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Smithton ELC and Primary Improvement Report and Plan

PART ONE – Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

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School: Smithton Nursery and Primary

Head Teacher: Aileen Mackay

Date submitted: June 2018

Context of the school: The Head Teacher was on secondment to the authority from January 2016 until December 2017 and in the mean time the school has had two acting head teachers. The staff has had several changes over the last two years and requires stability to move forward. The school building is also under going major refurbishment while still ‘live’ with the school community.

At Smithton Primary School we have approximately 350 children in P1-7 and 102 children in our Early Learning and Child Care (ELCC). We have 13 classes in the school with 12 full time teachers, 4 part time teachers and 2 part time Additional Support Needs teachers. Our Senior Leadership Team consists of 1 Head Teacher, 1 Depute Head, 3 permanent Principal Teacher and 1 temporary Principal Teacher. Children and teachers are well supported by Pupil Support Assistants. Our ELCC has a Child Care Manager and 13 Early Years Practitioners. The Head Teacher is also 0.2 FTE working with the Local Authority with a remit of strategic quality improvement around workforce planning, GTCS and ITE.

The school is in the east side of Inverness and incorporates a wide and varied social catchment area. Using the SEEMis Risk Matrix, as advocated by the Highland Council, we know that within the school and ELCC, 14% of children are classed as red (high risk), 31% amber (medium risk) and 55% green (low risk).

21% of children are in receipt of Free School Meals.

7% of children have English as an Additional Language.

We have 66 Childs Plans, most of which are Level 3 and Level 4.

Attendance is very good P4-7 but we have noticed a marked increase in lateness of P1-3 children where their parents are taking them to and from school. When conducting one to one meetings with parents the reasons tend to lie with children’s lack of sleep routines, illnesses, younger siblings or parental issues. The aim is to ensure 95% of P1-3 children, without child plans, will be on time and ready to learn. A multi agency approach is being adopted to ensure that all partners communicate and that the appropriate agency takes the lead in having the conversation with the parent.

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Session 18-19 will see 6 portable classrooms installed in the playground to accommodate the increase in numbers in our school roll and classes will be expected to move buildings during the school year. Careful planning will need to be in place with the contractor to ensure that young people with ASN can have contingency child plans in place where necessary to ensure learning continues to take place in a suitable learning environment. There is major building works taking place on the live site with resulting changes to planned learning, active spaces for learning and dynamic emergency evacuation processes so while the physical building works will not affect the ELC or P1-3 it will mean significant planning for learning spaces and the environment for the whole Smithton learning community.

Our Vision and Aims

Smithton Primary School and community is a place where we strive that

* Everyone has a sense of belonging

* Experiences and opportunities develop skills for lifelong learning

* Everyone is inspired to be ambitious and to achieve their best

* Expectations are high and self evaluation articulated

* Everyone is supported and listened to, confidence and resilience instilled

In partnership with the parents/carers, our multi agency partners and the wider community, we aim by May 2019 to have 90% of all young people who can articulate that they have seen progress in their behaviour, their learning and their understanding of the school vision to ‘believe that you can achieve’. All partners to our young people will enable this by encouraging:

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* Value, respect and inclusion

* Nurture and support of each individual

* Working together in mutual trust to help children reach their full potential

* Challenge and motivate children in their learning

* Provide wide and varied learning experiences where young people become more autonomous in their learning

Our Values: Respect Honesty Caring Friendliness Positivity

Our Vision, Values and Aims were revised and agreed by all on pupils and parents/carers in 2017. Understanding of these concepts continues to be developed with the young people in class discussions and themes in assemblies as well as weekly learning summaries for parents and carers to ensure that all have a clear understanding of how they affect our lives both now and in the future.

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Summary of Improvement Report/Plan engagement process:

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Participants Engagement detailsTeachers and other staff

Collegiate meetings on SIP QIV November 2017 to evidence QI 1.1, 1.3, 2.3, 3.1, 3.2In service days (all staff)PSA learning sessions on literacy and numeracy by development officersPSA fortnightly staff meetingsELC staff meetingsELC staff learning/curriculum weekly sessionsEMT weekly meetings

Parents Parent Council Meetings – see school website for minutesParent Information afternoon and early evening on numeracy held in March 2018‘Stay, Play and Learn’ sessions in ELC September and March; contact session May 2018Parent Contact sessions in September, November and MarchParental survey carried out November 2017 regarding school improvement in generalParental survey carried out March 2018 regarding engagementParental involvement in updating curriculum rationale, skills for life and work and improvements to websites

Pupils Pupil Council meetings monthly – see school website for minutesClass weekly discussionsCitizenship groups P4-7Pupil survey carried out in MayFloorbook planning sessions with ELC children

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Survey May 2018 to volunteers

Other partners Comments in QIV reportSurvey May 2018 to Practice Leads, SALT, Educational Psychologist, Primary mental Health Worker, health visitors, children’s services worker

Full details of engagement activities can be found in the school’s self-evaluation records.

What have we done to close the attainment gap?What have we done to close the attainment gap using Pupil Equity Funding?Smithton Primary received £82140

Literacy

Words Up in ELC has been developed so that all staff have now had training and have individual self assessed goals to encourage the development of language and vocabulary. Speech and language staff have provided training for parents although it was a small turn out. ELC staff continue to provide opportunities for all ‘at risk’ to ensure that fine motor skills are developed through play and directed activities. A clear focus in the ELC ensures the link between the development overviews, the My Learning Journeys and ongoing assessment of key worker group floor books and evaluations ensure that targeted areas are planned and developed through play, indoors and outdoors.

Emerging Literacy has been developed across P1 and P2 with staff in P3 also attending twilight CPD. The Acting PT has followed through with the action plan to remain on target. While this has been for universal learning and teaching sessions, the monitoring and tracking of assessments for those ‘at risk’ reflects extra support given by PSAs employed by PEF to provide extra focus. Parental engagement has been improved through Primary 1 staff leading workshops that promote the learning and understanding of the four key literacy concepts -Concepts of Print, Oral Language, Phonological Awareness and Pre-writing. Primary 1 children are provided with literacy resources in new homework packs at the beginning of the year and home learning opportunities are planned by the teachers using the resources available. Further parental engagement strategies of open afternoons- Read, Write, Count Coffee afternoons for Parents and carers to celebrate children’s learning and share phonological awareness activities that can be continued at home were started and will be monitored next session for impact of these engagement sessions.Reading sessions are targeted by class teachers who then direct PSAs to provide extra support. P4 and P5 Class teachers and ASN staff have worked together to assess skills and development needs through YARK and PM benchmark standard assessments. Book Banding was started April 2018 with support from the Literacy Development Officer, paid for through Pupil Equity Funding. This will grow so that class libraries are updated and encourage the young people to choose more wisely and to help PSAs direct them more specifically to reading for pleasure.

