establishment improvement plan 2019 - 2020 · 2020-05-04 · 2 overview of establishment 3 year...

Education Resources

Curriculum and Quality Improvement Service

Establishment Improvement Plan

2019 - 2020

South Park Primary and Nursery

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Education Resources

Curriculum and Quality Improvement Service

Contents

1. Establishment 3 Year Improvement Plan Overview

2. Establishment Strategic Improvement Plan

3. Establishment Operational Improvement Plan (Action Plan)

4. Establishment Maintenance Plan

5. Pupil Equity Funding Planning and Reporting

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Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2019-2020,2020-2021,2021-2022

Strategic Priorities 3 Year Cycle

2019-2020 ➢ Raise attainment in writing with a focus on a whole school progressive approach ➢ Continue to raise attainment in literacy through a focused consistent approach to effective learning and teaching incorporating digital

literacy and effective robust assessment ➢ To embed a strategic nurturing approach with a focus on equity and wellbeing and developing leadership at all levels

➢ Further develop a positive culture and ethos and embed the vision and values to ensure high quality learning outcomes for all with a focus on parental engagement and community partnerships

National Improvement Framework Key Priorities

• 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; and

• Improvement in employability skills and sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

• School leadership

• Teacher professionalism

• Parental engagement

• Assessment of children’s progress

• School improvement

• Performance information

• 1.1 Self Evaluation for self-improvement

• 1.2 Leadership for learning

• 1.3 Leadership of change

• 1.4 Leadership and management of staff

• 1.5 Management of resources to promote equity

• 2.1 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 Partnership

• 3.1 Ensuring wellbeing, equality and inclusion

• 3.2 Raising attainment and achievement/Securing children’s progress

• 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning

Transforming Learning and

Teaching

Implementing Curriculum for Excellence

Meeting the Needs of all Learners’, GIRFEC and Statutory Duties

Skills for Learning, Life and Work

Professional Learning

Leadership (Change and Improvement)

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The final two targets are for specifically for our Nursery improvement: 4. To continue to develop our nursery provision to ensure high quality learning experiences for all young children 5.To further improve outcomes for children through progressive learning experiences across Early level. 2020-2021

➢ Develop a responsive curriculum with effective planning, learning and teaching which promotes essential skills for life learning and work and meets the needs of our local context

➢ Consolidate and embed a nurturing approach to ensure inclusion, equity and wellbeing ➢ Raise attainment through further engagement with parents as partners in the journey of our learners

2021-2022 ➢ Effectively track and monitor Health and Wellbeing and engagement to continue to produce positive outcomes for our children ➢ Embed the digital strategy in all curricular areas ➢ Develop a framework to ensure the strategic sustainability of the nurture provision within the school

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Strategic Improvement Planning for Establishment: Overview of Links to Key Policies Session: 2019-2020





• Improvement in employability skills and sustained positive school leaver destinations for all young people.

Collaboration and consultation

Who? When? How? Staff,Pupils Parents/ Carers/ Community

August 2019

Community partnership Surveys Microsoft form Forms

Staff, Pupils Parents/ Carers

Oct 2019 Leadership @all levels Surveys Microsoft form Forms Consultation

Staff,Pupils Parents/ Carers

Feb 2020 Impact of Nurture/ Bahaviour Policy/ Repsect Me Evaluative Surveys Microsoft form Forms

Staff,Pupils Parents/ Carers/ Community

May 2020 Consultation on improvement priorities Surveys Microsoft form Forms

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators

SLC Education Resources Themes




Transform Learning and

Teaching/Implement CfE

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Strategic Priority

Intended Impact Measures of Success Actual Impact

1. Raise attainment in writing with a focus on a whole school progressive approach

Raise attainment in writing through a focused approach to learning and teaching using ‘ Talk for Writing’ guidance as a stimulus. Increase attainment levels in writing by a minimum of 5% across the school through robust interventions which focus on

➢ developing effective learning and teaching in writing

➢ practitioner professional development in ‘Talk for Writing’ approaches

HGIOS 4 -1.1,1.2,1.5,2.2,2.3,3.2 HGOELCC-1.1,2.2,2.3,3.2

Pupil consultation Learning Visits with SLT Peer Visits Tracking and Monitoring Pupil voice Parent/Carers consultation Professional dialogue Learning journals SNASA Learning conversations Consistent school policy and practice in writing Attainment data Participation and Engagement in digital club/homework club










• 2.2 Curriculum




• 2.6 Transitions

• 2.7 Partnership








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Continue to raise attainment in literacy through a focused consistent approach to effective learning and teaching incorporating digital literacy and effective robust assessment

