Standards, Quality and Improvement Plan for Stockbridge Primary School

Vision and Values

Our whole school community will strive to enable everyone to be successful learners, confident individuals, effective contributors and responsible citizens

Our actions and decisions will be guided by the following agreed values: We are always learning. We give time to listen, think and talk. We are all given the chance to do our best. We treat everyone as we wish to be treated. We value and respect our school community and care for others and the world we belong to.

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

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Table of contents

Section Section title PageStandards and quality report

1 The school in context (short introductory paragraph) 1

2 School’s self evaluation 1.1,2.1,5.3,5.1,5.9 3

Improvement plan

3 Key areas for school improvement 47

4 Cluster improvement plan (reflecting three year CfE implementation)

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Standards and Quality Report

1. The school in contextStockbridge Primary School is located in the heart of the city, to the north of the New Town, serving the vibrant community of Stockbridge.The current school role is 251 in P1-7 and 70 in our nursery. There are nine classes from primary one to seven and a nursery class (2016-17). P1-7 classes are accommodated in the main Victorian building over three floors and our Nursery class/Primary 3 / 4 composite class and P4 class are located in our annex building. We undertook extensive work converting the annex building in July/August 2014 and as such the setting up of new classrooms, a new nursery and a GP space was built into our improvement plan for 2014-15.

The school grounds have been developed over the years by staff and parents. Our Nursery outdoor area includes an organic garden, bug hotel, ‘Junk Orchestra’ stage area and a permanent climbing frame incorporating a den and slide. The staff, pupils and PSA have also worked very hard by fundraising and making grant applications to improve the main school playground. This year the Eco Warriors Community Group and classes have worked to maintain our ‘edible hedge’ at the front of the school, which will be developed as part of a shared project with our partner school in Malawi. We also grow a range of fruits, vegetables and flowers in our sanctuary garden/raised beds and have participated in the Royal Caledonian Horticultural Society Schools Daffodil Competition and Spring Show, gaining a Bronze certificate. Our Eco Warriors have also developed an area for a mural under our shelter, which houses an outdoor stage purchased with a grant obtained by our Friends of Stockbridge School Charitable Trust. The children

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ran a competition to decide on a design for the mural and all members of the school pupil community were given a vote on the final design. We received Voluntary support from RBS and some funding to help prepare the wall for the mural along with other improvements to our Garden, including weeding and pruning, repairing broken benches and planters and developing a new play bark area within our grounds. Children are currently working on adding the chosen design to the wall. The school community makes excellent use of the MUGA, fun fitness trail, climbing wall, trim trail, Sound Garden, pizza oven and sanctuary garden. Our Healthy Heroes Community Group have been helping to develop our playground play through creating questions cards to encourage the children to use their imaginations to develop their use of our loose parts play equipment. The children have also taken over the management of this equipment and are responsible for choosing what comes out and then returning it safely to the storage shed.

The management team currently consists of an Acting Head Teacher, one full time Acting Principal Teacher, one part time Principal Teacher and a part time Business Manager. Our school staff has undergone quite significant change during the last year, including the Principal Teacher in the role of Acting Head Teacher to cover 14 months maternity leave. 2 permanent teachers taking up positions in other schools, our Nursery Teacher leaving teaching for personal reasons, our Probationary Teacher from last session gaining a permanent post with us, a Temporary Teacher to cover the Principal Teacher Acting up as Head Teacher and an additional Temporary Support for Learning Teacher covering maternity leave. Teaching staff for the coming session will include specialists in Art, P.E, Drama, Music, French and Mandarin as well as visiting violin and brass instructors for half a morning each week.

Our Additional Needs Team consists of a Temporary Support for Learning teacher for 1 and ½ days and an English as an Additional Language teacher for half a day each week. In 2015-16 in order to increase our Support for Learning provision for learners having difficulties with numeracy our SEAL Champion Teacher came out for ½ day a week for part of the year to work with children in the upper school. Our Temporary SfL teacher also took groups and individuals for SEAL as well as working for ½ the year with our more able mathematicians in Primary 6 to provide opportunities for extension. One of our PSA’s also completed Read Write Inc. training to support children in P3 and P4 with developing their phonological knowledge. In 2016-17 we plan to continue to provide these opportunities and 2 PSA’s will be trained in RWInc. and Fresh Start to build on the work done last session. One of our new Teaching appointments had previously trained as a SEAL champion and one of our infant Teachers is about to undergo the training, greatly increasing our ability to support the delivery of SEAL.

Pupils are extremely well supported by our talented Pupil Support Assistants. The staff of Stockbridge Primary School are highly committed and are very active in school developments and social events. Further information on staffing can be found on our school website – https://stockbridgeprimaryschool.wordpress.com/

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2. School’s self evaluation

1.1 Improvements in performance

Standards of attainment over time Overall quality of learners’ achievement Impact of improvement plan

In the nursery class learners are making very good progress in literacy and numeracy. We have - Trained all staff in the SEAL approach and are using the SEAL planner to enhance our planned numeracy experiences. Responsive planning and classroom observations evidence

quality numeracy experiences and high expectations. Continued to further develop our mark making opportunities in our nursery rooms and outside. We have also developed our access to print and numbers in our outdoor

environment. We have been able to evidence the positive impact of this work through the high level of attainment of learners moving into P1. Almost all learners achieved expected levels of attainment in literacy and numeracy by the end of their pre-school year and those that did not had identified additional needs and

were assessed as making good progress within their own level. Our very positive care inspection report (January 2015) commented that ‘The overall programme of staff training was impacting positively on the outcomes for children. Staff were

skilled and providing high quality experiences for children’.

In our nursery class learners are actively engaged in tracking their own progress through online Learning Journals. The online learning journals allow staff to track learners’ progress and email updates to parents whenever the PLP is updated. Staff use the learning journals effectively and in a timely manner to identify salient evidence of learning and next steps. Parents are actively engaged in tracking their child’s progress and this is evidenced by the comments parents make in the online learning journal. Parents have also commented on

the fact that the information provided supported them in knowing how they can support their child at home. A parent commented in our care inspectorate report ‘I especially approve of the online learning journals as it allows me a weekly/daily insight into life at nursery. The pictures are a brilliant way to keep parents involved and informed.’

Through self-evaluation we identified the need to incorporate the use of the SHANARRI indicators into our observations and to work together to further develop our target setting using the online learning journals (School Priority 4 2015-16) This continues to be a priority for 2016-17.

We have continued to track the coverage of Curriculum for Excellence experiences and outcomes to ensure a broad general education. This year we have further developed our tracking of coverage through –

Updating our curriculum map to include our focus on Global Citizenship themes Continuing to develop the use of Termly Significant Aspects Posters for each class to ensure coverage of E’s and O’s P1-7. Developing the use of a digital Literacy Tracker to ensure coverage and highlight any on-going weaknesses within year groups or across the school. Developing a Coverage of Science Curriculum Overview.

The impact of the above actions is evidenced by our confidence in our coverage of the curriculum.

We have continued to develop effective arrangements to assess and track progress. We have embedded agreed tracking and monitoring procedures that enable us to monitor the progress of individual learners and groups as they move within CfE levels.

We make effective use of standardized assessment data (P1-P7). This data is used to support teachers in the professional dialogue/evidence that is needed to agree teacher

assessed CfE levels and is used as additional evidence for the tracking of pupil progress (see class tracking grids). Class teachers meet termly with the Head Teacher to discuss individual and group attainment and plan next steps (see forward planning and attainment meeting records). The SLT track the progress of the lowest 20% of pupils, learners with additional needs and EAL learners. SLT discuss with class teachers support strategies and interventions. We also meet twice a year as a staff to moderate writing assessment to ensure consistent use of the agreed Broughton Writing Assessment tool and staff are confident in their

professional judgments of writing attainment. This year we have continued to work with cluster colleagues to further develop moderation of literacy outcomes. As a result we are confident that we are assessing and reporting

levels in line with cluster colleagues.Further work on the moderation of these levels and sharing the standard in Numeracy and Mathematics will continue in the session 2016/2017 (Cluster Priority 1 2016-17).

Almost all learners are making good progress from prior levels of attainment in Literacy and English. We have a consistent approach to the teaching of the literacy curriculum using the Edinburgh Literacy Rich resource in P1 and P2, Big Writing/Jolly Phonics P3-7 and ‘Highland

Literacy’ approach to the teaching of reading. Through CAT sessions and the work of our Literacy Co-ordinator we have developed a Literacy Planning and Progression Pack to try and ensure children are exposed to a broad

range of experiences within their literacy across P1-P7. We meet twice a year to moderate our assessment of writing. This has contributed to a consistent approach to teacher assessment and sharing standards in writing.

Almost all children are attaining expected or above expected levels in reading (91% of children P1-7 scored above 88 within the standardized assessment and 54% scored above 112. The number of children scoring above 112 is a significant increase on 2015-16 results).

Raising attainment in numeracy and mathematics has remained an improvement priority. Our standardized assessment data highlights the need to address the needs of the % of pupils (P1-7) who achieved a score of below 88. In order to improve attainment -

All staff have engaged in SEAL CPD and CPD on use of the CEC Mental Maths Guidelines. We have identified all learners not meeting attainment expectations and put in place small SEAL group interventions using our SEAL champion and PSA support. We have invested in resources to ensure high quality active learning experiences within numeracy. We have fully implemented the use of the SEAL approach in P1, P2 and P3. We have developed tracking systems for our numeracy and maths curriculum and mental maths programme. Our upper school staff have attended CPD with Broughton High School maths department to ensure shared expectations and methods.

The impact of these actions can be evidenced by the progress made by those learners identified as having specific difficulties in numeracy. Monitoring and evaluation of learning journals and classroom observation has evidenced improved learner engagement, high expectations and improved pace. We have identified that the standardized assessment does not match with the SEAL teaching approach and we are confident that through using this approach we will ensure that learners have a solid understanding of number which will have a positive impact on attainment as they move though the school. In 2016-17 we will continue to focus on embedding the approaches introduced in this academic year. Once our staffing has stabilized, following the appointment of a new Permanent Teacher, our SEAL champion will continue to be given ½ day out of class to support learners in P4-7 who continue to struggle with numeracy. Our Support for Learning teacher will support the learners identified as benefiting from individual/group support in P1-3. We will also introduce ‘Stockbridge Counts’ a whole school approach to developing mental maths strategies. (School Priority 1)A high level of commitment to inclusion from all staff ensures that we are able to track the progress of pupils with additional learning needs and pupils with English as an additional language, of which we have many. Unfortunately, we were without an EAL teacher for almost all of the 2015-16 session, which impacted on the level of support we were able to provide. However, we have now been allocated a new EAL Teacher and we have been liaising closely with her to identify learners with the greatest need of support. Our highly skilled team of Pupil Support Assistants work very effectively with individual learners and small groups to ensure they meet their learning goals. This year we introduced a PSA Child Observation Sheet, which they complete for both individual children they are working with in a 1:1 capacity as well as more general observations from class to highlight progress and concerns to Teachers and the SLT. Support staff and teaching staff regularly engage in personal CPD to support learners with additional needs. Feedback from our partner agencies has identified that our Child Planning

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Meetings are used very effectively to ensure learners needs are identified, planned for and that they make good progress towards their individual targets. Our self-evaluation has identified a need for further CPD to support more staff in implementing some of the strategies SFL staff have been using to support learners with spelling difficulties and this will continue to be addressed next year. (School Priority 1 2016-17).

Formative Assessment continued to be the focus of CAT sessions, Sharing Classroom Practise and Peer Shadowing. We have identified that all staff need to be involved in developing our Learning and Teaching and have decided that rather than have some staff on a Learning and Teaching Working Party, all staff will work together through further CAT sessions to ensure we are embedding the use of a wider range of strategies which reflects our agreed practice.

Staff use a range of assessment strategies to support learning and encourage learners to reflect upon their next steps including regular peer and self assessment through traffic lights, talk partners, 2 stars and wish and planned reflection time.

We have used the ‘learning toolbox’ developed in 14-15 to try ensure a consistent use of a range of AiFL approaches. We have initiated monthly focus through Assemblies on each of Shirley Clarke’s Learning Powers and agreed teachers will focus on these in class to ensure they are working on

developing them all with the children.We have worked on implementing our feedback policy including cooperative improvement feedback, our polishing pen and looking back/looking forward time.

The impact of the above can be evidenced by pupil focus groups where learners are able to confidently talk about what they have been learning, the success criteria, and different strategies that staff, peers and they as learners used to assess their learning. Learners have also confidently talked about their learning at termly sharing learning events with other classes, parents and external visitors. Next year we will further embed these approaches through choosing and focusing on a different strategy for a period of time to ensure staff are exploring a wider range of approaches.

This year we have continued to develop personal learning planning in P1-P7. Staff have worked hard to ensure learners have ownership of their personal targets and evidence their progress across the curriculum. Monitoring and evaluation of learners PLP’s has evidenced a high level of learner and parent engagement with identifying recent and best examples of work, target setting and self-

evaluation of progress. Following our piloting the use of Online Learning Journals in Primary 1 last year, we rolled it out across P2 and P7. This allowed us to evaluate if this resource was appropriate for

use at Second Level as well as at Early and First Level. Following positive feedback from parents and agreement from staff that the use of Online Learning Journals supported more timely and meaningful sharing of children’s learning and progress with parents, we have agreed to roll the resource out across all classes in 2016/17. (School Priority 2).

Learners have had a very wide range of opportunities to celebrate wider achievement through in school activities as well as out of school experiences. This includes, weekly achievement awards in whole school assemblies, individual records of personal achievement in PLP’s and through the Junior Award Scotland Scheme in P6 and P7. All teachers plan termly opportunities for wider achievement. We host a wide range of before and after school clubs including physical activities such as Football, gymnastics and fencing, expressive arts such as Dance, Drama and Art as well as crafts such as knitting. These are run by a mixture of outside agencies and parents. We also provide a lunchtime Choir for pupils who are unable to attend clubs. before/after school. Our Choir have taken part in school events as well as Community Events including the Stockbridge Traders Association Christmas Light ‘switch on’ and a Joint Choir event with Victoria Primary School.

