dunbar primary school improvement plan - edubuzz.org · ***** school improvement plan 2016/17...

Dunbar Primary School

Improvement Plan

2018-2019

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2 ************************ School Improvement Plan 2016/17

Dunbar Primary School Aims and Rights Respecting School Charter

Successful Learners – (Article 14 and 28)

Every child has the right to an education. Discipline in schools should respect children’s human dignity. Young people should be encouraged to reach the highest level of education they are capable

of. Every person in school must respect this right at all times.

I will do my best to be happy at school and to make it a happy place for others. I will do my best to take part in all school activities. I will keep learning and keep getting better so my learning is the best it can be. I can explain what I have to do to get better at things

Responsible Citizens – (Article 14 and 23)

Every child has the right to think and believe what they want and also to practise their religion, as long as they are not stopping other people from enjoying their rights. We must respect the rights of parents to give their children guidance about this right. (Article 14)

I will do my best to take care of everyone and everything in our school. I will do my best to respect people who live in our community and the world beyond our school gates. I am learning to make my own choices and decisions. Confident Individuals - (Article 29 and 31)

Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights. Every child has the right to relax, play and join in a wide range of cultural and artistic activities.

I will believe in myself. I am confident enough to have a go! I am happy to share my successes. Effective Contributors – (Articles 12, 13 and 15)

Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. Children have the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights. (Article 12 and 15)

I can work well with others to get a task done. I can use what I have learned in different situations. I can accept the opinions of other people even when I don’t agree with them


National Priorities (NIF) In line with the National Improvement Framework, school improvement priorities should clearly articulate with the following 4 key priorities in session 2018/19:

Improve attainment, particularly in Literacy and Numeracy

Close the attainment gap between the most and least disadvantaged children

Improve children and young people’s health and well-being Improve employability skills and sustained, positive destinations for all young people (DYW 3 to 18)

Local Priorities East Lothian Council Plan 2017-2022 Reducing inequalities within and across communities

Implement the recommendations within the Poverty Commission Action Plan Growing our Economy

Reduce unemployment and improve employability Growing our People

Reduce the attainment gap and raise the attainment and achievement of our children and young people and improve the life chances of the most vulnerable people in society

Growing our Communities

Extend community engagement and decision making and increase community and individual resilience Growing our Capacity

Deliver excellent services as effectively and efficiently as possible within our limited resources

East Lothian Education Service Improvement Plan

Improve inclusion, wellbeing and equality

Improve attendance and reduce exclusions

Raise attainment and achievement, particularly the lowest 20%, LAC and ASN

Improve positive destinations, particularly the lowest 20%, LAC and ASN

Improve the % of schools and early learning and childcare settings evaluated as good or better across the NIF quality indicators

School Priorities Based on your self-evaluation of the following HGIOS4? and equivalent HGIOELC? And HGIOurS, QIs to include actions towards addressing the areas for improvement identified:

1.3 Leadership of change

2.3 Learning, teaching and assessment

3.1 Inclusion, equality and wellbeing

3.2 Raising attainment and achievement Note: Include reference to the actions and approaches being taken forward to improve the effectiveness of moderation of teacher judgement of CfE levels in Literacy and Numeracy and to raising attainment. Note: Include actions identified from the SEE survey and employee engagement survey.


Priority 1: Values and Curriculum Review Lead Helen Gillanders/Jaclyn Eeles/Gill Eunson

Actions Drivers for improvement When/Who Impact/Evidence

Review social studies, technologies, , RME and H&WB programmes Nursery – P7

Review programme to ensure we are developing learning pathways that meet the needs of our pupils, our local context, and the wider community.

Plan and introduce a programme to introduce more ‘play’ into all classes from P1-P7. Play with a purpose to develop thinking skills, problem solving, happiness and fitness. Led by pupils as part of our new Initiative to involve every pupil in ‘improving DPS’( linked to our SIP & HGIOurS)

Review current school values(last reviewed in 2012) to reflect where the school is on our ‘journey to excellence’ We are aiming to become a nurturing school, with a focus on excellent behaviour, teaching and learning. All stakeholders from the school community will be involved in this discussion and decision.