SNSA assessments reveal P1 and P7 young people achieving well with a major dip in P4 (lows of 52% in reading, 48% in writing and 36% in numeracy. When taken alongside CfE Teacher Judgements this is fairly accurate across the categories. April – June saw the ASN teachers timetabled in the P4 class and the assessments were much better by the end of session.

As the Head Teacher gets back into monitoring and tracking in a consistent way the expectation is that by the time these young people in the ‘low’ category have reached P7 their attainment will have increased because ASN will be targeted with quality, research based intervention .

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Numeracy

PEF paid for upskilling staff who received focused CLPL on numeracy and maths all session from the Numeracy Development Officer and from the Numicon officer for Scotland. Baseline assessments for addition and subtraction carried out across the school September 2017. Follow up sessions with each other, a focus for class observations and a numeracy workshop for parents and carers ensured that the agreed key elements were being targeted in the ELC and in each classroom. Those ‘at risk’ receive differentiated tasks to match their needs and application of learning is built into the school day both indoors and outdoors. PEF paid for extra numeracy development officer time and all resources.

Health and Wellbeing

2 hours of PE is carried out in each class. The ‘Daily Mile’ was started with enthusiasm and a daily session of activity remains in place with ideas for the new outdoor learning environment to encourage cardiac, muscle and problem solving skills to take the place of the ‘Daily Mile’.

Outdoor learning sessions and break time activities are planned and facilitated by all staff including PSAs with young people taking the lead for role play, imaginative play and team work. Those ‘at risk’ are monitored and encouraged to consider the application of their learning in class to the outdoor experiences.

Resilient Kids is taught at P3 and P7 and close attention is paid to the engagement and responses of those ‘at risk’. Resilience as well as the five school values are key. The use of the Staged Approach and the newly designed self assessment tool based on SHANARRI and the Leuven Scale will enhance data for the future. Weekly meetings between ASN teachers and HT ensure close monitoring of those ‘at risk’ and child plans are monitored against the Highland Council criteria from the ASN manager on a cyclical basis.

Enhanced transition is expected for those ‘at risk’ and revised on an individual basis based on the child plan action plan section. Multi agency approach where necessary, particularly at ELCC into P1, P3 into P4 and P7 into S1.

Staff and parents/carers work very well together to ensure that positive behaviour is expected across the whole school. A revised behaviour policy was created by a working group of staff, parents and young people December 2018. All staff work to ensure de-escalation and positive relationships are at the heart of everything that is done in the classroom with clear and evident support from SMT. Eight members of staff have been reaccredited for CALM but with no occasions to have used any of the holds required as all staff are highly skilled in de escalation techniques.

All teaching staff and EYPs received in house revision by the HT around the use of the GIRFEC assessment triangles February and March 2018. Teaching staff also received in house training by the HT on how to record accurately on SEEMiS as well as having a clearer understanding of the needs of any child, particularly those ‘at risk’.

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What have we done to improve attainment, particularly in literacy and numeracy? (refer to specific projects and outcomes)The school’s data demonstrates that most learners are making good progress from their prior levels of attainment in literacy and numeracy. There is robust tracking of data with effective interventions to ensure continuous progress. INCAS and SNSA data is tracked and discussed in depth with SMT and teaching staff.

By the end of Early Level, most/ almost all children are achieving appropriate levels in literacy and numeracy. (P1 SNSA Literacy High/ Medium = 83%. P1 SNSA Numeracy High/ Medium =96%).

By the end of First Level, the majority of children are achieving appropriate levels in literacy and numeracy. (P4 SNSA Reading High/ Medium =48%. P4 SNSA Writing High/ Medium =51%. P4 SNSA Numeracy High/ Medium =64%).

By the end of Second Level, most children are achieving appropriate levels in literacy and numeracy. (P7 SNSA Reading High/ Medium =76%. P7 SNSA Writing High/ Medium = 84%. P7 SNSA Numeracy High/ Medium = 90%).

NumeracyThe school’s ‘Raise Attainment in Numeracy’ priority involved the following key areas:

- Staff development and training- Developing the use of practical materials and the promotion of interactive activities to help embed number knowledge- Parental engagement: numeracy open afternoons and home learning packs

Assessment of pupil progress through continuing classroom observations and learning conversations with pupils suggests that approaches such as Numicon, dice and card games, etc. are leading to greater pupil confidence in number calculation. The Principal Teacher led on the workshop, the

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numeracy home packs and encouragement for staff at staff meetings, in observations and ensuring resources were available for each ELC and classroom. Parental and children’s feedback surveys have been positive with many children citing maths as the highlight of their learning this session. Staff noted that the numeracy workshops with the Numicon company were helpful and encouraged them to use the strategies in the classrooms. Our three students this year also benefitted from the CPD and cited the sessions with the numeracy development officer as very helpful.

As a result from feedback – staff, children and their parents – home packs have been created by the Principal Teacher and will be issued at the start of next session to create positive homework sessions to reinforce learning. Parents and support staff were instrumental in ensuring the resources were put together for the packs.

The school has also begun to employ elements of the Highland Numeracy Diagnostic Assessments each session to measure pupil progress. It is anticipated that this will help to evidence our pupils showing good progress through the different ‘stages of thinking’ for number knowledge and strategy.

