Standards, Quality and Improvement Plan

Dalry Primary School

One Clan, Many Families

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context Of The School

School Vision and Values

We see children as the true wealth of our nation, our community and our school. We value the partnership between home and school, which puts your child, our pupil first. We believe that children deserve the very best we can all provide in order to allow them to develop to their full potential. To achieve this success, it is necessary to sustain an ethos where children can flourish in a school which values their individual needs and provides them with the tools to make a genuine success of their future lives.

Developing Confidence, Building Learning, Having Fun.

Dalry Primary School is a diverse and multicultural primary school in the city centre of Edinburgh, which is housed in a beautiful Victorian building. Around 60% of our pupils have English as an additional language and we currently have 37 different languages spoken by our pupils and families who originate from 26 different countries. This rich cultural mix makes our school unique. We have after school classes in Urdu, Bengali, Arabic and Polish to support the bilingual learners within our school, and across the city. The school population at Dalry is highly transient with 38 enrolling and 55 moving on from Dalry in session 2016/2017 in P1 to P7. There is a very strong inclusive ethos at Dalry and we are well supported by a very wide range of partnership services and agencies, which enhance the work, and wider life of the school. Partnership working is a key strength of the school and successful partnerships include Barnardos, ASL Service, Family Learning, HWB Team, Creative Scotland, Peace and Justice Group, several church partnerships, volunteers, Chai Income Maximisation Service, Multi-Cultural Family Base, Children In Scotland, Active Schools, Media Education, Murrayfield Wanderers Rugby Club and Heart of Midlothian Football Club. We regularly host visitors from around the world, and they are welcomed into the life and work of the school.

The Senior Leadership team comprise of an Acting Head Teacher, Depute Head Teacher, Acting Principal Teacher and a Business Manager. This session the impact of staffing changes, including acting up, movement of staff and staff absence has been extremely challenging to manage, and this has impacted on the overall progress that the school has made. Since the appointment of an Acting Head Teacher in January 2017 the senior leadership team and wider staff team have worked effectively to deliver a number of improvement priorities, and have worked collegiately to evaluate and plan for session 2017/2018 in partnership with children, parents and partners. The school is now in a strong position where it can move forward and engage with improvements in an agreed number of areas.

We have a strong teaching team, of both new and experienced members of staff, who are committed to growing their leadership through professional development opportunities. We have an enthusiastic and skilled Pupil Support Assistant and admin team who support pupils, parents and staff. All Dalry staff are dedicated and highly committed to providing the very best learning experiences (including additional support where needed) for each and every learner. We are well supported by the EAL service through the provision of two teachers and several bilingual support assistants. We have specialist teachers of PE and Music who greatly enhance the learning experiences offered to our pupils. We also have visiting instrumental tutors of strings, drums and chanter, and offered all P4 and P5 pupils the opportunity to learn to play the ukulele through a partnership with Creative Scotland during session 2016/2017.

Our nursery environment was completely refurbished at the start of the academic session and we offered a range of flexible nursery places as part of the pilot for 600 hours of Early Learning and Childcare. Next session we will continue as a pilot school and extend the hours offered to 1140 hours of Early Learning and Childcare. Our nursery team comprises of an experienced nursery teacher who is supported by four skilled Early Years Practitioners, an Early Years Officer and an Early Years Assistant. Our nursery team is highly committed to ‘Building the Ambition’ and ‘Setting the Table’ for our three to five year olds. Our nursery teacher also works with colleagues in family learning to deliver Incredible Years, which is an evidence based parenting programme for parents in the Dalry and Gorgie community. Across early level all children learn sign along to support communication skills.

In session 2016-17, Dalry Primary had 276 pupils organised across 11 classes. This roll will increase in session 2017-2018 and classes will be organised over 12 classes. Dalry Primary benefits from a Support for Learning/EAL base, gym hall, dining hall, library, music room, ICT suite and Confucius Classroom. All children have regular access to ipads and children in P6 and P7 have 1:1 devices. The school grounds have a well-developed early level outdoor learning space and the main school playground benefits from loose play. We have a busy after school club run in partnership with Gingerbread, this allows our working parents additional childcare on site for pupils in nursery to P7.

