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Y SCHOOL IMPROVEMENT REPORT AND PLAN

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

School: The Central School

Head Teacher: Ailsa Fraser

Date submitted: June 2018

Context of the school: The Central School is the oldest primary school in the Highland Capital, Inverness. The school history dates back nearly two hundred years.Situated on the west side of the River Ness, we are privileged to serve a diverse community of many nationalities and cultures. This brings a great vibrancy to our school where we learn together and from each other. Our pupils speak 21 languages including English.Learning and teaching is at the very heart of what we do each and every day. We follow the Scottish Curriculum for Excellence and provide learning experiences that help all pupils to develop in the four capacities of Successful Learner; Confident Individual; Effective Contributor and Responsible Citizen.Working in partnership with parents and the wider school community is really important to our whole team as we strive to meet the needs of all our pupils who came from a range of social and cultural backgrounds.

Our school roll is 195 and we have eight classes. We have 1.6 FTE Additional Support Needs Teacher. Our Pupil Support Assistant allocation is 8.5 FTE. We have an Early Learning and Childcare Centre with 57 pupils. The centre is open from 8am until 5.30 providing flexible childcare. We also host Doorways. The Doorways team offer sessions for children who benefit from an enhanced nurture space. We have two full time teachers and two Pupil Support Assistants. Currently we have 13 children in Doorways.

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School Vision, Values and Aims:

Our vision is for all to love coming to school, aspire to be leaders of their own learning and leave feeling accomplished.

Our values reflect the Highland Council Organisational Values ( Values updated May 18)

At Central listening means everyone has a voice and is actively listened to. Everyone used kinds words and listens respectfully to others.

At Central open means that everyone has the confidence to take risks knowing that mistakes are a valued part of the learning process. We have an open door culture which should always encourage inclusion and confidence.

At Central valuing ensures all staff, pupils and parents feel important and respected. Valuing and respecting everyone’s role in the school community is important.

At Central improving means we are open to new ideas and ready to change. We value and strengthen existing good practice.

At Central supporting means everyone is always willing to listen in a non-judgemental way. It’s supporting and praising every member of our school community.

At Central partnering means everyone working together and helping each other to achieve a shared goal and make our school excellent.

At Central delivering means having a shared vision which is shared by all and communicated to all.

Our Aims At Central Primary to do the above by:

Developing a caring, secure and stimulating school community where pupils, parents, carers, partner agencies and staff feel welcome and valued as individuals.

Encouraging parents/carers to become more knowledgeable about pupils learning through attendance at workshops, information meetings etc.

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Working closely with parents and partner agencies for the benefit of pupils to ensure joint decision-making and the promotion of inclusion.

Promoting an ethos of achievement helping children to develop strengths, take pride in these and celebrate personal success.

Encouraging responsibility and independence and help children to develop confidence, raise self-esteem and practice self-discipline.

Teaching all areas of the curriculum in a way that is accessible and challenging for all pupils so they have the self-confidence to attempt new learning when it is encountered.

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Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

In-service on 4th June 2018Collegiate sessions throughout the year and on-going self-evaluation for HGIOS4Questionnaires to all staff

Parents Consultation on values June/August/September 17 finalised May 18Newsletter section for School Improvement Plan monthlyOpen afternoonsInformation sessionsParental Involvement Questionnaires March 18Questionnaires May 18Parent Council MeetingsParent Council AGM Meeting on 19th June 2018

Pupils Consultation on values August/September 18 - finalised May 18Pupil /Learning Group meetings March, April and May 18Pupil survey carried out in May 18

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

Feedback sheet on school improvement priorities issued to volunteers in June 18As above for parents

Other partners Happy Little Highland MindsDay 1 MentoringTrinity Church and St Andrew's CathedralLidl TescoNSPCC SSPCA Guide DogsMFRRotary Club Morgan Sindell

Associated Schools Group

Regular HT ASG meetings on looking at ASG prioritiesCollegiate calendar drawn up for session 18/19 - May 18

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

What have we done to close the attainment gap?During the last school session we continued to implement Emerging Literacy and Highland Numeracy Programme to specifically target attainment gaps in literacy and numeracy. These approaches have made a difference to our learners and we will continue to develop this work in the forthcoming session. We were allocated £46,800 in Pupil Equity Funding.