LiteracyLed by the Acting PT for Literacy:To raise the attainment in Literacy the following actions were taken:- All P1-3 and ELCC staff have received Emerging Literacy training and are planning appropriate activities and lessons to promote early literacy development.- PSA’s have been trained in using Phonological awareness activities and work with small targeted groups of children to strengthen key literacy skills such as phoneme discrimination, rhyme awareness and word boundaries. -Assessment: Primary 1 children are assessed using the Phonological Awareness assessments in September, December and May. As well as on going formative assessments the information provided about children’s learning is then used to plan appropriately for the children’s needs. -Transition between P1-P2- Stage partners to meet and share Literacy data during transition meetings. Primary 2 teachers will reassess P2 children at the beginning of primary 2 and again before starting Primary 3. - ELCC and Primary 1 staff have engaged with Words Up training and are implementing the use of the Expressive Language Continuums and fine Motor trackers to plan for activities in the ELCC and Primary 1 setting.-Parental engagement has been improved through Primary 1 staff leading workshops that promote the learning and understanding of the four key literacy concepts -Concepts of Print, Oral Language, Phonological Awareness and Pre-writing. Primary 1 children are provided with literacy resources in new homework packs at the beginning of the year and home learning opportunities are planned by the teachers using the resources available. -Open afternoons- Read, Write, Count Coffee afternoons for Parents and carers to celebrate children’s learning and share phonological awareness activities that can be continued at home.Combined with the work being carried out for intervention in P4 and P5, literacy remains a focus. The Literacy Development Officer is employed again for next session for 12 days and will work with the PT and the literacy lead teacher to ensure update of the school policy in literacy with a focus on writing.

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What have we done to improve children and young people’s health and wellbeing? (refer to specific projects and outcomes)The school has a timetable to allow every class to carry out the ‘Daily Mile’ to encourage cardiovascular and a social time outdoors. While this is reported in some classes to be a positive experience there is no research based evidence to say that this is a god use of time. We are looking to enhance the ‘Daily Mile’ next session by more ‘parkour’ activities to stimulate cognitive and physical functions and to create ‘transition’ times between learning. Roberto Alonso Gonzalez Lezcano, a researcher in Industrial Engineering and Quebec schools have a system that we would like to explore further.Resilient Kids is used in P3 and P7 and this continues to prove to be an excellent resource universally. All have the time and space to think about what resilience means, how to work things out in their lives and experience and how best to think about tackling the next phase of their development. Transition activities in P3 going into P4 were reinstated as this can be quite a change for everyone – including parents.Seasons for Growth and Roots of Empathy are targeted programmes for small groups and individual classes where we agree at SMT level in discussion with all staff and individual parents that the young people would benefit from these sessions. The CSW and Educational Psychologist lead on these and are in discussion fortnightly with SMT on progress, updating child plans, etc. These targeted programmes are measured so that we can see what makes a difference. Contact HT for further reports and evidence.Teaching staff watched Adverse Childhood Experiences video purchased by the Northern Alliance and re familiarised themselves with the Highland Practice Model’s assessment triangles. PSAs were encouraged to attend a Saturday workshop on adverse childhood experiences with Suzanne Zeedyck and four staff took up this offer. All staff have been bought a new textbook ‘When the Adults Change, Everything Changes’ by Paul Dix and this will be used at staff meetings next session to measure impact of behaviour changes in all.A number of young people have stated that they are unhappy, feel sad a lot and have feelings of despair yet state they feel supported at school. A number of parents have said to ELC or SMT that they are struggling to cope as parents and aren’t sure what to do next to support their families. Next session we are going to target universal resilience, emotional literacy and self confidence through the curricular areas of music, dance and art and target young people and families requiring support by employing a Primary Mental Health Worker for the session to upskill all staff, work alongside SMT and parents. In preparation for this staff engaged in a CPD session around SHANARRI and using the Leuven scale to measure engagement for the young people in their classes. This will feed better into the class teacher use of the assessment triangles which will ensure child plans are specific and accurate in the action plan section. Our partners to this plan and the QIV all indicated in the survey that they were positive about the school’s accurate analysis of young people’s well being and how we address children’s needs.

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What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Skills for learning, life and work are addressed through our Citizenship Programme and are referred to weekly. P7 classes attend SDS centre twice a year to familiarise themselves with the office so that they will have the confidence to go back when in secondary school.P7 follow an engineering programme to consider the use of STEM in every day life and are part of a competition across Highland organised by HIE.Targeted P5 young people who have found school as irrelevant have looked at ‘My World of Work’ to see why we need to practise certain skills and how we need the building blocks of learning to get to our chosen careers in the future. This has settled down the targeted young people and keeps them focused.Parents were surveyed about skills for life and work and we will be using those identified to be a focus for learning next session to ensure that skills for learning, life and work are embedded. With each class having access to tablets in August 2018 (ordered January 2018, arrived May 2018 but needed to be connected to the network!) P5-7 will all be working on ‘My World of Work’ and using the programme to see the connection between learning in school, learning at home and responsibility that each has to learn for life and work.Our citizenship groups are changing emphasis next session to ensure skills for learning, life and work are key learning points for the young people and to ensure all staff have this in mind when teaching for relevancy. Staff are becoming familiar with Developing the Young Workforce and will engage with the Career Education Standard learning resource to embed the skills and attitudes from early to P7.Our transitions at all levels need to be standardised as there is good practice across the school but they are people dependent rather than systems dependent. For example, three of our P1 pupils had asked for a transfer out of the school until they were involved in transition activities and then the parents changed their minds and asked for them to stay at Smithton. Two of our ‘at risk’ P7s are now much more comfortable about moving on as a result of the enhanced transition jointly run with ASN and CSW input both at Culloden Academy and Smithton. There are various other pockets of good practice particularly for children with ASN. Being involved in Roots of Empathy and Seasons for Growth has had the impact of realisation that all change, loss and bereavement should be taught universally and with PEF next session a Transitions Coordinator will be using two days a week to address this so that the learning environment and conditions are better for all so that literacy and numeracy can be attained better.

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Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☐* We have some concerns about our capacity for continuous improvement ☒

Comment: Our concerns are around the fact that the school will be a building site for the next 18 months. Staff, young people, families and our partners will be moved from room to room and there will be significant changes on a weekly basis. While overall we are confident that we will do the very best that we can we have to acknowledge that this will be a period of significant upheaval for us as a school community. Senior Management Team will endeavour to plan and be as creative as possible to ensure there is continuous improvement.We try to involve parents/carers and pupils as much as we can to improve our school and ELCC and we will continue to keep a focus on ways that are meaningful to the Parent Forum for sharing their expertise and suggestions for Smithton ELCC and Primary.

QI 1.1 Self-evaluation

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Choose one evaluation from the six options.

