cunningsburgh school · the cunningsburgh school improvement plan 2014/15 identified five...

Cunningsburgh School

Standards and Quality

Report 2014/15 &

School Improvement

Plan 2015/16

Contents Page

The school and its context 2

Vision, values and aims 4

Special events and achievements 5

Gathering evidence 7

Progress on 2014/15 Development Areas 8

Local and National Perspectives 9

School Improvement Priorities for 2015/16 14

Appendix 1 - Completed Annual Action Plans 2014/15

Appendix 2 - Annual Action Plans 2015/16

The school and its context

Cunningsburgh Primary School is situated in the village of Cunningsburgh, a rural community

roughly 10 miles south of Lerwick. The school serves the communities of Quarff, Fladdabister

and Cunningsburgh and is an associated primary of Sandwick Junior High School. It is non-

denominational and caters for pupils at all primary stages. Over the course of the session, the

roll in session 2014-15 increased from 80 to 83 and 17 going up to 19 children were enrolled in

the nursery.

The school’s head teacher is Ms Samantha Wishart, who took up the post on a permanent

basis in August 2012.

There were four composite classes made up as follows:

Primary 1/2 Miss Jessie-May Hunter

Primary 3 Mrs Anita Dade

Primary 4/5 Mrs Fiona Johnson and Mrs Clare Anderson

Primary 6/7 Mrs Sarah Adamson (August to October) and Miss Marie Irvine (October to

July)

Miss Samantha Wishart undertook the role of nursery teacher as part of the head teacher

teaching commitment from August to April. Mrs Chole Kerr took up the post on a permanent

basis in April. Mrs Wendy Malcolmson was the Early Years Worker until October following

which, Miss Ashley Falconer provided temporary cover until Mrs Rachel Hewitt started

permanently in post in April. The Early Years Assistant was Mrs Tracey Malcolmson and Mrs

Carrie Morrison provided additional support in the setting.

The Additional Support Needs teachers were Miss Samantha Wishart, Mrs Angela Smith

(temporary while Miss Wishart was in the nursery) and Mrs Vaila Stevenson.

The school continued to have one Learning Support Assistant post, with Mrs Kay Adamson and

Mrs Sheila Halcrow working on a job share basis, whilst also undertaking playground and

lunchtime supervisory duties. Learning Support Workers were Mr Paul Rivett, Mrs Sheila

Halcrow and Miss Stacey Sandison. Mrs Carrie Morrison provided additional supervisory cover

over lunchtimes and Mrs Janis Adamson continued as the school’s Clerical Assistant.

In the kitchen, Mrs Joanne Sutherland continued as Senior Kitchen Assistant. Mrs Val

Williamson and Mrs Karen Smith continued as Kitchen Assistants.

Mrs Brenda Williamson and Mrs Val Williamson continued as head cleaner and cleaner

respectively. Mr Ian Williamson was janitor for four hours per week, out with school time,

until October. Mr Steven Malcolmson continued as janitor for 10 hours per week, picking up

the additional 4 hours from October.

A number of visiting specialists continued to support the school.

Art and Design - Mrs Fiona Burr

Music - Mrs Shyrleen Pottinger

Physical Education - Mrs Joan Smith

Music tuition was also provided:

Piano - Mrs Moira Peterson

Fiddle - Ms Eunice Henderson

Woodwind - Mrs Jane Morton

Guitar - Mr Stevie Hook, supported by the Youth Music Initiative

Each class received 30 minutes of swimming over a six week period from Mrs Joan Smith at

the South Mainland Pool in Sandwick. Whilst in Sandwick the children were able to visit the

Library at Sandwick Junior High School. Religious observance was provided through the

schools assembly programme with regular visits from Rev Charlie Greig and Alasdair

MacPherson.

The school continued to have a very active and supportive parent council. Mrs Shona Wishart

continued on as Parent Council Chair and Mrs Fiona Reid took on the role as treasurer. Ms.

Kimberly Smith continued as clerk.

Vision, values and aims

Following consultation with pupils, staff and parents, the school’s vision, values and aims were

updated in 2013.