LITERACY DEVELOPMENT OFFICERTraining on Spelling and Talk Boost has been delivered to staff.Progress in spelling has been highly successful with an improvement of on average four months for all identified pupils. Children are participating in Talk Boost Programme although the programme has not been completed the early indications are all pupils have increased confidence.

ENGLISH AS AN ADDITIONAL LANGUAGE TUTORUsing EAL profiles and assessments EAL tutor worked in consultation with class teachers to deliver specific interventions. Vocabulary development work and Big Bear Banter has been delivered. EAL profiles show progress in language acquisition. Tutor has also been available to help translate at parents evenings and to promote information for families.

PUPIL SUPPORT ASSISTANTWorking on assessment information and in consultation with class teacher, PSA has worked with individuals and small groups to identify and address specific targets in learning. Progress has been noted in sight vocabulary, increased confidence in phonological awareness and self-esteem.

HEALTH AND WELL BEINGP7 Residential Trip - all children had the opportunity to attend the p7 Residential Trip. The trip was part of planned transition with other primary schools in our Associated School Group. This enabled participation and experiences in outdoor activities that would otherwise be beyond their reach. The children achieved their John Muir Award as part of the week. The trip will go ahead next year as part of planned transition for Inverness High School. Children participating in school based nurture have commented on feeling more relaxed in school and able to cope with tricky situations.

RESOURCING TO SUPPORT LITERACY, NUMERACY, HEALTH AND WELL BEINGWe have invested in a diverse range of resources to support our learning and teaching to ensure equity for all pupils at all stages.

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Our resources have included class maths kits, PE equipment, literacy resources for reading, writing, talking and listening, assessment tools and resources for school based nurture spaces.

MONEY PLUS STRATEGYOur school has been part of a pilot in Highland where parents have had access to a member of Citizen's Advice Bureau for advice and support regarding financial matters. The CAB member has attended parent's evenings and had space on a weekly basis to be available. A number of families used this service. Staff attended information workshop relating to Universal Credits to gain an insight into how we can signpost parents who may be experiencing financial difficulties.

What have we done to improve attainment, particularly in literacy and numeracy? (refer to specific projects and outcomes)

Our continued implementation of Emerging Literacy and Highland Numeracy Programme has made a difference to our learners. In addition to this the approaches learned from Literacy Development Officer and implementation of Wraparound spelling has improved outcomes for all children. Our action plans for numeracy and mathematics including planning and moderation, our use of trackers has resulted in increased confidence in our learners and increased confidence in staff delivery of numeracy. Our data shows our learners are mostly achieving their CfE levels in both Literacy and Numeracy. Evidence is gathered through a variety of methods including phonological awarenesss trackers, diagnostic assessments, numeracy trackers, and SNSA assessments.

What have we done to improve children and young people’s health and wellbeing? (refer to specific projects and outcomes)

Our school has created two school based nurture areas for children in P1-P7. This has allowed safe, quieter spaces for the children to discuss their feelings and identify strategies to cope with different situations which they have found challenging. Nurture group sessions were based around targets identified from Boxall profiles. Through tracking targets and completing Boxall profiles we know that the children who have attended nurture have made progress socially, emotionally and with their relationships.

Through collegiate sessions staff have become more aware of the principles of nurture, moving forward this knowledge will help to embed these within a whole school approach.

Happy Little Highland Minds piloted mindfulness and relaxation strategies with a focus group of Primary 6 children. These sessions helped provide tools for the children to know how to de stress and provide relaxation time for them. The children commented that they felt more relaxed. After the sessions

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the primary 6 class implemented whole class relaxation. Mrs Barclay also offered staff relaxation sessions once a month to help improve staff health and well-being.

David Rex, Specialist Dietician, delivered CPD training on High 5s programme which increased staff knowledge and understanding of the programme. This has developed children’s knowledge and understanding of nutrition from P1-7.

Themed weeks, such as Health week and Anti-bullying week, have been well received by the pupils, staff and parents throughout the year.

We held an anti-bullying and promoting positive relationships workshop for parents/carers to help provide a shared understanding between stakeholders.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations? (refer to specific projects and outcomes)We have had many visitors into the school that support our curriculum, such as; police officers, fire service, NSPCC, who have shared their work and roles with pupils from nursery to P7.