All children have an opportunity to choose which of our 4 Community Groups , (Healthy Heroes, Eco Warriors, Rights Respecting Stars and Global Giants) they wish to belong to. These groups have had a significant impact on ensuring we have a strong pupil voice and all learners have ownership of the school improvement journey. Achievements include the Rights Respecting Stars leading a march through Stockbridge to raise awareness of the UN Convention on the Rights of the Child. The Healthy Heroes have developed ‘Fruity Friday Award’ to encourage children to eat healthy snacks every day and developed our use of composting bins within our playground. The Global Giants created art works and donated them to Sheltered Housing within our community as well as a variety of City-wide hospitals and fund raising events. The Eco Warriors once again took part in the RCHS Spring Show gaining a Bronze Award. They worked with RSPB to identify the best place to install a bug hotel and worked on improving our playground by creating planters from old plastic bottles. They have also designed and

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are now installing a mural to brighten up a dark tired part of the playground. They continued to work on raising awareness of the need to conserve energy and protect our planet through taking part in The Pod’s ‘Switch Off Fortnight’, WWF’s ‘Earth Hour’, ‘Earth Day’ and WWF’s ‘Wear It Wild’.

We have reviewed progress against tasks for our action pages in whole staff meetings and CAT sessions to ensure that we have achieved most of the tasks we had identified and the impact of this close monitoring of progress against our agreed outcomes has ensured that these priorities have had a positive impact on all learners.

What are we going to do next?Continue to develop use of the SHANARRI indicators within our Online Learning Journal observations (Nursery – P7)Further develop target setting and tracking using the learning journals (Nursery – School Priority 2)Expand use of Online Learning Journals to all classes. (School Priority 2)Continue to raise attainment in numeracy with a particular focus on number, developing the SEAL approach. (Priority 1)Further develop moderation and assessment of numeracy and mathematics at a cluster level (Cluster Priority 1)Close monitoring of individual pupil progress within mathematics through focused support/learning interventions (School Priority 1)Develop a whole school approach to improving Mental Maths strategies through Monthly focuses at school and as part of homework through an initiative we will call ‘Stockbridge Counts’, following the format of Pentland Counts at Pentland Primary School.Identify protected time for teachers to work across the school and cluster engaging in moderation and sharing the standard. (Cluster Priorities 1 & 2)Continue to raise attainment in Literacy with a particular focus on spelling. ( School Priority 1)

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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.

Sharing classroom practice from Nursery to P7, jotter monitoring, learner focus groups, community group feedback, parent and pupil surveys have evidenced the high quality learning and teaching that learners experience throughout the school. All pupils are exposed to ‘Good’ learner’s experiences. This year we have focussed on developing quality feedback, pace and active learning experiences across all classes.

Learners in the nursery class are highly motivated and can speak confidently about what they are learning. They are making very good progress with their learning and know that their views will be sought and acted upon.

Our care inspectorate report (January 2015) commented ‘We saw that outcomes for children were positive and they provided a range of high quality experiences both indoors and outdoors’.

Learners are fully involved in making decisions about how we improve our nursery environment. For example, learners and parents helped to design and build our new mud kitchen.

Learners are provided with a high range of quality learning experiences, which are responsive to children’s needs and interests. Staff work hard to ensure activities engage and motivate learners and build on their interests and skills, this is evidenced in the responsive planner and online learning journals.

Evidence gathered through monitoring and evaluation suggests - Learners are given clear learning intentions and success criteria in almost all lessons. Learners are given lots of opportunities to work independently, in pairs and in groups using the cooperative learning approach. All teaching staff and EYPs attended Shirley Clarke

CPD last year. As a result we have further developed our use of talk partners and cooperative marking partners. Feedback from staff, pupils and parents is that this has a very positive impact on pupil engagement and high quality discussion.

In 2015-16 we focussed on embedding AiFL through the whole school ‘Effective Feedback Policy’ and ‘Learning to Learn Toolbox’ approaches agreed in the last session and monitoring the consistency of their use and impact on learners. This was monitored during Peer Shadowing and Sharing Classroom practice with the SLT and QIO. (School Priority 4 2015-16)

Learners are consistently given lots of opportunities to lead their own learning through the use of KWL grids, use of the storyline approach and floor stories when introducing new inter-disciplinary contexts and through the use of AiFL approaches such as self and peer assessment approaches.

All staff make active use of Blooms Questions Cards and use these to ensure questioning is used effectively to challenge learners. Weekly planning provides evidence that planned learning experiences are responsive to learners needs. Floor book planning has been used at every stage of the school from

Nursery to P7 to ensure pupil voice and to track and assess progress throughout the topic. Floor Books have been shared through a CAT session where staff engaged in reflective dialogue about the range of practice to further build confidence in using them. Staff were also introduced to Floor Box planning as an alternative approach to starting topics and all staff used this approach for at least one topic. We will continue to develop the floor book and floor box planning approaches further this year and use them as a way of recording the planning process for our Community Groups (School Priority 2).

On Line Learning Journals, forward/weekly plans, observed lessons and pupil focus groups have evidenced the breadth and depth of learner’s experiences. Staff work hard to provide experiences that engage learners and almost all pupils are motivated to learn.

Staff make excellent use of our local environment through the provision of a very wide range of excursions and visits which are evidenced in forward plans. Learners are given the opportunity to learn from and apply their learning in meaningful contexts such as through visits to museums, sites of historical interest, the Botanical gardens and a multitude of sporting events. Two of our current teaching staff have completed the lead teacher in outdoor learning course and have shared this learning with all staff. We continued to develop Outdoor Learning through further training for staff through a CAT session ( Oct 2015). The impact of this has been that learners are provided with varied outdoor learning experiences throughout the school and across the curriculum. All staff (including PSA’s) completed Loose Parts Play training session (September 2015) Our Healthy Heroes

Community Group created activity suggestion cards to support children with Loose Parts play. A group of our P4 children took responsibility for helping staff to chose and manage which items to put out each day and with organising their storage. A parent has agreed to help us develop our storage area further to enable children to be more independent in managing these choices safely. We also worked with a group of young offenders from the community to improve an area of the playground by removing old wobbly concrete slabs and replace them with an area of play bark, providing a greater variety of surface on which to play as well as a more environmentally friendly playground. We will continue to build this expertise within the school and further develop outdoor learning experiences this year (School Priority 3).

All staff track coverage of the curriculum and we have well established systems for communicating this information at the point of transition. We found that the use of On Track with Learning to track the coverage of learning that takes place in Community Groups was difficult to manage. This year we plan to use Floor Books and our On Line Learning Journals to track and assess progress. (School Priority 2).

Almost all learners are making good progress on their prior levels and show increased skills in discussing their learning and what they need to do to improve. Learners are involved in individual and group target setting. Assessment opportunities are built into planned learning experiences. We have continued to develop personal learning

planning and build into our timetables learner/teacher discussions, which are used to inform interim reports. Our agreed PLP process ensures learners are given the opportunity to self-reflect and evidence their latest and best work. As a result most learners are able to discuss their own learning and next steps and this is evidenced in pupil focus group discussions and when sharing classroom experience. This year we have rolled out the use of Online Learning Journals with our P1, P2, P1/2 and P7 classes (School Priority 2). Staff and parents feedback has been overwhelmingly positive and we will now extend this across all classes (School Priority 2).

Staff make good use of ICT to engage and motivate learners. This includes the use of an Interactive White Board in each classroom, a set of 14 ‘class in a box’ laptop computers and 15 i-Pad Minis,for whole class teaching and a further set of between 4 and 6 i-Pad’s in each class. Planning and classroom monitoring evidences their use in consolidating and delivering a range of learning experiences (Nursery – P7). Staff meet regularly in ‘i-Pad Café’ sessions to share apps and programmes that they have been using successfully.

Through our development work on ‘sharing the standard’ staff are increasingly planning assessment opportunities. We will continue to focus on providing opportunities for sharing the standard through cluster moderation work (Cluster Priority 1 & 2) and collegiate discussions such as planned moderation opportunities.

Learners are generally well motivated and well behaved and this has been an on-going focus throughout 2015-16 session, with Whole School Social skills such as Respect, Responsibility and Fairness being shared at Assemblies. Children have been able to earn Gold Credits for their Houses by exemplifying these qualities. Almost all children are able to talk about these social skills. Visitors to the school, including our QIO have commented on the positive, caring ethos within the school. We will continue to focus on building these skills next year.

We have continued to work towards Rights Respecting Schools status through teaching the children about their rights and take part in a range of national campaigns such as the Outright Campaign and ‘Send my Friend to School’ campaign. Our self evaluation has identified the need to continue to ensure that all members of the school community are aware of and exhibit the values enshrined in the Convention of the Rights of the Child. Our Assemblies have been explicitly linked to the Rights, where appropriate. Some staff have attended CPD to further develop their understanding of how to embed the Rights in the Curriculum. The Acting PT ran a CAT session with staff to Map our Curriculum to the Rights to help staff be more explicit in linking them to the children’s learning. We will continue to work towards further developing Stockbridge as a Rights Respecting School and gaining our Level 1 Rights Respecting School Award in 2016-17 (School Priority 3).

We have developed the children’s knowledge and understanding of the Global Goals for Sustainable Development this year. We have explicitly linked Assemblies to the Goals and the impact of this has been evident through children referring to them and choosing to use them to help them focus on elements of their topic work. We have created a display of how we as a school community are addressing the Goals. We will continue to work on supporting the Global Goals next session. Our Cluster Co-operative Council have also identified the Global Goals as a focus for their work in 2016-17. (School Priority 3)

Learners are given a great deal of ownership of wider developments within the school, for example, through our 4 Community Groups.

What are we going to do next?Further develop learners’ engagement with Online Learning Journals and through floor books and floor boxes. (School Priority 2)Further develop use of SHANARRI indicators in learning journals. (Nursery – P7)Further develop consistent approach to tracking and target setting using Online Learning Journals. (Nursery – P7 Priority 2)Continue to develop outdoor learning experiences. (School Priority 3)

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Continue to develop play experiences at playtime – loose play / use of den building / water play. (School Priority 3)Continue to work towards further developing Stockbridge as a Rights Respecting School and gaining our Level 1 Rights Respecting School Award in 2016-17 (School Priority 3).Continue to develop children’s awareness of the Global Goals (School priority 3)Continue to focus on developing children’s social skills through whole school focuses.Incorporate all of our Global Citizenship work under the umbrella of Sustainability to try and ensure all areas are linking together to achieve maximum impact. (School Priority 3)

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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

Our school is an inclusive environment, which strives to meet the needs of all learners. Difference is celebrated.

Tasks, activities and resources –

Our monitoring and evaluation programme evidences that in almost all classes’ tasks, activities and resources are well matched to learners’ needs. Staff use a weekly responsive planner effectively to plan tasks and activities which meets the needs of all learners and is responsive to assessment. In almost all lessons there is an appropriate pace of learning that both supports and challenges learners to make very good progress. All staff use a Blooms planner when planning their inter-disciplinary themes to ensure that they plan a range of activities and questions which challenge all learners. Staff use

Blooms question resources (created by the L&T working party) to support their questioning when working with small groups and the whole class. Staff use end of unit assessments such as SEAL/ERL assessments in P1/2 and Active Maths assessment in P3-7 to ensure tasks and activities build on prior knowledge and

challenge learners. Tasks are differentiated using a range of strategies - carousel activities in literacy/maths, teacher input, by outcome, by providing support resources etc. All staff use a range of questioning strategies to ‘reach’ different groups of learners. This is an area we have continued to develop this year through CPD and following advice from

feedback from Sharing Classroom Practice. For example, no hands up questions, talk partners, using lolly sticks to choose learners, think-pair-share, collaborative assessment, peer and self assessment. As a school we invested in purchasing a visualiser for every class, which can be used for modelling learner’s work and providing feedback from peers.

We have been developing our use of the ‘no groups’ approach in subject areas and have encouraged learners to choose between mild, hot and spicy tasks. This has been very successfully implemented P4-7.

Staff make good use of ICT to support learners. For example, learners have access to iPad’s and class laptops. Programmes such as Clicker 6 are used by some learners to support their writing across different areas of the curriculum.

We have continued to develop our use of restorative practices and emotions talk approaches throughout the school. All staff were trained in the Emotions Talk resource in 2013-14. This is being used effectively to support learners throughout the school as individuals and through whole class work.

We have engaged in whole school Behaviour Management Training with the ASL Team to help develop a consistent approach to dealing with pupils displaying behavioural difficulties.

Our journey towards further developing Stockbridge as a Rights Respecting School and gaining our Level 1 Rights Respecting School Award has also involved staff, learners and parents reflecting upon our rights and responsibilities as a school community.

Identification of learners needs –

We have rigorous monitoring systems, which help us to identify learners who need support with their emotional wellbeing. Examples of successful supports include our Chameleon Club (a lunchtime club for children who are finding the playground challenging) and a transition group run in partnership with Barnardos and our Educational Psychologist.

Whole school monitoring and tracking systems identify pupils in need of additional support and parents and staff are aware of and use referral systems. The SfL Teacher, Class Teachers and HT teacher make excellent use of standardised testing such as YARC/ SWRT to identify learners for additional support. Teachers use daily and weekly evaluations to adapt their plans to meet learners needs. Assessment information is gathered through a range of formative and summative

approaches and this is used to inform termly discussions with the Head Teacher about meeting learners needs at pathway 1. Where appropriate assessment information is collated to inform referrals to the support for learning team for pathway 2 support.

Child’s planning meetings take place at least twice a year for pupils with Additional Support Plans and 3 times a year for pupils with Individual Education Plans. Meetings include

teaching and support staff, parents and a wide range of partner agencies as required. This year individual staff have attended a range of training appropriate to the additional needs within their class.

Our support for learning teacher meets regularly with staff informally and formally at CPM’s to discuss meeting learners’ needs. In self-evaluation staff have reported that these opportunities are extremely beneficial and have a positive impact on learners. We would like to further develop opportunities for dialogue between teachers, support staff and the support for learning teacher next session.

Staff regularly meet with learners to discuss their progress and next steps. This takes place on an informal ongoing basis within class and formally though our PLP cycle. Discussions with learners are used to inform our identification of learners needs.

The roles of teachers and specialist staff -

Learners who require additional help with their learning receive good support from the support for learning teaching team. There are clear programmes in place that enable Pupils Support Assistants to provide high quality in-class support. We have had a disrupted Support for Learning input this session due to staffing issues, however we have put additional support in place when we have had it. The SfL teacher

works with individuals and small groups within class and delivers specific programmes of support outwith the classroom. Through groups such as the Therapy Inclusion Group, Circle of Friends and Seasons for Growth targeted support is delivered in a timely manner that meets the specific needs of individual learners.