Vision

To ensure our children develop the knowledge, skills and attributes they need to achieve their

fullest potential in learning, life and work.

Values

Underpinned by the values of Curriculum for Excellence, our values are:

Inclusion, Engagement, Achievement

Aims

1 - The Curriculum – To implement a high quality curriculum, based on shared values and

learner entitlements, which takes account all planned learning experiences and covers all

curricular areas.

2 - Learning, Teaching and Assessment - To employ a broad range of teaching, learning and

assessment approaches that engages our pupils, meets their needs and enables them to

demonstrate progress and achievement.

3 - Personal Support and Challenge – To enable everyone to reach their fullest potential by

providing personal support and challenge and making best use of partnership working.

4 - Leadership – To empower the school community to contribute fully, ensuring everyone is

included, has opportunities for personal achievement which are recognised and valued and is

committed to school improvement through self evaluation.

5 - Management - To ensure the health, safety and wellbeing of everyone within our school

community and provide the information, training and resources that is needed across all

aspects of school life.

Projects, activities, events and achievements

Over the course of 2014/15, Cunningsburgh School successfully organised and took part in a

wide range of planned projects, activities and events which provided rich learning experiences

for our pupils. Some highlights are listed briefly below.

Parents Open Mornings / Afternoons - Each class organised an open morning / afternoon, during

which parents were invited into the classes to see what the children had been learning. There was an

extremely positive response from parents who, in their feedback, said that they felt it was a valuable

insight into how their children were learning in the classroom and beyond.

Whole School Project Groups – The whole school was divided into five cross school project groups,

which came together to work on a focused task. These were; the production of a walking and cycling

routes leaflet for the area, the organisation of a ‘Winter Ball’ for the school, a new mural for the

school entrance, the development of the school grounds and a school fundraising group.

Education Scotland, Assessing Progress and Achievement Science Exemplar’s – The school was

involved in developing examples of good practice in relation to assessing progress and achievement

in science. Our work was approved and published on the Education Scotland website. These

exemplars will be used by practitioners all over Scotland.

African Welly Walk – The nursery class organised an African Welly Walk, in which the whole school

took part. A total of £112 was raised for Farm Africa.

Jeans for Genes Day – Primary 3 raised awareness of genetic disorders by organising different

information and fundraising activities for Jeans for Genes Day. A total of £205.64 was raised which

will help improve the quality of life for children affected genetic disorders.

School Choir – Our school choir has had a busy year, performing for a number of different groups

within our community including the Overtonlea Day Care Centre, WRVS and the South Mainland

Cancer Support Group.

Christmas Jumper Day – Primary 1/2 organised Christmas Jumper Day. Staff and pupils were asked to

come to school wearing a Christmas Jumper and make a donation to Save the Children. Additional

activities were also organised and £111.01 was raised for Save the Children.

Christmas Show - The whole school was involved in staging their own Christmas show, ‘The Musical

of Musicals’ for delighted parents, families and friends.

Lerwick Up-Helly-A’ Trip – The whole school visited Lerwick at the end of January to view the

morning Up-Helly-A’ procession. In addition, a number of the classes attended the Shetland Museum

to take part in a series of Viking themed workshops.

SMUHA – Following the Jarl’s Squad visit, the children in Primary 4-7 replicated the evening by doing

a variety of different ‘acts’ followed by a dance in which the whole school participated. The children

then made the trip to Dunrossness to take part in the junior procession and galley burning.

Euro Quiz – A team from the school took part in the Euro Quiz event at Islesburgh. The team did

exceptionally well coming a credible 3rd place, just one point behind the second placed team.

Children in Need – This year’s Children in Need events were organised in full by the pupils from

primary 6/7. A grand total of £330.00 was raised.

World Book Day – Primary 4/5 organised World Book Day for the school which included a wide

variety of reading and book related activities resulting in £72.00 being donated Book Aid.

Lunchtime Knitting Club - A weekly lunchtime knitting club, run by grandparents and parents for

pupils in primaries 4-7. The club was extremely well attended and those taking part really developed

their skills.