The school has very active involvement with parents through both formal and informal opportunities. Parents support the life and work of the school in a wide range of ways including Forest Schools and Woodland Explorers, running the library, supporting the delivery of a free breakfast club, supporting learners in classrooms and supporting school excursions. We have an active Parent Council, including a newly elected chairperson who meet regularly and greatly enhance the work of the school. We offer a wide range of extra-curricular opportunities through our Active Schools Programme that run across lunchtimes. In addition to this we offer a fitness club, choir, homework club, chess club, music class and the opportunity to join our Beaver and Cub colony, which is also run by one of our parents. Children from P3 to P7 take part in weekly Masterclasses that focus on skills development. This session we have offered a wide range of masterclasses including chess, running, hockey, cooking, yoga, jewellery making, drama and knitting. Children at all stages are encouraged to be fit and active, and this includes opportunities for swimming classes and bikeability training at agreed stages of the school.

School Priority 1: Raising Attainment in Numeracy and Literacy

NIF PriorityImprovement in attainment, particularly in literacy and numeracy

NIF DriverAssessment of children’s progress

HGIOS4/HGIOELC QIs/Identified Themes1.1 Analysis and evaluation of intelligence and data1.2 Children and young people leading learning1.3 Strategic planning for continuous improvement2.3 Quality of teaching2.3 Effective use of assessment2.3 Planning, tracking and monitoring3.2 Attainment in literacy and numeracy3.2 Attainment over time

Progress and impact: Increased staff confidence in planning, delivering and assessment of the experiences and outcomes in both literacy and numeracy

through strong cluster partnerships and moderation. Staff have successfully planned and implemented holistic maths assessments that assessed a range of experiences and outcomes. P1, P4 and P7 standardised assessments results in literacy and numeracy were good, and in line with the national averages or above

national averages. Almost all children not achieving expected levels have been identified and are involved in targeted intervention groups.

A user friendly and robust tracking and monitoring tool has been developed and trialled this session. This has increased staff understanding and use of data to track children’s progress, inform next steps in learning, teaching and assessment and plan appropriate interventions in both literacy and numeracy.

Staff have implemented, and presented the impact of, a range of creative learning opportunities in maths through practitioner enquiry.

Next Steps: Cluster moderation sessions in writing and numeracy. Increased focus on literacy including whole staff training in phonics and a new school spelling programme. Improve vocabulary acquisition of children in nursery and P1 through the Word Boost approach. Staff to revisit CIRCLE and revised Literacy and Dyslexia Guidelines. Roll out Sumdog from P1 to P7, increase and improve problem solving and links to real life maths. Employ an additional 0.6FTE PSA to support capacity for targeted numeracy interventions across all levels. Develop family learning opportunities in both literacy and numeracy from early to second level.

School Priority 2: Identify and reduce the attainment and achievement gap for our school

NIF PriorityClosing the attainment gap between the most and least disadvantaged children and young people.

NIF DriverPerformance Information

HGIOS4/HGIOELC QIs/Identified Themes1.3 Developing a shared vision, values and aims relevant to the school and its community2.3 Quality of teaching2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment over time

Progress and impact: Regular 1:1 meetings with staff and SMT indicate that staff know their children very well and this is clearly evidenced through

attainment/achievement information and SIMD data. (including collating information into one place to begin tracking pupils over time) Fresh Start at P6 and P7 and Read Write Inc. at P2 and P3 have been very successful interventions with many children making very good

progress towards closing the attainment gap. Regular meetings and partnership working with the Educational Welfare Officer has significantly improved attendance across the

school. Action Plan from 1 in 5 Poverty Project has been fully implemented, significantly reducing the cost of the school day. All children have been placed on appropriate pathways of support, and the involvement of partnership services and agencies is clearly

documented and regularly updated. This has allowed staff to meet the needs of their learners more effectively and for the SfLT to plan for targeted interventions.

New PSA Programmes are becoming established and are having a positive impact with pupil engagement and attainment.

Next Steps: Develop tracking and monitoring system to include CfE levels and attendance, and work with cluster HTs to identify a cluster model

that will support P7/S1 transition. Strategic planning of targeted interventions using assessment data in August with SfLT and PEF funded Family Link/Intervention

Teacher, including the use of 0.6 FTE PSA to deliver SEAL intervention groups across all levels. Increase capacity of PSA team through working closely with SfLT and providing CPD opportunities for all staff. Increase opportunities for parental engagement and family learning through sharing learning sessions, information sessions, parent

and child homework club etc.