A clear overview of the range of additional support needs within each class is regularly updated and all staff understand the role they play in keeping abreast of this and of ensuring learning needs are met. Pathways of support have been identified and we are developing a culture of Support for Learning being the responsibility of all.

This year we have increased our support for learning resources through the addition of ½ day a week targeted SEAL support for our less able learners in maths in P4-7 (Priority 5 15-16). Formative and standardised assessment has evidenced a positive impact on the attainment of these learners.

We also delivered additional challenge to a group of able mathematicians in Primary 6, applying their skills in a Problem Solving context Identified able mathematicians in Primary 7 had a block of input from a member of staff from the Maths department at Broughton High School, with the focus on applying their skills

within a problem solving context to challenge and extend their understanding of key mathematical concepts. Our support for learning teacher’s work is evidenced under the 5 roles in the SfL self-evaluation folder. The HT meets at least termly with the SFL teacher to review programmes and support. Our IEP’s exemplify good practice and are reviewed 3 times a year with the pupil, parents and professionals working with the pupil. PSA lead a range of support groups – TIP’s, Circle of Friends, Literacy Support Groups, SEAL groups, which have been evaluated by staff as having a positive impact on learners. This year we have introduced a Feedback Sheet for Support Staff to share observations of note on individuals they work with to better inform Class Teachers on issues or progress

and to support discussion during CPMs. Despite having had no English as an Additional Language teacher for most of the 2015-16 session most EAL pupils are making very good progress on their prior levels of

attainment. Home languages are celebrated and encouraged throughout the school through display, resources, greetings and our Global Citizenship events. The Rights Respecting Stars had a key focus this year on celebrating the broad range of home languages spoken by our learners. Parents are encouraged to come into school/nursery to share cultural events and to participate in activities such as RME discussions, cooking and expressive arts. This year we had our Bi-annual Diversity Day, offering 23 activities across the school delivered by Staff, Parents and members of the local community, celebrating different cultures through dance, drama, music, art, food and sport.

The core principles of Getting if Right are becoming more embedded within the school and staff are familiar with and use the GIRFEC circle when considering barriers to learning. All staff have completed appropriate child protection training. We have also engaged in collegiate discussions around our use of the SHANARRI circle. This is now displayed in all classes; and class teachers record and discuss with children how they are supporting pupils with building capacity with each of the areas.

We have developed effective partnerships with parents. Staff know children and their families very well. Overall they provide a very high level of pastoral care and support and attention to children’s welfare. This year we have continued to develop parental involvement in their child’s learning through curriculum evenings, sharing learning, use of the website and school Twitter account, personal learning planning. This has had a very positive impact on developing home/school partnerships; which support all learners.

We have our Health and Wellbeing Accreditation Level 3. The assessors commented on our very strong pupil voice and whole school focus on health and wellbeing.

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We evaluate our work with partner agencies such as VTSS and our EP to evaluate impact and plan improvements to our work. We rolled out the use of On Line Learning Journals in P2, and P7 following our successful pilot in P1 last year. This has improved our ability to keep parents more regularly informed

of their children’s progress in learning and on parent’s ability to engage with this. We have agreed as a staff to roll this out across the whole school next session. Teaching and support staff regularly attend CPD which supports them in meeting learners needs. Support staff stated that they felt well supported in accessing appropriate CPD in

their staff survey. This cycle of CPD is planned as part of the PRD process. CPD is evaluated by staff and staff are encouraged to share their learning through collegiate discussions.

Meeting and implementing the requirements of legislation – At pathway 1 we have a range of strategies in place to support learners such as individual work stations, sensory aids etc. We have established a Read Write Inc group in P3 and P4 this year. This has had a positive impact on learners’ progress and this will be continued next year. An ongoing

programme of CPD will support this implementation. Our SEAL champion works very effectively with staff supporting the needs of learners who have significant difficulties with numeracy through team teaching, professional dialogue,

sharing resources and leading focussed small group intervention. Health care plans are in place for learners and regularly reviewed by the Principal Teacher. Physical adaptions have been made to the school to meet the needs of individual learners. For example, we have accessed additional gym equipment for a visually impaired pupil

and have created a ‘time out den’ for a pupil with ASD.

We are aware that changes in the way that our additional support needs audit is funded has impacted on our school this year. We have an increasing school roll and an increasing number of children with complex additional needs. This is having a significant impact on our available resources and attainment. What are we going to do next?Tasks, activities and resources –

Staff have identified the need to create further SEAL assessments to ensure staff have detailed knowledge about learners progress. Continue to monitor pace and challenge throughout the school. Continue to work towards becoming a Rights Respecting School (School Priority 3)

Identification of learning needs – Continue to develop our discussions with learners. Review our PLP cycle and consider how we can ensure learners engage in frequent dialogue around their On Line Learning

Journal. (School Priority 2) Further develop use of the SHANARRI circle Nursery – P7 in planning, assessment and making explicit reference to this with learners.

The roles of teachers and specialist staff – Further CPD for staff on CIRCLE, dyslexia guidelines, spelling strategies and approaches at Pathway 1 (School Priority 1). Work towards becoming a dyslexia friendly school.

Meeting and implementing the requirements of legislation - Give Staff time for collegiate discussion regarding strategies of support available within each pathway Monitor the impact of changes to our ASN audit funding

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5.1 The Curriculum

The rationale and design of the curriculum

The development of the curriculum Programmes and courses Transitions

The rationale and design of the curriculum / the development of the curriculum

Staff are working with confidence with the experiences and outcomes and know how to use these in taking a coherent approach to learning, teaching and assessment. We have agreed a clear rationale and design for our curriculum. This curriculum design reflects our agreed vision that our curriculum should be preparing global citizens of the future, it should have a strong pupil voice and reflect the 4 capacities of the curriculum for excellence. We have taken careful account of the 4 contexts of learning and involve children in the planning of our curriculum from the early stages. Our curriculum is dynamic and evolving to meet learners’ needs and interests.

Work completed this academic year to enhance the rationale and design of our curriculum includes – The mapping of all E’s and O’s onto stage curriculum maps each term. The impact of this is that we can ensure that all E’s and O’s are covered throughout each level and which are

revisited throughout the stages. We have an agreed approach to Community Group Planning and the rich learning which takes place can now be evidenced and assessed. Staff discuss with learners their ideas for

next steps in learning within their groups, then they meet with other staff from their Community Group to plan how they can address these identified steps. Staff have agreed to use Floor Books to plan and develop their groups responding to the ideas of the learners. As we will be using On Line Learning Journals across the school this year we will be able to record individual and group achievements and share them with parents. Staff will be able to build on this learning and achievements within their own class planning.

Almost all staff attended a ‘Big Floor Book Planning’ CPD. This has been used in every class and their experience of it has encouraged staff to further develop pupil voice within their planning through Floor Books and Floor Boxes.

We have termly Stage Team Curriculum Planning time and this has enhanced curriculum planning and transitions between the stages as well as supported staff with developing cross stage learning and teaching experiences.

All teaching staff have attended Shirley Clarke CPD in which we discussed a range of strategies to involve learners and parents in the planning process and the importance of reviewing and reflection time with learners. Sharing classroom experience has evidenced the impact of this CPD through greater use of talk partners/learning stops/plenaries to engage learners in reviewing their learning. The assessment information gathered through these approaches can be evidenced in plans and is having a positive impact on pupil voice and progress.

We involve parents in developing our curriculum in number of ways. The HT gave a presentation to all parents on our school improvement priorities and how we are developing our curriculum (Sept 2015). All parents were invited to attend a Curriculum Evening in which they shared with parents the overall design of the curriculum for each stage, teaching approaches and how they can support at home (September 2015). P4 – P7 parents were invited to Sexual Health and Relationships and Keeping Myself Safe talk (September 2015), to share how this part of the Health and Wellbeing curriculum is delivered. Termly class newsletters outline the significant aspects of learning to be covered and invite parents to share any skills / resources that they have which will enhance the learning. Examples of ways parents have supported our curriculum this year included – over 20 parents sharing their skills on our Diversity Day, parents leading nature walks, parents sharing knowledge about Eco issues, such as how to manage our Composter. Parents are also invited into school for sharing the learning events such as assemblies, class exhibitions and to support with Ready Steady Learn. These approaches along with effective communication with the Parent Council support parents with understanding the rationale behind our curriculum and enrich our learners’ experiences.

Programmes and courses –

Our curriculum is dynamic and responsive to the needs of learners. We have further developed our programmes and courses this year in a number of ways.

We have continued to embed the Literacy Rich Edinburgh programme in P1 and P2. We have continued to embed the use of Big Writing and Highland Literacy approaches throughout the school. Regular school and Cluster moderation of writing evidences the high quality outcomes produced by our learners. Our reading standardised assessment results evidence the positive impact of the Highland Reading approach on comprehension skills and higher order thinking skills. P4-7 are also using the Reading Detectives approach to enhance comprehension work. Local authority progression pathways continue to support the planning of experiences in language and literacy. Our School Raising Attainment in Literacy work (School priority 1) provided opportunities for staff to engage in professional dialogue in which they were able to discuss significant aspects in a Learners Literacy Journey and moderate achievement in literacy to agree a level.

Our learners’ experiences in Numeracy and Mathematics have continued to be a whole school focus this year. We have embedded the use of the SEAL approach in P1, P2 and introduced the approach into P3 and have supported Pupils identified as needing additional support from P4-P7 with SEAL strategies (Priority 5 15-16). Staff have continued to embed the use of the Heinemann Active Maths programme in P4-P7. Learners continue to respond very positively to this resource and monitoring of learning and teaching and attainment has evidenced a positive impact on attainment and learners ability to talk about their learning. We have further developed our tracking and assessment of curriculum coverage and outcomes for learners through a new tracking proforma. P4-7 staff have been using the CEC mental maths guidelines to teach mental maths skills. Self-evaluation has identified the need to continue to embed the mental maths guidelines and the use of SEAL approaches Nursery -P7 and fully implement the SEAL approach in P4 in line with Council guidance. We worked with our cluster colleagues to undertake further assessment and moderation work focussing on Fractions from N-P7 and have created guidance for staff on assessing what secure looks like at each level(Cluster Priority 1 15-16). We will continue to work with Cluster colleagues next session with the focus on Expressions and Equations (Cluster priority 2 2016-17)

We have continued to embed our financial education curriculum. All stages planned opportunities for children to engage in enterprising activities and introduced children to the skills and knowledge needed to be financially independent. Our highly successful parent and learner led school Credit Union gave learners the opportunity to apply the skills they have learnt within a real life context. We also ran a highly successful Financial Education week in which children learnt about money within real contexts. They were visited by parents and members of the local community as well as going out into the community to develop their awareness of the role of money in society and the need to manage money effectively.

Our Health and Wellbeing working party has continued to develop our Health and Wellbeing Curriculum. We have a well established health curriculum in which we use programmes such as Creating Confident Kids and Keeping Myself Safe. All children are receiving at least 2 hours of PE each week. This year we have continued to develop ways in which we can effectively use the significant aspects of learning in physical education programme. This is something we will need to continue to develop in 16-17. This year we have also amended our programmes to ensure coverage of substance misuse experiences and outcomes and invested in further food technologies resources.

We have identified the need to build resilience in our learners and plan to have a member of staff attend Training in using the new resource on Building Resilience so that we can continue to build these key skills with all learners in a more coordinated way. (2016-17)

We implemented a new RME curriculum plan and will continue to build confidence in covering the areas with which staff are less familiar. Following Parental Feedback we have also agreed to produce an overview of RME topics covered throughout the school to include visiting specialists coming in to school or working with the children in the community so that Parents are aware of coverage and are able to make more informed choices regarding their children’s learning in this Curricular area..

Our learners have very good opportunities to use information and communications technology to practise and consolidate their learning. All classes apart from P3, who were housed in a separate building, had at least weekly access to the Class in a Box set of laptops. P3 had access to a class set of i-Pad minis and all classes have access to a set of 4 Class i-Pads throughout the day. We have identified that we will need to continue to develop our Technologies Curriculum to ensure children are exposed to a wide range of technological learning experiences. We use our Cluster Progression Pathways as part of planning to ensure all staff are aware of their responsibilities in teaching technologies.

We have continued to embed our global citizenship curriculum this year (Priority 715-16) through our use of the Scotdec programmes, a focus on Rights and shared projects with our partner school in Malawi. We have undertaken a large number of whole school fundraising events which have supported our learners in considering the impact they can have on global events. For example we raised money in aid of our partner school in response to famine in Malawi through our Food 4 Food February campaign, when children and staff gave up a food treat and donated the money to Mpeni to help buy maize to feed the learners. Our P1 learners sold edible plants they grew as part of their Market Garden Project at our Summer Fair along with items made by our Learners in Malawi. This raised over £600 which was sufficient to fund the Edible Garden Project in Malawi, buying 80 fruit trees saplings from a local business and getting support from the Environmental Society of Malawi in planting and caring for them as well as setting up a Gardening Club. This money also

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paid to electrify the Administration Block at the school. Our P7 learners ran fundraising beetle drives for the school community and bake sales in order to buy school bags, pencils and paper for learners at Mpeni. The PT had applied for, and was awarded, a Grant from the British Council which enabled reciprocal visits. James Mitengo came from Malawi for 3 weeks in August and worked with all classes on a range of lessons from music, language, sport and cooking, as well as Q & A sessions and delivering an Assembly about our partner school and life in Malawi. He also ran a session for parents, which they found interesting and informative. These events involved, staff, pupils and parents and engaged the whole school community. In October 2 members of staff travelled to Malawi to share learning and find out more about life in Malawi to share with our learners. This experience has added hugely to the engagement and understanding of our learners as Global Citizens. We will continue to focus on further developing this work next session. We have been linking our Global Citizenship and Eco work to the UN Global Goals for Sustainability throughout this session and will continue to build on this next year. (School Priority 3 2016-17)

Our interdisciplinary contexts have provided many opportunities to engage in Global Citizenship themes both through our work with Malawi, comparing life in Scotland with life in Malawi through topics such as My House, Your House in P1, Toys in P3, Farming in P4 and Water in P6 as well as other topics covered such as Fair Trade Journeys in P5 and My Global Footprint in P7.