After School Netball – Miss Hunter and Miss Irvine ran an after school netball club for children in

primaries 4-7. A total of 15 girls took part.

Class Assemblies - Every class in the school put on their own assembly for the rest of the school and

their families. This allowed the children to show some of what they had been learning.

Da Voar Redd Up – Children from across the school took part in the annual Voar Redd Up, by picking

up litter from the area around the school. In total xx bags were collected and the school will receive a

small donation for their efforts.

Scottish Opera - Warriors, The Emperor’s Incredible Army - Pupils in Primaries 5, 6 and 7 took part in

a Scottish Opera project, funded by the Youth Music Inititative. The project culminated in an

impressive performance at Sandwick Junior High School, which was watched by parents, families and

friends.

Loch Insh Residential Trip - Pupils in primary 7, along with their peers from Sandwick and

Dunrossness, visited Loch Insh Water Sports Centre for a week long residential. The aim is to bring the

pupils together before they transition to the Secondary Department at Sandwick.

Showcase - The whole school was involved in putting on a ‘showcase’ of some of the highlights from

the 2014/15 year. Families and friends of the school came along to watch the different performances

from the year. It was a superb end to a successful year.

Gathering evidence

In order to evaluate our progress, evidence from a wide range of sources has been used:

Quantitative Data

Budget reports

ScotXed Annual Return

Parent evening attendances

Tracking Sheets

Attendance data

People’s Views

Annual Action Plan Quarterly Progress Reports

Teaching Staff Questionnaires – August 2014

Support Staff Questionnaires – August 2014

Staff Meeting / Staff Development Time Minutes / Work

Parent Questionnaires – August 2014

Parent Consultation and dialogue at Parent Council Meetings

Pupil Questionnaires – August 2014

Pupil Consultation Exercises / Pupil Council

Pupil Progress Meetings

Feedback on Planning / PLPs and Work Scrutiny / Classroom visits

Staff Professional Reviews

Direct Observation

Minutes of Staff Meetings

Minutes of Parent Council Meetings

Personal Learning Plans / Learning stories

IEPs, GIRFEC plans and other ASN plans and assessments.

Reports to Parents

Teachers’ Plans

Record of Quality Assurance visits from Quality Improvement Officer

Risk Management Audit

Website / Newsletters

School / SIC policies and procedures

Assembly programme

Observation of teaching and learning

Timetables

ASN Audit 2015

Progress on 2014/15 Development Areas

The Cunningsburgh School Improvement Plan 2014/15 identified five development areas for

the session. For each of these areas, an action plan was created that identified the task to be

undertaken, implementation strategies, resources and leadership, success criteria and impact

on learners, and monitoring and evaluation strategies. Action plans were monitored on a

quarterly basis, in line with the school’s quality assurance monitoring calendar and the

progress to date and next steps identified.

Appendix 1 shows the completed action plans for 2014/15 which details progress made.

Local and National Perspectives

In setting our school improvement priorities for 2014/15, national and local perspectives have

been considered, including those detailed below.

1 - The five National Priorities in Education

National Priority 1 - Achievement and Attainment

To raise standards of educational attainment for all in schools, especially in the core skills of

literacy and numeracy to achieve better levels in national measures of achievement including

examination results.

National Priority 2 - Framework for Learning

To support and develop the skills of teachers, the self discipline of pupils and to enhance the

school environment so that they are conducive to teaching and learning.

National Priority 3 - Inclusion and Equality

To promote equality and help every pupil benefit from education, with particular regard to

pupils with disabilities and special educational needs and to Gaelic and other lesser used

languages.

National Priority 4 - Values and Citizenship

To work with parents to teach pupils respect for self and one another and their

interdependence with other members of their neighbourhood and society and teach them the

duties and responsibilities of citizenship in a democratic society.

National Priority 5 - Learning for Life

To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a

changing society and to encourage creativity and ambition.