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☒ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

How do we know? What evidence do we have of

What could we do now? What actions would move us

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for self-improveme

nt

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

positive impact on our learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESETHEMES (HGIOS?4) Collaborative

approaches to self-evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

THEMES (HGIOELC?) Collaborative

approaches to self-evaluation

Evidence-based improvement

Ensuring impact of success for children and families

Collegiate time with staff to evaluate Learning and Teaching and Qis

Involvement of all staff in school and ELCC self-evaluation

Staff track and engage with attainment data for literacy and numeracy

Tracking and monitoring of individual pupils being developed

Learning conversations being developed

Staff working together as a strong team - peer support, sharing of practiceELCC staff have regular self-evaluation meetings using HGIOELC to evaluate

staff meeting minutes and activities

ELC peer SE activities and critical friend SE

summary of notes from SMT one to one meetings to analyse attainment and curriculum data

TLC legacy tracking in some classes

new whole school tracking system trialled May – June 2018

evidence in Sharing Folders and MLJ

Ensure rigorous self- evaluation calendar is in place, shared and adhered to.

Try different monitoring approaches with classes to ensure rigour and consistency.

More involvement of pupils and parents/carers in self- evaluation process

Continue to develop how we analyse and use data to ensure a positive outcome for learners. All teaching staff to undertake professional enquiry in the classroom after training and staff collaboration

Ensure robust moderation within stages and across ASG in agreed area. Key assessment tasks to form the moderation process.Reviewed during WTA sessions

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Continuing to obtain parents/carers views of school, communication

comments on the school website, parent council minutes

Improved target setting by pupils More pupil involvement in self-evaluation to support school improvement

Review understanding of ‘Learning Conversations’ and how this can be recorded better in the Sharing Folders

Develop further the links between Development Overviews, MLJ, Floor book planning and assessments to ensure clear and focused assessments for all in ELCC

Combine workshop for parents and carers with open afternoon session in September. Include classroom visits during parent contact sessions

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QI 1.3 Leadership of change


Excellent ☐ Very Good ☐ Good ☒Satisfactory ☐ Weak ☐ Unsatisfactory ☐





How do we know? What evidence do we have of positive impact on our

learners?


OTHER INFORMATION


forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED FROM THESE

THEMES (HGIOS?4) Developing a

shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

THEMES (HGIOELC?) Developing a

shared vision, values and aims relevant to the ELC setting and its community

Strategic planning

pupils, staff and parents all involved in developing shared vision, values and aims for the whole school community

beginning to create a culture of leaders at all levels staff and pupil involvement

involvement of staff and pupils in self-evaluation staff awareness of our strengths

Teacher Learning Community advocated by Tapestry is providing leadership opportunities

surveys, star wards, focus around the school

Class teachers taking the lead on digital learning, science and literacy

PSAs taking the lead on music, de escalation techniques, outdoor learning, gardening

PTs using learning from TLCs and Lead On in how they shape their projects, work with staff and driving on their projects

Continue to ensure everybody understands and has an investment in these.

Review understanding of ‘achievement’ so that all have a shared view and can give examples in MLJ and Sharing Folders provide more leadership opportunities for pupils; P7 Newsletter, development of ‘ambassador’ role, buddies in P3 to P1 new starts, ELCC roles for young people

Yammer engagement to increase and sharing of ideas, resources and learning opportunities.

Reintroduction of ‘critical friends’ self and peer evaluations to

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for continuous improvement

Implementing improvement and change

EYPs manage non contact time, willingness to develop their own expertise and take ownership for planning and assessments

EYPs taking ownership for areas of the curriculum, how the nursery looks, the learning environment, etcVolunteering to attend ‘learning sessions’ with HT on a Thursday during their non contact times

improve practice

Impact on learning sessions to refocus on learning and curriculum now flexibility is more embedded

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QI 2.3 Learning, Teaching

and Assessmen

t








learners?


OTHER INFORMATION


forward?


FROM THESE THEMES (HGIOS?4) Learning and

engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

THEMES (HGIOELC?) Learning and

engagement

Quality of interactions

Effective use of assessment

Planning, tracking

staff upskilled in Highland Numeracy Progression, strategies, language so that there is consistency across all stages all

children given numeracy baseline assessment in Aug/Sept 2017 which informed planning, grouping, etc. This will be assessed again for those identified as at risk June 2018

to develop Emerging Literacy and ensure P1-3 teachers have relevant training develop Keyworkers to have action plan for ‘Words Up’ training

develop robust arrangements for moderation across stages

comments in staff and young people’s surveys and meetings

‘basic facts’ worked on daily using common language across the school

baseline assessment data and revisited data

data submitted

SALT and parent/EYP workshops; action plan being addressed at every staff meeting

ensure all children are challenged appropriately

continue offer choice for learners in how they learn and how they present their learning

Assessment Tasks use of benchmarks for assessment ensure that assessment is planned at planning stage streamline planning to ensure consistency across the school, clearly identifying what is to be learned and assessed collaborative planning with stage partners to ensure continuity and standards across levels 3

all to use updated tracking system with consistency across

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and monitoringupdated tracking system developed Jan – March 2018

trialled last term ready to go August 2018

the school

More consistency across the school to ensure that planning, assessment, tracking and monitoring is robust, acted upon and transparent to all

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QI 3.1 Ensuring

wellbeing, equality

and inclusion








learners?


OTHER INFORMATION


forward?


FROM THESE THEMES (HGIOS?4) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

THEMES (HGIOELC?) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

all staff and partners are sensitive to the wellbeing of children and colleagues

relationships across the ELC and school community is very good staff and partners feel valued and supported understanding individual child and needs and responding appropriately and positively

positive behaviour promoted by all

pupil voice children and families feel supported

outside agencies used

form 1s, staff meetings, assessment triangle data; informed comments on SEEMiS and in reports to other agencies

staff comments at meetings, individual sessions with HT

behaviour policy reworked by staff, parents and young people

continue to build on Emotional Literacy Skills for all learners

embed vision and values within whole school community

ensure all classes participate in the extended Daily Mile cognitive function activities

ensure pupil voice continues and develops ensuring that it is a key element of how we plan for and ensure wellbeing, equality and inclusion

continue to build on partnerships with outside agencies as well as with the local community

continue to ensure that whole

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effectively

full programme of extra curricular activities

robust transition from ELCC into P1; P3 – P4 and P7 – S1

staff aware of inclusion and equality documentation and the Highland Staged Approach with GIRFEC

knowledge of children who are looked after and those with additional Support needs, SEBD

outdoor spaces used effectively to promote and enhance wellbeing

comments from other agency surveys

see evidence at school or on the school website

staff session on GIRFEC, ACEs and using Pastoral Notes February 2018

QIV comments re ASN

PSA led and supported by ELC and CT planning for learning

of learning community are aware of current legislation and statutory guidelinescontinue to use and develop outdoor spaces to promote and develop positive relationships and wellbeing for all

Link expressive arts curriculum to well being raising the profile as per research and commitment from LA

Possible links around GIRFEC, ELC and Swedish partners (waiting to hear if our Comenius Project has been accepted.)