We continued to host a number of sharing the learning events each term in which pupils shared their learning with other classes and parents through exhibitions, floor books, film etc.

We have continued to work towards becoming a Rights Respecting School (Priority 3 15-16). Staff take account of the UN Convention of the Rights of the Child when planning their curriculum. Where possible they make explicit links to the Convention when discussing rights and Global Citizenship. We make links to the rights in our assemblies and have held a number of whole school events to highlight specific rights. We will continue to work towards embedding a Rights Respecting approach into our curriculum in 2016-17 and attaining Rights Respecting School Accreditation. (School Priority 3).

We have further developed our Eco Schools curriculum in a number of ways this year (Priority 6 15-16). We spent collegiate time looking at links that could be made across our curriculum design and with the children, also identified focus areas in which our Community Groups could support our journey to achieving our Green Flag. Whole school initiatives such as Switch Off Fortnight, Earth Hour, Earth Day, recycling and composting have engaged all staff and learners in our eco work.

We use a range of partnerships to support and enhance a wide range of curricular areas. For example, Primary 5 visit the Royal Botanical Gardens weekly (Feb-June) as part of a gardening project growing vegetables and local doctors, dentists and politicians visit the school. All learners have experienced a very wide range of excursions and visitors to the school. These have included P6/7 attending a block of Skiing at Hillend and P7 attending Benmore Outdoor Learning Centre for 5 days. Learners are encouraged to share any achievements outwith the school day by including them in their PLP’s. We have continued to develop our use of the Junior Award Scotland Scheme in P6 and P7. This has led to learners setting themselves challenging learning goals outwith school and taking greater responsibility for the evidencing of these achievements.

We have continued to develop our outdoor learning curriculum. (Priority 2 2015-16) Two staff members have undertaken the Lead Teacher in Outdoor Learning course and have shared this learning through team teaching and collegiate dialogue with the wider staff body. They also delivered a CPD to our Cluster Colleagues as part of a sharing good practice morning during an in service day in May. All staff attended a range of CPD opportunities to enhance their skills and knowledge around developing the curriculum outdoors. Children have also been involved in developing how our loose play equipment is managed and our Healthy Heroes Community Group developed Question Cards for children to use to develop their play with the equipment.

We have continued to develop our Community Groups which give all learners the opportunity to engage in whole school development issues and work in cross stage groups. These groups have been identified as leading practice in developing pupil voice by the local authority and Nationally.

The development of our curriculum and our programmes and courses in the nursery –

In the nursery we have continued to make best use of our local environment through developing our outdoor environment within the grounds and visits to the Botanics. Our Nursery is a free flow environment. We have further developed out curriculum in the following ways –

We use floor book planning, On Line Learning Journals, key worker group time and observations to gather information about the children’s interests and next steps and these are used to inform our short and long term plans.

Staff record observations and next steps onto our responsive planner.

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Weekly planning is available to parents, we highlight planning themes in newsletters and respond to the interests children bring from home – pirates, space etc. Staff plan a rich range of learning opportunities for learners which engage and stimulate learning through play. We have continued to make excellent use of our school environment to develop learning opportunities. For example, through engaging learners with looking after garden, visits to

the botanics, use of the music hub for Early Moves and drama work etc. Our On Line Learning Journals have encouraged parents to contribute to the planning of our curriculum through commenting on learners responses to the curriculum. In our care inspectorate report January 2015 they noted ‘The layout of the playrooms and access to the outdoor area gave children a very good levels of choice throughout the

session. Children could access all areas of the curriculum and staff ensured they were on hand to support children. Staff reviewed the environment regularly in response to the way that the children were using it and made changes and improvements where necessary.’

Transitions Nursery – P7 –

We have continued to develop transition arrangements with our pre-five establishments. Our P1 teachers/SLT spent time in our school nursery getting to know the needs of the learners. We have a detailed transition programme which includes an ‘Alphabet & Number Fun Morning’, ‘Meet the Teacher Morning’ and an invitation to our P1 assembly. We receive a range of ‘PLPs’ from the associated pre-five establishments. This information is used alongside teacher assessment on starting school to identify next steps in learning.

We have also planned a range of informal opportunities for P1 and nursery to share learning throughout the year. For example, the nursery and P1 shared learning around traditional tales. In our care inspectorate report January 2015 it was noted ‘ Children from the nursery were involved in whole school programmes; they were involved in assemblies and whole school initiatives. This helped to build positive links for children moving onto school, and develop their awareness of the wider school.’

We have continued to develop our transition procedures with Broughton High School. Shared cluster moderation work with the Literacy and Numeracy team has supported staff in sharing the standard. Clear procedures are in place for the transfer of pupil information regarding curriculum coverage and attainment/achievement. Pupils have a range of opportunities to visit the high school and work with staff. For example, attending sports events, S6 students visiting the school etc. Child’s planning meetings are held in the summer term with staff from Broughton for any pupil who may need an enhanced transition. Identified pupils are given the opportunity to attend the positive start transition group. This year we formed a Transition Group for 6 key pupils whom we identified would find the process challenging, they worked with our Educational Psychologist and a Barnardos representative on Questions and discussion around their feelings about moving on. One of our pupils also went to the High School to make a film about what it was like and brought it back to share with the rest of the class. 2 of our ASD pupils also went up to BHS for 3 sessions to meet with staff and have an opportunity to familiarise themselves with the new environment prior to Transition days.

We have well established procedures for recording curriculum coverage and assessment information. Detailed transition meetings take place between all class teachers. Classes have the opportunity to meet their teacher and visit their new classroom in June.

What are we going to do next?

Curriculum rationale and design – We have had discussions as a staff on creating a Curriculum Rationale, a policy statement which reflects the rationale behind our curriculum design and our focus on

personalisation, global citizenship and sustainability. We need to further develop our use of the Big Floor Book and Floor Box Planning through further CPD in which we will agree a whole school approach to it’s implementation (School

Priority 2 2016-17) We need to further embed the Shirley Clark approach through follow up collegiate discussions and our programme of monitoring and evaluation.

Development of the curriculum / Programmes and courses – We will undertake further cluster moderation of maths standards across the cluster. We will continue to embed the mental maths guidelines and the use of SEAL approaches P4-7 and fully implement the SEAL approach in P4 (School Priority 1).

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We will develop ‘Stockbridge Counts’ a whole school approach to developing mental maths strategies (School Priority 1) We will also work with our cluster colleagues to undertake further assessment and moderation work with numeracy and mathematics (Cluster Priority 1) Further embed new PE significant aspects into planning and assessment. Further develop a whole school approach to Sustainability. (School Priority 3) Further embed global citizenship curriculum and links with Mpeni Primary. (School Priority 3) Continue to engage all learners and staff in our eco curriculum (School Priority 3). Further develop outdoor learning curriculum (School Priority 3). Further develop opportunities for outdoor learning. (School Priority 3)

Transitions – Further development of peer shadowing to develop staff’s knowledge and understanding of moving through the level and sharing the standard. Continue to develop our transition arrangements at all stages to better support learners as they progress.

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5.9 Improvement through self-evaluation

Commitment to self-evaluation Management of self-evaluation School improvementSelf-evaluation informs everything we do as a school. All staff are actively involved in the on-going and annual audit of our current position and in the identification of priorities of the following year. We look within, outwards and beyond for information that will inform our school improvement journey. We know our learners and our school well and have a commitment to continuous improvement.

We have a shared vision of our values, aims and desired outcomes of any improvement focus. We have used How Good is Our School and Child at the Centre to evaluate our strengths and next steps. We have spent time as a staff engaged in professional dialogue about our progress towards identified priorities and how every individual can play a role in the school improvement

focus. For example, all staff identify at least 1 target as part of their PRD which will support the school in driving forward an improvement focus. Our Care Inspectorate report in 2015 awarded a Grade 6 (Excellent) for our engagement of service users and carers in assessing and improving the quality of the management and

leadership of the service. They stated ‘The head teacher and staff shared and celebrated their particular strengths and areas they had improved. They recognised where they were working well and they had a clear vision of how they wanted to improve and take the service forward. Parents, children and stakeholders were involved in the continuous improvement agenda’.

There is a commitment to a carefully planned calendar of self-evaluation activities. The school improvement plan is used very well by staff, to focus clearly on improvements to children’s learning and achievement. We regularly discuss elements of the improvement plan in staff meetings, assemblies and with the parent council. We actively seek the views of staff (through focus groups, working parties, staff meetings, PRD’s and a staff survey) parents and carers (through discussion with Parent Council & PTA, annual parent survey, requests for feedback following any new initiative e.g. changes made to reporting and policies) pupils (through pupil surveys, pupils focus groups, feedback from Community Groups) and the wider school community (through open days, councillor & MSP’s attending Parent Council meetings, feedback from partner agencies). Feedback is used to support our on-going self-evaluation and inform our improvement priorities. For example, PLP formats have been amended as a result of parental feedback, maths has been identified as an on-going priority as a result of parental and staff feedback and this year we will be further developing staff CPD on outdoor learning as a direct result of feedback from pupils and staff.

There is a clear monitoring and evaluation programme that is regularly updated. This includes sharing classroom experience, learning rounds, learning and teaching discussions, dialogue with pupils, attainment discussions and the moderation of pupil work within our school and across the cluster.

We evaluate each of the quality indicators annually as a staff and we began to look at the HGIOS4 document to help inform our improvement priorities for this year. For example, we have identified a need to further develop pupil voice within planning (School Priority 2) and to improve employability skills through improvements in attainment in literacy and numeracy. ( School Priority 1)

The close monitoring and tracking of individual pupils attainment by the school leadership team ensures that staff are engaged in professional dialogue around how best to meet the needs of individual pupils. For example, we were able to identify a large group of pupils who were underachieving within maths, assess their progress using the SEAL approach and plan a programme of support. We use comparative data such as SSLN and PISA and CEC data to make links and identify key actions.

Analysis of attainment data is also used to identify whole school priorities. For example, our attainment data, although improving, evidences that we have a number of children who continue to not make expected progress with number work despite a focus on this area. This will remain a priority for school improvement in 2016-17 where we will continue to focus on the quality of our learning and teaching, embed SEAL strategies across the school, fully implement SEAL in P4 and embed curricular programmes/progression pathways and resources (Cluster Priority 1). We have also identified the need to develop a whole school approach to improving mental mathematical agility skills through developing a mental maths programme, “Stockbridge Counts” (School Priority 1).

We have similarly identified a need to develop a progressive approach towards spelling, particularly from P4-P7 to address the relatively weak SWST scores compared to other language attainment.

Pupils make a strong contribution to improving learning and teaching within their class. They discuss their progress with class teachers and agree next steps in learning. Targets are set and evaluated with individual pupils 3 times a year. Learners are given the opportunity to self-evaluate and discuss learning preferences. All pupils meet with their class

teacher to discuss their progress and identify what and how they are going to develop next in an interim report and final report. This information is used to inform planning. Learners are also involved in planning their learning experiences through KWL grids, floor books and floor boxes etc. In 2016-17 we will extend pupil and parent involvement in the PLP process further through use of On Line Learning Journals at all stages N to P7 (School Priority 2).

Through professional dialogue all staff are taking forward Curriculum for Excellence and ensuring high quality experiences for their learners. Staff have the opportunity to shadow colleagues twice a year with an agreed focus. Staff are encouraged to reflect upon the impact on their practice and have responded very positively to this opportunity. Staff share resources and areas of identified best practice within weekly staff meetings to ensure we build on the effective practice that takes place throughout the school and we continue to strive towards developing consistency of approach. Last year we used the additional SLT time in Term 1 to enable all staff to engage in a learning round focused on ‘effective feedback’. This year we will try to enable this to happen during the second half of the year once we have more SLT time again as staff found it very useful and supportive.

Staff are encouraged to engage in a range of professional learning opportunities. CPD activities match the needs of staff as identified in the PRD process. The impact of CPD on pupils’ experiences has been evidenced and is positive. For example, our SEAL champion undertook ½ day of SEAL learning support and this has had a positive impact on our least able learners in numeracy. She also took a lead in developing our whole school implementation of SEAL and focussed on raising attainment in the upper stages. Our SfL teacher was trained in teaching French and became the French Cluster Representative for the school as well as delivering French in P5-P7 and supporting staff with delivering French throughout the school. Two members of staff are trained as lead teachers in outdoor learning. This has had a significant impact on the learning experiences they provide for the children within their classes as well as the support they provide for developing staff confidence in this area. Many children have commented in focus groups about how positive they are about taking their learning outside. Additional CPD attended by staff has included Global Citizenship, Rights CPD, Eco CPD and Sustainability CPD which has led to the decision to try and look at our development plan in a more holistic way using the Global Goals as a way to focus our Community Groups and Global Citizenship work.

All staff share resources and feedback on courses in our weekly staff meetings and complete a reflective evaluation on any course they attend. These reflections are used to support the evaluation of impact and value for money. This year we supported 5 staff with the updated PRD process and professional update through CPD Café’s, sharing learning and supporting staff with ensuring their profiles were kept up to date.

We make good use of accreditation schemes to validate the work of the school e.g. we have achieved Stage 3 Health Promoting Schools accreditation and are working towards achieving our Eco-Schools green flag. Last year we became the first school in Edinburgh to achieve our Level 2 Cooperative School Status. We are going to apply for accreditation from the Scotland Malawi Partnership to reflect the highly successful level of work we have engaged in with our Partner School. We share our good practice through events such as hosting a ‘Global Citizenship Open Day’ for Education Scotland, sharing our work on developing pupil voice and leadership through Community Groups at the Edinburgh Learning Festival and sharing our work around our chickens and ‘placing and arranging’ at the Success in the City event. Staff from other CEC schools have visited the school to learn from the work we have undertaken on our maths toolkit and to observe our Community Groups and Credit Union in action.

