drak · web viewat drakies primary school we promote well-being and respect for all. our...

SCHOOL IMPROVEMENT REPORT AND PLAN

‘Teamwork makes the Dream work’

School: Drakies Primary School

Head Teacher: Michelle Watson

Date submitted: June 2017

School Vision, Values and Aims:At Drakies Primary School we promote well-being and respect for all. Our vision is to develop children who are successful learners, confident individuals, responsible citizens and effective contributors and to create a culture of ambition and achievement for all at the school.

To provide a supportive, caring and health promoting environment in which children, parents and staff are valued and can work together in partnership

To provide a creative curriculum which meets the needs of all children and where children are challenged to raise their attainments and achievements to the highest possible standards

To ensure that children’s personal development and health and wellbeing needs are fulfilled through collaboration of staff and other professionals

To equip children with a lifelong culture of motivation, creativity and ambition in order to prosper in a changing society To encourage tolerance and respect for others and their beliefs so that our children become responsible future citizens To foster in our children a growing sense of responsibility for themselves and others, for their school, their environment and

community

1

Summary of Improvement Report/Plan engagement process:

2

Participants Engagement detailsTeachers and other staff

Collegiate Meetings and Staff sessions on self-evaluation of QI’sTerm 1 – 6th September, 4th OctoberTerm 2 – 8th November, 22nd November, 6th DecemberTerm 3 – 7th February, 14th February, 7th MarchTerm 4 – 10th May, 31st May, 8th June - Inset

Parents Feedback sheet on school improvement priorities issued to all parents in February 2017Parent Council Meetings always involve SIP – 5th

September, 2nd November, 22nd November, 11th January, 20th February, 20th March, 18th April, 22nd May.Newsletters explaining SIP Priorities – September 2016, November 2016, February 2017, April 2017.Parent Information Evening on SIP held on 1st June 2017

Pupils Pupil Council meeting on September 1st and November 17th

Pupil survey carried out on May 11th

Assembly 23rd MayVolunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Feedback sheet on school improvement priorities issued to all parents in February 2017

Associated Schools Group

ASG meetings1st September 26th January 6th May2nd October 3rd March 12th May8th December 27th April

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

Context of the school: The school is based in the West of Inverness city. There is a school roll of 229 in P1-7 and 57 in the Early Learning Childcare Centre. There are 9 classes in the school with 7 full time teachers and 4 part time teachers, and a management team of 1 Head Teacher, 1 teaching Depute Head Teacher and 1 teaching Principal Teacher.

The school is re-building the team after a number of retirements and departures.

Using the SEEMiS Risk matrix as advocated by the authority, we know that within the school children are classed as 82% Green – low risk, 13% Amber – medium risk and 5% Red- high risk. 6% of children are in receipt of free school meals. 7% of children have English as an additional language.

Quality Improvement Visit Outcomes February 2017:

-More opportunities in using open ended questions in developing higher order skills

-Differentiation, pace and challenge to be developed within lessons.

-Success Criteria across the school needs to be more explicit.

-There is a need to consider differentiated approaches in Numeracy

What have we done to close the attainment gap?This session we have explicitly focused on Numeracy and Maths and working closely with the Highland Numeracy Development Officer. The HNDO has provided 6 sessions to teaching staff and 3 sessions to support staff. We have introduced the Highland Numeracy Progression and funded over £4000 worth of resources.

PEF – there are 18 children who qualify for funding.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

Comment: There are always improvements to be made however the school is moving forward in a positive way

Quality Indicators How are we doing? How do we know? What are we going to

3

from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

What’s working well for our learners? (what are the features of effective practice in our school?)

What evidence do we have of positive impact on our learners?

do now?

What actions will move us forward?(improvement priorities highlighted in this area)

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

CPD Sessions with staff to evaluate learning and teaching. Courses and visiting other professionals

Staff working together as a strong team - peer support, sharing of practice

Staff are involved in improving the life and work of the school:

- Numeracy Working Group- Links to Religious groups (mosque/CoS)- Developing the Young Workforce- Extra-Curricular Groups

Staff track and engage with attainment data for literacy and numeracy.

Learning conversations throughout lessons – verbal feedback.