Ensure the diversity and equalities training and resulting policy that was done 2016-17 has been embedded. Monitor and review as necessary

with building works we are having to be creative – but we are resilient and solution focused!

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QI 3.2 Raising attainment and achievement/

Ensuring children’s progress








learners?


OTHER INFORMATION


forward?


FROM THESETHEMES (HGIOS?4) Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

THEMES (HGIOELC?) Progress in

communication, early language, mathematics, health and wellbeing

Children’s progress over time

Emerging Literacy programme in P1/ELCC

impact of use of pre writing continuums in ELCC that is improving children’s fine motor skills

involvement in Read, Write Count programme identifying children with additional support needs

Within reading, some of our pupils are attaining appropriate levels for their age/stage Within numeracy, most pupils at Early Level are attaining appropriate levels for their age and stage. Some pupils are attaining appropriate levels for their age and stage in First/ Second level

Emerging Literacy Data phonological awareness data shows an improvement in the children’s key skills and knowledge that they need to read and write

ELCC staff use pre hand writing tracker to assess children and identify next steps workshops to inform P1-3 parents/carers of literacy/numeracy developments and how they can support children at home

Reading * Early Level 80% * First Level 69% * Second Level 71% Numeracy * Early Level 92% * First Level 69% * Second Level 59% homework packs with basic resources for all P1s

Embedding emerging literacy across early years and into first level. Focus on first level into second for comprehension in reading and review writing policy across the school, including spelling as well as contexts and content.

Moderation to become embedded as part of assessmentTracking pupils’ wider achievement across the schoolProfiling engagement worked alongside requirements from the local authority, Scottish Government and what is required for young people and their parents/carers

Use of SEEMiS Pastoral Notes to track wider achievement. Ensure those young people ‘at

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Overall quality of children’s achievement

Ensuring equity for all children

Over the last 3 years * cohorts have, on average, either maintained or improved their age equivalent scores in reading * in General Maths and Mental Maths, age equivalent scores dip as pupils progress through the school

Individual pupil INCAS data was tracked but attainment meetings continue to be held with staff to discuss individual pupil progress

Personal achievement shared and recognised through Sharing Folders/ Star Awards/ School blog Termly Outdoor learning used regularly and award from Tesco Staff aware of risk matrix and those children ‘at risk’ in their class

Engineering involvement in P7 (Scottish Engineering Awards)

Attainment data tracked and discussed in depth with SMT and teaching staff - see notes in SMT drive

children’s progress in ELCC tracked on Developmental overviews and shared with P1 teachers

PSAs used to target individuals

All P1, P2 teachers/ELCC staff put into practice Emerging Literacy techniques and activities

sharing of developmental overview information with P1 teachers sharing of P1 data with P2 teachers share Emerging Literacy so that all staff have an awareness and understanding continue to share Emerging Literacy programme with parents/carers provide homework packs for P1s

Teachers more confident at judgements of levels using benchmarks, frameworks and appropriate assessments – staff stated confidence when completing CfE data for SG

risk’ have opportunities for wider achievement and for class teachers and EYPs to encourage actively on their behalf. Parent Council and Active Schools to work closer for funding to ensure all HLH led extra curricular is free to all young people

Ensure emerging literacy is embedded

term use of tracking spreadsheet and moderation built into WTA so staff have time and space to discuss moderation at the planning stage and verification of assessment evidence

Peer and SMT observations in classes to focus on the four principles and to question pace and differentiation

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children are targeted for additional support through ‘Toe by Toe’, ‘Hop On’, ‘Nessie’

PSA support is targeted according to the lit/ numeracy needs of individual children

Pupils able to discuss learning with parents/carers Parents/carers kept informed about what their child is learning

Renewed focus of Highland Council Learning Policy so that each learning session has engagement, thinking, participation and dialogue embedded in the planning and assessment stages

ADDITIONAL QI 1.2

Leadership of

Learning








learners?


OTHER INFORMATION


forward?


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FROM THESE

THEMES

professional engagement and collegiate working

impact of CLPL children and

young people leading learning)

ELC learning sessionsWTApeer observations and reflectionsPSA staff taking the lead in outdoor learningprofessional update completed on timeMLJ and Sharing FoldersStudent Council and weekly assemblies either class led or directed by House CaptainsExpectation that all have equal say to improving the school

weekly ELC learning sessions focus on learning e.g. floor books, MLJ moderation, better use of Assessment Triangle for ASN, weekly summary to parents from HT, CCM and EYP (each EYP takes a turn)

staff peer observations as part of the annual calendar. While this is now a standing feature impact needs to be articulated

PU is beginning to make an impact on all teaching staff as they realise the importance and accountability

PSA staff meeting format changed to allow more of a say for all – feedback is more positive and people getting to meetings on time has improved

Young people in the school are listened to and their ideas are used for school improvement. Class discussions and Student Council works effectively for some

Celebration of class work is shown at class assemblies and

each class teacher will lead a PDSA cycle to improve an aspect of pace and challenge throughout the year. PSA and other staff will contribute to this so that all are informed. Young people will evaluate the difference made alongside the teacher

all PRD sessions, regardless of PU year or not, should be highly structured and all held to account. Clear analysis of impact should be recorded by the class teachers. Ancillary staff should use the school PRD structure and felt supported in their CLPL

As there will be a new EMT, the four PTs will meet weekly to ensure ‘leading from the middle’ has an impact on attainment and well being. The EMT weekly meetings will feed into PT and SMT strategic thinking for continuous improvementa review of how to structure class meetings and how this will ensure positive impact with the Student Council. All classes held to account on

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proves to be popular with family and friends as well as the young people in other classes

engagement, thinking, participation and use of whole class dialogue

family and friends will complete a survey on line using the tablets after each assembly to articulate the learning and impact from their point of view

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QI 2.2 Curriculum:

Theme 3 Learning Pathways

(HGIOS?4)/Learning and Development

Pathways (HGIOELC?)






learners?