School Priority 3: Improvement in children and young peoples’ health and wellbeing

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

NIF DriverTeacher ProfessionalismParental Engagement

HGIOS4/HGIOELC QIs/Identified Themes1.1 Ensuring impact on learners’successes and achievements1.2 Children and young people leading learning1.3 Strategic planning for continuous improvement2.1 Arrangements to ensure wellbeing2.4 Targeted & universal support2.3 Planning, tracking and monitoring3.1 Wellbeing

Progress and impact: All staff attended ASD training; this has resulted in increased understanding and empathy, and allows staff to meet the needs of

learners with social communication difficulties more effectively. P1 staff attended specific ASD training and Early Years staff undertook Joint Play Intervention (play box) CPD. Play Boxes are now established and having a positive impact on learners in both nursery and P1.

Staff have attended CIRCLE training and have used this to develop inclusive classrooms and practice. The Visual Support Project is used consistently from nursery to P7 and the school have been awarded their bronze level of accreditation and are working towards silver.

All staff have had Better Relationships, Better Learning, Better Behaviour CPD and have worked as a whole staff to update the school Positive Behaviour Policy. Parent and Pupil Council have been included in this consultation and we will launch new system and policy in August 2017.

Our HWB Pupil Wellbeing survey results for children in P3 to P7 were very good, and indicated that our children are well supported by good adult role models in school and feel safe, happy and included.

New Equality, Diversity and Anti Bullying Policy was created after a wide consultation with pupils, parents and staff using the Clan Chiefs Group.

Next Steps: Launch Resilience Project with staff, parents and pupils in August. Include family learning tasks and parent information sessions. Extend successful Forest Schools work to allow class teachers to work with Forest Schools trained teacher and maximise learning

back in the classroom for all P3 and P5 pupils. Nursery to increase frequency of Woodlands Explorers Project to weekly throughout the year and member of staff to receive Forest Kindergarten Training.

Increase creative use of school grounds through outdoor learning and loose play in partnership with Parent and Pupil Council All staff to attend CPD in Growth Mindset and visit another school in Edinburgh where this culture is well established and successful. Develop opportunities for play across early level.

School Priority 4: Improvement in employability skills

NIF PriorityImprovement in employability skills and sustained, positive school leaver destinations for all young people

NIF DriverSchool Improvement

HGIOS4/HGIOELC QIs/Identified Themes1.1 Analysis and evaluation of intelligence and data1.3 Strategic planning for continuous improvement2.2 Skills for learning, life and work2.3 Quality of teaching2.6 Collaborative planning and delivery3.3 Increasing employability skills

Progress and impact: Staff have developed a clear Skills Development and Progression Position Paper that clearly outlines a progressive learning pathway

from early to second level, offering the children a wide range of creative and purposeful learning experiences. Significant purchase of ipads and storage for use with children from nursery to P5. Many staff have attended CPD on the use of ipad

apps to enhance learning and teaching and ICT coordinator has hosted regular ICT drop in sessions to support and up skill staff. The Digital Leaders pupil group have supported the ICT coordinator to maintain and develop the use of ipad through the use of the itech

programme Use of a range of creative partnerships to develop filming and ICT skills including a successful partnership with Rowanfield School on

developing the City’s vision for 2050, which was celebrated at a Film Premiere at Fountain Park cinema complex. P5 undertook a successful IDL on careers including a career fair with presentations from parents, staff and community partners. Funding secured for the development of a Confucius Classroom at Dalry, and the refurbishment and reorganisation of this space is now

completed ahead of the arrival of a Hanban teacher from China next session.Next Steps:

Skills Development and Progression to embed across all stages. Extend master classes in consultation with pupils, parents and community partners. Build on successful creative learning experiences from session 2016/2017.

ICT to enhance learning and teaching. Use of ICT coordinator to team-teach in short blocks with staff from all stages to develop the use of technology and open ended creative apps to enhance the children’s’ learning experiences.

