papdale primary school

Papdale Primary

School

School Improvement Plan

2014 – 15

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PAPDALE PRIMARY SCHOOL School Improvement Plan

2014 – 15

Contents

1. Education and Leisure Services Vision, Values and Aims 2

2. Papdale Primary School’s Vision, Values and Aims 3

3. Papdale Primary School – 3 Year Strategic Plan 2014- 17 4

4. Overview of Priorities 2014 - 15 5 - 14

5. Key Priorities 2014 – 15: 1 The Curriculum 15

2 Learning and Teaching 17

3 Assessment and Moderation 19

4 Meeting Learning Needs 20

5 Work and Life of the School 21

6. Staff Development Meetings Calendar 2014 -15 22

7. Staff Working Hours Agreement 23

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Orkney Islands Council

Education & Leisure Services

Vision, Values and Aims

(Reviewed May 2008)

The Vision Values and Aim for the Education Service were reiterated following consultation as: -

Vision:

This is our community. We want the very best for everyone.

Core Values

We value: Respect; Responsibility; Enjoyment; Being Safe; Being All We Can Be; Being Healthy;

Being Active

Aim

We aim to improve achievement and attainment and the health and well being of all pupils, students,

service users and members of the community.

In particular we aspire to help people become:- Successful learners

Confident individuals

Responsible citizens

Effective contributor

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Papdale Primary School

Learning for today, Learning for tomorrow

(Review led by Pupil Council January 2012)

Our Vision, Values and Aims are like those of the Education Service whilst also showing

what we feel is important to Papdale. They have been drawn up with the help of our

children, parents and staff.

Vision:

Papdale Primary School will be a caring place where everyone takes part in excellent

learning.

Values:

We value:

Everyone

Achievements

Respect

The World

Happiness

Aim:

We aim to help everyone in our school community become successful learners, confident

individuals, responsible citizens and effective contributors.

successful learners responsible citizens

confident individuals effective contributors

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VALUES

QIs 2.1 2.2 3.1 4.1 5.3 5.5 5.6 5.8 7.1 7.2 8.3 9.1

Children, parents, staff, partner organisations and the wider school

community work together to provide an enriched and highly motivating learning environment.

Continue to value our links with the local community.

Promote our VVA and positive school ethos.

Encourage sustainability in all aspects of the work and life of the school, including healthy living.

Provide opportunities for recognising wider achievements and learning opportunities in school and in the community.

Facilitate/Enable more children’s access to our Pupil Groups, including class rep for each group.

Encourage P1-3 to voice their thoughts on school life and improvements to the relevant Pupil Groups.

EXPERIENCES AND OUTCOMES

QIs 5.2 5.4 5.8 8.1

Experiences and outcomes are developed through the four contexts for

learning, providing a varied and rich learning environment.

Ensure a broad balanced coverage of Es and Os at each Level through audit and review of the curriculum..

Promote active and practical learning covering the Es and Os in a meaningful way including outdoors.

Develop safe use of playground equipment.

LEARNING AND TEACHING

QIs 2.1 5.2 5.3 5.4 5.5 5.7

Staff and learners have a shared understanding of active learning and high

expectations of achievement which are embedded in practice at all stages and across all curriculum areas.

Develop outdoor learning programme to ensure progression for the learners.

Continue to promote Learning/Professional Communities within school to support, develop and improve practice using reflection and PL

opportunities and in light of GTCS Professional Update and introduction of new standards.

Through PLCs look at whole school developments, eg, Formative

Assessment Project.

Promote and embed Learning and Teaching Pack including PLP.

PRINCIPLES

QIs 2.1 5.2 5.3 5.4 5.5 5.7 The principles are applied systematically across all learning in Literacy,

Numeracy and Health and Wellbeing.

Ensure the Principles are being applied in our interdisciplinary and

discrete curricular area development

Review opportunities for personalisation and choice across the school in

terms of achievement and inclusion.

Share good practice throughout the school.

ENTITLEMENTS

QIs 4.1 5.1 5.3 7.1 8.1

All children will further develop their understanding of their role in a

sustainable and productive Scotland with reference to the past, present and future.

Continue, through interdisciplinary learning, to develop coherent whole school approaches to developing learners’ understanding of Scotland

and its place in the world.

Continue to develop children’s understanding of global citizenship and

sustainability.

Through Class Council, Pupil Council, Eco Club and Games Parliament

enhance children’s knowledge and understanding of their place in the

world now and in the future.

PERSONAL SUPPORT

QIs 2.1 2.2 4.1 5.2 5.3 5.5 5.6 5.7 5.8 7.1 7.3 8.1 All learners are supported appropriately to ensure coherence in developing

the key skills in Literacy, Numeracy and Health and Wellbeing. All learners

are meaningfully involved in the PLP process.