OTHER INFORMATION


forward?


FROM THESE

NB – This theme does not need to be evaluated using the six point scale.

curriculum rationale reviewed Jan – June 2018 and hyperlinked so staff have direct access to the whole school agreed curricular areas

ELC floorbooks are our main source of planning with the children. EYPs agree with HT and CCM which es and os are appropriate for each term and then the keyworker groups are able to plan the contexts depending on what the groups want to learn

Literacy, numeracy and using the assessment triangle for identifying ASN were a focus of all staff throughout the year

ASN support and challenge to ensure

staff now know exactly where the curriculum details are and understand how the rationale works across the school. Individual class teacher/HT meetings ensured this March 2018

floorbooks are clear in mapping out the learning. MLJ are more individual and the photos are clearly labelled for learning. Activities are related to learning and stimulate differentiated learning. To ensure the design principles are adhered to, staff with HT and CCM agree es and os at

ensure curriculum rationale is embedded and all are following. Review as necessary and update on GLOW and on the blog so that all have access to it. Continue with annual curriculum rationale meetings with individual CT and HT

CCM and PT to monitor and report to HT that identified es and os are the foundation but that the young people are leading their learning through their chosen contexts

literacy and numeracy skills

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appropriate progression as well as universal progression for all learners

staff meetings and through the contexts that their groups decide, the learning remains focused based on the curriculum

Child plans are kept up to date and were highlighted as a success in the QIV in November.

and tactics introduced this year should be revisited in staff meetings to ensure that all are continued and fully embedded to raise attainment

ASN PSA and CTs need to ensure that the IEP is co written with and explained fully to the young person and to his/her parent to make the plans even more meaningful. Comments by parents and young people should be a priority

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QI 2.7 Partnerships

– theme 3 Impact on Learners

(HGIOS?4)/Impact on

Children and Families

(HGIOELC?)






learners?


OTHER INFORMATION


forward?


FROM THESENB – This theme does not need to be evaluated using the six point scale. Remember to focus on parental involvement.

Parental engagement:involving parents in coming to see the numeracy workshops.

school and ELC websites use the blog for daily activities and keeping up to date with operational issues (e.g. don’t forget school trip, assembly invites, photos of learning opportunities that day in and out of school, etc.) and pages to store up to date information

Positive feedback from parents and staff although time of year needs to be changed and not all parents can attend afternoon/early evening workshops. Parents now have more understanding of what and how numeracy concepts are taught.

websites and blogs kept up to date daily. New subscription taken out to allow video uploading to help with parents seeing learning at school

now we have enabled video clips on the school website we will be taking videos of numeracy and maths ‘how tos’ as a reminder to parents and young people to check at home as well as for those parents who are unable to attend workshops during the day.

parents and carers to engage better with the website and to inform content more so that it is relevant. Student Council to share with SMT how to make

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about what is happening in and around ELC and school life (e.g. policies, curriculum updates, weekly HT school learning update and weekly HT/CCM/EYP learning update, ASN, transition and parent council information

Child Plan meetings are solution focused and involve relevant staff as well as parents and other agencies

survey noted by the partners to our child plans and solution focused meetings that these are positive experiences and parental surveys have indicated the same

the website more relevant for them

Young people to be involved at the heart of the child plan – particularly around IEP, sharing their views of the plan, etc

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PART TWO – School Improvement PlanSummary: Key School Improvement Priorities Improvement Priority Title Relevant QI(s) and Theme(s)

Improving Wellbeing in all staff, young people and their familiesCare Standards:1-3, 8QIs and Themes:1.4, 2.1, 2.2, 2.3, 3.1

Raising Attainment in Comprehension and Writing at Second LevelCare Standards:4,5QIs and Themes:2.2, 2.3

Digital Learning: Preparing Our Young People for 21st CenturyCare Standards:5,11QIs and Themes:2.1,2.2, 2.3

Profiling: My Learning Journey and Sharing Folders Care Standards:4-8QIs and Themes:1.1, 2.3, 2.4, 2.5, 3.2, 3.3

Learning Policy: Review of Differentiation, Pace and Moderation Care Standards:4,5QIs and Themes:1.1, 2.3, 3.2

ASG Agreement: Moderation of Reading - understanding, analysing and evaluating QIs and Themes:1.1 Themes 1 and 2, 1.2 Theme 1 and 2 2.2 Themes 2 and 3, 2.3 Themes 1, 2, 3, 4 2.7 Theme 2, 3.2 Themes 1, 2 and 4

The following is a detailed action plan for each of these agreed priorities. Please note that although there are six improvements most of the Qis and the projects overlap with the underlying theme of ‘relationships and well being’.

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In depth action plan #1Improvement Priority title: Improving Wellbeing in all staff, young people and their familiesLinked to QI/Theme: 1.4 (building and sustaining a professional staff team, staff wellbeing and pastoral support); 2.1 (arrangements for safeguarding; arrangements to ensure well being), 2.2 (rationale and design; development of the curriculum); 2.3 (learning and engagement; quality of teaching); 3.1 (well being)also measured against GTCS Standards for FR and ValuesLinked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School

Improvement Performance Information

What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes): young people will be more engaged in learningmental health – universal engagement through music, art and drama; resilience techniques; targeted for certain families and young peopleuse of educational psychologist and ‘Wheel of Wellbeing for staff so that staff will then have even better nurturing approaches in every classroomSHANARRI individual termly targets created June inset day and to be used throughout the yearSuccess criteria (how will we know if the change has been an improvement?):fewer behaviour referralsform 1s more solution focusedstaff indicating that there is more focus on learningparents engaged more in school life; positive relationships with families from disadvantaged areas; fewer lates/absencesMonitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):EMT all received up to date CPDEMT meeting run chartevidence in MLJ and Sharing Folders

Who will lead this? (detail of responsibilities and timescales)PMHW

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)Parent workshops on sleep and bedtime routines; change/loss and bereavement; keeping your child active after school and at weekends; positive behaviour techniquesnurturing classesleuven scale and SHANARRI self evaluations with young peopleRoots of Empathy and Seasons for Growth programmes to continueUpdate the ‘Daily Mile’ to include cognitive function activities and develop further outdoor learningtarget art, music and drama to improve articulation of feelings, putting your point across, etc