All staff are members of a working party – Last year these were Learning and Teaching, Health and Wellbeing and Global Citizenship. This year we plan to have all staff as members working on Learning and Teaching through our collegiate time and our Working Parties will be linked to our Community Groups to enable them to be more focussed and support these groups. They will be the Rights Working Party, The Eco Group Working Party, The Health Working Party and the Global Citizenship Working Party. Each Party is given a clear remit and expected outcomes. The work of working parties has had a very positive impact on school improvement for example, the Global Citizenship working party took a lead in the further development of our partnership with Mpeni Primary and we were successful in achieving a British Council grant to support partnership visits. The Learning and Teaching working party has developed an Effective Feedback Policy. The Health and Wellbeing working party developed Health and Wellbeing assessment resources for use in PE. Working parties regularly share their work in staff meetings and in-service.

We are confident that we know our school well and are well placed to look inward, outward and forward to ensure we journey towards excellence.

What are we going to do next?Extend opportunities for peer shadowing visits informed by professional discussion and school priorities. All staff to take part in a learning round in term 2 Further develop cluster collegiate working – curriculum development and assessment & moderation. (Cluster Priority 1 & 2)To ensure that work towards our SQIP priorities is an ongoing item within termly planning / attainment meetings.Continue to develop our Learning for Sustainability experiences through staff engagement in CPD and sharing practice.(School Priority 3)

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Co-ordinate our Working Parties with our Community groups so that staff and pupils are more focussed on the same areas for development and learning.Further develop the collation of feedback from the wider school community e.g. Learners, Parents, ASL, local business etc.Support teaching staff with the PRD process and GTCS professional update.

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1. Evaluation of Key areas for school improvement 2015-16

Priority 1 – Raising attainment in literacy1.1 Improvements in Performance5.3 Meeting learners’ needs

Overall Responsibility – Head Teacher

QIs 1.1 & 5.3

Outcome and impact for learners (a) All learners to experience high quality learning and teaching in Literacy.

All learners to make good progress in Literacy.Learners with additional needs in Literacy will have their needs met.

Tasks By Whom Resources Timescale Progress/Evaluation

Complete and agree literacy journeys for each stage.

Kim McPhillips & HTAll staff to amend/agree

1 x CAT 11/9/15 Journey issued in Nov CAT, amended. Agreed to use from Term 3 onwards and review.

Complete and agree literacy policy with staff.

Let by KM & HTAll staff

1 x CAT 11/9/15 CAT attended by most staff and amendments agreed. KM distributed to all staff.

Read Write Inc groups to be extended into P3/4 to meet the needs of identified learners

SfL TeacherPSAHT to monitor impact

Read Write Inc resources1 x PSA 12 hours a week£500

Learners identified by Aug 15Groups to be run Aug 15-June 16

Lynn Murrell trained. Emma Moore shadowed and took over during planned absence of LM. SfL teacher not trained and not in post all year. Managed to maintain Groups through use of PSA. Almost all learners in the group made good progress in their literacy by the end of the session. Training will be extended to include another PSA and Fresh Start Training for SfL teacher and PSA to enable programme to be extended into P5-P7.

Review spelling programme following CPD from Hilary Aitken.

Teaching staffKM & HT

I x CPD sessionStaff meeting following CPD

Spelling CPD 17/11/15BY June 2016 for full implementation of any changes in 16/17.

Most teaching staff attended. The strategies introduced at the CPD are being implemented, however staff feel there is a lack of consistency and progression. Staff also feel they need more guidance on best support for those children with identified spelling difficulties. Look at Spelling progression next session.

School writing moderation event. All teaching staff to work in stage teams.

1 x CAT 26/11/15 Completed – staff shared and agreed on levels within the school.

Cluster writing moderation event. All teaching staff across cluster

1 x CAT 2/2/16 Completed – staff shared and agreed amended levels to create moderation guidance for the Cluster.

Ongoing self-evaluation of literacy programmes/attainment.

All staff Termly attainment/planning meetings with SLT

On-going – June 2016 We have identified issues with progression and attainment in spelling. We will look at the SWST results in August and consider how to address these identified issues. Nursery Teacher attended a CPD on how to use the Literacy Tracker.

Priority 2 – To further develop opportunities for outdoor learning throughout the school.2.1 Learners Experiences5.3 Meeting learners’ needs

Overall Responsibility – Head Teacher

QIs – 2.1 & 5.2

Outcome and impact for learners (a) All learners to have the opportunity to engage in high quality outdoor learning experiences which motivate and inspire learners.

All learners to be taught by staff who make best use of the outdoor learning environment.

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All learners to have access to outdoor learning resources which develop team work, problem solving and creativity.All learners will have access to high quality play experiences at playtimes.

Tasks By Whom Resources Timescale Progress/Evaluation

Lead teachers in outdoor learning to engage in professional learning opportunities, which support them in planning further CPD for staff.

KM/CH/LW Outdoor learning courses 14-15Support from Barry Hewitt (outdoor learning coordinator)

By Sept 2015 3 staff had completed the training. One of these staff members left at Christmas. They have organised and led sessions together and with other stage teachers sharing their learning. KM and CH also ran a workshop for Cluster Staff 5.5.16.

Loose play workshop for all staff Louise Caldwell (Play Coordinator)

1 x CPD session 22/9/15 3.30-5pm Completed. Staff found this really useful in identifying how they can develop Outdoor Learning.

Audit of loose play equipment. Request to parents/local businesses for items which will develop these resources

All staff involved in audit.HT to send out communication

£300 if neededCommunication to parents/local businesses

By Oct 2015 Healthy Heroes Community Group audited current equipment. CH & KM asked staff to identify the types of equipment they would like to support Outdoor Learning. CH & KS used time when Students had Full responsibility to locate and purchase storage for the equipment to make it easier for children to access and manage. Parent had offered to build shelves for Outdoor Storage, however they were unable to do so. AB to order shelving, PC to install. Ongoing.

CPD for all staff on outdoor learning

KM/CH/LW & Barry Hewitt to leadAll staff – CTs and PSAs to attend

½ day in-service 20/10/15 Completed by most staff. All found it useful and expressed feeling more confident in approaching Outdoor Learning..

CPD for all staff on outdoor learning

KM/CH/LW & Barry Hewitt to lead

2 hours of in-service 6/1/16 This was cancelled and an alternative date could not be found. Need to arrange a follow up CPD next session. We need to audit staff on their confidence and next steps.

CT’s to plan outdoor learning opportunities into their weekly timetable, deliver and evaluate.

All CT’s Advice from outdoor learning lead teachersPeer shadowing opportunities

Ongoing – June 2016 All classes identified outdoor learning opportunities through a variety of curricular areas. Infant classes are having ‘Outdoor Afternoons’ in the local community. It was also used for Team Building and Peer Learning through activities such as P3 and P6 learning how to light fires. Community Groups were also used as a way of integrating outdoor learning. The Eco Group developed the garden and learnt how to encourage Bio-diversity, they also developed a design for a new mural to improve the grounds. The Healthy Heroes learnt how to manage the compost bins and developed Loose Play Question Cards to support use of the Loose play equipment at break times.

PSA’s to reflect upon learning and PSA’s Termly PSA Meetings Ongoing – June 2016 2 lead PSA’s were identified along with a group of children

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plan play opportunities outside at break/lunch

and the SSO to manage the Loose Play equipment. They now need to ensure they use the Question Cards to inform which equipment is put out and monitor how it is being used.The outside stage was fitted in the shelter area. Blackboard paint was used to create an interactive back-drop which children can change daily.

Ongoing monitoring and evaluation SLT Sharing classroom practicePupil focus groups/surveyParent surveyAttainment & planning meetings

August 2015 – June 2016 Discussed in SLT planning meetings and within Stage Team Meetings.AB worked with a range of groups to further develop areas of the playground based on feedback from children from our Eco Schools audit. Children wanted different types of surface on which to play. Given the constraints of our building and budget AB involved volunteer organisations including Young Offenders and TSB Banking Group in removal of concrete slabs and installation of play bark. The area is very popular with the children and has softened the overall feel of the playground .This area of learning could become a focus for peer shadowing next session. Look for opportunities to continue to develop staff confidence through CPD.

Priority 3 – Ethos and life of the school (RIGHTS RESPECTING SCHOOLS)2.1 Learners experiences5.1 The curriculum

Overall Responsibility – Head Teacher

QIs 2.1 & 5.3

Outcome and impact for learners (a) The whole school community will learn about the UN Convention on the Rights of the Child

Pupils will be empowered to become active citizens and learners

Improved relationships and behaviour

Pupils will demonstrate positive attitudes towards diversity in society and the reduction of prejudice

Tasks By Whom Resources Timescale Progress/Evaluation

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All staff to continue to be made aware of the Convention of the Rights of the Child and the standards we are aiming to achieve in order to become a Rights Respecting School

All staff to attendHT to lead

RRS Resources Staff meeting remindersRRS group to visit every class

Ongoing - June 2016 FCK led whole school assemblyStaff reminded to refer to Rights where relevant during learning and to include in displays of work.RRS show to the whole school.Nursery are referring to the Rights on their notice board.RRS Display was developed at school entrance.

Promote RRS initiative to children, parents and wider community

HT - FCK Assembly timeNewslettersNotice boardParent Council Meeting

Ongoing - June 2016 A New RRS page and updates have been included in our Website.All Assemblies, where relevant, have been linked to the Rights.The RRS Community Group did a Campaign March in the local community to raise awareness, which was covered by the media.The Twitter Feed has included reference to the Rights.

Steering group consisting of Acting PT, pupils, CT, PSA, parent to meet regularly to discuss progress/plan actions

Acting PT- KC to leadCT, pupil, parent members

2 Community group Meetings every termRRS audit and planner to be updated termly

On-going – June 2016 RRS audit was updated Oct 2015 by KC and FCK

Steering group to add to/amend staff audit and action plan

Steering group members 2 Community group Meetings every termRRS audit and planner to be updated termly

On-going – June 2016 Kc and FCK amended Action Plan Oct 15.

Staff CPD to reflect upon progress and to ensure all staff are making explicit links to charter within teaching/class discussions

SLT to leadCTs to attend

1 hour of Oct in-service day

20/10/15 This was re-scheduled to Jan 2016. Staff worked to audit and make explicit links to topics.Audit of current RRS Curriculum done.KC will make a plan for 2016-17 based on this audit.

Implement agreed actions All staff & pupils TBC By June 2016Identify new mentors and embed Bully Busters programme

HT to monitor CT to take a lead

Time to identify mentorsTime to train mentorsTime to meet with mentors for ½ every 2 weeks to provide support

Pupil member identified by 4/9/15

Mentors identified and timetable put in place 4/9/15Need to identify new mentors early next session.Bully Busters need to be reminded to wear their caps and monitor the Bully Buster Box regularly.

Distribution of updated parents information leaflet on positive relationships policy

HT to leadParent Council

Laura Smith (PC) Sept 2016 This has been added to the website.

Assessment for Level 1 to take place

RRS community group to lead with SLT

Planning time with RRS group prior to assessment½ day assessment timeWhole staff meeting£300

By Dec 2015 Due to a series of staffing issues and lack of management time this has not yet been done. We aim to continue to work towards this early next session.

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On-going monitoring and evaluation of Rights Respecting Schools action plan

HT & SLT Monitoring and evaluation calendar

On-going – June 2016 KC to continue to monitor.

Priority 4 – To further develop pupil voice through floor book planning and extending use of the online learning journals.2.1 Learners experiences5.3 Meeting learners’ needs

Overall Responsibility - HT QIs 2.1 & 5.3

Outcome and impact for learners (a) All learners will be given opportunities to contribute to planning.All learners will have real ownership of identifying significant aspects of learning, how they will learn and assessing progress and outcomes.All learners will be fully involved in identifying their next steps, how they can improve and will be involved in assessing progress through the PLP process.

Positive impact on ethos and attainment.

Tasks By Whom Resources Timescale Progress/Evaluation

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All teaching staff to agree PLP process for 15-16.

All teaching staff RTA By Aug 2015 Process agreed and classes identified to roll out for 2015-16. Nursery also involved in these discussions to try and ensure consistency of expectations and experience across all stages.

Nursery, P1, P1/2, P2 and P7 staff to form learning journals working party and agree how learning journals will be used across the stages.

CT’s – nursery, P1, P2, P7Amanda Burton

1 x working party meetingLearning journals

By Sept 2015 Staff agreed on a minimum of 6 observations and a maximum of 10 by Christmas, to include 1 each for Reading, writing, Numeracy/ Maths and H & WB linked to targets. 1 individual comment and 1 other Curricular area. Agreed 2 Comments were to be added to all OLLJs by 25.9.15 when they went live. Group met termly to support each other with use of OLLJs and to ensure consistency across stages.Agreed to a brief Interim Comment in December along with Pupil Evaluation of their learning. Agreed to ensuring a comment for each Curricular area by June. As well as continuing to comment on evidence of progress towards Targets. Final paragraph to replace end of year report should include evidence of Wider Achievement.Staff overwhelmingly voted to roll out across the school next session. We need to ensure consistency and agree an approach for reporting in May/ June 2016 for next session.

PLP/learning journal policy 15-16 to be shared with parents through the creation of a parent guide.

Teaching staff Curriculum eveningParent guide

17th Sept 2015 AB & FCK discussed and agreed the info to be included. AB created the Guide which was given out on Curriculum Evening to parents and staff.This will need to be updated and re-distributed next session when rolled out to all classes.

Parents to be emailed login details to allow them to access learning journals at any time.

SLT SLT timeOffice to create spreadsheet of email contacts

By Oct 2015 FCK created contact info sheets to be given out at Curr Evening.

P3-P6 class teachers to work with learners to complete PLP’s as agreed. Share with parents using the agreed PLP timetable.

CT’s RTA time On-going - June 2016 (see monitoring and evaluation calendar)

Reviewed in May 2016. Staff agreed that in an effort to tackle bureaucracy and as a result of rolling out OLLJs we would not need to continue with the hard copy PLPs next session. These could still be used to store evidence of wider achievement such as certificates. The OLLJs

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could also be used to record Wider Achievement through the Community Groups. Targets will be stuck in Homework Jotters so that Parents and Learners can refer to them.

All teaching staff to attend CAT on big floor book planning/learning journals.

CT’sHT to lead

1 x CAT Examples of floor booksLearning journalsExamples of PLP’sSupport from QIO

6th October 2015 Completed.

All classes to pilot the floor book planning approach with at least one curricular area as agreed.