➢ Whole school in house training on moderation of writing to ensure a coherent progressive approach

➢ pupil engagement and participation in writing

Further develop a bespoke literacy programme to focus on increasing levels of engagement and attainment of reading through

➢ a consistent approach to innovative effective teaching and learning incorporating digital literacy

➢ pupil literacy leaders across the school

➢ parental engagement in learning in literacy through the effective use of digital technology in the home

varied and innovative resources to enhance participation in

HGIOS 4 -1.1,2.2,2.3,3.2 HGOELCC-1.1,2.2,2.3,3.2

Pupil consultation Tracking and Monitoring Pupil voice Parent/Carers consultation Professional dialogue Learning conversations Attainment data

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➢ reading including

digital technology Further develop our whole school policy and practice in assessment and moderation through

➢ reviewing and evaluating procedures to enable children to articulate their learning

Consultation on effectiveness of implementation of ‘How Good is OUR school’

2.To further extend a strategic nurturing approach with a focus on equity and wellbeing and developing leadership at all levels

Increased staff awareness of and engagement with the principles of a nurturing approach through

➢ professional learning on implementing our staged strategic plan of schematic shifts in adult behaviour.

➢ enabling children to feel included and valued through positive recognition and restorative approaches to behaviour management

➢ robust assessment of children requiring support to fully

HGIOS 4 -1.1,1.3,1.5,2.4,3.1 HGIOELCC- 1.3,2.4,3.1 Staff plan, assess and evaluate nurturing approaches Feedback from staff children and families on the impact of nurture strategies. For targeted children, improvement is evident with reference to the five key data sets (attendance, attainment, exclusion, engagement, participation)

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access their potential

➢ targeted children able to access a flexible curriculum to enable them to reach their full potential

➢ targeted children and parents/families more aware of how to manage emotions and cope with daily life.

3.Further develop a positive culture and ethos and embed the vision and values to ensure high quality learning outcomes for all with a focus on parental engagement and community partnerships

➢ Review and evaluate family engagement in our school

➢ Develop a coherent approach to family learning that promotes equity and excellence

➢ Further establish community links to embed our values and vision for the whole community

➢ Create a partnership group with parents/staff/children to implement ‘Cost of The School Day’

HGIOS 4 -1.1,1.3,1.5,2.5,3.1 Tracking parental/pupil engagement in workshops Boxall Assessments Position Statement for Cost of The School Day

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4. To continue to develop our nursery provision to ensure high quality learning experiences for young children 5.To further improve outcomes for children through progressive learning experiences across Early level.

➢ increased opportunities for outdoor learning and open ended exploratory play for all children across both playrooms

➢ increased staff knowledge on effective tracking of learners engagement

➢ increased opportunities for free flow play across Early level

HGIOELCC- 1.3,2.2,2.3,3.1 Pupil consultation Staff consultation Tracking and Monitoring Pupil voice Parent/Carers consultation Professional dialogue Learning conversations Attainment data

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Operational Improvement Planning (Action Plan) for Establishment: South Park Session: 2019-2202 Strategic Priority 1: Raise attainment in writing with a focus on a whole school progressive approach including

a consistent approach to effective learning and teaching of literacy incorporating digital literacy and effective robust assessment





• Improvement in employability skills and sustained positive school leaver destinations for all young people. National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes













• 2.2 Curriculum




• 2.6 Transitions

• 2.7 Partnership










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Key Actions (How) *Lead Person *Timescale *Comments

➢ Provide opportunities for

professional dialogue and

professional learning around

‘Talk for Writing’

➢ To develop planning pathways

for the coherent progression of

writing across the school in line

with Talk for Writing Approach

➢ Provide opportunities to work

collaboratively to share good

practice across stages in

effective teaching and learning in

writing

➢ Further develop and implement a

whole school policy and practice

in reading, grammar and spelling

which promotes innovative

approaches to learning and

teaching and consistency in

practice.

➢ Implement a new toolkit for

teaching and assessing listening

and talking

➢ Further implement planning

pathways for numeracy in line

with SLC digital strategies and

national benchmarks

➢ Increase pupil awareness of the benchmarks making clear links to articulating their learning

All staff Yvonne Donaldson and improvement group All staff Kirsty McNeil and improvement group Sarah Stanage Kirsty McNeil/ Yvonne Donaldson

August 2019 ongoing September 2019 January-June 2020 August 2019 ongoing August 2019 ongoing August 2019 ongoing September 2019 ongoing

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➢ To increase parental

engagement in the children’s learning journey by introducing a new approach to homework through family learning.