Throughout the year we have chosen to use the book ‘Everything Changes when Adults Change – Paul Dix. It is our whole school professional reading activity. It will be used for developing our behaviour policy; it will be integral to our nurturing approach and classroom management policy

Initial session June 2018 2x 1hr sessions in stages and as whole school

Impact: All year stages will produce a yearly overview linked to numeracy and literacy to ensure a coherent, consistent, challenging and motivating programme to ensure coverage, activities linked to 7 principles and the LA frameworks and CfE benchmarks. Teachers will have more time to plan, discuss lessons, develop appropriate assessments and differentiated activities. We will focus on using our local environment more to provide meaningful and relevant learning in the school. Play will be led by pupils with their teachers; identifying play to match learning needs, linked to learning intentions and developing fun, motivating and challenging activities. Our children, staff and parents will all have ownership and know what we stand for as a community at DPS. The values will be referred to regularly across the school and will be embedded so that teachers can use them in lessons, behaviour policy and in our rewards system. Evidence: Values are known and used regularly across the whole school. Pupil surveys will show increased enjoyment, response to challenge and play, and will be able to indicate how they have participated in our ‘improving DPS’ programme. Simplified planning will ensure teachers have more time to focus on T&L e.g. specific LI/SC, formative assessment, HOTs pre-planned, plenaries evident to identify next steps and holistic assessments draw learning together in relevant contexts. Improved behaviour scores from pre/post questionnaire for staff, pupils and parents.


Priority 2: To raise attainment in numeracy through whole school development around SEAL pedagogy Lead Jo Legge/Helen Bennett


Cluster wide SEAL pedagogy training:

3 CAT sessions, each focussing on an area of East Lothian numeracy curricular framework from Early to Second Level (Numerals and Number Structures/ Multiplication and Division/ Fractions, Decimals and Percentages)

These will also include focus on use of RICH tasks to ensure enhanced opportunities for problem-solving/ reasoning and application of numeracy skills.

1 CAT session focussing on Guiding Principles and Mathematisation

Staff will complete an ongoing reflective journal which will impact on how they approach and undergo their professional enquiry (see below) as well as highlighting further professional development needs

The final session will focus on evaluation of CLPL for the session and creation of a shared vision and next steps.

Aug 15th, Sept 7th, Nov 5th 2018, Jan 11th 2019 Joanne Legge Helen Bennett Helena McHugh Nicola Kavanagh Sally Murray

Impact -Consistency of pedagogy in numeracy teaching and language of number throughout school -All staff have a broad understanding of progression of teaching and learning from Early to Second Level which will enable them to support and challenge. -All staff have strong understanding of children’s acquisition of number and use this knowledge to develop appropriate and finely tuned numeracy and maths teaching experiences -Pupils are challenged to share their learning and reasoning through a variety of RICH tasks which allow them to apply their understanding and will support teachers’ assessment of progress through/ achievement of a level. -Support staff are able to support and make progress with identified small group interventions -Creation of shared vision for numeracy teaching and next steps: this will ensure that the numeracy focus is sustained and developed further over the next school session. Evidence: -Initial and final audit of staff understanding and confidence in SEAL - Evidenced through peer observations, SLT learning walks, pupil focus groups -Staff will complete a reflective journal which will evidence their self-evaluation and support their decision making in terms of further professional development -A sample of both ongoing and periodic assessments will demonstrate the impact of improved SEAL numeracy teaching on attainment and progress of pupils -Improved SNSA data.


Professional Enquiry Trios

Staff to form trios to collaborate, research and plan a relevant aspect/goal within numeracy teaching linked to SEAL. (see Japanese model of ‘Lesson Study’).

SLT to provide cover in class to enable colleagues to observe a learning activity. Observers focus on student learning and responses.