CT’sSLT

Resources for floor booksOTwL

By December 2015 N to P7 all completed at least 1 Floor Book Planning and shared at follow up CAT. Staff shared their 2 Star and a Wish for each floor book. Staff found it helpful to see how different stages and teachers used these in different ways. AB also spent some of this session introducing staff to Floor Boxes. Staff keen to trial. AB purchased large boxes for this purpose. Staff agreed to aim to use either Floor Book or Floor Box panning before the end of the session.Continue to try and embed their use next session. SLT to monitor.

CPD for staff on use of learning journals

Amanda Burton to lead Possible supply time neededBudget £500.00

On-going – June 2016 1:1 sessions and ½ hour sessions given during Stage Team Planning Meetings. Also 2 x 1 hour sessions on 18.9.15 and 11.1.16. New guidance discussed and agreed for Spring and Summer Term.Staff involved attended a sharing practice CPD session in Summer Term with other Council Staff and it’s developer using the OLLJs and found it very useful. AB to ask David Clark to run a session in school early next session for staff to build confidence. SLT to create Buddy List for staff with experience of OLLJs to support staff new to the resource.

Survey parents for feedback on use of learning journals in pilot classes.

SLT Survey monkeyTime for analysis by SLT

By April 2016 Decided to wait for the final reports to go out as it was felt this may be the aspect parents felt most strongly about. However following reports going out in June we had a series of issues which led to no access to collect

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parent’s views electronically before the end of term. Verbal feedback was sought from the Parent Council, which was all extremely positive. It should also be noted there were no negative comments from parents on feedback forms sent out with reports or by e-mail.Parent Views will be sought next session.

On-going monitoring and evaluation of Priority 4 action plan

HT & SLT Monitoring and evaluation calendar

On-going – June 2016 Completed

Whole staff evaluation of the impact of floor book planning. Agree next steps.

Whole staff Time on in-service 5th May 2016 This was moved to ISIS August 2016. Staff felt it was a valuable way to work and will continue to identify curricular areas and topics where these are appropriate for use. Staff also agreed to use Floor Books for their Community Group Planning.

Whole staff evaluation of learning journals pilot agree next steps.

Whole staff Time on in-service 5th May 2016 8.6.16 CAT – RTA & 16.8.16Staff discussed their use and almost all staff agreed to roll out across all stages next session. Staff felt they were a more informative tool for learners and parents. Most staff felt that although they take a lot of time they are more useful than traditional end of year reports. Time needed was reflected through the RTA and agreed. The SLT have agreed to timetable CPD and CAT time for all staff to support with their roll out. Staff will also be Buddied with a member of staff who has used OLLJs this session to provide individual support.

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Priority 5 – Additional Support for Learning2.1 Learners experiences5.3 Meeting learners’ needs

Overall Responsibility - HT QIs 2.1 & 5.3

Outcome and impact for learners (a) All learners will be well supported in achieving their potential.All learners with additional needs will have their needs identified and met.All learners will be fully involved in the child’s planning process.

Tasks By Whom Resources Timescale Progress/Evaluation

Update and agree a new additional needs policy with staff.

All teaching staff HT to attend CPD1 x CAT

By December 2014 Policy agreed.Need to ensure this is part of new staff induction. All Teaching staff to be issued with a copy in August 2016.

All staff to attend CPD to HT L&T Policy By June 2015 August 2015

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ensure they are clear about how to identify and support learners with additional needs.

Display resources SHANARRI Wheels to be displayed in class and added to as the year progresses.SLT to discuss with staff if they have areas of expertise which could be shared with other staff.

All teaching staff to attend CPD in precision spelling.

Teaching staff WTA time By June 2015 Completed. Staff felt this was useful. Reflection sheets were completed. Staff identified progression needed to be addressed, particularly from P5-P7, but also at P3 and P4.

ASN Policy to be shared with Parent Council and with all parents through the school website.

HT & SMT Monitoring and evaluation calendar

On-going ASN Policy shared at PC meeting 1.9.15Next steps – Create a Parent Friendly Booklet in discussion with the PC in 2016-17.Additional information and sources of support to be added to website.

Overview of classes/pupils with additional needs to be updated.

SfL & HT Overviews for each class – nursery – P7

By August 2015 Done June 2015.On-going next session

SLT to monitor whether staff CPD is needed to ensure staff are upskilled/confident when working with pupils with additional needs. Plan access to appropriate CPD.

SLT PRD processCPD overviewBudget to be allocated dependent on need

By September 2015 then ongoing dependent on need

Promoting Positive Relationships Training booked with ASL Service, all staff required to attend. 20.10.15, 6.1.16 and final session 11.2.16. Staff evaluations were that they felt more confident in strategies for dealing with children with specific behavioural needs.AB and LN attended Circle Resource CPD. Begin to share with staff at August In Service 2016. CPD time agreed with staff for reading resource. CAT time to discuss. To be a focus for Peer Classroom Sharing/ Learning Rounds.On-going review and identification of CPD needs during PRDs.

SLT to attend termly pupil support group planning meetings at BHS to support pupils in need of enhanced transition and information sharing.

HT Communication with DHT at BHSCluster meetings1 x term ½ hour meeting at BHSMay – Transition CPM’s

August 2015 then termly

Transition Meeting with Dianne Burgess, AB and KC to early identify potential issues.3 X Transition CPMs for key pupils going to BHS.Transition Group set up 6 x 1 hour sessions involving key children, Barnardos Worker, Steven Travers and Morag Murray (EP)MM to work with individual children on Transition issues.

All teaching/support staff to attend CPD in spelling strategies led by the ASN team

All staff 1 x CPD session (2 hours)Resources to be

17th November 2015 Most attended. P5-P7 staff to develop use of children identifying their own spelling needs based on reviewing their work.

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– Hilary Aitken identified by Hilary Aitken

Staff to agree next steps identified through Spelling CPD

All staff 1 x CAT 11th February 2016 This CAT had to be given over to session 3 of the Behaviour Strategies Workshop as this became a priority due to pupil behaviour and staff needs.Identify how to continue to develop Spelling next session.

Roll out of Read Write Inc groups to include 2 groups in P3 and a P4 group

Lynn Murrell, SFL, HT 12 hours of PSA time£200 to top up resources

On-going – June 2016 Groups set up and run by LM. LM off on long term medical leave, EM identified to take over.AHT – AB shared Practice with LM to evaluate.Almost all children made progress based on their Standardised scores at the end of May 2015. Identify those children who need to continue with RWInc next session and move on to Fresh Start.Train a further PSA (LB) in RWInc and train LM and DK (new SfL teacher) in Fresh Start. Roll out Fresh Start in P5-P7 2016-17.

SEAL champion to work with P4-7 learners with difficulties in numeracy 1 x a week.

Kathryn Collier £300 to top up resources

On-going – June 2016 KC began the year supporting SEAL P4-P7, however due to staffing issues this role was taken on by Lindsay Napier (SfL teacher) during the second half of the year. LN also took a Challenge group from our P6 pupils to provide extension for them in Maths.Need to continue to build on this support next session and create more resources to accommodate additional class at P3/4.

Ongoing Monitoring and Evaluation to include feedback from partner agencies – EP, ASN Coordinator, SaLT etcIdentify next steps.

SLT Monitoring and evaluation calendarSurvey of partner agencies

By May 2016 Almost all children who were involved in these target groups have made good progress with their maths and literacy based on Class Teacher Assessment and Standardised Assessment results. However it was acknowledged that the unavoidable issues with staffing, including not having an SfL teacher for a term and having no EAL teacher for almost the entire session did impact on the learning and teaching of our learners with additional needs.

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Priority 6 - Ethos and life of the school as a community (ECO-SCHOOLS) Overall Responsibility – Amanda Burton

QIs 5.1 & 2.1

Outcome and impact for learners The whole school community will play an active role in our journey towards achieving a green flag.All learners will learn about issues around sustainability.

Tasks By Whom Resources Timescale Progress/Evaluation

Audit of current practice to be undertaken

All Community Groups and staff

Audit paperwork from Eco Schools

First Community Group Meeting 4.9.15

Audit undertaken by pupils within each Community Group and in the Nursery. Results collated and discussed with staff. Key areas for improvement identified and agreed and shared with the children.

Set up an Eco Focus Group from within the Eco Warriors Community Group

AB Time for PTTime set aside during management time to meet with the group

September 2015 An Eco Focus Group was set up and worked with AB to focus and hi-light key areas.

Eco Focus Group to use audit to choose 2 areas for our focus work. Litter is compulsory.

AB and Eco Reps Time for PTCompleted audit and meeting time

By October 2015 Chose Energy and Biodiversity based on the Eco Audit. Staff agreed that all Community Groups would focus on aspects of this during their Community Group work.

Plan and Deliver a programme of CPD for staff in relation to our tasks for the year.

AB Time for PTStaff discussion, planning and support programme will be dependent on identified needs2 x CAT

CAT 8.12.15, 22.4.16 CAT 8.12.15 completed. Staff worked together in their groups to identify how they could work on key areas identified. Staff also spent time identifying areas within their Class Curriculum where they could also tackle some of these key areas.The CAT on 22.4.16 had to be cancelled to enable staff to attend an external CPD to support our On-Line learning Journals. Further dates were already allocated to other areas for development. Therefore this second session was not completed and will be rolled on into next session.

All Community Groups to work towards elements of achieving

All Staff and pupils Planning time for staff.Community Group

Staff Meeting Time given for planning on

28.8.15, 4.9.15, Staff used OTWL to plan for Community Groups, however it was felt this method of planning

Green Flag, record and share evidence with school community and the wider community.

meetingsAny resources identified from Staff or group Sessions

28.8.15, 30.10.15, 15.1.16, 22.4.16.

On going

either needed more time allocated or should be replaced with another form of planning as it was not possible to plan effectively within staff meetings using this resource. Staff agreed to use Floor Book Planning as a way of involving the children in the planning and recording their learning. We also discussed that next session we would be able to track the learning happening in these groups through the use of the OLLJs.Identified need for a CAT session once the new Eco Schools Criteria is published to share what has been achieved so far in terms of journey to Green Flag and what our next steps should be.

All classes to have 2 x Eco reps rotating weekly to ensure all children involved in Eco work

Class Teachers On-going Classes have identified Reps, however not all are rotating them. This needs to be addressed next session.Nursery class have aprons for the Eco Monitors who also take turns at Eco roles.

All Staff to encourage correct use of re-cycling and compost bin during breaks and lunch, in class and generally around the school.

Teaching, Nursery and Support Staff

On-going Assemblies were used to remind children how to use the different forms of re-cycling. Staff in the lunch hall remind children of the need to place certain foods in the compost bin. Children from the Healthy Heroes Community Group were identified to empty the compost bins weekly. They also made signs reminding everyone what they could add. A Parent came in to work with Healthy Heroes on how to manage the Compost bins correctly. Staff identified that washing and flattening the milk cartons was too time consuming and that younger pupils could not do this independently. The packaging recycling is not emptied regularly enough by the Council and we would not have capacity for the number of cartons each day.

In-put from outside agencies during assembly or Community Groups.

TBC Assembly timeFunding?

On-going Living Landscapes came in to advise on the Playground and garden areas in terms of encouraging bio-diversity.RSPB worked with Eco Warriors to explore wildlife in the Playground and design a Bug Hotel. ( Due to staff absence from RSPB this work will be continued and completed next session). Young Offenders Voluntary Group came in to help

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remove old cement flagstones and lay bark chippings.TSB and Lloyds Banking Groups both provided Volunteers for a day to prune, weed and add new plants, fix broken planters and prepare the wall for the children to paint their new Mural.The Eco Committee worked with representatives from the Water Of Leith Conservation Trust to learn about natural and built landscapes, they shared their learning in an Assembly. The Global Giants Group created art work which they shared with local sheltered housing and Hospitals to put on display. They also organised a range of Fund Raising events to support a variety of Charities including Action for Children.

In-put from Parents AB PT Time On-going A Parent supported with teaching the children how to manage the Compost Bins. Parents helped organise and run the RRS March around Stockbridge to raise awareness of the UNCRC.

On-going monitoring and evaluation of progress in journey towards Green Flag using the new criteria to be released in Nov 2015

PT & SMT PT timeSMT time

On-going The New Criteria were still not finalised so we continued to work on areas we identified as a focus. We will review the new criteria and following our Eco Audit in August 2016 we will evaluate where we are on the Journey to Green Flag.

If sufficient progress made, book Eco Schools Green Flag Award Audit

PT & SMT June 2016 On-going based on the alterations to Criteria and Eco Schools not engaging in Audits for most of last session.

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Priority 7 - Ethos and life of the school as a community (Global Citizenship – Mpeni Partnership) Overall Responsibility – Amanda Burton

QIs 5.1 & 2.1

Outcome and impact for learners All learners will have rich opportunities to engage with our global citizenship curriculum.All learners will take part in a project linked to our partner school and will engage in reciprocal learning.All learners will have opportunities to be enterprising.

Tasks By Whom Resources Timescale Progress/Evaluation

Host a visit from a teacher from our partner school Mpeni in Malawi. Give opportunities for James Mitengo to work with all classes from Nursery to P7.

Amanda BurtonAll Staff

Connecting Classrooms Grant from British Council

August 2015 James Mitengo, teacher from Mpeni school was here for 3 weeks in August. He observed in all classes, led singing, harvesting, cooking, gym and Chichewa lessons with classes from Nursery to P7. Also did Q&A sessions in all classes, delivered an Assembly to pupils and an information session for Parents.

Continue to work on the Edible Garden Project and agree a new shared focus to continue to develop links with Mpeni School in Malawi

All staff Funds raised from sale of items made by Mpeni children at our Summer Fair.Rag Bag schemeFundraising events

December 2015 JM assisted children with harvesting the veg from Edible Garden Project and cooking and tasting it.Funds raised by P1 and items made by Mpeni learners from the Malawi stall at Summer Fair were transferred to Malawi and used to purchase 80 Fruit seedlings from a local Nursery and to pay for support from the Wildlife and Environmental Society of Malawi who worked with pupils to plant and learn how to care for the trees and set up a Gardening Club. The money raised was also sufficient to electrify the Administration Block at the school.Following a visit by 2 members of our staff to Mpeni in October we identified shared learning about Scotttish Traditions and Culture. This was explored during our Scots Month in January. We had a making Day and each child created a piece of fabric bunting depicting an aspect of Scottish Culture. These were stitched together to create lengths which were used to decorate our school hall for our Burns Assembly and then sent out to

Mpeni to decorate classrooms. Children also wrote pen pal letters swapping information about themselves and their lives. P4 children re-told Tales of Old Edinburgh from their topic work which were sent out to Malawi.