Some of our classes have been to visit different businesses to find out about the workplace which is linked to their learning. We have visited places such as Pizza Express, Wester Hardmuir, Palace Hotel and UHI.

P6 pupils took part in a Developing Young Workforce transition project at Inverness High School. This event included workshops from Kingsmills Hotel, Innes and MacKay and Skills Development Scotland. The feedback gathered from pupil questionnaires was very positive and the children have a better understanding of different job roles and the skills needed to pursue some of these careers. This event also helped the children identify their own skills and strengths looking ahead to their future.

P7 have been working with UHI for a transition project to look at career paths and positive destinations for all pupils. The pupil feedback was positive and some of the pupils commented that these workshops helped them understand their skills and develop awareness of different routes to achieve their desired careers.

P7 pupils engaged with ‘Make £5 Grow’ project this year. This project was very successful and the pupils developed their enterprising and leadership skills by designing, making and marketing different products. They also developed their understanding of budgeting, profit and loss. The children were highly engaged and motivated during this project.

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

Comment: We are engaging with the approaches of looking inwards, looking outwards and looking forwards through How Good is our School 4 and statutory guidance.

QI 1.1 Self-evaluation

for self-improveme

nt

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?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

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

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE

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THEMES (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

We have a Collegiate calendar linked to School Improvement Plan that includes regular collegiate sessions and planning, assessment and attainment meetings

Data gathered regularly and analysed to inform practice and provide learning experiences for children. Our attainment data is measured for success.

Feedback from staff on analysing data shows an confidence in analysing data has increased

Through ELCC planning meetings staff recognised the need to improve planning together and use of floor books and learning Journeys.Questionnaires given to

Feedback from collegiate sessions

Moderation at school level and increased regular analysis of our data shows an increase in attainment this year.

Spelling, reading, numeracy assessment information

We re-introduced floor books and improved planning times. We have started to moderate Learning Journey's.Feedback from questionnaires show that we need to engage more with family learning

We will extend our self-evaluation approaches to seek more pupil participation and involvement.

We will continue with to engage in on-going moderation within school and extend this to working with our ASG.

Literacy action plans have resulted in improved spelling and reading. Numeracy action plans have resulted in increased in attainmentWe will continue to develop our shared practices within school to include pupil participation and extend practice to working with our ASG.

We will implement the recommendations from EYESO regarding observations and inform families of this process.Continue with process of gathering pertinent data and

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families staff and parents. begin the process of moderation through discussions at regular meetings for planning assessment and attainment.Establish plan for parental engagement for session 18/19Our team is becoming more stable now that our flexi childcare patterns are set from 8.00 to 5.30 including the breakfast club and afterschool club. Consistency in relationships with our pupils and families will improve.

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QI 1.3 Leadership of change








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

We have updated the vision, values and aims of the school. This is framed within the organisational values of Highland Council.

We have a quality assurance calendar in place. We share our school improvement plan with our community.Collegiate calendar is linked to school priorities.

We have started to embed planning for improvement and change. Opportunities for

Our consultation took in the views of pupils, parents and staff and reflects our ambitions for our learners.

Our school improvement plan is uploaded to our school blog. We share the plan with Parents Council and pupilsRegular monitoring of our self-evaluation processes against the Education Scotland Frameworks.Collegiate activities are recorded on templates.PRD process has identified where staff wish to improve practice and also highlights steps for career progressions - actions are put in place to support staff with their ambitions

Improvement plans and

We will continue to develop a shared understanding of our vision, values and aims with our pupils and across our school community.

We will engage more fully with our parents and pupils so that our improvement process takes into consideration parent and pupil voice.We will continue to engage in individual and collegiate reflection within school and extend this to working with other staff in our ASG.We will continue to use the HC recording mechanism for continuing professional learning. We will continue to provide templates for staff for school based collegiate activities.

We will continue to encourage

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change

THEMES (HGIOELC?)

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

Strategic planning for continuous improvement

Implementing

Leadership at all levels are offered.

We have updated the vision, values and aims of the school and ELCC. This is framed within the organisational values of Highland Council.