Staff and pupils take a lead role in aspects of school improvement

- Numeracy DM CG FH- Literacy AR MF- Health and Well Being AG AS HD- ECO SA DM CM- Pupil Council CB- ‘Getting ready for learning’ AR

Parents have regular opportunities to support improvement by participating in activities such as:

- Numeracy information Evening- School Improvement Survey- HWB engagement group

Attainment Meetings with staff teachers – professional dialogue

School ethos of Teamwork-community café linked to DYW-HNP Assessments are data that we didn’t have before-Pupils understanding different religions-Success in Extra-Curricular areas ie gymfest, shinty

Incas , HNP and phonological awareness data is regularly reflected upon.

Evidence through conversations with pupils show increased knowledge in their learning.

Some channels for pupils to give views

Pupil surveysWhat has improved because of this?

Not good responses from parents when surveyed as only 13 / 200 responded.

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

Try different monitoring approaches with classes e.g drop in.

Attainment, Pace and Challenge meetings with staff.

Staff to moderate the assessments across the school and community.

Target setting for pupils

Pupil involvement in learning at class and school level e.g Outdoor Learning

Recording achievements and successes and tracking this across a school year

Parental involvement in QI 2.7 Partnerships and QI 2.5 Curriculum

Develop effective mechanisms to consult with stakeholders and show how their views inform change and improvement.

Quality Indicators from How good is our school? (4th edition) and where

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

How do we know?

What evidence do we

What are we going to do now?

4

appropriate How good is our Early Learning and Childcare?

the features of effective practice in our school?)

have of positive impact on our learners?


1.3 Leadership of Change

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

Strategic planning for continuous improvement

Implementing improvement and change

Staff understanding the social, economic and cultural context of local community.

Teachers are regularly engaging and reflecting with GTCS standards for teaching and leadership.- annual APR- continual CPD reflections-engagement with myGTCS

Creating a culture of leaders at all levels – staff and pupil involvement-All staff agreed to an area of development-Action Plans are made from groups-Pupils involved in Pupil Council-Pupils involved at assemblies

Senior leadership team guiding change throughout the school at appropriate pace

The ethos of the school is inclusive for all and many staff support the out of school community events which happen.

Working alongside Numeracy Development Officer to create a culture of change within the way Numeracy is taught at Drakies. Support Staff training delivered during term 3 to upskill and build confidence when using HNP.

Tracking documents from HNP and DHT plan for development. This has shown an improvement in attainment. This is due to increased teacher competence.

Sign-up sheet in August for all staff. Working groups in school for Numeracy, Reading, Health and Well being have resulted in new resources purchased, new frameworks produced and input from Dave Rex, Dietican, Kirsten Mackay Numeracy Development Officer, Steve Holmes PE Development Officer. This has resulted in increased staff competence in these areas. Staff are able to challenge pupils with high ability further than previously.

Management meetings are regular and focused on HGIOS 4 Quality indicators and balancing the HWB of our staff.

Parents, pupils and staff to create new vision, values and aims around school motto ’Teamwork makes the Dreamwork’.

Moderation and assessment of Numeracy / Literacy / Health and Well Being.- Tracking / Benchmarks-Resilient Kids-High 5 and PE Connections

Depute Head Teacher to continue to gather evidence of assessments and track attainment across the school from P1 – 7.

Staff to be clearer on school strengths and developments-Engaging with SIP regularly-Consistency across classes and stages

Opportunities for learners and staff to regularly engage in critical and creative thinking.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive


What actions will move us

5

our Early Learning and Childcare?

impact on our learners?

forward?(improvement priorities highlighted in this area)

2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

The learning environment and culture of the school reflects our nurturing ethos.-SHANARRI-Welcoming schools and parent relationships

Staff and learners are involved in whole school developments.

Highland Numeracy Progression has upskilled teachers and support staff to support learners.

Tracking and monitoring in Numeracy and Maths for whole school is informing practice.

Teachers are aware of data and are beginning to use baseline assessments to inform next steps for learners.

Abundance of resources used across the curriculum and specifically well-resourced with Numeracy and reading scheme.

The nurturing approach to the ‘getting ready for learning’ group led by the ASN teacher.