2- The relevant Curriculum for Excellence entitlements and the focused areas for progress

reporting to the Curriculum for Excellence Management Board

Entitlement 1 - Every child and young person is entitled to experience a curriculum which is

coherent from 3 to 18

Well planned, joined-up learning within the four contexts of learning

Smooth and well-paced progression in learning

Smooth transitions

Entitlement 2 - Every child and young person is entitled to experience a Broad General

Education (up to end of S3)

Provision of Experiences and Outcomes across curriculum areas

Active and engaging learning and teaching

Assessment and learning supporting breadth, challenge and application

Progression through the CfE levels

Achievements recorded in P7 and S3 profile

Entitlement 4 - Every child and young person is entitled to develop skills for learning, life and

work, with a continuous focus on literacy and numeracy, and health and wellbeing

Skills for learning, life and work

Literacy and numeracy

Health and wellbeing

World of work, enterprising activities and culture

Entitlement 5 - Every child and young person is entitled to personal support and challenge to

enable them to gain as much as possible from the opportunities which CfE can provide

Learners reviewing learning and setting goals

Enrichment and challenge around additional support needs

Learners identifying and planning opportunities for personal achievement

Partnership working to support learners

3 - The School Service Priorities for 2015/16

Including,

A commitment to Tackling Bureaucracy

Development of Early Years Provision

The development of the Broad General Education phase

The 1+2 Modern Languages Initiative, in line with the SIC strategy on 1+2

Leadership and professional learning opportunities for teaching staff within schools

The development of nurture groups and nurturing approaches within schools

4 - Cunningsburgh School Three Year Curriculum Plan 2013-2016

In particular,

The development of the school’s science programme

A review of inter-disciplinary learning across the school

Opportunities for outdoor learning and creativity

Review the curriculum in relation to ‘breadth’ and ‘coherence’.

School Improvement Plan Priorities 2015/16 In fully considering our progress, our achievements and successes, the following areas have

been identified as improvement priorities over the next year.

1 - The Curriculum – To implement a high quality curriculum, based on shared values and

learner entitlements, which takes account all planned learning experiences and covers all

curricular areas.

To refresh and develop our Science programme, with a focus on the development of core

skills.

To refresh and develop our RME programme.

To produce a shared strategy for the development of Mathematics and Numeracy across

the school.

To review the curriculum in relation to the design principles – breadth and coherence.

2 - Learning, Teaching and Assessment - To employ a broad range of teaching, learning and

assessment approaches that engages our pupils, meets their needs and enables them to

demonstrate progress and achievement.

To develop assessment to support breadth, challenge and application in Listening and

Talking, Science and Social Subjects.

To consider how to take forward child led learning and planned play in the Early Years,

including primary 1.

To review interdisciplinary learning across the school community, in line with our

curriculum rationale, and implement improvements.

To review personalised learning across the school community, in line with our curriculum

rationale, and implement improvements.

3 - Personal Support and Challenge – To enable everyone to reach their fullest potential by

providing personal support and challenge and making best use of partnership working.

To consider the use of Mindfulness at a nurturing approach across the school community.

To review and develop partnership arrangements to enhance and support learning.

4 - Leadership – To empower the school community to contribute fully, ensuring everyone

is included, has opportunities for personal achievement which are recognised and valued

and is committed to school improvement through self evaluation.

To evaluate the impact of work undertaken on developing assessment to support breadth,

challenge and application.

To undertake a comprehensive self-evaluation using HGIOS4

To identify leadership opportunities for staff.

Undertake a self-evaluation in relation to Learning for Sustainability in order to identify

which areas to take forward over the next three year development plan.

5 - Management - To ensure the health, safety and wellbeing of everyone within our school

community and provide the information, training and resources that is needed across all

aspects of school life.

To implement improvements to working practices in line with our review of

recommendations in the Follow Up Report on Tackling Bureaucracy.

To improve the school website.

To implement new clerical systems to support budget and staff management.

To revise Health and Safety practices to ensure compliance with current legislation and

guidance.

To consider solutions to space issues with the school building.

These priorities will be implemented through our annual action plans which can be found in

Appendix 2.

Annual Action Plans 2014/15 Completed

Aim 1 – The Curriculum

To implement a high quality curriculum, based on shared values and learner

entitlements, which takes account all planned learning experiences and covers

all curricular areas.