Develop a whole school Digital Vision and Strategy ahead of hardware refresh during session 2017/2018. Confucius Classroom to be launched and used to provide an exciting Mandarin Emersion experience for all learners from nursery to

P7, and to share this resource with partnerships in our community, cluster and across the city. Whole school Chinese Culture Focus Week (linked to Chinese New Year) to build on creativity skills and replace whole school

‘Creativity Week’

Self Evaluation 2016 – 2017

Quality IndicatorSchool Self –

Evaluation2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 3

2.3 Learning, Teaching And Assessment 3

3.1 Ensuring Wellbeing, Equity And Inclusion 4

3.2 Raising Attainment And Achievement 3

School’s chosen QI Partnerships 4

School’s chosen QI

2016 – 2020 School Self-Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement √

1.2 Leadership of Learning

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity √

Leadership And Management Overall2.1 Safeguarding and Child Protection √

2.2 Curriculum √ √

2.3 Learning, Teaching and Assessment √ √ √ √

2.4 Personalised Support √

2.5 Family Learning √

2.6 Transitions √

2.7 Partnerships √

Learning Provision Overall3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability √ √

Successes and Achievements Overall

Key Areas For School Improvement

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in numeracy Overall Responsibility DHT – Vanessa Kelly

Outcomes There will be improved attainment in numeracy at level Early,1stand 2nd levelAll staff will develop their practice in problem solving and links to real life learning and mathsAll staff will have increased understanding and confidence in developing holistic maths assessments.Staff confidence in achievement of a level will increase through continued engagement with the numeracy benchmarks.

Tasks By Whom Resources Time Impact/ Progress

Cluster Numeracy Reps to meet to plan, implement and evaluate moderation activities.

Developing holistic maths assessments to create a bank of resources.

Cluster Numeracy Reps and numeracy coordinators (Vanessa Kelly/Fiona Curran)Support and advice from QAMSOs

All staff

Time for level teams to meet twice a term.Cluster CAT sessionNumeracy BenchmarksEs and Os

Tuesday 10th October 2017 CAT session (2 hours)

Holistic Maths assessment planning, and coverage of Es and Os across a level during allocated time for assembly each term in level teams.

Engage with Problem Solving resource pack with specific focus and links to real life maths

All staff Problem Solving and Real Life Maths Resources from Royal High Cluster

Through staff meetings and level team meetings as part of Big Sing time.

Improve resources to support numeracy and maths across all levels

Numeracy Coordinator (Fiona Curran)ICT coordinator (Lesley Laidler) and ICT PSA (Scott Bennett)

Numicon to support SEALNursery/P1 Numeracy Sacks.Sumdog to be rolled out to all stages. (Including a parent session)

PSA Meeting to share practiceProfessional discussion as part of staff meetings.Sumdog CPD x2 (3 hours)(Monday October 23rd 2017 AM and remote training session in Jan

2018)Appoint and train a PEF funded PSA to deliver targeted SEAL intervention groups at all levels.

SLTSEAL Champion (Michaela Mason/Paul Bacigalupo)

SEAL Training for PEF funded PSA (and whole PSA team)

By November 2017

Priority 1b To raise attainment in literacy Overall Responsibility HT – Elaine Honeyman

Outcomes There will be improved attainment in Literacy at level Early,1st and 2nd levelAll staff will engage children in active spelling approaches and a whole school programme will improve engagement, personalisation and choice and progression from P1 to P7All staff will improve their understanding and confidence when teaching phonics from P1 to P7Early level staff will implement word boost programme across early level to improve early vocabulary acquisition.Identification and meeting needs of those learners experiencing difficulties with literacy will have improve through targeted interventions.Staff confidence in achievement of a level will increase through continued engagement with the literacy benchmarks.

Tasks By Whom Resources Time Impact/ Progress

Cluster Moderation of writing Cluster Literacy Coordinators(Clodagh McDiarmid)

Literacy Benchmarks Tuesday 27th February 2018 CAT (2 hours)

Attend Whole school spelling CPD and adopt active spelling programme from P1 to P7.