Who will lead this? (detail of responsibilities and timescales)PMHW

PMHWIain GrandisonCSW/PMHWIain Grandison, Jan McCormack (PSA) and EYP working groupJill Blair CT(art), Sara Bills PSA (music) Eden Court (drama)

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)Risk Matrix and Tracking system used and reviewed at EMT, SMT and ASN/HT weekly meetingsPEF Focus: PMHW, alternative transition break activities, parent work, targeted and universal support for mental well beingStaff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)timed in WTA to be supportive and focusedCreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Open mindednesspositive well being in learning environment will lead to raising of attainment as young people and their families can be more focused on their learning: get the learning environment and personal well being right

Problem solvingthrough expressive arts young people will be able to articulate their needs or issues and realise that they have a powerful tool in language expressed through art, music and drama

Curiosity and Imaginationyoung people will have the confidence to explore their issues and staff will be confident to plan through using expressive arts to help young people learn in different waysExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)resources all coming from PEF – see separate plan

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In depth action plan #2

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Improvement Priority title: Raising Attainment in Comprehension and Writing at Second LevelLinked to QI/Theme: 2.2 (development of the curriculum); 2.3 (learning and assessment; planning, tracking and monitoring)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☐ Assessment of Children’s Progress ☒ School


What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):more coherent writing and comprehension curriculum so that young people can self evaluate better and understand what their next steps are in learningfocus on learning and support requiredSuccess criteria (how will we know if the change has been an improvement?):writing content better and contexts more child led to ensure better engagementcomprehension and spelling skills improvedapplication of writing, spelling and grammar obvious in IDLwriting policy updated and followed by all

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):PM benchmark assessments in P5, 6 and 7use of literacy PEF DO to co develop spelling and comprehension programmes in schoolmoderation and verification of writing across the ELC and school through IDL

Who will lead this? (detail of responsibilities and timescales)Aileen Mackay HTLaura McGinlay PEF DO

What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)

Who will lead this? (detail of responsibilities and timescales)Class Teachers

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Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)Use of support ASN packages, including targeted PSAUse of tablets, visuals, etc

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)planned in WTACreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Imagination – ensuring writing and contexts are used creatively and introduced with due care and thoughtExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)time for staff to planuse of PEF DOUse of Project X web based programme for P5

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Improvement Priority title: Using Technology in the CurriculumLinked to QI/Theme: 2.1 (arrangements for safeguarding including child protection); 2.2 (learning pathways); 2.3 (learning and engagement)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☐ School

Improvement Performance Information What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):2.1young people understand safe use of internet and what to do if concernedparents have a greater understanding of safe use of internet, what to do if concerned, be confident to scaffold learning around self regulation2.2take note of prior learning and build on this for progressionlearners are able to demonstrate transferable skills at a high levellearners will take responsibility for their own learning through digital leaders (Duke of Kent?)2.3more young people will be more engaged in their learning through using technologyyoung people will take responsibility and increase their independence skills for learningunderstand the use of technology in local businesses and for life skillsSuccess criteria (how will we know if the change has been an improvement?):baseline assessments in August then follow up in June for:online safety – parents and young peopleclass learning engagement

clear progression of skills and learning opportunities will be co created by staff, parents and young people and used from early to second levellearning opportunities will be planned for and demonstrate engagement of young peopleyoung people will instigate ideas and learning opportunities for their classes and at homelocal businesses will have shared with us how they use technology in their businesses and young people will be able to articulate what they have learned

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Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):Digital Leaders will monitor and assess class involvement and report back to the working groupStaff collegiate sessions work together to create draft progression and work through with their young peopleyoung people will be able to articulate how they understand technology to enhance local businesses

Who will lead this? (detail of responsibilities and timescales)Claire Noble and the Digital Leaders

What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)vlogging Glencoe, etcuse of school websiteanimation extra curricular club

Who will lead this? (detail of responsibilities and timescales)Claire Noble and Working Group (5 hours out with hours CPD)

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)From 2017-18 PEF we bought 8 tablets per class to engage disadvantaged young people. This will embed that as the machines didn’t arrive until May 2018looking to skills for life and work young people experiencing disadvantage will experience positive role models and have their eyes opened to the possibilities in life

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)use existing ICT progression from Highland Councilworking group of volunteers with time limited meetings to match their CPDmaking direct links to existing school curriculum rationalesome learning opportunities will be updated by using technology – not as an added subject but embedded in the eight curricular areas and design principles

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Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)open mindedness:open discussion with parents and young people about risks and protection using the internet (e.g. should parental locks be on all devices at home? Use of parental guidance on video games?)

problem solving:use of coding e.g. code.org.uk

curiosity:links with local businesses – how does technology make a difference to your business

imagination:vlogging opportunities, coding, staff being creative in their learning opportunities to replace traditional learning activitiesExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate) last year’s PEF 128 tablets (8 per class)time: 5 x 1h working group sessionstime: developing Digital leaders 1 day per termtime: agenda item in staff meetingsupgrade school website £115 per annum

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Improvement Priority title: Profiling: My Learning Journey and Sharing FoldersLinked to QI/Theme: 1.1 (SESI; leadership of learning); 2.3 (planning, tracking and monitoring, effective use of assessment); 2.4 (universal support, targeted support); 2.5 (engaging families in learning; quality of family learning programmes); 3.2 (overall quality of learners’ achievement, equity for all learners); 3.3 (increasing employability skills)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Drivers (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School


What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):The process of moderation, teaching, learning, verification and self evaluation will be clear at all levels in every classroom from N to P7The profile (MLJ or Sharing Folder) will be an accurate summary of the young person’s learning captured through self, peer and teacher evaluations

Success criteria (how will we know if the change has been an improvement?):Young people will be able to talk about their learning using a shared vocabulary across the whole schoolAll will know of next steps in learning and be able to raise attainment accordinglyStaff will have an accurate shared understanding of moderation in numeracy and writingMonitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):MLJ and SF will have evaluative comments from staff, parents and young people and other agencies, where appropriatestaff, parents and young people will have confidence in the process as well as the profiles and be able to articulate what makes the difference and how the profile enables better dialogue and understanding of learning

Who will lead this? (detail of responsibilities and timescales)David WestAileen Mackay