Kirsty McNeil

August 2019

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Operational Improvement Planning (Action Plan) for Establishment: South Park Session: 2019-2020 Strategic Priority 2: To embed a strategic nurturing approach with a focus on equity and wellbeing and developing leadership at all levels with a focus on community and parental partnerships

Key Actions (How) *Lead Person *Timescale *Comments

➢ Develop and deliver a strategic plan to fully implement the Paul Dix approach

➢ Implement with all staff the three visible consistencies

➢ Implement the behavior plan with a focus on best attention to best conduct

Susan Tullett Kirsty McNeil All Staff

August 2019 ongoing August –October 2019 October-December 2019 January 2020-April 2020

An action plan for working

towards the readiness for our

whole school accreditation for

Nurturing Schools Award details

the specifics of the

implementation.


















• 2.2 Curriculum




• 2.6 Transitions

• 2.7 Partnership










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➢ Establish consistent relentless routines

➢ Script difficult conversations through restorative approach

➢ To continue to use various assessments including sensory assessment and Boxall identify children who will benefit from spending time in nurture groups.

➢ Using the results from Boxall profiles set appropriate targets for children to enable them to develop their social and emotional communication skills.

➢ Work collegiately to share effective practice of nurture approaches with all staff

➢ Work in partnership with parents/carers to implement ‘How to Get Through The Day’

➢ Work in partnership with parents/carers of targeted children to enhance support for families for improved outcomes

➢ Work in partnership with parents/carers/staff and pupils to create and implement an effective ‘Cost of The School Day’ strategy and position statement for our school

Teaching Staff Susan Tullett and Class Teacher All Staff Will Ogg ( Educational Psychologist) Susan Tullett Kirsty McNeil Yvonne Donaldson PT

April 2020-June 2020 August 2019-June 2020 September 2019 Ongoing September 2019 ongoing

A separate action plan also

details the implementation

details of parents/carers

engagement in Nurture

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Establishment Maintenance Improvement Planning South Park Session: 2019-2020

Key Actions (from previous plans)

➢ Continue to raise attainment in numeracy with relentless focus on innovative teaching and learning including the use of flexible groupings ➢ Further develop Monitoring & Tracking Pupil Progress and articulation of learning ➢ Parental Engagement with focus on digital learning


















• 2.2 Curriculum




• 2.6 Transitions

• 2.7 Partnership










Pupil Equity Fund

Planning and Reporting

2019-2020

The Gap: Please provide an overview of your school’s poverty related attainment gap making reference to data.

Look at the 5 key indicators for closing the poverty related attainment gap:

Attainment, Attendance, Exclusion, Participation and Engagement.

What is the gap for these 5 areas? How does your data for SIMD 1-2 + FME compare with your data for SIMD 3-10 without FME.

-6.0 -4.0 -2.0 0.0 2.0 4.0 6.0 8.0

South Park Primary School

SLC Primary School Average

% Absence

% Absence Gap % Absence SIMD 3-10

% Absence SIMD 1+2 +FME

-20.0 0.0 20.0 40.0 60.0 80.0 100.0



% Attendance

% Attendance Gap % Attendance SIMD 3-10

% Attendance SIMD 1+2 +FME

-20.0 -10.0 0.0 10.0 20.0 30.0



Number of Exclusions

Number of Exclusions Gap

Number of Exclusions SIMD 3-10

Number of Exclusions SIMD 1+2 +FME

2017-18 FME data as a broad comparison shows South Park Primary school is approximately 5% more disadvantaged than the SLC average. This allows us to reflect on our data in comparison with SLC averages. Across these three measures our gap is significantly lower than SLC average. Taking into consideration the context of our school this is a very positive picture. The robust procedures we have in place to track and improve the gap in these areas are now embedded in the life and work of the school. We are particularly pleased with the impact of our restorative culture on our exclusion data.

Outcomes and Measures

Intervention Description New Interventions – description and clear rational

Max 200 words Without a nurturing provision in our school we would be unable to meet the needs of our learners. Many of our families and children require additional support to fully access the curriculum and reach their potential. This is the main driver for our Nurture interventions

and why we are dedicating our Pupil Equity Fund this session solely to the further development of nurture

across our school community. The impact over the last two sessions has shown that more of our learners and families’ needs are being met in line with the equity and excellence agenda. We are consistently building capacity and sustainability through the knowledge and

experience of a full time nurture teacher.

Intervention Theme

Organiser

Type of intervention

Co

ntin

uatio

n o

f 20

17/1

8 P

lans Y

o

r N?