Develop our Partnership Agreement

AB & James Mitengo Scotland Malawi Partnership Self Evaluation ToolThe British Council

September 2015 AB spent time with JM developing the Partnership Agreement using advice and format provided by SMP. AB typed it up and sent out to Malawi.

Share Curriculum Overview for the Year with Mpeni.Carry project work forward, agree how each class will work with Mpeni this year. Gather examples of work to share with Mpeni.

AB

All staff & pupils

Curriculum Overview 2015/16

June 2016 Each class, Nursery to P7 identified a topic to work on with Mpeni school in Malawi.Various parcels of work have been sent and received throughout the year.

2 members of staff to visit partner school to develop links with the wider school community. They will observe Learning and Teaching, support delivering some aspects of the curriculum and make contact with agencies in Malawi who can support our work. Deliver an Assembly and share experiences with the school.

Kathryn Collier, Caroline Munro, Amanda Burton,James Mitengo

CM & KC

Connecting Classrooms Grant from British Council

October 2015

Oct/Nov 2015

AB, KC, JM & CM met to discuss possible plan of action for trip to Malawi. AB organised all flights, accommodation, risk assessments and visas. KC & CM attended Chichewa Lessons run by SMP.KC and CM delivered an Assembly on their return to share with all children.KC to create resources from photos and pictures, to add to existing Malawi Box. – still needs to be completed within 2016/2017

Plan and Deliver a programme of CPD for staff in relation to our tasks for the year.

AB Time for PT discussion, planning and support programme will be dependent on identified needs 1 x CAT & ISIS time

CAT 6.10.15ISIS 6.1.16

Completed. 6.10.15 Used the Curriculum Overview with staff to identify areas where they could link with Learning with Mpeni and shared the items in the Malawi Box so that staff were aware of the resources available to support their learning and teaching.6.1.16 – Time given to ASL – Behaviour Management as a Priority.

Continue to use and adapt Failte Malawi and develop Global Citizenship Curriculum across all stages.

Key Stages – P1, P3, P4, P6 and P7

Failte Malawi PackChanging Habits for Good PackResources from Mpeni

By June 2016 All staff were reminded/ new staff made aware of the FM resource from Scotdec at key stages ( P1, P3, P4 & P6). All staff made aware/ reminded of the Global Citizenship Question Starter Resource developed by the GCWP last

P7 to develop Changing Habits for Good Project – perhaps linked to Malawi/ Mpeni

session.KC will utilise resources brought back from Mpeni to support a project in P7, Changing Habits for Good, based around Tea Production.

Use and evaluate the Global Citizenship Q & A fans developed by GCWP

Class TeachersGCWP

On-going by June 2015 Through discussion some staff identified these had been useful in their planning and discussions with learners. Formal evaluations to be done next session.

Explore possible avenues of funding to support Partner School with on-going issues over housing for teachers, feeding learners and electrifying the school administration block.

ABGCWP

Scotland Malawi PartnershipBritish CouncilCharity OrganisationsPrivate donationsFundraising events

On-going AB applied for and managed to secure funding from an SMP member. This was almost enough to build 2 further homes for teachers at Mpeni. The school were able to raise the additional amount needed through collections. There are now 5 Teacher’s Houses at the school, 4 of which have been funded through us.During February when we heard of the famine in Malawi we had a Food 4 Food February campaign linked to the Global Goals. Pupils and staff gave up a treat and donated the money to help buy food for learners in Mpeni. They managed to raise almost £500, which made a huge difference and supported Mpeni through the worst of the famine.Money from the Summer Fair Malawi Stall had already raised money for the electrification of the Admin Block.We need to continue looking for ways to support the development of the school and the local community, using the SMP Partnership Principals as a Guide.

Plan and deliver a series of activities for Diversity Day and the preceding week to involve all pupils, staff and as many parents as possible.

ABGCWP

Money for Drama/Dance workshopsResources for the dayParents/ volunteers

June 2016 The PSA provided £600 for the Drama and Dance workshops, which were linked to our joint focus of Scottish and African Culture. Each class from N to P7 worked for a morning or afternoon on learning traditional African Dance or developing drama pieces based on traditional Scottish Stories which they then performed to the rest of the school.We offered 23 different activities to pupils on Diversity Day itself celebrating an element of a culture through dance, drama, art, cooking, music or sport. Staff, Parents and members of the local community helped to deliver or run events. It was extremely successful and

well received by all involved.Creation of Statement of Intent/ Aims/ Ethos of our Global Citizenship Curriculum

GCWP Examples of similar documents

June 2016 As we have been asked to develop a Curriculum Rationale we decided it would inevitably involve elements of this and we did not necessarily need to develop a separate document.

Evaluation of impact on Learners of GC Work

GCWP Simple Evaluation tool for learners to complete

June 2016 The GCWP has not developed this resource yet. This will be continued next session.

On-going monitoring and evaluation

PT & SMT Monitoring and evaluation calendar

June 2015 This year has been extremely successful in terms of embedding our Global Citizenship work. Pupils and staff are much more able to discuss our partnership work and identify areas for shared learning. Pupils and parents know more about our partner school. As I have been busy in the role of Acting Head Teacher I have not had as much time to dedicate to our Partnership work as usual, however the fact that it has continued and other staff have taken on more of a role in developing this area is testament to this.KC & AB attended Scotdec CPD on Global Citizenship and Rights, which has fed into development of our Curriculum Map.AB was invited to share our Partnership Work at a number of events including at the Scottish Parliament on 2.9.16, at the SMP AGM on 3.10.15, the SMP Schools Forum on 24.2.16 and to deliver a CPD on behalf of Scotdec and the SMP about developing a school Partnership.

4. Cluster Improvement Plan

Priority 11.1: Improvements in Performance (Numeracy and Mathematics)5.5: Expectations and Promoting achievement

Overall ResponsibilityCluster co-ordinator, assessment and moderation in Numeracy and Mathematics

QIs1.1, 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 Cluster co-ordinator – Susan Reid Ferryhill Primary

School coordinators

Kathryn Collier Stockbridge Daisy Reeves Flora Stevenson Morag Innes Granton Katie Pavey Ferryhill Sarah Douglas / Rosie Rowanfield

Coordinator to attend training session to familiarise themselves with standards

Cluster coordinator CEC training By June 2015 KC attended

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

Cluster coordinator, school coordinators, HTs

By June 2015 KC shared with all Teaching Staff and HT

Gather evidence from all teaching staff of learning at early, first and second levels in numeracy and mathematics for a child firmly on the path to becoming secure considering Learning outcome and a significant aspect.( Fractions, decimals and percentages)

All teaching staff August 2015 – March 2016 Although child won’t be secure in the level they will be

accomplished and on the journey for becoming secure in that outcome /significant aspect.

Input from Louise Stevenson at Cluster CAT August 2015.

School coordinators produce annotated numeracy and mathematics exemplars for all levels

School coordinators June 2015 Currently each co-ordinator has produced an exemplar which has been moderated by all BHS cluster Primary school co-ordinators

School coordinators producing examplars for Money outcome across all levels for end of May to be moderated and amended to go to Cluster coordinators meeting in June.

Cluster CAT session with Louise Stevenson looking at SSLN and school

Louise Stevenson and 1 CAT 2nd September

All teaching staff attended

scores in areas of maths all staff

Class teachers to moderate examples of secure learning for a Virtual Child

Importance of teachers’ notes,pupil voice,learners reflections /conversations

Explain that next CAT will be planning for fractions,decimals and percentages with Louise so not to teach that area till later.

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

Cluster Coordinators leading

CAT 21 hour Ferryhill Primary

29th October Done in January 2016

Planning for Fractions, decimals and percentages which will be taught before March for CAT 4

Louise Stevenson lead. All staff

CAT 313th Nov

Done

Class teachers to teach Fractions, decimals and percentages (covering what is appropriate for their level) gather own examples of work to demonstrate child in on journey to becoming secure in his/her learning.

Annotate examples of work with pupil dialogue/ teachers’ comments as evidence

All primary teaching staff

For CAT 4 in MarchDone. All staff delivered learning and teaching element during the Spring term from January to March.

Class teachers bring own examples of secure learning for fractions, decimals and percentages to fourth cluster session.

Examples to be moderated by teachers and the good evidence to be kept to go onto authority’s website.

School co-ordinators to collect the moderated evidence that demonstrates being on the journey to being secure.

1 x Cluster session for all staff

CAT 41.5 Hours Teacher in classes eg all P1s together Early / 1st / 2nd atvarious schools, 1 per levelBring example –where on the journey?Visit classroom- Sharing good practice.

2nd MarchAlthough child won’t be secure in the level they will be accomplished and on the journey for becoming secure in that outcome /significant aspect.

Done.

Finalise booklet of exemplars for use across all schools

Cluster co-ordinators and school co-

Examplars from all over the authority collated on

By June 2016 Staff reviewed the evidence gathered in March 2015 and the Cluster Group Co-Ordinators used these to create Moderation

ordinators. website. Exemplars, which were shared with the Council.

Priority 2 5.3 The Curriculum

Overall Responsibility – P Tosh QIs 5.1, 2.1, 5.3

Outcome and impact for learners Pupils experience a planned and progressive approach to language learning from p1-7 There is clear continuity and progression for learners at the key p7/S1 transition stage Pupils’ knowledge and understanding in L2 and L3 is improved over time

Tasks By Whom Resources Timescale Progress/Update

L2 and L3 identified in all 4 schools

P Tosh and cluster head teachers

Cluster HT meeting June 2015 L2 and L3 have been decided by all schools: L2 French, L3 – Spanish in Granton and

Ferryhill, and Mandarin in Floras and Stockbridge

Lead teachers identified in all schools, including Broughton

All schoolsJune 2015

Lead teachers identified in all schools:

Ferryhill – Karen GrahamFloras – Jennifer BroadleyGranton – Jillian FergusonStockbridge – Denise Kelly/ Lindsay NapierBroughton – Pamela Tosh

Training in the use of the City of Edinburgh Resources for all cluster teachers.

All cluster staff and P Tosh

Granton Primary school Thursday August 22nd ,1.30-3.30

August 13th, 2015 All staff are familiar with the City of Edinburgh resources All staff are using the resources within their schools

Lead teachers meet in June and September to extend current cluster plan to include p1-5 and L3. Plan in place for each year group (L2 and L3) which includes language content, experiences and outcomes, significant aspects of learning, skills, resources.

Lead teachers from all schools

Meeting time provided and cover paid by 1+2 budget

£500 provided to each school for resources but 1+2 budget

Wednesday 17th June4.30-5.30

Wednesday 2nd September

One further date to be identified in second half of session.

Done

Plan is created and shared with all cluster colleagues

All cluster colleagues are familiar the language content for each year group

Resources purchased to support language development in each school

All schools are delivering L2 from primary 1 and L3 from primary 5

At Stockbridge we delivered L2 from Nursery to P4 with class teachers and from P5 to P7 with a specialist teacher all year. We had French Fridays in our Nursery Class.We delivered L3 in P1, P1/2, P2 and P4 for 1 term. We delivered L3 in P3, P5, P6 & P7 for 2 terms.We were able to provide this additional Mandarin through voluntary input from a Mandarin Teacher from St Georges for an hour each week.We purchased access to an additional On Line resource to support French at First Level.

Evaluate learners’ and teachers’ experiences

All cluster schools

By end June 2016 Pupil and teacher experiences inform delivery of L2 and L3 in subsequent sessions.

Staff identified that Mandarin input again next session would be very helpful.We will need to identify a new French Specialist as Lindsay Napier is leaving Stockbridge.Staff identified a list of French songs/ games for N-P4 would be useful.Staff will also develop a key vocabulary display in each year group.

Summary of evaluations against key indicatorsPrimary School (September 2016)

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 42.1 Learners’ experience 45.3 Meeting learners’ needs 4

Nursery Class1.1 Improvements in Performance 42.1 Learners’ experience 45.3 Meeting learners’ needs 4

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

Improvement Plan 2016-17

3. Key areas for school improvement

NIF Priority 1 - Improvement in attainment, particularly in literacy and numeracy;NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children;NIF Priority 4 Improvement in employability skills and sustained, positive school leaver destinations for all young people.

QIs Blue 1.1, 1.3, 1.5 Orange 2.2, 2.3, 2.4, 2.5, 2.6 Green 3.2, 3.3

Priority: 1 – To raise attainment in Literacy and Numeracy and improve employability skillsOutcomes: Overall quality of learners’ achievements/ standards of attainment over time in Literacy and Numeracy are increased.Raise awareness, build capacity and confidence when assessing and moderating a level/ staff expectations/ promoting and sustaining an ethos of achievement.Learners with additional needs in Literacy and Numeracy will have their needs met.There will be an increased awareness amongst parents of how Literacy and Numeracy is taught and how they can best support their child at home.

Tasks By Whom Resources Timescale Impact

Curriculum Evening – change to Stage Team Focus, rather than class. Teaching staff to focus on ethos and programmes and approaches to Literacy and Numeracy Curriculum and how Parents can support their child at home.

Teaching StaffLiteracy Co-ordinator KMcPNumeracy Co-ordinators KC & CG

Co-ordinators to prepare resources for Teaching StaffNumeracy co-ordinator to develop resource and introduce staff and Parents to Stockbridge CountsTime during ISIS Aug 2016Time during Staff Meeting 2/9/16Introduce Pupils to Stockbridge Counts – Assembly 16.9.16

September 15th 2016

Learning Rounds and SCP focus linked to improved learning experiences in Literacy and Numeracy

SLTTeaching StaffQIO

Ongoing June 2017

RWInc Groups to be continued in P3 & P4 and with individuals from P5-7 where appropriate to meet the needs of identified learners.Additional PSA to be trained and shadow PSA already running RWInc to improve consistency.

SfL Teacher2 X PSAHT to monitor impact

RWInc resourcesCPD/ Training for SfL teacher & an additional PSA1 x PSA 12 hours per week £500Advice from Fiona McRory

Learners identified by end of Sept 2016 following SWST & SWRT.Groups to run Sept 2016 – June 2017

Fresh Start Groups to be initiated in P5, P6 & P7 where appropriate to meet the needs of identified learners.Additional PSA to be trained SfL teacher to be trained in Fresh Start.