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)wider achievements in pastoral notes SEEMiS – staff training around how and when to record to provide chronologyReview guidance from LA around profilingconsult parent forum about key assessment tasks and end of session short summaryconsult young people about what needs to be updated, changed and focused on for improving SFAttend ELC profiling session and draw up action plan for EYP and CCMconsult parent forum about the changes that are required to have a more focused MLJGather the views of young people about their learning through videoModeration of key tasks CLPL for staff

Who will lead this? (detail of responsibilities and timescales)INSET August 2018

David West August 2018David West August – Oct 2018David West August – December 2018Aileen Mackay May 2018Aileen Mackay August – Oct 2018CCM October – December 20184 x 1h WTA and INSET

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)need to ensure all profiles come back from home or set up ‘coffee morning’ sessions where parents can come in and look through and comment on profiles in schoolprovide ‘check list’ of evaluative statements for young people and parents so that all are clear about the type of comment to writeStaff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)timed in WTA to be supportive and focusedCreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Problem solvingself evaluation comments – analysing what went well to do more of this and what are the challenges to overcome

Curiositycoming up with questions that the young people pose so that they understand they need to be curious about their learning and the world around them as well as how they can show their resilience

Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)folders for each child4 x 1h moderation meetings; 1 INSET am4 x parent working groups 1 h meetingsvideo clip sessions in ELC: half hour weekly October to Decemberresources all coming from PEF – see separate plan

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Improvement Priority title: Review of Differentiation, Pace and Moderation Using DYWLinked to QI/Theme: 1.1 (SESI); 2.3 (learning and engagement, planning, tracking and monitoring); 3.2 (attainment in literacy and numeracy, attainment over time, equity for all learners)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Drivers (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School


What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):More young people more engaged in their learning more of the timeMore confidence in learning by young peopleClass teachers planning more for differentiation through planning as well as by outcome and being explicit with the young people about levels of difficultyPace of learning will be reviewed and CLPL given around knowing whether the pace is right for the young people in your classYoung people will take more ownership for their learning and record and review targets regularlyStaff will peer review with key assessment tasks and be critical friends to help remain on taskSuccess criteria (how will we know if the change has been an improvement?):attainment in literacy and numeracy will remain or be improvedstaff will be able to articulate and hold quality discussions around differentiation, pace and moderation using common agreed language‘believe you will achieve’: 80% of young people will be able to say they have achieved more this year and show their profiles as a summary of their learningstaff planning, including assessment, will show clear pathways in learning for the whole year, per term and on a weekly/daily basisMonitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):Staff and young people’s surveyPlanning, moderation of assessment and tracking will match learning activities carried out

Who will lead this? (detail of responsibilities and timescales)

Aileen Mackay – monitoring and tracking improvements in literacy and numeracy, PEF and multi agency processesIain Grandison – DYW embedded in each learning opportunity

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)Review planning formats N-P7CLPL on differentiationCritical Friend PL on pacePE in each class led by the teacher: choose one aspect of pace or differentiation and use PDSA to see one small change for the betterYoung people’s engagement – happier and more confident in their learning?

Who will lead this? (detail of responsibilities and timescales)Aileen Mackay each termAileen Mackay September INSET pmAileen Mackay November WTA and then peer observationsAileen Mackay extra CLPL opportunity September – December then January WTA for allDavid West through Student Council and Class meetingsIain Grandison reviewing citizenship group time content and DYW N – P3 August - December

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)Support will be needs focused and be reviewed weekly at ASN/HT meetingsStaff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)timed in WTA to be supportive and focusedCreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)CuriosityConscious effort to ensure all learning is application focused and for all IDL to be planned to match the direct teaching of concepts earlier in the day/week/as a recap for previous learning. Young people to get into the habit of asking how this learning matches real life/further learning and to offer up how they think this learning could be applied in life and workExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)staff to ‘buy in’ to CLPL time for their 35 hours to practise using PDSA model for improvement then 1 h WTA January4 x 1 hour planning in department sessions WTAINSET pm interactive session for staff on differentiationPL on pace WTAclass discussions 1 per term to complete engagement assessment and SHANARRIagenda item September and May for Student Council: happy and confident in your learning?

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In depth action plan #6Improvement Priority title: ASG Moderation of Reading - understanding, analysing and evaluatingLinked to QI/Theme: 1.1 Themes 1 and 2, 1.2 Theme 1 and 2 2.2 Themes 2 and 3, 2.3 Themes 1, 2, 3, 4 2.7 Theme 2, 3.2 Themes 1, 2 and 4

Linked to National Improvement Framework Priority : Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Drivers : School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School


What difference will it make for learners? Our learners will build skills and competence in literacy (adult and children learners)Success criteria :

Staff report that they feel more confident in using the benchmarks linked to understanding, analysing and evaluating A consistent understanding of and approach to assessment of reading – understanding, analysing and evaluating Evidence collated from all schools which demonstrates breadth, challenge and application – understanding, analysing and evaluating Improve the learning progress of every child in reading, reducing inequality in education Parents comment they are better informed about what reading activities look like in our schools

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Monitoring and evaluation procedures : Staff feedback Direct observation Parent feedback

Who will lead this?ASG HTs

Standing item on school CAT agendas and ASG agenda

What exactly are we going to do?Learning together – sharing practice and moderation activity – In-service 18 September a.m. Share successes – information from direct observation and dataInterschool visits – reading – planned and agreed criteria

INDIVIDUAL SCHOOLS MAY WISH TO DO ACTIVITIES AROUND THIS – I AM PLANNING ONE OF OUR LEARNING SNAPSHOTS ON THISProduce video for parents with examples of learners participating in reading activities across the ASG

Who will lead this? ASG HTs Teaching staff – leaders in classrooms –

supported by PSAs, interclass visits and moderation activities

HTs review April 2019

Equity implications:As well as the support which goes on every day in schools, we will be using our equity funding to support targeted pupils in individual ways. The funding will either release staff to train / work with the targeted pupils.Staff wellbeing and pastoral support implications:Time has been taken from in-service days and CAT and agreed as part of the WTA. It is a planned improvement and not an ‘add on’. Ensuring staff are clear about such an important area of learning and feel confident in teaching it with the appropriate resources has a positive impact on staff wellbeing.Creativity opportunities:Opportunities to develop curiosity, open-mindedness, imagination and problem solving through skilled questioning.Expected resource needs (including costings if applicable): CAT and In-service time as detailed aboveCover for interclass visits Video production and editing time – volunteer(s)

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