Feedback focussed on sharing evidence of pupil learning, revisions made and then re-teaching by different member of trio.

Trios given allocated time within CAT calendar to develop enquiry/ collate and create resources/ professional reading and research/ feedback and revisions.

Professional reading articles and books to be purchased and shared centrally

Reflection/Impact and Sharing our practice event in May 2019

SEAL Support Teacher

To assess and plan specific, responsive and targeted interventions for identified P4-7 pupils: staff will use their enhanced SEAL knowledge to identify pupils

to facilitate these and to monitor and track their outcome

To model SEAL pedagogy in class in order to develop staff capacity and confidence

Intro Session Sept 12th Trio time 7 hours over session for professional reading/ resource creation/ research and planning/feedback Sharing/ Impact Session 10th May 2019 Joanne Legge Aileen Kelly Throughout session 2018/19 3 days a week Helen Bennett

Impact -Opportunities for meaningful and focussed collaborative professional dialogue -Protected time for resourcing and planning will ensure staff feel that this aspect of our development is valued and important -The ‘Lesson Study’ format will ensure that there is substantial and detailed focus on learning and teaching of numeracy. -Through sharing practice and evaluation event, we can impact more widely by disseminating findings from each trio amongst colleagues Evidence - Evidenced through on-going Trio Sessions which will include an expectation of documenting progress/ next steps -Collation of pupil responses to lessons Impact

- Lower attaining pupils receive targeted support which improves confidence and resilience and increases attainment

- All staff feel supported and therefore more empowered to support and challenge their learners and to develop their own teaching practice

Evidence

- Pupils who access interventions will undergo initial and final assessments to monitor and track


Create Share point for Early/ First/Second level resources and activities

Sharing practice visits to observe other practitioners

- SLT and SEAL support teacher to

identify appropriate opportunities and to facilitate

Develop staff and pupil numeracy leadership group

- Pupils to collaborate to ensure pupil voice and participation in numeracy developments within our school

- Staff to take forward our shared vision for numeracy and ensure sustained development in area of numeracy teaching

- Staff to attend local authority numeracy leadership meetings

- SLT and staff to develop and refine our tracking and monitoring systems and ensure consistent understanding and approach

All staff Ongoing SLT and SEAL support teacher Ongoing Identified Numeracy Leadership classes Staff members seeking leadership opportunities Ongoing throughout session and beyond

progress and impact Impact

- Staff have easier access which is less time consuming to quality teaching resources

- Teaching resources are SEAL focussed

Impact

- Staff professional development is effective and progressive

- Staff are able to identify their own learning requirements and seek opportunities to target these

- Building capacity and confidence within teaching

staff - Potential to form networks amongst colleagues in

authority to support and learn together Impact

- Meaningful pupil participation - Staff given enhance leadership opportunities - Distributing leadership will create a stronger and

more sustainable focus on improvement of numeracy attainment


Parental involvement - Parental engagement through BOATS

visits to observe numeracy teaching and learning

- Responsive numeracy workshops throughout session, tailored to parental survey feedback regarding subject and format

Learning Walls/ Working Walls - Development of learning and working

walls to enhance pupil engagement and understanding of their learning pathways

All staff and parents Parental Surveys at Meet the Teacher event Dates to be identified All staff Ongoing

Impact

- Parents feel more able to support their children at home

- Communication between school and parents regarding numeracy pedagogy is improved

Impact

- Improvement of pupils’ metacognition skills


Priority 3: Behaviour Support Programme – Nurture Room, Cluster Behaviour Base, Restorative Practice Lead Caroline Wight/Aileen Kelly

Actions Drivers for improvement

When/Who Impact/Evidence

Appoint a family support worker to work initially for one year to work with families in most need of support and to offer general advice and parenting classes.

Set up a Nurture Room

Appoint 2 nursery nurses.

Set up and resource nurture room.

Observations of children and Boxall

Helen Gillanders to appoint by August in conjunction with Zoe McFadden and Fiona Robertson

Impact - ‘Harder to reach’ families will engage with school and staff. - Families will have a point of contact when they need support

and the FSW will develop a positive working relationship with families.