Mid-Year Progress To be completed at Mid-Year

Stage

Actual Impact To be completed at End of

Year

Literacy

Nu

meracy

HW

B

Learnin

g & Teach

ing

Leadersh

ip

Family &

Co

mm

un

ities

Scho

ol gen

erated

Partn

ership

/charity

Co

mm

ercial Reso

urce

Co

nsu

ltant

Outcomes: • All children targeted for Nurture

intervention will have improved wellbeing and be reintegrated into main stream provision

• All adults engage with an informed consistent positive restorative approach so that all children are engaged with mutual respect and trust.

• All children’s emotional needs supported and recognised as required

Intervention 1: Developing HWB through Nurture

• Continue main nurture groups established 3 mornings a week for targeted children in P1-7

• Nurture teacher will continue to lead CLPL for staff on nurturing approaches

• All class teachers completing and maintain Boxall assessments

• School continues to embed nurturing principals through staff training provided by accredited Nurture teacher in school.

• Staff and children continue to move towards a positive restorative approach to behaviour through training and professional dialogue using ‘Paul Dix’ ‘When The Adult Changes Everything Changes’ as a stimulus

• Adapting and adjusting provision in school to responsively and effectively meet the nurture needs across the school

• Use Boxall assessment on class as a whole to identify needs of class dynamics

• Adjust approaches and class routines to incorporate results of class Boxall

X X X X X Y

Measures: • Boxall Profiles for indivduals • Boxall Profile for class • Learning Conversations • Wellbeing Tracking of Indicators • Nurture Strategic Action Plan • Consultations with children, staff and

parents

Outcomes: • Increased active parental engagement

in the life of the school community • Increased meaningful parental

engagement in the learning journey of their child/children

• Increased opportunities of support for targeted families in positive outcomes in mental and emotional wellbeing

Intervention 2: Family Engagement and Learning

• Creative approaches to family engagement in life of school are strategically planned and implemented

• Homework policy will be reviewed, evaluated and relaunched as family learning which promotes equality fairness and diversity

• Devise and implement a strategic diet of family learning workshops to strengthen home school links and improve outcomes for learners

X X X N

Measures: • Consultations • Survey’s • Recording Attendance • Observations

Sustainability: Please outline how you plan to mainstream or exit initiatives if required to enable sustainability in the longer term.

1. IDL has a reduced subscription now that we are past the first year and would be paid for from the school budget.

2. Live’n’Learn positive mindset initiative has been delivered by an outside agency to all members of the school community and

continues to be a part of our language, thinking and behaviour as a school but the training will not need to be repeated for this to be

sustained. The SLT will continue to promote these values and ensure that they continue to have a high profile in the school.

3. Talk for Writing will be well resourced and staff well trained in this initiative before the end of PEF provision therefore no further

money will be required to continue to see improved attainment in writing as a result of introducing Talk for Writing.

4. As our nurture room is now established the resources required to maintain it are far less than the initial set up cost and could be

done through the school budget.

All staff are receiving training in nurture principles and we are working, as a staff, towards nurturing schools’ principles and practises being embedded as school-wide standard practise. Next year we aim to formalised that process by enrolling on the Nurture UK Nurturing Schools Programme which will lead to a Nurturing Schools Award, further cementing nurturing practises across all areas of the life of our school. It is planned to have all staff visiting the nurture room across this year to observe nurture groups in practise and, moving into the fourth year of PEF, it is planned to involved more teachers in this initiative by having groups that are jointly led by our experienced nurture teacher alongside other members of the teaching staff. It is also hoped that more staff will be able to attend the nurture group training with a view to having more staff who are able to lead nurture groups. The majority of our funding is spent on a full time member of staff for our nurture room. If the funding stops providing for a teacher, we will use time created by whole school activities to release members of staff to run nurture groups. We will also utilise the support staff and volunteers that are currently helping in our various nurture groups, who are becoming more skilled, to lead groups in the room that has been created.

5. Members of the SLT who are non-class contact will also be able to use the nurture room to continue positive initiatives such as ‘Hot

Chocolate Friday’ and for parent workshops and support groups and for restorative conversations with individuals and groups.

The initiative, in all its fullness, would be unsustainable without a full time member of staff therefore our expectations of the impact would be significantly smaller however, having had four years of this provision, we have established a good basis for moving forward on a reduced basis, if that is all the provision there is, and still seeing impact from the whole school changes that have been effected during the Pupil Equity Funded period.

At South Park we aspire to REACH excellence in all that we do ….

establishment improvement plan 2019 - 2020 · 2020-05-04 · 2 overview of establishment 3 year...

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