Quality Indicators:

1.1, 2.1, 2.2, 4.1, 4.2, 5.1, 5.2, 5.5, 5.7

Learner Entitlements:

1, 2, 4, 5

Tasks Implementation strategies Resources and who will lead

developments

Success criteria and impact

on learners

Monitoring and evaluation Progress to date / next

steps

To create and embed a

shared strategy for the

development of Literacy

across the school.

Review the principles and

practice papers.

Audit current practice.

Identify improvements.

Implement improvements.

Produce guidance.

Head teacher to lead.

3 hours teaching staff

development time and then

follow up work.

Shared strategy agreed and

embedded in practice.

Learners will benefit from

smooth progression and

achievement across the

curriculum.

Head teacher will monitor

through the school’s quality

assurance monitoring

activities.

Language and Literacy strategy

completed and shared.

To consider how to better

plan for and record personal

achievements and develop

ways to help children

recognise the skills they are

developing through these.

Review Building the

Curriculum 4 and Education

Scotland Advice including

relevant documentation e.g.

Amazing Things

Identify plan.


Produce guidance.



follow up work.

Guidance for planning and

recording personal

achievements in place.

Learners will benefit from a

better understanding of the

skills they are developing

though personal

achievements.




activities. Full evaluation of

impact may be considered in a

future session, once

embedded.

Plan has been developed, shared

with parent council and ready for

implementation August 2015.

To review the curriculum in

relation to the design

principles - depth,

personalisation and choice

(from previous year) and

challenge and enjoyment,

progression and relevance.

Examine each principle and

audit current provision.

Agree and implement

improvements.


Development Time.

Use Education Scotland

Resources - Evaluating and

Improving our Curriculum.

Curriculum is designed on

these principles.

Evidence of learners

benefiting from these design

principles across the

curriculum.

Head teacher will monitor and

evaluate through the school’s

existing quality assurance

monitoring activities.

Development time:

Personalisation and choice - 22nd

Jan 2015

Progression - 23rd April 2015

Challenge and enjoyment /

relevance - 1st June 2015

Aim 2 – Learning, Teaching and Assessment

To employ a broad range of teaching, learning and assessment approaches that

engages our pupils, meets their needs and enables them to demonstrate

progress and achievement.

Quality Indicators:

1.1, 2.1, 5.2, 5.3, 5.4, 5.5, 5.7


2, 4, 5


developments


on learners

Monitoring and evaluation

Progress to date / next

steps

To improve feedback on

learning and the

identification of next steps.

Staff CPD session

Discussion of good practice.

Creation of materials to

support practice.

Head Teacher to lead.

½ hour CPD session during

development time.

½ hour staff update during

development time.

Children use feedback to

make improvements.


increased engagement in the

learning process.


evaluate through normal

quality assurance activities

including class observations,

discussions with pupils and

staff and work scrutiny.

Development time - 19th Feb 2015

Head Teacher will include

expectations within teaching

staff briefing for next session.

To review enterprising

learning and collaborative

learning across the school.

Undertake an evaluation of

current practice.

Identify and implement

improvements.


2 hour staff development

time plus follow up work.

More consistency across the

school.

Children will benefit from

enriched teaching and

learning across the school.



quality assurance monitoring

activities including class

observations and discussion

with pupils and staff and fully

evaluate impact on learners.

Development time:

Enterprising learning - 2nd Mar

2015

Collaboartive Learning – 4th May

2015

Outcome of review to be

considered in School

Improvement Plan 2015/16

To develop assessment to

support breadth, challenge

and application.

CPD session to examine

current resources and

material.

Identification of practice

within the school.

Creation of guidance for staff.


3 hours staff development

time.

Assessment being used

across the school to support

breadth, challenge and

application as well as pupil

progress.

Learners will have the

opportunity to demonstrate

their learning is secure.


using existing quality assurance

activities.

Full evaluation in relation to

impact on learners to take

place during 2015/16.

Six moderation meetings set to

consider assessment in more

detail.

Reading Moderation complete.

Number Moderation complete.

RME Moderation complete.