- Empower and enable children and families to take ownership of the issues and work together with them to help them solve issues.

- Promote positive behaviour in children by working with the parent helping them understand the importance of boundaries, rules, rewards, consequences and consistency in their parenting. Supporting the parents to implement proactive strategies to encourage positive behaviour and for the child to understand why.

- Reduce absence and lateness. - Help parents to be involved with school. - Build a community and develop social relationships. - Improve children’s learning and behaviour by improving

parents’ ability to engage with and support learning.

Evidence - Improved absence and time keeping. - Feedback from families involved. - Improvement in attainment for children involved.

Impact

- Improved behaviour. - Nurture children are able to access the curriculum. - Less disruption to whole class.


Profile carried out to select children.

Develop children’s emotional literacy using; relaxed kids, check in / check outs, emotion talks programme, circle time, walk and talk, emotion works / Fishy, ice pack.

Set up cluster behaviour base to support children who are unable to be in class full time. Appoint teacher and ASN assistant. Work with Educational Psychologist to select appropriate children. Develop use of restorative practice as a whole school approach to developing good relationships and resolve behaviour issues.

This will be introduced on the first August In-service day and followed up during 2 CAT sessions.

Involve non-teaching staff to help build relationships with children.

Staff agrees on whole school rules.

Helen Gillanders and Caroline Wight May – June. Aileen Kelly and Caroline Wight August – June

Evidence - Boxall Profile. - Changes to behaviour as observed by teachers and parents. - Monitor and record referrals.

Impact

- Children are more emotionally literate. - Less behaviour issues. - Better mental health.

Evidence

- Less disruption to whole class.

Impact - Children in base will progress with their learning across the

curriculum. - Children in the class affected will feel safer, calmer and better

able to learn. Evidence

- Attainment levels of the children in the base will improve. - There will be less behavioural referrals.

Impact

- Improved relationships between staff and pupils. - A calmer, happier school. - Class teachers feel confident to resolve behaviour issues in

class. Evidence

- Less behavioural referrals. - Feedback from staff and pupils.


Priority : HWB- Develop and improve the learning, teaching and delivery of Health and Well-being across the school. Lead: Angus MacRury

Actions

Drivers for improvement



Develop a growth mind-set with food. Link this to our BOATS days next session to help get parents involved in food choices. Hold Fearless eating sessions across the school with workshops for parents. Develop a community link with local food producers, retailers and Caterers e.g. The Ridge. Run PR campaigns such as “Healthy Selfies” or “Foodie Photos.” Establish and develop through the session dedicated Fitness Fridays. Planning should be at Stage level to ensure activities meet the need of all learners. Use these sessions to link with healthy eating, mental health, constructive and free play, Lego therapy, relaxation and happiness. Further develop the use of ‘Relax Kids’ Mental H&WB programme to support development of strategies that pupils can use to develop confidence and resilience. Establish and employ a Family Support worker (FSW) to work with children and families. Each Year Stage should be planning/ teaching and tracking using the East Lothian Council Curricular Framework for Health and well-being. ICE Pack to fully embed Mental Health ROA organiser for each year stage. Ensure Raising Kids and Teens with Confidence is promote and hosted by the school and offered regularly to parents.

Nicola Murray/ DHTs Year Stages/Line managers at planning and year stage meetings. Emma Lines, Relax Kids. ELC /HG. C Teachers/Monitoring SMT. CW and AK identify pupils and families that would benefit.