Learning assemblies, pupil groups – citizenships. Sharing practice across levels and schools. PSA’s HNP trained

Attainment in numeracy has been improving as the first year progresses.

Formative assessments are becoming more embedded across the school.

AFE, HNP, INCAS, SPP, emerging literacy all in place to assess pupils. This in turn informs planning and next steps.

Children are engaged and motivated in their learning.

Train staff members in Nurture. Develop Nurture Room with targeted equipment and visitors.

Develop pupil voice within the school. Include children in target setting, profiling and leaders of learning.

Further develop robust arrangements for moderation across stages and across the curriculum.

Higher order thinking and questioning developments for staff.

Pace and challenge to be improved – more efficient planning from teachers, attainment, tracking and monitoring to be well understood by teachers and learners, pace and challenge meeting s with Teacher and SLT.

High quality resources and equipment including digital technologies to support planning to make it appropriate, proportionate, manageable and clear.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?


How do we know?




6

3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

All stakeholders created and share behaviour code for Drakies. All staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning community.

Children feel respected and there is a shared understanding of behaviour that promotes and supports the wellbeing of all.

Staff and partners feel valued and supported.

Relationships across the school community are positive and supportive, Inclusion is successful at many levels throughout the school and all stake holders value this highly.-Links to partners are strong

We have some strategies in place to improve attainment and achievement for children facing challenges.

Ethos of Emotional Daily Check ins. Resilient Kids programme delivered to 2 year groups.

- Less behaviour difficulties in the school

Strong partnership working with other agencies. CSW input robust and targeted.

Various working groups within the school-Healthy living group involves learners, staff and canteen staff.

Many opportunities to promote Physical Health and Wellbeing in place

High 5 programme is becoming more embedded across the school. Programme links with wider community.

Revisit some of the statutory guidance to ensure all staff fully aware of current legislation.

Raise awareness for Learners, Parents and Staff training and involvement in Equalities and Diversity policy.

GIRFEC Process fully embedded across whole school

- Using SHANARRI trackers for PEF pupils

Ensure pupil voice continues to be a key element of how we plan for and ensure wellbeing, equality and inclusion. Parent and Carer involvement of HWB frameworks/benchmarks.

Creating links and developments with equity promoting groups:-Healthy Ambitions Project-Art Therapy Group-HLH-Pets As Therapy



How do we know?


What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)

7

3.2 Raising attainment and achievement Attainment in literacy and

numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

FOR ELC (delete if not applicable)3.2 Securing children’s progress 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

HNP Assessments are directly used to inform next steps in learning. Evidence is used to create fluid Maths groupings.

Literacy attainment has stayed around 70-80% consistently for the last two years.

Events such as Community Café are allowing learners to apply and increase their achievements through active participation in their local community.

Outdoor learning is given a high priority.

Developing Young Workforce is well embedded in Drakies and Millburn ASG equipping pupils with necessary skills and experiences for the world of work.

ELCProgress in communication with staff, pupils and parents.-observations-I can sheets

Developmental overviews were positive with most children achieving milestones.

HNP Assessments are strong and most learners attaining correct levels.

HLP embedded into whole school planning. Words Up and Emerging Literacy used in the ELC and Early Years – in particular Phonological Awareness Assessments.

Attendance level is high. Exclusion rates are low.

Outdoor classroom and area used weekly by all classes.

Community Café is an excellent initiative for children to use their DYW skills. It is highly successful and has been running for 18 months – also gaining Social Enterprise Awards.

ELCParents are able to view learning journeys with their children.-stay and play-Displays-photos on blog-learning wall

All learners to be aware of where they are in their learning and their next steps. Learners to set targets in their learning. More robust achievement tracker to be created.

All teachers in P1 – P5 and ASN Teacher will be trained in Emerging Literacy strategies and assessments.

All stakeholders to be involved in deciding how to celebrate achievement at Drakies.

Ensuring progress and achievement is gained and tracked in Outdoor learning.

Teachers to become more confident at judgements of levels using benchmarks, frameworks and appropriate assessments through moderation CPD.

ELCNursery to use Stepping stones to ensure the children are fully immersed in their learning.