Continue to develop our approaches to PLP to enable children to reflect on their learning and progress.

Production of updated SfL Policy and Procedures for all.

Consider new legislation – Children and Young People (Scotland) Act 2014, submitted to Scottish Parliament.

Ensure H & WB programme is fully developed.

On-going updating and sharing of all our school Policies and

Procedures.

TOTALITY OF THE CURRICULUM

QIs 2.1 5.1 5.2 5.4 5.5 5.7

Literacy, Numeracy and Health and Wellbeing are embedded across

interdisciplinary learning and curriculum areas and are the responsibility of all.

Through promotion of PLP involve Learners in planning their next steps in a meaningful way.

Embed our new Numeracy and Maths programme in our practice and complete our Listening and Talking and HWB Programmes.

Review place of MLPS in our curriculum and 2 + 1 initiative.

Review R & ME programme and resources.

Review Social Studies, Science and Technology to ensure progression.

Ensure shared understanding of interdisciplinary learning through

active/practical and meaningful contexts.

ASSESSMENT

QIs 1.1 3.1 5.2 5.4 5.7 5.9 8.2 Formative assessment strategies are firmly embedded across learning at all

levels. Develop rigour in the school’s monitoring of attainment and

progression including the use of NAR, PIPs, SSLN, HGRT, etc

Further develop moderation of curricular areas across our school and within the Authority

Use NAR to support assessment

Continue to promote use of AifL/PLP strategies throughout the school.

PIPs data used alongside all our other assessments including Class Teachers judgements.

PAPDALE PRIMARY SCHOOL

3 YEAR STRATEGIC PLAN 2014 - 2017

Responsible

Citizens Confident

Individuals

Successful

Learners

Effective

Contributors

LEARNERS

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Successes and Achievements

KEY AREA 2014 - 15

KEY

PERFORMANCE

OUTCOMES

1.1 Improvements

in performance

Continue Attainment Meetings in January and April 2015 (Links to assessment

priority)-SMT + CTs

Use of SEEMIS for Tracking /Assessing – SMT, CTs + SfLTs

Continue to use NAR as appropriate – SMT, CTs + SfLTs

Continue SfL Tracking Meetings in November 14 and June 15 – SMT, SfLTm + CTs

Continue to use and take account of assessment tools e.g PIPs, SSLN, HGRT when

assessing children’s progress and planning for their learning – SMT, CTs + SfLTs

1.2 Fulfilment of

statutory duties

Budget monitored effectively and reported on regularly with summary in Bulletin

when/if appropriate – BM

Ensure LA and government initiatives, policies, etc are acted on and updated on to

Papdale One Drive – SMT/BM

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KEY AREA 2014 - 15

IMPACT ON

LEARNERS

Continue to meet with learners to seek their views on their learning and progress –

SMT and learners.

2.1 Learners’

experiences Continue to run Class & Pupil Councils, Eco Club and Games Parliament throughout

the school – SMT, CTs.

Ensure each Pupil Group gives feedback to Class Councils and children’s views are

passed on to the Pupil Groups – CTs

P1-3 given copies of Pupil Group’s Minutes and asked for any contributions – SMT,

CTs.

2.2 The school’s

success in

involving

parents, carers

and families

Continue supporting the Parent Council and encouraging parental involvement – Whole

Staff and PC

Encourage parents to participate in after-school Clubs, trips, Golden Time. – PF, SMT

Seek feedback from parents on our Learning Jotters – SMT

IMPACT ON

STAFF

3.1 The

engagement of

staff in the life

and work of the

school

Monitor and assist in accessing relevant PL opportunities for staff whenever possible –

SMT

Encourage Staff to offer formal/informal PL sessions and PLCs for colleagues. Utilise

in-house skills (not just teaching skills) and opportunities. Encourage and facilitate

visits to other schools. – SMT, CTs

Continue Sharing Practice visits to classrooms throughout the school during Staff

Meetings. Build on and be more focussed on the impact of sharing practice on

classroom practitioners and therefore learners. - CTs

Encourage opportunities for professional reflective dialogue through collegiate time –

SMT

Involve all staff, teaching and our support staff in development work and self

evaluation of whole school initiatives through Working Parties, Year Groups, Dept and

Staff Meetings as well as individually – SMT

Compile a Glossary of acronyms for staff reference to be added to relevant documents

eg. ScIP – SMT

Rotas set up showing playground areas and staff on duty in these areas with Year

groups identified who are using these areas if appropriate. – BM & Auxiliary Team

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KEY AREA 2014 - 15

IMPACT ON

THE

COMMUNITY

4.1 The school’s

success in

working with

and engaging

with the local

community

Arrange parent information evenings/workshops on internet/social media safety. – SMT

Develop school’s involvement with local community and undertake activities to benefit

the community. – SMT, CTs

Following a review and update continue workshops in Pre-school and develop this in

other parts of the school. – SMT

Continue to encourage parents and the local community to nominate and let us know

about children’s wider achievements so we can recognise and acknowledge them in

school – whole staff.