Children will become more confident approaching foods that they currently do not consume. This is designed to raise the uptake of Healthy foods such as fruit and vegetables as well as reducing sugar intake.Before and after surveys will provide evidence of attitudinal change amongst adults and children. The children will identify that the promotion of fitness and a healthy lifestyle will benefit their overall well-being. Children will be exposed to more play opportunities as well as activities with a greater risk. They will also be able to record using the ROA wheels using SHANARRI headings will guide their perception of self well-being. Children will feel and be fitter. Healthy body health Mind will be promoted and embedded. Based on initial feedback from last session these sessions have proved to be very beneficial to our children who experienced the programme last session. Children across the school will develop strategies for relaxation and self-regulation using the techniques and skills developed. Data will be collated from year stages involved in project, analysis will inform future development of this programme. FSW to help improve attendance and assist the school when families are in crisis or require support or guidance. This should improve HWB and attainment for these children. Compare attendance and Attainment data before and after FSW has been in post for session. There will be improved tracking and monitoring of what is taught and in what sequence across the whole school. Duplication of teaching will be eliminated. Teachers will increase in confidence teaching aspects of HWB. SMT will monitor CF are being followed and tracked across all stages. A further review of curriculum provision will take place in May 2019. Parents will engage with the programmes and this should assist the families and school to better support vulnerable children. PT for Inclusion will work directly with Programme co-ordinator and families that would benefit from these programmes. Evaluative data will be sought from those who attend the programme to help improve pupil welfare and behaviour.


Fully develop emotional, social and mental well-being through pupil development group giving all pupils a voice in school improvement in relation to health. Develop a Cluster HWB day with all primary schools in the cluster to support teacher H&WB

AMR/JL/JE GE to create Health groups. AMR as School Rep

Children will feel they have a voice and say in regards to HWB. Pupil/SEE survey indicates improvement in well-being and increase in % of pupils who feel they have a greater input in school life. DHT will survey P3, P5 and P7 at two points through the session to give us an overview of Mental Health across the school,. HWB pupil teams to be set up by PT inclusion/ DHT to listen and repond to the ongoing vies of children across the school and action recommendations or feasible suggestions. e.g More time for play. Staff across the cluster will be more aware of the benefits of HWB on self and pupils Feedback from the day will be positive Positive reports from the Staff survey


Nursery Improvement Plan

Actions To change and manage staffing structure in Nursery Rooms Lead ; Angus MacRury/Rachel Murray

Drivers for improvement


1.3 Leadership of Change

Building and sustaining a professional team.

Actions: To reorganise staff in Nursery Rooms to include new NNSP role in each room. New posts of Nursery Nurse Lead Practitioners / Support Teacher To start in August 2018. Develop and define the new roles. Support NNSP in their new roles. Staff Training sessions to run from August onwards. Staff to cover each other to allow the maximum number of staff to attend whilst afternoon pupil numbers are low. eg: Planning formats Care Standards – SSSC online registration/logbook Continue with Floor Book training Self-Evaluation HGIOELC ICT Quality Interactions / questioning to extend learning Loose Parts Block Play Word boost / RWInc / SEAL Maths Nurture

Staff to cover rooms to enable visits to other childcare settings to take place.

August 2018 Senior Practitioner NN staff to be employed.

(ELC)

Support / training by Nursery Teacher / SMT

/ ELC August 2018 - 2019

All staff to share practice / expertise

SMT/Teacher

Impact: Reorganise staff deployment in all Nursery Rooms. Provide a lead practitioner in each Nursery room to support staff. Staff Training as required

Evidence: Nursery rooms will work effectively without class teacher in each room. All staff will be clear about role of NNSP. Staff Training as required.


2.3 Learning Teaching and Assessment: Planning Tracking and Monitoring

Actions: To take forward ELC planning guidelines to ensure progression and continuity across the Nursery. Agree on new formats to use in all Nursery rooms. Planning formats will use responsive planning, next steps and ensure progression. New Senior Early Years Practitioners to oversee planning and ensure continuity and progression across nursery rooms. Nursery trackers will be aligned with new curriculum frameworks and Benchmarks at early Level - for Literacy and Numeracy. (HWB – already completed) Further develop use of Learning Journey Folders to track progress of all learners using Benchmarks and Early level outcomes in Literacy, Numeracy, Health and wellbeing. Develop a self-evaluation cycle for Nursery using HGIOELC

August 2018 In- service. Staff to

analyse and decide upon final planning

formats to use. SMT/ Teacher /

Wendy Hardie (ELC)

SMT /Teacher / NNSP by June 2019

All staff throughout 2018-2019

Impact: Nursery staff confident in planning and at taking new planning formats forward.