Identify moderation plan for

2015/16 looking at:

Listening and Talking

Beyond Number

Science

Aim 3 - Personal Support and Challenge

To enable everyone to reach their fullest potential by providing personal

support and challenge and making best use of partnership working.

Quality Indicators:

1.2, 1.2, 2.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8


2, 5


developments


on learners


steps

To brief all staff in relation

to our shared responsibility

for equality, inclusion and

access.

Staff briefing.


changes as necessary.

Head teacher / ASN teacher

to lead.

Changes implemented. Head teacher will monitor and



activities.

Completed - April In-service- 13th

Apr 2015

To review home learning

activities and create a clear

policy statement.

Revise current practice.

Examine examples from other

schools and recent guidance.

Identify improvements and

implement.

Produce a policy.

Head teacher to lead. Shared strategy in place

across the school.


improved home learning

activities.




activities.

Draft policy created and

approved by staff and parent

council. Implementation August

2015.

To improve systems for

pupils to review and set

personal goals / targets and

identify next steps in

learning.

Review current practices.

Produce plan.

Implement across the school.



time.

Plan implemented.

Learners benefit from

improved reviewing and

setting of personal targets

and goals.




activities.

Development time - 12th Jan 2015

HT to set out current situation

from meeting to discuss during

development time 19th February

2015.

Head teacher to set out

expectations in advice to staff for

next session.

Aim 4 - Leadership

To empower the school community to contribute fully, ensuring everyone is

included, has opportunities for personal achievement which are recognised

and valued and is committed to school improvement through self evaluation.

Quality Indicators:

1.2, 6.1, 6.2, 7.3, 8.2, 8.4, 9.2


1, 2, 4, 5


developments


on learners



steps

To develop teacher self

evaluation linking to the

Professional Standards and

Professional Update.

Undertake CPD in line with

Professional Update.

Head teacher to lead. Teachers self evaluate using

professional standards.

Learners benefit from

continual professional

development of staff.



PRD processes.

All staff have completed a PRD in

line with Professional Update.

Teacher self evaluation embedded

in practice.

To audit parents with regard

to after school clubs.

Create ‘Survey Monkey’ to

assess needs and

opportunities.

Implement relevant outcomes.

Head teacher to lead. Audit completed.

Learners benefit from access

to after school clubs.




activities.

Discussed at parent council

meeting. Difficulties associated

with afterschool clubs, particularly

transport. School to continue to

consider after school provision as

opportunities arise. This year,

knitting and netball has been very

successful.

Aim 5 - Management

To ensure the health, safety and wellbeing of everyone within our school

community and provide the information, training and resources that is needed

across all aspects of school life.

Quality Indicators:

5.6, 7.3, 8.2


1, 2, 4, 5


developments


on learners


steps

To improve staff

communication throughout

the school.

Brainstorm aspects of staff

communication that need

improved.


improvements.


Support staff involvement.

Whole staff implementation.

Staff report improved

communication.

Learners benefit from more

consistency across staff.




activities, including the annual

staff questionnaires.

Whole staff meeting - 3rd Nov

2014. Follow up 12th Jan 2015.

Feedback from staff indicate an

improvement in this area. Head

teacher to continue to monitor

closely and identify areas for

improvement.

To develop opportunities for

collaborative planning and

dialogue and sharing good

practice amongst staff.

Building on the Moderation

Plan, identify possible

opportunities.

Discuss as staff group and

identify a plan.

Implement and evaluate.


1 hour teaching staff

development time.

Annual staff development

reviews.

Teaching staff report

improved outcomes from

collaborative planning and

dialogue and sharing good

practice.

Learners benefit from up

skilling teaching staff.

Head teacher to monitor

through PRD processes and

staff questionnaires.

Moderation meetings - 6 a year.

Opportunities to share practice

through development time e.g.

target setting and review - good

practice in school.

Staff more open to sharing

practice.

Peer observations among staff.

To improve the school

website.

Across school community,

identify improvements to be

made.

Set down staff responsibilities.

Evaluate progress /

improvements.

Head teacher to lead during

staff meetings.

Website will be more up to

date and relevant.


improved communication

through the website.


evaluate as part of the

school’s monitoring activities.