Whole School Phonics CPDLiteracy and Dyslexia/CIRCLE/Up Up and Away CPD

Hilary AitkenLiteracy Coordinator(Clodagh McDiarmid)

Vanessa Kelly/Elaine Honeyman/ASL Service

Dyslexia Support TeamWhole school spelling resources pack

Revised Literacy and Dyslexia GuidelinesCIRCLE documentRevised Up Up and Away document

Wednesday 13th Sept 2017 CAT (2 hours)

Tuesday 1st May 2018 CAT (2 hours)

Monday 21st August/Monday 4th September (4 hours)

Word Boost Vocabulary Project CPD for all Early Level and P2 staff

All Early Level Staff and P2 staff/Vanessa Kelly

Boosting Vocabulary in Nursery to P2 CPDResources to be purchased to support Word Boost Programme

1st Sept/27th Oct (4 hours from own CPD time identified through PRDs)

Family Learning opportunities to be planned for all stages of the school.

PEF Family Link Teacher to coordinate

Read Write Count from P2 to P7Bookbugs and Reading

By June 2018

All staff to invite parents in for a shared literacy and numeracy session.

Rainbows at early level

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs/Themes1.5 Management Of Resources And Environment For Learning2.5 Engaging Families In Learning3.2 Equity For All Learners

Priority 2a: To reduce the attainment and achievement gap for our school Overall Responsibility HT – Elaine Honeyman

Outcomes: All staff will be aware of what the attainment and achievement gap looks like in their own class and across the school.Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18Staff use a wide range of performance information to reduce the attainment and achievement gap.Successful interventions in literacy, numeracy and HWB will have impact at all levels of the school and support closing the poverty related attainment gap.

Tasks By WhomResources Time

Impact/ Progress

Teachers to continue to identify the gap for each class.

All Staff CEC standardised assessment analysisPupil Tracking ToolSIMD dataTermly RAGGING task and professional dialogue.

August/SeptemberOn-going as part of termly meetings.

Staff to continue to engage with Pupil Tracking Tool. Include CfE levels and attendance levels in the tracker.

All staffPT to lead

Pupil Tracking ToolSeemis data

On-going throughout the session

Targeted interventions to be identified and delivered.

SMTSfLT (Vanessa Kelly)Development Officer (Michaela Mason)PSA Team

Entry/exit data pre and post interventionNew SfL Base to be set up

August/September 2017 and June 2018

Lead people to be identified for coordinating intervention

SMT and SfLT/DOLesley L – Fresh Start

RWInc/FS Seasons for Growth

September 2017

strategies. Samina – Read Write IncLesley C – Seasons for Growth x 2Mary - Incredible Years

Incredible Years Lit/Numeracy Focus Groups PSA Programmes

CPD calendar for PSA training opportunities to be created.

Vanessa Kelly/Elaine HoneymanPSA Team

Input from Canal View staff and cover for school staff to lead sessions.

June 2017

Parental engagement to be reviewed/strategies to be put in place to engage families in learning/ target group of parents to be invited to workshops.

PEF Family Link TeacherAll staff

Read Write Count P2 to P7Bookbug and Reading Rainbows at early level

Family Learning Opportunities in Literacy/Numeracy

Sharing Learning sessions across all stages of the school

Improvement in lateness

Extend current homework support to 4 days per week to include pupil/child homework sessions using Read Write Count Resources.

Regular reviews throughout the session through staff meetings.

June 2017

Confident parents session to be delivered

PEF Family Link Teacher/Vanessa Kelly

Vanessa to attend Confident Parents CPD

March 2018

NIF Priority 3Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes1.2 Leadership of Learning1.3 Leadership of Change2.2 Curriculum2.5 Family Learning3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Priority 3a: To improve the Health and Wellbeing of all pupils Overall Responsibility DO – Michaela Mason

Outcomes: All pupils, staff and parents will take part in Building Resilience Project which will lead to overall improvement in emotional health and well being

Increased provision and staff confidence in delivering of outdoor learning at all levels of the school through Forest Schools, Forest Kindergarten and the use of school grounds.Staff will develop increased confidence in developing play experiences across early level.Increased aspirations and motivation to learn through the development of a Growth Mindset culture across all stages of the school.

Tasks By Whom Resources Time Impact/ Progress

Launch and deliver Building Resilience Project.

Michaela Mason(Nix Burnett to link in for Nursery Team)All staff

Building Resilience Pack and resources.(including new supporting books to purchase)Parent sessions to arrange.HWB survey in Spring 2018.

Launch in September 2017

Increase creative use of school grounds through outdoor learning and loose play.

Audit of current loose play resources

Play Policy to create

All staff to engage with Loose Play and use of school grounds.