Build staff confidence in facilitating/ supporting child let play through responsive planning. Staff better able to reflect on the impact changes are having on the learning environment. Observations should identify’ teachable moments’ or suitable interactions to extend or deepen learning. Improved ‘in the moment’ planning that is responsive to children’s interests and needs thus meeting individual children’s needs. All staff confident in evidencing, recording and reflecting using Learning Journey folders and Tracking sheets. Evidence: All staff are confident in using new reflective planning formats All staff to contribute / record / reflect upon observations. Staff will make ‘timely’ observations / interventions that lead to improvements in / enhance and extend learning. Increased awareness of and involvement with C for Ex Early outcomes. Increased awareness and involvement at using HGIOELC


2.2 Curriculum:

Pedagogy and Play Continue to develop Learning experiences with specific regard to Literacy, Numeracy, Loose Parts and Block Play.

Continue to develop ‘Word Boost’ programme activities to nursery pupils to develop vocabulary and provide information for parents/carers to support at home via workshops / drop-in sessions/ info leaflet.

Introduce: “Fred Time” (or appropriate name) for Read Write Inc in nursery setting. Target pupils who have achieved Early Level outcomes by Christmas and are ready for set 1 initial sounds / rhymes. Introduce Fred Frog/ initial sounds and if hand control is at an appropriate stage can work on letter formation. Have a space set aside to use as ‘Fred’s Pad’? decorated with pond /lily leaves/ flowers as a fun space to learn.

Develop ‘Stay and Play’ in nursery rooms to encourage parents to join in learning activities to support our pupils at home. Introduce a short info session for parents to focus on one specific type of play eg ‘Funky Fingers’ - fine motor / Loose Parts- imaginative followed by 30 mins stay and play in rooms.

Block Play: Block play resources to be audited in all rooms.

Funding to be sourced for adequate block play resources in all rooms and new block play sets bought.

Staff training refresher on Block Play.

Nurture - in the Nursery setting? TBC as Whole School Development

Quality of Interactions Continually review the learning environment with children to enable skills based and inquiry based learning to take place. Develop the use of the self- evaluation floor books to evidence changes / improvements in learning. Staff making ‘timely’ observations / interventions that lead to improvements in / enhance and extend learning. Children to be involved at each stage in the redesign process.

All nursery staff

All year

Teacher

Ongoing / All staff SMT/Teacher/All staff

All nursery staff

Impact: Creativity and individuality are seen to be at the heart of play and all aspects of learning in our Nursery. Children have freedom to follow their interests / develop play. Nursery rooms will show a more open free flow environment that encourages independence and increases learner choice. More able readers will progress with initial sounds / blending. Pupils will have a voice in their Nursery rooms. Evidence: Children access open ended play materials to extend creativity and thinking. Children will self-direct their learning and self- select resources. Children’s vocabulary and use of words improved. Rooms will show a variety of high quality experiences that allow children to use natural materials/loose parts and imaginative play. Impact Increased parent /pupil ownership and engagement with Learning Journeys. Parents are better informed about child’s progress. Parents receive regular and up to date information about their child’s


2.7 Partnerships Continue to develop partnerships with parents /carers and closer links with P1.

Further develop links with home / school Target setting. ‘Learning Journey’ Folders sent home regularly. (Aug-Oct/Oct-Dec/Jan-March/ April-June. Targets set to work on at Nursery and at home. Continue to develop School website with a Nursery page set up / Twitter account / add a number counter to show hits. Adding Nursery photos to foyer screens in school on a weekly basis. Develop more opportunities for parental involvement – volunteering in rooms/ reading stories / sharing skills / world of work. Parent Survey - Survey Monkey Improve attendance at curriculum event / drop in sessions. Questionnaires to find out optimum time slots for parents / topics that carers would like info or support on. Pre-schoolers to attend a shorter Nursery/P1 assembly (fortnightly on Fridays at 9.00am in other hall or 9.45am depending on staff to lead) Only on the weeks that the pre-schoolers are in on a Friday morning. Every other week P1 to go to normal P1-3 assembly at 9am. Introduce whole school assemblies in Summer term? Sing songs / share a story / Nursery birthdays and star of the week for P1/ celebrate achievements.

