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Hurlford Primary School Improvement Plan2017/18

School Improvement Plan HURLFORD PRIMARY SCHOOL AND EARLY CHILDHOOD CENTREHead Teacher GILLIAN CAMPBELLSenior Education Manager CATRINA O’NEILDate Submitted JUNE 17

Session (Date when each year is written)

2017-18

School’s/Centre’s Vision and Values

OUR VISIONAt Hurlford Primary School and Early Childhood Centre, we work together to create a safe, happy and healthy school environment, where everyone has the confidence, motivation and encouragement to be

the best we can be

OUR VALUESAmbition

CommitmentAchievement

TruthTeamworkRespect

At Hurlford Primary School & Early Childhood Centre, we aim to Create a welcoming, safe and secure environment Recognise and celebrate achievement and success Provide a broad, challenging and stimulating curriculum, developing the four capacities Provide high quality learning and teaching, promoting lifelong learning Encourage mutual respect Promote partnership with Parents and the wider community

1

In line with the Standards in Scotland’s Schools etc. Act 2000 (amended 2016), the following checklist is designed to assist Heads of establishment with whole school/centre improvement planning that fulfils statutory duties in accordance with the Act. This must be completed prior to submission.

Consultation on improvement plan includes the following stakeholders:

Completed Content of plan Completed

Children and Young People June 17, as part of self evaluation activity & assembly focus

Takes account of strategic priorities outlined in the education authority’s Annual Plan.

There is clear focus throughout the plan on measures to reduce of inequalities of outcome as a result of socio-economic disadvantage.

Yes

Parent Council and Forum June 17, through questionnaires, parent council meeting (5/6/17)

Takes account of the strategy for parental involvement under section 2 (4A)

Yes

Teachers, practitioners and ALL school/centre staff

June 17, through staff meetings and discussion

An audience-friendly summary of the SIP is available and contained in this document and will be provided to parents, children and young people.

This will be developed for inclusion in school newsletter (Aug/Sept 17)

Volunteers/ Community partners June 17, through stakeholder evaluation

Appropriate cognisance has been made of the links between the plan and the working time agreement for teaching staff

Yes

Local bodies representing teachers, staff, volunteers and any parent bodies further associated to the school/centre.

June 17, McCrone agreement agreed by staff.

Scottish Government Tackling Bureaucracy working group recommendations have been considered when planning for improvement and in the improvement activities specified

Yes

Head Teacher ……G. Campbell HGIOS 4 and HGIOELC are used as the frameworks to inform the content of SIPs

Yes

2

Pupil and parental strategic involvement For session 2017-18 , please describe below how children and young people will be involved in decisions relating to the operation of the school/centre

For session 2017-18 , please describe below how parents will be involved in decisions relating to the operation of the school/centre

Through weekly Thinking Tuesday sessions, consulting pupils within each P1-P7 home circle

Questionnaires to pupils Pupil council/Eco Committee activities

Through Parent council meetings Newsletters Questionnaires /surveys Parent Open days Participation in school activities

3

What actions are required to reach the desired outcome? Who When Learning and Teaching- Self evaluation of learning and teaching in reading - Implementation of North Lanarkshire Active Literacy Kit, focusing on reading, including

o Access to training in using Active Literacy approaches to teaching Phonics (P1-4), Spelling, Reading and Daily Writing (P1-7). Training provided either by North Lanarkshire trainer in May 2017.

o Pre and Post assessment data to be gathered and data used to help determine additional support needs. Further diagnostic assessment can be gathered using the PM Benchmarking tool. +

o Coaching, mentoring and co-op teaching to support the implementation of Active Literacy Phonics, Spelling, Reading and Daily Writing.

o Use the new East Ayrshire Literacy and English Progression Framework to support the planning of learning pathways and to support reliable teacher professional judgements – linking to moderation activities and monitoring and tracking.

- Introduce ‘Word Aware’ - a vocabulary building programme in each class. Working with parents on how they can support this programme.

- Implementation of reading strategies from P1-P7, using ORT/novels/digital literacies to teach reading - Staff participation in reading moderation activities across LC, using the benchmarks- Pupil participation in a range of approaches to engage pupils in reading more e.g. Reading games, DEAR, class libraries,

GIGLETS, Homelink bags, bookbug, etc.- Parent sessions to share reading strategies to enable parents/carers to support pupils at homeLiteracy Lab- Allocated nurturing space for the development of literacy using a multisensory, fast track approach to teaching phonics and

reading, particularly focused on SIMD 1 and 2 children and ASN pupils for support/challenge activities- Pupil participation in specific programmes e.g. CLG, 5 min box, etc- Parents/carers workshops/ meetings to support parents/carers as leaders of learning at home with reading - One to one family support for target families and sibling groups

Pupils, staff and Parents/carers

All staff

Pupils, as appropriate

All staff

Pupils, staff

Pupils, staff and Parents/carers

Pupils, staff

Pupils, staff and Parents/carers

Pupils, staff and Parents/carers, as appropriate

May 17

17-18

17-18

17-18

17-18

4

Improvement Priority 1 Improved attainment in reading at all stages, with 85 % pupils achieving appropriate levels in reading at P1, P4

and P7, with a particular focus on SIMD 1 and 2, by June, 18. Further develop literacy pedagogies to enhance pupils’ comprehension and word attack skills. Increased parental engagement focusing on the development of pupils’ comprehension and word attack skills.

