party

Working Party

Working Party

Working Party

CAT TimeAudit Form

Anonymous questionnaire

In-service DayLouise Stevenson – Development Officer

Possible class cover

CAT timeProfessional dialogueModerationPlanning

CAT timeProfessional dialogueModeration

CAT timeProfessional dialogue

CAT timeProfessional dialogueModerationPlanning

End September 2016

End September 2016

tbc

October 2016

December 2016

October 2016

December 2016

June 2017

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Plan for 3 yearly rolling programme for numeracy focus weeks

Create programme for problem solving N – P7

Plan and deliver curricular events to parents

Participate in cluster moderation

Staff opportunities for collaborative planning

Increase staff opportunities to share good practice and reflect

Self-evaluation and Reflection

Working Party

Working Party

Working PartySchool Staff

Cluster planning GroupCluster Schools

School staff

School Staff

School Staff

CAT time

CAT timeProfessional dialogueHAM Problem Solving ResourceLook at Scottish Borders problem solving resource

Curricular EveningOpen Day – Model Number lesson.

Cluster planning meetings2 training days

CATCalendarProfessional dialogue

Learning RoundsCAT sharing good practiceModeration – Flash

Professional DialogueTracking and Monitoring of Tests and progress – Attainment meetings.Target setting

October 2016

January 2017

October 2016

March 2017

tbc

April 2017

June 2017

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Update website for home learning teaching tips Working party

CAT time June 2017

Priority: 2 Enhancing Learning and Teaching (Meeting Learners’ Needs) Overall Responsibility SMT

Q.I. 5.2, 5.3, 5.4

Outcome and impact for learners Revise Learning and Teaching position paper to raise attainment Promote use of Higher Order Thinking skills Refresh strategies for AiFL Increase pupil planning of learning and pupil resilience Encourage creativity and open-ended inquiry Increase use of supportive and creative ICT

Tasks By Whom Resources Timescale Progress/evaluation of task

Refresh ICT provision to provide permanent accommodation for whole class teaching 1:1Re-distribute iPads to all classesInvest in core set of learning and teaching apps

Ipad Pioneer Programme – Apple certification for all teaching staff

New ICT coordinator for L & T agreed

SMT strategic planning session with Apple

Classroom Modelling – Apple Best Practice. Multiple classroom modelling sessions for up to 5 staff.

8 sessions delivered by Apple trainer to all staff

HT

HT

J Thompson

HT and Anna Millar

Apple team

Apple teamAll teachers

£1000 allocated to new software

HT to apply for programme from iTeach

8 CAT sessions timetabled

June 16

May 16

May 16

Throughout academic session 2016-17

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Begin incorporation into teachers’ plans and lessons. 3 weekly cycle. Plan / Implement/ Evaluate – bring back to CAT session to discuss and share practice as a whole school

On-line evaluation of impactPupil voice – confidence questionnaire

Refresh sessions on Learning Unlimited materials/ Dylan Wiliam AiFL techniques

50 Ways to Differentiate your lesson

Introduction to Ryan’s Thinker Keys

Introduction to de Bono’s Thinking hats

Refresh of Blooms Taxonomy

Introduction to Shirley Clarke new materials

Carol Dweck – A Growth Mindset

Encouraging Creativity in the classroom

Skills progressions for pupils/ increasing awareness and self assessment

All teaching staffAll pupils

Each pair of teachers will be asked to research and deliver a CAT session on one of these topics

Teachers will select features to add into their practice and report back on successes and ideas for improvement

Survey created

CAT sessionsPlanning time from Working Time Agreement

Input from teachers at Gylemuir and Trinity primaries

May 17

Throughout session

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Priority: 3 Increasing Parental Engagement Overall Responsibility SMT

5.3, 1.1, 8.1, 8.4

Outcome and impact for learners Increased transparency between home and school

Improved parental interaction

Increased opportunities for pupil voice and parent voice

Tasks By Whom Resources Timescale Progress/Evaluation

Create Learning Journal sitePopulate Learning Journal site

Staff training on using learning Journals – the nuts and bolts

Moderation of comments on Learning Journals

Setting expectations for quality and quantity

Using video to record pupil voice/ reflection

Tracking coverage of Es and Os using Learning Journals

Tracking wider achievement through Es and Os

HTSchool staff

School staffSMT

School staffSMT

School staffSMT

School Staff

CAT sessionsDavid Clark from Learning Journals

a/a

a/a

HT

June 2016September 16

September 16

ongoing

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Creating a repository of learning

Reporting using Learning JournalsParent evaluationStaff evaluationPupil evaluation

Open Days for Parents x2

Special invite into showcase Assembly

Curriculum evening reinstated

Seek out Parent helpers for numeracy and literacy groups

Parental Governance on SQUIP staged evaluations

Teacher support for Friends of Lorne group

Families and Schools Together (Save the Children) 8 week programme introduced

Bid for funding to create parent room in derelict playgroup building

Increase opportunities to celebrate pupil success with parents

School staff led by HT

Teaching staff

Teaching staff

Teaching staff/ SMT and Parent Council

SMT and PC

Class teacher andDHT

Claire Young as Site Coordinator

HT – applications to One City Trust/ Scotmid/ Leith Decides

New Behaviour Policy implemented – created last session for roll out 2016/17

May 2017

End of June 2017

NIF Priority 1 – Improvement in attainment, particularly in literacy and numeracy.Cluster Priority

QIs 2.3 Effective use of assessment

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2.3 Planning, tracking and monitoring 3.2 Attainment in literacy and numeracy

Priority 1: To raise attainment in numeracy and literacy

Outcomes: There will be improved attainment in numeracy and literacy All staff will have a shared understanding of the standard at early, first and second level

Tasks By Whom Resources Timescale Impact

Cluster numeracy Working Group to meet to create benchmark tasks at P1, P4 and P7

Numeracy working group Meetings (October inset day & additional meetings TBC)

Statements of progression created by Louise Stevenson

August – Dec 2016

Cluster literacy Working Group to meet to create benchmark tasks at P1, P4 and P7

Literacy working group Meetings - CAT session Feb 2017 & additional meetings TBC)

January – March 2017

Materials are disseminated across cluster for use in term 4.

Working groups Moderation opportunities in individual schools.

March-June 2017

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Summary of evaluations against key indicators

Evaluation key: Level 6 Excellent Outstanding or sector leadingLevel 5 Very Good Major strengthsLevel 4 Good Important strengths with areas for improvementLevel 3 Satisfactory Strengths just outweigh weaknessesLevel 2 Weak Important weaknessesLevel 1 Unsatisfactory Major weaknesses

Primary School Evaluation1.1 Improvements in Performance 32.1 Learners’ experience 45.3 Meeting learners’ needs 4

Nursery Class1.1 Improvements in Performance 32.1 Learners’ experience 45.3 Meeting learners’ needs 4

School and Nursery Class5.1 The Curriculum 45.9 Improvement through self-evaluation 4

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the city of edinburgh council · web viewlorne primary school is a multi-cultural school situated...

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