Transferred to 2015/16 plan.

MI and SH to lead.

To implement a shared

conflict resolution cycle

across the school.

Identify conflict resolution

cycle.

Share with pupils and staff.

Create a display for pupils and

staff to refer to.

Evaluate impact.

Head teacher to lead. Conflict resolution cycle in

place across school.

Learners benefit from a

shared strategy.




activities, including the annual

questionnaires.

Completed and being

implemented.

Additional developments undertaken:

- Familiarisation with new French online resource.

- Introduction of Sumdog as a homework resource.

- Self-evaluation of ‘Tackling Bureaucracy’ Follow Up Report.

- Curriculum Rationale developed.

- CfE experiences and outcomes delivered through whole school approaches identified and accounted for in tracking coverage.

- Shared Strategy for Health and Wellbeing updated.

- Implemented the use of GIRFEC paperwork for ASN.

Annual Action Plans 2015/16

Aim 1 – The Curriculum

To implement a high quality curriculum, based on shared values and learner

entitlements, which takes account all planned learning experiences and covers

all curricular areas.

Quality Indicators:

1.1, 2.1, 2.2, 4.1, 4.2, 5.1, 5.2, 5.5, 5.7


1, 2, 4, 5


developments


on learners


steps

To refresh and develop our

Science programme, with a

focus on the development

of core skills.


practice papers.



improvements.

Incorporate into Curriculum

Rationale.




follow up work.

Refreshed programme in

place.

Allows a more coherent

approach to learning,

teaching and assessment to

ensure the progressive

development of knowledge

and skills.





To refresh and develop our

RME programme.


practice papers.



improvements.

Incorporate into Curriculum

Rationale.




follow up work.

Refreshed programme in

place.

Allows a more coherent

approach to learning,

teaching and assessment to

ensure the progressive

development of knowledge

and skills.





To produce a shared

strategy for the

development of

Mathematics and Numeracy

across the school.


practice papers.


Identify improvements.


Produce strategy.




follow up work.

Shared strategy agreed and

embedded in practice.


smooth progression and

achievement across the

curriculum.




activities.

May get done before July 2015!

To review the curriculum in

relation to the design

principles – breadth and

coherence.

Examine each principle and

audit current provision.

Agree and implement

improvements.


Development Time.

Use Education Scotland

Resources - Evaluating and

Improving our Curriculum.

Curriculum is designed on

these principles.

Evidence of learners

benefiting from these design

principles across the

curriculum.





Aim 2 – Learning, Teaching and Assessment

To employ a broad range of teaching, learning and assessment approaches that

engages our pupils, meets their needs and enables them to demonstrate

progress and achievement.

Quality Indicators:

1.1, 2.1, 5.2, 5.3, 5.4, 5.5, 5.7


2, 4, 5


developments


on learners



steps

To develop assessment to


and application in Listening

and Talking, Science and

Social Subjects.

CPD session to examine

current resources and

material.

See Moderation Guidance

2015/16.


Teaching Staff Moderation

Meetings.

Assessment being used

effectively across the school.

Learners will have the

opportunity to demonstrate

their learning is secure.



activities.

To consider how to take

forward child led learning

and planned play in the

Early Years, including

primary 1.

Explore Building the Ambition.

Visit other Early Years

Settings.

Professional dialogue with

practitioners.


improvements.

Early years staff to lead.

(JMH, CK)

3 hours staff development

time.

Child led learning is evident

within the Early Years

classes.

Children demonstrate more

confidence to take the lead

in their own learning.



activities.

To review interdisciplinary

learning across the school

community, in line with our

curriculum rationale, and

implement improvements.

As a staff group, undertake a

self-evaluation of current

practice in line with CfE

Briefing 4.


improvements.



time.

More effective use of

interdisciplinary learning

opportunities.

Improved depth of learning,

use of skills in transferable

ways, application of learning.



activities.

To review personalised

learning across the school

community, in line with our

curriculum rationale, and

implement improvements.

As a staff group, undertake a

self-evaluation of current

practice in line with CfE

Briefing 5.


improvements.



time.