We have a quality assurance calendar in place.

Staff are aware of the need for continual improvement and the link with self-evaluation processes.

innovations are shared with all staff who are invited to reflect on timeframes, potential barriers and resources needed for implementation that will make a positive impact for our learners.Opportunities for leadership at all levels include after school clubs, blog, development of science, playground, pupil led break time clubs.

We have consulted with staff, parents and pupils.

Our school improvement plan is uploaded to our school blog. We share the plan with Parents Council and pupilsRegular monitoring of our self-evaluation processes against the Education Scotland Frameworks.We have established regular twilight meetings for all staff.PRD process has identified where staff wish to improve practice and also highlights steps for career progressions - actions are put in place to support staff with their ambitions

use of research and practitioner enquiry at all levels.We will increase our opportunities for leadership at all levels.

Throughout the forthcoming session we will embed our vision, values and aims.

We will use the HC recording mechanism for continuing professional learning. We will create opportunities to share good practice on a regular basis through meetings and in-service.We will encourage staff to use non-contact time to continue to visit other centres.

We have a plan for further training and we will continue

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improvement and change

Training from EYESO in planning and observations has meant floor books and learning profiles show more focus on the learning.

to monitor learning profiles to embed consistency in practice across the team.

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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

Our learners are engaged across the school. We updated our positive relationship guidelines. We have established pupil groups and Pupil Led Break Time Clubs.

Teaching is well planned and prepared. We have created a five step lesson plan.Staff and pupils have engaged with the school blog. Assessment for learning and feedback is beginning to feature in learning.

We use a variety of assessments to inform us of where our learners are in their progress.

Learning visits, quality assurance calendar peer visits. Staff, pupil and parental questionnaires, participation in pupil led clubs.Consistent use of our positive relationships guidelines meant that there was a better understanding of what positive relationships look like.

Staff are feeling more confident using lesson design. Quality assurance visits, planning documents,

Tracking, phonological awareness assessments, numeracy trackers, writing

Assessment meetings, Tracking documents, planning.

We will further develop our guidelines in line with HC policy. This will be a policy for all.

We need to ensure that children have more of a say in what they are learning, understand the purpose of their learning and they are provided with challenge.

Writing is a key priority for next session.

We will track across all areas of the curriculum.

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THEMES (HGIOELC?) Learning and

engagement

Quality of interactions

Effective use of assessment

Planning, tracking and monitoring

Tracking documents are regularly used to inform practice. Staff have commented that our use of emerging literacy and Highland Numeracy assessments has provided detailed information for next steps.

Moderation activity has been established at monthly stage planning, assessment & attainment meetings

Staff know the children well and are aware of their needs. Almost all children are engaged in their learning.

All staff have participated in observation training and Words Up training.

Observations and use of developmental overviews highlight areas for staff to focus on.

Staff plan for learningModeration activity is beginning to be established.

Assessment folders

Staff have commented these meetings are helping to develop the shared understanding of a level this is reflected in our data.

Feedback from parental questionnaires, observations, re-introduction of use of floor books.

Next steps in learning profiles.

Developmental overviews are updated regularly and information used to inform next steps

Staff use Highland Council Planning formatLearning profiles are being moderated

We will continue to plan and update our tracking documents regularly.

We will continue to moderate within school and extend this to working with other staff across our ASG

Develop the floor books to ensure that all children are involved in the planning process.

Embed the key messages from Words up training and improve staff skills in questioning to promote thinking.

Begin to use overviews for all pupils.

Engage in planning training with EYESO, plans will reflect benchmarks and include more focussed evaluations.We will engage with other ELC staff to moderate learning profiles.

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QI 3.1 Ensuring

wellbeing, equality

and inclusion








learners?


OTHER INFORMATION


forward?


FROM THESE THEMES (HGIOS4 HGIOELC)) Wellbeing

Fulfilment of statutory duties

Our pupils feel safe at school and feel respected by adults.We have updated our Positive Relationships Guidelines.

Professional update, engagement in collegiate HWB activities.Staff are aware of codes of practice relevant for us as professionals.

Pupil questionnaires, parent questionnaires. Our data shows some children do not have a clear understanding of feeling safe.Implementation of guidelines and impact on relationships across the school. Our behaviour logs show negative behaviours are being dealt with fairly and consistently.Emotional Literacy Audit.Safer internet week.