How do we know?




8

1.2 Leadership of Learning

- Staff are a strong team and collegiate working is evident.

- Staff are all leaders of learning across the school.

- All staff engaged with CLPL.

- Peer learning and visits. Professional dialogue sessions.

- Some staff have led initiatives for the whole school.

- Some staff have delivered training sessions based on their learning and developments.

Measuring impact for learners. Ensure all staff take ownership and develop a school area with a robust plan with all stakeholders included.

2.2 Curriculum: Theme 3 Learning Pathways

- Parents are more aware of our school community values.

- There is a clear and progressive plan for Literacy, Numeracy and HWB.

Our learners experience a wealth of learning opportunities across a range of contexts.

- Revise School Vision, Values and Aims.

- Raise Pupil and Parent Voice in development of rationale and design of curriculum.

- Further develop digital learning.

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

- Parents are encouraged to engage in and reflect on learning.

- Parents are able to comment and develop upon Numeracy outcomes.

Parents engage with school at Parents, Evenings, Open Afternoons, Class Dojo, Class Blog and Surveys.

Parent information evening for Numeracy and Pupil Survey.

- The school are going to engage with profiling and on an online platform with parents.

- Parents to be involved in Literacy developments.

PART TWO – School Improvement PlanSummary: Key School Improvement Priorities:Improvement Priority Title Relevant QI(s) and Theme(s)Curriculum – Vision, Values and 2.2 - Curriculum

9

Aims Rationale and design3.1 – Ensuring well-being, equality and inclusionInclusion and Equality

Assessment and Moderation - Literacy / Numeracy

2.3 – Learning, Teaching and AssessmentLearning and engagementEffective use of assessmentPlanning, tracking and monitoring3.2 – Raising Attainment and achievementAttainment in literacy and numeracyAttainment over time

Complete a detailed action plan for each of these agreed priorities on the following pages (add more pages if required).

10

Improvement Priority title: Curriculum – including Vision, Values and Aims

Linked to QI/Theme:2.2 - CurriculumRationale and design3.1 – Ensuring well-being, equality and inclusionInclusion and EqualityLinked to National Improvement Framework Priority (check any that apply):Improvement in attainment, particularly in literacy and numeracy ☒Closing the attainment gap between the most and least disadvantaged children ☒Improvement in children and young people’s health and wellbeing ☒Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐Linked to National Improvement Driver (check any that apply):School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners? (what impact do we expect to see?): Involve Parents and carers in adapting curriculum Learners will have a progressive curriculum that reflects the 7 principles of curriculum design

Success criteria (how will we know if the change has been an improvement?): Values and aims embedded in and out with the school community. Staff will have progression frameworks to work within to reflect the school community

What exactly are we going to do? (detail of specific actions) Start up a Vision, Values and Aim’s working group. Discussions

from Children in each stage. Revisit curriculum ensuring there is skill development and DYW

integrated into frameworks. Ensure frameworks are aligned to the benchmarks Ensuring we are developing partnerships to support our curriculum Creative Curriculum Consistent planning of teaching and learning

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

HT and all staff3 x collegiate a term2 x Inservice

11

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

Learners experiences Planning documents Pace and Challenge meetings with teachers Curriculum Rationale


HT and all staff

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)

Inclusion across curriculum Embed PEF where appropriate Timetable more rigid to ensure timely PEF activities

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)

All work to be done within collegiate time It will support staff in working with the benchmarks

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils?)

Develop and embed areas of creativity within the curriculum.

Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:

HWB – PEF spend to increase opportunities for pupils

Improvement Priority title: Assessment and Moderation - Literacy / Numeracy

12

Linked to QI/Theme:2.3 – Learning, Teaching and AssessmentLearning and engagementEffective use of assessmentPlanning, tracking and monitoring3.2 – Raising Attainment and achievementAttainment in literacy and numeracyAttainment over timeLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☒Closing the attainment gap between the most and least disadvantaged children ☒Improvement in children and young people’s health and wellbeing ☐Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒Linked to National Improvement Driver (check any that apply):School Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☐ Assessment of Children’s Progress ☐What difference will it make for learners? (what impact do we expect to see?):