Shared understanding of

personalised learning across

school community.

Learner’s needs are being

met more fully.



activities.

Aim 3 - Personal Support and Challenge

To enable everyone to reach their fullest potential by providing personal

support and challenge and making best use of partnership working.

Quality Indicators:

1.2, 1.2, 2.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8


2, 5


developments


on learners


steps

To consider the use of

Mindfulness at a nurturing

approach across the school

community.

Undertake reading and CPD in

relation to the benefits of

Mildfulness for pupils and

staff.

Undertake relevant training.

Identify appropriate resources

to support.

Implement.

Head teacher / ASN teachers

to lead with support from

LSW / LSA staff.

Parent Council involvement.

Improvements implemented.

Staff, parents and pupils

indicate positive impacts for

pupils.




activities.

To review and develop

partnership arrangements to

enhance and support

learning.

Read advice from Education

Scotland regarding good

practice.

Self-evaluate current situation

and identify improvements.

Consider the use of a record of

possible partnerships to enrich

learning.



time.

Partnerships used effectively

to enrich and support

learning.




activities.

Aim 4 - Leadership

To empower the school community to contribute fully, ensuring everyone is

included, has opportunities for personal achievement which are recognised

and valued and is committed to school improvement through self evaluation.

Quality Indicators:

1.2, 6.1, 6.2, 7.3, 8.2, 8.4, 9.2


1, 2, 4, 5


developments


on learners



steps

To evaluate the impact of

work undertaken on

developing assessment to


and application.

Use CfE Briefing paper 2 to

evaluate current situation in

relation to assessing progress

and achievement.


Head teacher to lead. Shared approach to

assessment implemented

across the school which

supports progression and

achievement.




activities.

To undertake a

comprehensive self-

evaluation using HGIOS4

Working through all of the

HGIOS quality indicators in

order to gain a clear picture of

the improvements made since

2012 as a result of curriculum

plan 2013-2016.


Improvements over time

recorded.

New a curriculum plan for

2016 – 2019 produced.




activities.

May 2016

To identify leadership

opportunities for staff.

Discuss at PRDs.

Record in PLPs.

Implement and review

progress.


Staff development time.

Staff carry out a range of

leadership opportunities that

supports their professional

development.


evaluate through the PRD

arrangements.

Undertake a self-evaluation

in relation to Learning for

Sustainability in order to

identify which areas to take

forward over the next three

year development plan.

Use the ‘Opening up Great

Learning’ Resource to develop

understanding about Learning

for Sustainability, review

existing practice and create a

plan on who to take forward a

whole school and community

approach to LfS.


Staff In-Service Day.

Involvement of Parent

Council.

Plan in place.

Children benefit from

improved experiences across

learning.




activities.

Aim 5 - Management

To ensure the health, safety and wellbeing of everyone within our school

community and provide the information, training and resources that is needed

across all aspects of school life.

Quality Indicators:

5.6, 7.3, 8.2


1, 2, 4, 5


developments


on learners


steps

To implement

improvements to working

practices in line with our

review of recommendations

in the Follow Up Report on

Tackling Bureaucracy.

Implement improvements

identified during staff

development time May 2015.

Head teacher to lead. Improvements implemented.




To improve the school

website.

Across school community,

identify improvements to be

made.

Set down staff responsibilities.

Evaluate progress /

improvements.

Head teacher to lead during

staff meetings.

Website will be more up to

date and relevant.


improved communication

through the website.




To implement new clerical

systems to support budget

and staff management.

CHRIS

HR21

Integra

Head teacher to lead with

clerical assistant.

Clerical systems are efficient

and effective.



school’s ongoing monitoring

activities.

To revise Health and Safety

practices to ensure

compliance with current

legislation and guidance.

Review current practices.

Ensure all staff have access to

information.

Update policies and risk

assessments.

Head teacher to lead. Health and safety practices

up to date.

Improved health and safety

across the school

community.




activities.

To consider solutions to

space issues with the school

building.

Complete the suitability

workbook and submit to

central staff.

Consider options.


Involvement of Parent

Council.

Additional space identified.

Improved health and safety

across the school

community.




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