Feedback from professional engagement, Child Protection Training Update June 18, Child's plan meetings, ASN

We will continue to embrace the Principles of Nurture across the school to promote positive relationships and inclusive attitudes.We are engaging with the positive Relationships Co-ordinator to continue to update our guidelines which reflect HC policy and reflect our policy of Equality and Diversity.Our guidelines will be for all.We will continue to be proactive in modelling positive behaviours.We will begin to engage with Rights Respecting Schools We will begin to incorporate the well-being indicators into our ethos and culture.

Continue to update staff on

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Inclusion and equality We are an inclusive school and

endeavour to ensure all pupils are included.

overview

We implement Resilient Kids, Friendship groups with our CSW, emotional check ins, pupil questionnaires. School based nurture spaces are used by 23% of our pupils. Boxall assessments inform targets and next steps within nurture. Pastoral notes are used. Equality and Diversity Policy in place, anti-bullying week, Money Plus Project, Use of PEF is showing improvements in attainment and well-being.

legislation changes and ensure cycles to training are planned.

We will continue to embrace the principles of nurture across the school and ELCCContinue to develop school based nurture spaces and nurture within classrooms.

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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

Our pupils are making progress in literacy and numeracy. This session there has been a rise in literacy and numeracy in early, first and second levels. All pupils are assessed and any gaps identified are addressed. Staff have increased confidence in understanding of CfE levels using the benchmarks

We have made consistent improvements in literacy, numeracy and HWB since session 16/17We are beginning to moderate regularly and robustly.

We offer many opportunities for our learners to achieve and contribute to the life of the school

We have started to develop a robust approach to identifying readiness for literacy and numeracy through use of Emerging Literacy and HNP and Assessment data, SNSA, AfE, SPP, Numeracy and Literacy trackers

CFE levels 16/17 17/18Reading P1 63% 92%Writing P1 20% 81%Numeracy P1 24% 92%Reading p4 67% 80%Writing P4 67% 79%Numeracy P4 53% 90%Reading p7 58% 95%Writing P7 58% 90%Numeracy 54% 100%

Pupil groups, after school clubs, pupil led break time clubs, John Muir Award, celebrations, swimming, sporting events, music events, Rotary Quiz, P7 Residential

We will continue to:use assessment processes to identify and address any gaps for learners, pupils will begin set targets,use resources bought to best effectincrease opportunities for pupil voice, choice and responsibility for learning.

Ensure attainment is rising across all curricular areas. Our moderation practices will be extended across our ASG.

We will continue to build on these opportunities to include more lunchtime clubs.

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Equity for all learners

THEMES (HGIOELC?) Progress in

communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

Ensuring equity for all children

We have raised attainment in literacy and numeracy with our PEF interventions

ELCC setting is structured to support variety of opportunities for children to engage in literacy and numeracy experiences. Strong focus on HWB has a positive impact on learning and development

Developmental overviews show ourchildren are making progress in learning.Children have a range of opportunities that build on existing learning as they progress through early stage.

ELCC are beginning to recognise and celebrate all achievements including wider achievement.

We have started to audit our use of Learning Profiles.We work in partnership with other agencies.

Data, assessments, trackers, SNSAs

Environments planned and structured appropriately with children engaging in learning.Emotional check ins, parental check ins, parental engagement.

On-going transition links with P1 have proved very positive and children have settled well into P1Planning and assessment meetings

Certificates, displays, parental comments

EAL library, child plan meetings, Speech and Language therapy, Music Matters,Use of overviews to plan next steps

We will continue to ensure equity for all.

Use Emerging Literacy Continuums; continue to implement HNP at early level.

Seek views of ELCC children and parents.

We will ensure we provide more feedback for children on how they are progressing and share this with parents

Continue to develop ways of celebrations and use school blog, Invite parents to join in celebrations.

We will continue to: plan collegiately: develop use of floor books; implement Words Up training;develop our use of learning profiles so they are accessible to children.Use overviews and observations to identify needs.

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ADDITIONAL QI (add more QI tables as required)








learners?


OTHER INFORMATION


forward?