SfL Teacher1 X PSAHT to monitor impact

Fresh Start resourcesCPD/ Training for SfL teacher & an additional PSA1 x PSA 12 hours per week £500Advice from Fiona McRory

Learners identified by end of Sept 2016 following SWST & SWRT.Groups to run Sept 2016 – June 2017

School writing moderation All teaching staff to work in stage teams and cross moderate.

2 x 1 hour CATs Nov/ Dec & May

On-going self-evaluation of literacy programmes/ attainment

All staff Termly attainment/ planning meetings with SLT

On-going to June 2017

Literacy co-ordinator to ensure all staff have correct documents in their Literacy Journey Folders. All teaching staff to record coverage using agreed Literacy Journey Folders at each stage

Literacy Co-ordinator KMcPAll teaching staff

Termly attainment/ planning meetings with SLT

On-going to June 2017

Cluster Literacy moderation – focus area -Talking

All Cluster teaching staff to work in stage teams and cross moderate.

1 hour CAT 14/3/17

Cluster Numeracy Planning & moderation - CATs

Cluster Numeracy Co-ordinatorsAll Cluster teaching staff to work in stage teams and cross moderate.

1 hour CAT 1.5 hour CAT

14/9/163/3/17

Improved attainment in spelling and progression pathways created

Literacy Co-ordinator Time to evaluate current practice and create a new progression pathway. 1 hour CAT to share with staff

On- going By June 2017

SEAL Maths groups P4-P7SEAL Maths support in class P1-P31:1 Maths support where appropriate

APT/ Maths & Numeracy Co-ordinator -KCSfL Teacher

½ day per week On-going June 2017

Create new SEAL Resources to support delivery of SEAL from P1-P4

APT/ Maths & Numeracy Co-ordinator -KCPSA

Mmt Time

ISIS – ½ Day October

On-going 2017

Extension for most able mathematicians P5-P7

APT/ Maths & Numeracy Co-ordinator -KCSfL TeacherClass TeachersBHS Teacher

New extension workbooks £300Apps for I-PadsEngagement in Maths ChallengeMaths Extension group to be identified for targeted inputSupport for P7 able Mathematicians from BHS in summer term.

On-going June 2017

Introduce ‘Stockbridge Counts’ a whole school approach to developing key mental maths skills.Develop Home Learning Walls to fit with the monthly school focus.Share with Parents at Curriculum EveningShare with Pupils - Assembly

APT/ Maths & Numeracy Co-ordinator -KC& SEAL Champions – KC & CG

Time to create whole school planning document.Time in ISIS, CATs and Staff Meetings.Create slides to be included in Curriculum EveningAdd to WebsiteUse Twitter to remind parents of monthly focus.Time in AssemblyDevelop Classroom Resources for staff.

On-going June 2017

Review current Maths Policy and update accordingly

APT/ Maths & Numeracy Co-ordinator -KC

Mmt TimeCAT

On-going 2017

NIF Priority 1 - Improvement in attainment, particularly in literacy and numeracy;NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children;NIF Priority 3 – Improvement in children and young peoples health and wellbeing:NIF Priority 4 Improvement in employability skills and sustained, positive school leaver destinations for all young people.

QIs Blue 1.1, 1.2, 1.3, 1.5 Orange 2.2, 2.3, 2.4, 2.5, 2.6 Green 3.1, 3.2, 3.3

Priority: 2 – To further develop the use of AiFL strategies to embed good practise through the consistent use of language, the “Tool Kit” and ‘Learning Powers’ and to further develop pupil voice through Communtiy Groups, Floor Book and Floor Box Planning and extending the use of On Line Learning Journals across the whole school.Outcomes: All staff will be familiar with all of the agreed AiFL strategies and use the same terminology across the school.All learners will recognise the AiFL terms and approaches agreed by staff and begin to be able to identify which are best suited to a task.All learners will have ownership of identifying significant aspects of learning, how they will learn and assessing progress and outcomes.All learners will be fully involved in identifying their next steps, how they can improve and will be involved in assessing their progress through the On Line Learning Journal process.Positive impact on ethos and attainment.Parents will have the opportunity to be more involved in their child’s learning throughout the year and to comment on progress.

Tasks By Whom Resources Timescale Impact

All teaching staff to focus on one new AiFL strategy each month

All teaching staff AiFL Tool Kit By Aug 2017

All staff focus on a new Learning Power each month linked to their class work. Learning Powers reviewed and Introduced by HT at Assemblies

All teaching staffHT

Shirley Clark Learning Powers PPT and Posters

On-going – June 2017

All teaching staff to use the same agreed terminology eg: I am learning to……in discussion, planning and display as advised by QIO to ensure consistency

All teaching staff ‘I am learning to…. ‘laminatesSharing Classroom Practise by SLTPeer Shadowing by teaching staff

On-going – June 2017

All teaching staff to agree PLP/OLLJ process for 16-17

All teaching staff RTA By Aug 2016

All staff to agree how OLLJs will be used across all stages.

Teaching StaffEYPsSLT

2 X CAT sessionsAdvice/ support from David Clark

22/9/16March/April 2017

PLP/ OLLJ 16-17 policy to be shared with parents through Parent Council and update to parent guide given out at Curriculum Evening.

SLT Curriculum EveningParent Guide

15th Sept 2016

Parents to sign up for OLLJs and e-mailed login details to allow them to access OLJ’s at any time

SLTAdmin

SLT timeOffice to create spread sheet of e-mail contacts

By Oct 2016

All Teaching staff to use Big Floor Books/ Floor Boxes for planning at least 1 topic before Christmas.Staff to use Floor Books to record Planning and Learning with Community Groups.

Teaching StaffSLT to monitor

Staff Meeting time for Planning Community Groups1 x CAT to share and review Floor Book/ Floor Box Planning (Jan 2017)Resources for Floor Books/ Floor Boxes

On-going June 2017

CPD for staff on use of OLLJs SLTTeachers new to OLLJs to ‘Buddy up’ with someone who has already used them during pilot.

i-PadsCPD time at “ OLLJ Café” sessions

On-going June 2016

Survey Parents on use of OLLJs

SLT Survey MonkeyTime for analysis by SLT

On-going June 2016

Whole staff evaluation on use of Floor Book, Floor Boxes and OLLJs

Whole Staff Time on ISIS 4th May 2017

NIF Priority 1 - Improvement in attainment, particularly in literacy and numeracy;NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children;NIF Priority 3 – Improvement in children and young peoples health and wellbeing:NIF Priority 4 Improvement in employability skills and sustained, positive school leaver destinations for all young people.

QIs Blue 1.1, 1.2, 1.3, 1.5 Orange 2.1, 2.2, 2.3, 2.7 Green 3.1, 3.2, 3.3

Priority 3 Whole School Approach to improving Sustainability through developing our learners as Global Citizens; in particular through Outdoor Learning, Eco Schools, Rights Respecting Schools and our links with our partner school in Malawi.Outcomes:All learners will learn about the Global Goals and issues around sustainability.All learners will have rich opportunities to engage with our global citizenship curriculum.All learners will engage in at least one shared learning activity with our Partner School Mpeni in Malawi.All learners will be empowered to become active citizens and learners and have opportunities to be enterprising.The whole school community will learn about the UN Convention on the Rights of the Child.Pupils will demonstrate positive attitudes towards diversity in society and a reduction in prejudice.The whole school community will play an active role in our journey towards achieving Green Flag status.All learners will take part in a range of Outdoor Learning Opportunities.

Tasks By Whom Resources Timescale Impact

Eco Audit completed by Community Groups

ChildrenStaff

Eco schools audit paperwork Aug/ Sept 2016

All Community Groups to work towards achieving elements of Green Flag Status. Record and share evidence with school & wider community.

All children & StaffEco Focus Group from within Eco warriors

Eco DisplaysCommunity Group Sharing Assemblies

On-going June 2017

All Classes to have 2 x Eco reps rotating regularly to ensure all children are involved in Eco work.

Class teachers Eco Reps Jobs Boards in each class

On-going June 2017

All staff to encourage correct use of re-cycling and compost bins in class, lunch hall and playground.

All children & StaffEco Focus Group from within Eco warriors

Eco DisplaysCommunity Group Sharing Assemblies

On-going June 2017

In-put from outside agencies in TBC following discussion with Assembly time On-going June 2017

assemblies, Community Groups etc.

learners Funding?

All staff to make explicit links to RRS Charter within teaching/ class discussions and displays

All children & StaffCommunity Groups

Develop Class CharterAssemblies

On-going June 2017

Continue with Mentors and “Bully Busters” programme

HT to MonitorKC to lead

Time to identify and train Mentors and meet regularly to provide support

Pupil member identified by end Sept 2016

Continue to work with Mpeni Primary to identify areas for shared learning opportunities by sharing our Curriculum Maps

HT All TeachersAll Children

Curriculum Overview 2016/17Resources from Mpeni

On-going June 2017

Continue to use and adapt Failte Malawi and P7 Changing Habits for Good project.Develop Global Citizenship Curriculum across all stages

SLT ScotDecResources from Mpeni

On-going June 2017

Use and evaluate the Global Citizenship Q & A fans developed by GCWP

TeachersGCWP

GCWP On-going June 2017

Explore opportunities to support Partner school with funding for on-going projects to improve the school

SLT SLT timeScotland Malawi PartnershipBritish CouncilFundraising Events

On-going June 2017

Plan a Whole School focus with Mpeni – Our World of Work Week (Nov 2016) or Stockbridge 140th Anniversary celebration (Feb 2017)

SLTTeaching Staff

SLT timeScotland Malawi PartnershipBritish CouncilFundraising Events

On-going June 2017

On-going monitoring and evaluation of link work with our partner school and progress towards Green Flag and Rights Respecting School status and when ready apply for accreditation.Evaluation of impact on learnersOf our Sustainability work.

SLTTeaching Staff

SLT time On-going June 2017

Continue to develop Outdoor Learning through planning for, resourcing and providing

SLTLead Teachers in outdoor learning

SLT timeCAT CPD

On-going June 2017

regular outdoor learning opportunities.

Teaching StaffPupil Support Staff

Staff MeetingsPeer Shadowing opportunitiesPSA Meetings

Key areas for improvement - Cluster Plans 2016-17

NIF Priority 1 – Improvement in attainment, particularly in literacyNIF Priority 4 – Improvement in employability skills

QIs 2.2 Curriculum 2.3 Learning teaching and assessment 2.6 Transitions 3.3 Increasing creativity and employability

Priority 1a: To raise attainment in literacy and improve employability skills through learning 2 foreign languages (L2 and L3)

Outcomes: Consolidation of L3 and L3 in 4 cluster schools. All classes from p1 to p7 are learning French as their L2 and teachers are following cluster plans. All classes p5-7 are learning Spanish (Granton/Ferryhill) or Mandarin (Floras/Stockbridge) as their L3 and teachers are following cluster plans. Improved depth of learning.

Tasks By Whom Resources Timescale Impact

Consolidate the French language from P1 to P5, using cluster plans

All cluster staff Cluster plans, City of Edinburgh resources and resources purchased last session.

Cluster CAT in November

August 2016-June 2016 All cluster staff are familiar with plans and resources and are embedding L2/3 language learning into day to day learning and teaching.

Cluster plans for P6 and P7 are revised to take account of prior learning in p1-5

Lead Teachers Time to meetAccess to IT during meetings

First meeting 22nd June. Thereafter we would anticipate meeting 2-3 times next session.

Specialist trained staff delivering L2 in p6/7 are familiar with plans and resources and are embedding language learning into day to day learning and teaching.

P1-5 cluster plans take account of the Significant Aspects of Learning and Progression framework

Lead Teachers Time to meetAccess to IT during meetings

First meeting 22nd June. Thereafter we would anticipate meeting 2-3 times next session.

L2 and L3 Learning and Teaching ensures continuity and progression in learning from early to first level, from second to third level and from third to fourth level (Broughton HS)

Arrangements in place for assessment in p6/7 are revised in light of cluster developments over the last 2 sessions.

Lead Teachers Time to meetAccess to IT during meetings

First meeting 22nd June. Thereafter we would anticipate meeting 2-3 times next session.

Assessment is meaningful and provides rich information about children’s progress

Set up a French, Spanish, Mandarin Transition event for learners to share their language acquisition

Lead Teachers Time to meetAccess to IT during meetings

Planned for summer term 2017

Students in P7 and S1 are proud of their learning. P7 gain confidence. Continued motivation in S1.

Broughton revised current plans for L3 Spanish and Mandarin in S1 and 2 to take account of L3 learning in cluster schools and to ensure continuity and progression.

Broughton Staff Time at Faculty meetings Session 2016-2017 Continuity and progression in L3 is ensured from P7 to S1/2.

Priority 2 – To continue to improve the quality of learner’s experiences and standards of attainment over time.1.1: Improvements in Performance (Numeracy and Mathematics)3.2: Expectations and Promoting achievement

Overall ResponsibilityCluster co-ordinator

QIsBlue 1.1Orange 2.2, 2.3, 2.6Green 3.2, 3.3

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 August 2016 Cluster co-ordinator – Rhian Chapman Ferryhill Primary

Plan for CAT sessions and work ahead this year

School co-ordinators

Working Group Meeting August 2016

Introduce staff to expressions and equations and agree learning and teaching to be undertaken before next CAT session

All staff Cluster CAT session 14/09/2016

Class teachers to teach expressions and equations (covering what is appropriate for their level) gather own examples of work to demonstrate child in on journey to becoming secure in his/her learning. Annotate examples of work with pupil dialogue/ teachers’ comments as evidence

All maths teaching staff

By 03/03/2017

Class teachers bring own examples of secure learning

Examples to be moderated by teachers and the good evidence to be kept to go onto authority’s website.

1 x Cluster session for all staff

CAT 1.5 Hours Teacher in classes eg all P1s together Early / 1st / 2nd atvarious schools, 1 per levelBring example –where on the journey?

03/03/2017

School co-ordinators to collect the moderated evidence that demonstrates being on the journey to being secure

Visit classroom- Sharing good practice.

Finalise booklet of exemplars for use across all schools

Cluster co-ordinators and school co-ordinators.

Exemplars from all over the authority collated on website.

By June 2017