Rationale for improvement priority based on evidence

Identified need to improve attainment in reading and develop consistency across stages

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)

What actions are required to reach the desired outcome? Who When Review assessment procedures in line with new Benchmarks for summative and formative

assessment. Review and modify FAB pupil profiles, in light of new Benchmarks, for each level.

Further develop the use of e-portfolios for learning logs.

Re-introduction of pupil learning targets shared with parents/carers

Develop moderation processes, in line with National Guidance and local procedures, taking a more holistic view for each level.

Continue to use SEEMIS to track pupil progress.

Implementation of Standardised Assessments at P1, P4 & P7

Pupils/Staff/SMT

Staff/SMT

Pupils /staff/SMT

Pupils/Staff/Parent/Carers

Staff/ Education Group

Staff /SMT

Staff /SMT/Pupils

Term 1

Term 1

Ongoing

17-18

Ongoing

17-18

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Improvement Priority 2 Further development of assessment procedures, to include use of final benchmarks in Literacy, Numeracy

and HWB, in order to ensure consistent assessment and tracking of pupil progress locally and nationally. Further involvement of pupils in self and peer assessment activities, including the use of Benchmarks in

Literacy, Numeracy and Health and Wellbeing. Further develop moderation procedures to include a holistic approach to assessing a level and involving staff

in local moderation activities, in order to ensure consistent assessment and tracking of pupil progress locally and nationally.

Rationale for improvement priority based on evidence Identified need to review assessment process to include use of finalised benchmarks.Need to develop a holistic view to attaining a level in moderation

NIF Priorities

Improvement in attainment, particularly in literacy and numeracy

NIF Driver Assessment of children’s progress Teacher professionalism

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)

What actions are required to reach the desired outcome? Who When Implementation of EAC 3-18 Mental Wellbeing Support Materials from ECC – P7. Implementation of new EA HWB progression framework from ECC – P7. Application made to Food for thought fund ( approx. £3000) ) Further development of Interdisciplinary links, made with Food education from ECC –P7 Developing our outdoor space to include an allotment area for growing vegetables, etc. Implementation of P7 ‘working kitchen’ project, learning about careers in food health industry, as

well as food hygiene and healthy food choices. They will share their learning with the rest of the school through assemblies and a wall display which will incorporate aspects of digital learning.

Participation in ‘Farm to Fork’ project – ECC-P7 Development of rotational Afterschool club ‘Hurlfood club’ involving pupils, learning about food

hygiene, the journey of food, how to make simple snacks and dishes, following recipes, and creating their own recipes.

Development of links with wider community to support our development of ‘Food education’ Pupil involvement in a range of competitions/ mini enterprise projects

All staff/pupilsAll staff/SMTPT /Ms SteedmanAll staff

Pupils/staff / Kate Dickens, Dean Rangers Parents/carersP7 staff/PT/kitchen staffAll classes/ Pamela White, TescoPT, pupils, Parents/carersSMT/staff

Pupils/ Parents/carers/Staff

Terms 2/3

May 17

17-18

17-18

Terms 2/3

Terms 3/4

Terms 3/4

17-18

6

Improvement Priority 3 Implementation of EAC 3-18 Mental Wellbeing Support Materials, in order to raise awareness of mental

wellbeing and help pupils look after their mental health Implementation of new HWB progression framework (including Benchmarks), to ensure progression of skills,

knowledge and understanding across HWB for all pupils. Development of Food education, providing increased engagement of pupils’ learning about food, growing food

and cooking, in order to encourage children to apply their knowledge to improve their Health and Wellbeing.

Rationale for improvement priority based on evidence Need to implement new HWB benchmarks, development ofEA HWB progression framework.Refurbishment of school and playground, allowing new opportunities for developing Food education.

NIF PrioritiesImprovement in children and young people’s health and wellbeing

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)

What actions are required to reach the desired outcome? Who When Increased staff/pupil familiarisation and consistent use of range of MTV strategies from P1-P7, to

enhance learning and teaching

Share strategies with Parents/carers to raise awareness of ‘Making Thinking Visible’ approach.

All staff ( leads- Miss Frew, Mrs Cuthbertson, Mrs Carey)

17-18

7

Improvement Priority 4 To enhance pupils’ learners experiences, by implementing a range of ‘Making Thinking Visible’ strategies

within P1-P7 classes, in order to enhance pupil’s understanding and confidence in talking about their learning.

Rationale for improvement priority based on evidence This was started in session 16-17, further develop throughout the school.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracy

NIF Driver Assessment of children’s progress Teacher professionalism

HGIOS/ HGIOSELCC QI’s for self-evaluation

(see appendix)

Appendix 1 - HGIOS 4

LEADERSHIP & MANAGEMENT LEARNING PROVISION SUCCESSES AND ACHIEVEMENT

How Good is our leadership and approach to improvement?

How good is the quality of the care and education we offer?

How good are we at ensuring the best possible

outcomes for all our learners?

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3self

evaluation for self

improvement

leadership of learning

leadership of

change

leadership&

management of staff

management of resources to promote

equity

safe-guarding& child

protection

curriculum learning, teaching &

assessment

personalisedsupport

family learning

transitions partnerships improvingwellbeing

& inclusion

raising attainment & achievement

increasingcreativity

& employability

Reading

Assessment & moderation –

HWB priorities

Communication Friendly centresMaking Thinking

visible

Appendix 2 - Evidence of Impact against outcomes for learners 8

Evidence

Improvement Priority 1

Improvement Priority 2

Improvement Priority 3

Improvement Priority 4

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