PSA Team/Rachel Gunstone

Lizzie Low/Rachel Gunstone

Staff CAT session outdoor learning/loose play

Time for Shafa/ Michelle/ Kiran /Rhona/Rachel to audit/order resources

Staff CAT session on Taking the Learning Outdoors

Louise Caldwell Loose Play CAT session (2 hours)(PSA session as part of school day)Thursday 31st August 2017CAT session (2hours)Thursday 17th May (lLizzie/Sandra)

Extend provision of Forest Schools to allow greater learning back at school in the classroom.

Increase nursery Woodlands Explorers frequency to weekly across the year.

Develop website page to communicate and report to parents.

Lizzie Low/Sandra BroughP3 and P5 staff

Scott Bennett

Cover from PEF funding for P5 teachers in terms one and four to attend Forest Schools with Lizzie Low.

Sandra Brough to attend Forest Kindergarten CPDFunding from PEF for use of Saughton Rec weekly

Time allocated with Scott’s timetable to develop and update school website

First session for 1 x P3 and 1 x P5 planned for Autumn. Second session for other two classes planned for Summer term 2018

November 2017 and then ongoing

Develop Play across early level

Nursery Staff to lead (EYO Joanna Russell)All early years staffVanessa Kelly

P1 staff to attend one nursery planning meeting each term.Play resources to be purchased following audit from nursery and P1 pupils

4 x 30mins dates TBA (2 hours)

By December 2017

Growth Mindset All staff Professional Reading Materials‘Mindset - How we can Learn to Fulfil Our Potential’ Carol Dweck‘Growth Mindset Lessons’ Muncaster/Clarke

Professional Reading and Learning (16 hours allocated from WTA)Staff CAT session (2hours) TBC

NIF Priority 4 – Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People

QIs/Themes1.2 Leadership of learning1.5 Management of resources to promote equity2.2 Curriculum2.3 Learning, Teaching and Assessment3.3 Increasing creativity and employability

Priority 4 To increase creativity and employability at all stages of the school Overall Responsibility Lesley Laidler

Outcomes ICT will be used at all levels of the school to enhance learning and teaching on a daily basisCreation of Digital Literacy Vision and Strategy (including ICT hardware refresh during session 2017/2018)All children from nursery to P7 will have an emersion experience of MandarinConfucius Classroom will be a well-used cluster and community resource to support the development of Mandarin as our +2 Modern Language

Tasks By Whom Resources Time Impact/ Progress

Use PEF funding to release ICT coordinator to team teach with staff in short timetabled blocks across the year.

Lesley LaidlerAll staff

Cover for half a day per week to support team teaching from PEF funding.Ipad apps

From October 2017

Develop staff understanding and use of computational thinking at all levels

Lesley Laidler to lead and coordinateAll staff

Barefoot Computing CAT session and resource pack

Tuesday 26th Sept 2017 CAT (2 hours)

Digital Literacy Vision and Strategy to create with all stakeholders ahead of hardware refresh planned for 2017/2018

ICT coordinator (Lesley Laidler) to lead, and all pupils’ parents and staff to have input.Input and support from Nadia Kettles (Senior DO DLT)(Supported by Elaine O’Donnell Business Manager)

New hardware refresh planned for session 2017/2018

Budget yet to be allocated by CGI

Gather parental views at October Parents Consultation

Oct In-Service day PM with Nadia Kettles

Thursday 8th March 2018 CAT (2 hours)

Confucius Classroom to launch in October 2017 (Linked to Moon Festival) and begin work with Hanban teacher in October 2017.

Coordinate Mandarin emersion experience for all pupils’ nursery to P7 and develop community links.

Lesley Laidler/Charlotte McArthur

Charlotte McArthur to support Hanban teacher.

All staffCharlotte McArthur/Hanban Teacher to lead/coordinate

Best practice visit to Braehead PS in Stirling with Bethan Owen.

Resources to be purchased with phase two of funding released Oct 2018.

June 2018

Whole school Chinese Culture IDL Focus Week (linked to Chinese New Year)

Contact Bethan Owen and Lorna Macdonald to develop creative partnerships.

Charlotte/and Hanban Teacher

Roger Linton to coordinate performance at St Brides.

Time to meet to plan experiences across all levels

Budget for trips, resources, creative partnerships etc.

Thursday 18th January 2018 CAT(2 hours)