SMT/Teacher/staff

learning. Improved home/school links to share news, achievements Pre-school Nursery children able to go to an assembly all year. Evidence: More parents / carers / helpers supporting in Nursery rooms. More parents accessing info on Nursery website. Parents able to attend info sessions without the need to bring children. Nursery and P1 more involved and engaged in a less formal assembly.


Development : To continue to develop 1+2 Languages across the school Lead: Lucy Hare /Susan Brennan


Staff continue to engage with progressions from Early to Second Level through CLPL, observing good practice and team teaching.

Continue to embed French from P1 – P5 through daily classroom routines and experiences including active learning with play, songs, stories etc.

Continue to meet with DGS and cluster primary schools in relation to content, skills and resources.

Continue to use IT to support teaching and learning.

Devise pupil friendly to inform learners of progression and next steps.

Arrange BOATS sessions for parents/carers to inform about classroom activities and supporting learners at home.

Develop planning for L3 with a view to introducing this in 2018-19.

All staff Throughout 2018 - 19 LH and CTs Throughout 2018 - 19 LH and CTs Throughout 2018 -19 CTs Throughout 2018 -19 LH, CTs and pupils By June 2019

Impact:

Increased capacity to deliver 1+2 Languages at all levels.

Increased pupil awareness of conversational language and everyday usage including wider use of labels, signs and language around the school.

High quality learner engagement with languages.

Common approach to delivering 1+2 Languages across all schools and secure effective transition between Primary 7 and S1.

Learners experience the language across different media and contexts increasing confidence transferring knowledge in unfamiliar settings.

Learners have greater understanding of progression and are able to relate to life-long skills.

Strengthened home link and parental involvement through school events.

Evidence

Use of French embedded in daily practice across the school

Informal observation of MFL BOATS days.

Feedback from parents: school surveys and informal discussion.

Feedback from pupil focus groups.

Feedback from staff at planning and monitoring, tracking meetings and Lesson Study activity.

IT/MFL projects as evidence of assessment.


The Cove Priority: A coherent and progressive framework for tracking and monitoring activities. Lead: Susan Hagart


Gather examples of tracking formats from other departments/ schools. Share and discuss pros and cons. Review and discuss current formats. Update/adapt. Look at new Benchmarks and how they fit in. Discuss how IEPs, CSPs, SHANARRI, GIRFEC are linked and or not included in the new format. Introduce and pilot the new formats across The Cove Evaluate the plans for;- fitness for function, ease of use, time taken to write, whether understood by outside staff e.g. supply. Redraft as appropriate. Review pupil progress over the year and evaluate how meaningful the information is.

CAT sessions over course of school session Whole department staff scrutiny group Cascade to ASN Auxiliaries DHT to monitor October 2019 Evaluate

A coherent and progressive framework for tracking.

Robust meaningful tracking programme in place.

A more consistent and coherent policy and programme for tracking across The Cove.

To establish good consistent practice.

Provide opportunities for all staff to share their expertise, contribute and look at best practice.

Share good practice from each class and elsewhere.

Discuss useful formats that could link to planning.

Increased confidence from staff.

That there will be a consistency of approach throughout the Cove

To improve clarity for teachers.

Individual information on each pupil that will build up to provide a picture of the whole child’s learning.

To improve learning as the approaches will be consistent for the individuals and all classes.

dunbar primary school improvement plan - edubuzz.org · ***** school improvement plan 2016/17...

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