FROM THESE

THEMES Family LearningPlease specify (include themes from HGIOS?4 and HGIOELC? as in tables above for other QIs).

We provided opportunities for parents to be involved in their child's learning.

Our pupil group has started to consult stakeholders on homework

Parental questionnaires, Feedback from and attendance at open afternoons and information sessions shows whilst these were successful, the uptake was limited and we recognise the need for us to develop this aspect of school life, playground development day, book bug sessions, involvement in school trips, whole school walk, library visits for story sharing visits, book week, Read-athon and trophy, stay, play and learn, Polish Heritage day, parents sharing what their job is, CSW holiday clubs, CSW programmes in school, parenting programmes with PMHW, ASN child plan meetings and reviews, Money Plus, we are responsive to

We will re-establish our Parent Council to reflect the diversity of our community.

We will provide opportunities for children and parents to learn together through consultation with our pupils and parents to establish better ways of sharing information which facilitate parents begin able to participate despite their work restrictions.

We will implement our updated homework guidelines when draft is finalised and seek parental comments prior to implementation.

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family circumstances, translators, links with Highland Multicultural Friends - Women's international day

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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.

We have updated our planning formats across the school and established curricular pathways for all curricular areas.All staff are aware of the principles of curriculum design.

We have begun to use our outdoor space to support learning.

Staff are aware of the links between literacy, numeracy and health and

Progression frameworks are in placeUse of benchmarks in frameworks and planning formats,Resources have been purchased to support progress in these areas.Planning conversations and monitoring shows an understanding of curriculum design.

Pupils use the playground and garden regularly for planned tasks. In some classes children extend their learning to spaces beyond the school gates. ELCC are outdoors

We will continue to develop our planning formats at all stages of learning by agreeing standards.

We will continue to develop our understanding of the principles of curriculum design.

All staff to plan and include opportunities for outdoor learning.

All staff and learners will

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wellbeing and digital literacy across the curriculum

everyday

Feedback from staff, monitoring of planning indicates an increase in confidence and consistency of approaches across the school.

evidence within planning and learning the links between literacy, numeracy, HWB and digital literacy.

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.

We have engaged with our parents and local businesses this year to support our learning and teaching.

Parental questionnaires, Feedback from and attendance at open afternoons and information sessions shows whilst these were successful, the uptake was limited and we recognise the need for us to develop this aspect of school life, playground development day, book bug sessions, involvement in school trips, whole school walk, library visits for story sharing

We wish to establish and nurture stronger links with local partners. In particular to support and develop our curriculum, we aim to foster better partnerships with groups that represent the different cultures of our pupils.

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Our partnerships have begun to increase parental engagement in their children’s learning

visits, book week, Read-athon and trophy, stay, play and learn, Polish Heritage day, parents sharing what their job is, CSW holiday clubs, CSW programmes in school, parenting programmes with PMHW, ASN child plan meetings and reviews, Money Plus, we are responsive to family circumstances, translators, links with Highland Multicultural Friends - Women's international day

Increased parental participation and positive feedback from information sessions. Assemblies, questionnaires etc. Links developed with partners.Increased visits to school blog.Homework consultation with staff and pupils.EAL library,

Invite group to attend parent evening, celebrate festivals, share culture stories.

We will consult parents build our homework guidelines to help parents have an awareness and understanding of strategies to support their children in reading, spelling and numeracy

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PART TWO – School Improvement PlanSummary: Key School Improvement Priorities (add further rows if required). The priorities selected should be drawn from the possible improvement activities identified in the Standards and Quality Report. Your improvement priorities should encompass the Early Years Setting as well as the Primary School.Improvement Priority Title Relevant QI(s) and Theme(s)

CURRICULUM Developing Young Workforce, Curriculum Pathways

2.2 Development of the

Curriculum Rationale and Design

MATHEMATICS3.2

Raising Attainment and Achievement

2.2 Learning pathways

LITERACYWRITING, TALKING AND LISTENING

3.2 Raising Attainment and

Achievement2.2

Learning pathways

Complete a detailed action plan for each of these agreed priorities on the following pages (add more pages if required). Please also use the table in Appendix 3 to help with planning for the monitoring and evaluation of improvement activity in terms of measuring impact.

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