Learners experiences will be consistent across all stages Learners and teachers will know where they are in their learning Learners should be challenged at their own level

Success criteria (how will we know if the change has been an improvement?): Progression will be evident in numeracy assessments Children will know their next steps Staff will be more confident in knowing where a child is in their learning All teachers using the same assessment frame Phonological awareness assessments carried out Incas – improved scores

What exactly are we going to do? (detail of specific actions)Numeracy – continue to use numeracy assessments (see calendar) through a structured approachWriting – Using benchmarksDiscussions across stages to share resources and ideas for writingReading – peer observations, teacher discussions, reading progression and paceAgreed benchmarks used for literacyP1-5 Teachers trained in Emerging Literacy

Who will lead this? (detail of responsibilities and timescales)DHT and Class TeacherSLT – timetabling of deadlines and discussion timesCT’s – discussions and assessments

13

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):Numeracy and Phonological Awareness AssessmentsModerated WritingPlanning consistent and through discussion with line manager around pace and challenge


DHT and CT’s - 2 collegiate per termCT’s - 1 collegiate per term

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)Differentiated planning and teaching.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)Moderation to be done during CAT sessionsManagement to provide materials for moderation and lead discussion.Management to provide benchmarksNumeracy Assessment spread throughout the year


As above, all areas of creativity – creativity skills, digital innovation, digital literacy and increasing employability skills, will be included when we build our curriculum around the learners at Drakies which in turn requires moderation for consistency.Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:

Additional PSA hours (5) literacy – Phonics programme with 4 children dailyAdditional PSA hours (5) numeracy - Maths recovery with 4 children daily

14

Improvement Priority title: 1+2 Languages

Linked to QI/Theme:QI 1.2 Leadership of Learning, QI 2.2 Curriculum and QI 3.2 Raising AttainmentLinked to National Improvement Framework Priority

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

What difference will it make for learners? Societal benefits of language learning Economic benefits of language learning including employability skills Building skills and competence in language learning which boosts literacy skills in the mother tongue

Success criteria Progressive and coherent CfE curriculum for Primary Language Learning Learners will experience challenge and quality learning experiences in PLL Staff reporting that they feel confident in the teaching of PLL

15

What exactly are we going to do? Term 1 and 3 Primary 5 to 7 teachers trained in use of PowerLanguage platform in

French Use Highland Council French planners and “I Can…” profiles alongside PL platform. Gaelic to use Storlann’s Go Gaelic website, HC Gaelic planners and “I Can…”

profiles Continue Gaelic training for P1-4 staff and P5-7 Refresh day for Early Years Practitioners to be trained in delivering French games,

songs and stories Optional day training for Second Level Refresh day for Early Level Refresh day for First level Probationer 1 day training Continue to resource progressive frameworks for L2 and L3 Moderate standard at end of Primary 2 and 3 with Inter-Authority colleagues Train Language Ambassadors in each ASG to support pedagogy

Who will lead this?

September and February In-Sets

LfEE and French Development Officer

September and February In-Sets

Gaelic Development Officer

French Development Officer

Monitoring and evaluation procedures Feedback from teachers in their second year of delivery Feedback from attendees at PowerLanguage platform training days Feedback from P5 – P7 staff attending training on P1 – 4 pupil experiences


Gaelic and French Development Officers

Expected resource needs

2 In-Set days: 18th September 2017 and 21st February 2018 PLL French 12 day training programme PLL Gaelic 12 day training programme

16

In depth action plan

17

Improvement Priority title: Digital Literacy including Chromebook Rollout [see also: HC Chromebook 3 Year Action Plan]Linked to QI/Theme: 1.3 Leadership of Change, 2.2 Curriculum, 2.3 Learning, Teaching and Assessment, 3.3 Creativity & Employability

Linked to National Improvement Framework Priority (check any that apply):➢ Improvement in attainment, particularly in literacy and numeracy YES➢ Closing the attainment gap between the most and least disadvantaged children YES (evidence)➢ Improvement in children and young people’s health and wellbeing➢ Improvement in employability skills and sustained, positive school leaver destinations for all young people YES

Linked to National Improvement Driver (check any that apply):

➢ School Leadership YES Teacher Professionalism YES Parental Engagement YES Assessment of Children’s Progress

What difference will it make for learners? (what impact do we expect to see?):A re-defined, re-developed and cohesive S1 - S3 BGE Curriculum flowing from P7 and better preparing young people for the Senior Phase.

Success criteria (how will we know if the change has been an improvement?):Most staff will:

● Feel that there is appropriate provision for Digital Technology.● Use digital technology in lesson (where appropriate).● Feel confident knowing how and where to find digital resources to enhance learning and teaching?● Understand how digital technology, if used appropriately, can enhance learning and teaching?

Most pupils will:

● Use digital technology responsibly to enhance their learning.Most parents will:

● Understand the importance of digital technology in their child's learning.What exactly are we going to do? (detail of specific actions)From Notification of Chromebook Delivery (or before):


18

● Ensure that staff are briefed on the Highland Council Digital Learning and Teaching Strategy and understand what this means for your school.

● Update school learning and teaching policy to ensure that digital learning is integrated into our school philosophy for excellent learning and teaching.

● Ensure all staff have G Suite Account log in details.● Ensure that all staff are using Google Chrome for web browsing.● Key staff to explore new Technologies experiences and outcomes.● Arrange for Digital Learning Team to attend an ASG meeting to

discuss deployment and any other perceived challenges.● All staff will complete baseline assessment (see evaluation right) (link

to assessment)● Advise all staff to sign up for the Digital Learning Mailing list to keep

up with announcements (link)● Review eSafety policy and practice (link to eSafety Tool)● Ensure that all staff have accessed and read key Chromebook

documentation. (link: Teacher and School Leader Advice)● Start to engage with parents/carers and wider community (link:

Parent & Carer section on website).● Key school staff attend authority training (link: Training programme

and training materials and Digital Teaching Resources)● All staff encouraged to share good practice at staff meetings,

department meetings and ASG meetings.● All staff encouraged to share good practice with Highland Digital

Learning blog (link: DigiLearn Highland Blog)● All staff encouraged to become Google Certified Educators (link:

Google Certified Educators)● Decide on how devices will be distributed when delivered.

● eg: will devices stay in school for the first few weeks?● eg: will devices only be accessible in a certain subject?● eg: will you have an assembly to discuss safe and responsible

use?From delivery of devices:

● Receive devices from Highland Council and distribute to pupils.● Prepare for managed Windows devices to be replaced with your new

allocation (3 months after Chromebooks arrive)

[insert name of the person(s) leading digital learning / chromebook rollout here or designated person leading each aspect of the roll out]

19

Actions by the end of year one with Chromebooks (or before):

● All staff understand what is meant by a digital culture and have contributed to the development of what a digital culture within the school (link: What is a digital culture?).

● All learners have created a personalised Chromebook Cover.

Actions by the end of year two with Chromebooks (or before):

● Ensure that digital learning is a feature of our ASG Improvement Plan.● Setup and use ePortfolios for learners.● Ensure that digital technology is used effectively to help with teacher,

whole school and neighbourhood self-evaluation.● Ensure that digital technology is used effectively to communicate

with parents and the wider school community.● Gain digital schools Award (currently only available to primary

schools) - link: Digital Schools Award

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

● All aspects of the success criteria will be tracked over three years.● All staff will complete the Highland Council Teacher Baseline Assessment [Link:

Baseline Assessment]


[insert name of the person(s) leading digital learning / chromebook rollout here] (with Highland Council Digital Team)

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)

● By providing all learners from P6 - S6 with a device this intervention is specifically designed so that young people experiencing disadvantage will not be adversely impacted. [insert name of school] will however be mindful of the young people who do not have internet access at home and provide support if necessary.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not

20

impact negatively on staff wellbeing and workload?)

● This project and the development time associated with it has been built into the working time agreement for 2017/2018.


● Development of whole school / departmental specialisms in the creative use of digital technology (including moving image, animation, writing for the web, audio and coding).

Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:

● Time (CAP and In-service days).● Support from HQ Digital Learning Team for advice and extra training as required.

21

drak · web viewat drakies primary school we promote well-being and respect for all. our...

Documents