4.2 The school’s

success in

working with

and engaging

with the wider

community

Continue to develop global citizenship and awareness of world wide issues through

interdisciplinary topics. Whole school focus of global topic eg. for a week. Encourage

use of Internet/ Amnesty etc. Use people in the community. – SMT, CTs

Invite members of the local community in to our school to speak to classes, year

groups, at Assemblies etc to share their knowledge, skills and experiences with the

children and staff – Whole Staff.

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Work and Life of the School

KEY AREA 2014 - 15

DELIVERY

OF

EDUCATION

5.1 The

Curriculum

Literacy & English

See Key Priority 1 The Curriculum – Languages and Literacy: Listening and Talking

See Key Priority 1 The Curriculum – Languages and Literacy: Review Spelling

Programme

Mathematics and Numeracy

Following the implementation of HAM alongside our existing resources review our M

& N programme and planners – SMT, SfLT & CTs.

Health and Wellbeing

See Key Priority 1 The Curriculum – Health and Wellbeing

Technologies

See Key Priority 1 The Curriculum – Technologies

Social Studies

Using CfE Es and Os review and confirm coverage through interdisciplinary topics at

each Year Group – SMT, CTs.

Science

Using CfE Es and Os review and confirm coverage through interdisciplinary topics at

each Year Group – SMT, CTs.

5.2

Teaching for

Effective

Learning

Ongoing promotion of our Learning and Teaching Pack and the embedding of Personal

Learning Planning – SMT, Cts, SfLT.

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Work and Life of the school

KEY AREA 2014 - 15

5.3

Meeting

Learning Needs

See Key Priority 4 Meeting Learning Needs

Continue Movement Group at P1 and 2– PE Teacher, OT.

Complete review of SfL Procedures, updating records etc. – DHT, SfL Teachers

5.4

Assessment for

Learning

See Key Priority 3 Assessment and Moderation – Writing.

5.5

Expectations and

Promoting

Achievements

Promote the four capacities and the children’s understanding of them through our

Proud Boards, Good News Board, Golden Book Assemblies and classroom practice –

Whole School and Local Community.

Promote celebrating achievements in the local community through website, newsletter,

blogs, local media. Check consistency throughout to ensure everyone participates – All

staff

Term 1 Newsletter – remind parents of the many ways we validate/recognise wider

achievement so they may participate in this. - SMT

Include class interdisciplinary topic titles on each Year Group blog for parents to

access – SMT, CTs.

Explore moving our website to PC rather than Mac to enable admin staff to update it

with the support of the LA IT Dept - SMT.

Continue to promote wider achievements through Learning Jotters, blogs etc including

being on the Proud Board and copies of Certificates received both in and out of school

– Whole Staff and Local Community.

Continue to develop appropriate skills for learning, life and work – SMT & CTs.

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KEY AREA 2014 - 15

5.6

Equality and

Fairness

Promote, encourage and monitor inclusion, equality and diversity in school and in the

community – All Staff

Continue to promote Parental Involvement in school – All Staff

5.7

Partnership with

Learners and

Parents

Continue to keep parents and children involved and informed through good

communication e.g. the website, newsletters and Parents Evenings - SMT

Continue to include children’s involvement in Reviews and IEPs – SMT

Ensure children get some feedback from Review Meetings when they choose not to

attend – SfLT

See also 4.1 Impact on the Community

5.8

Care Welfare and

Development

Continue to monitor attendance - CTs in the first instance followed by SMT

Review Lunch Club provision for children following playground developments –

SMT, Aux/Playground Supervisors.

Review resources in Lunch Club - SMT

School Menu on Papdale’s website - Admin

Continue to promote walking to school as part of HWB – BM & CTs

Continue to promote sustainability in all aspects of school and the wider world –

Whole school community

5.9

Improvement

Through Self

Evaluation

See Key Priority 2 Learning and Teaching

Carry out a broad sweep of HGIOS 3 QIs with whole staff team to identify areas for

improvement – SMT & staff

Continue Sharing Practice slot (10 minutes) at Staff Meetings – All Staff

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KEY AREA 2014 - 15

POLICY

DEVELOPMENT

AND PLANNING

6.1

Policy Review and

Development

Ensure staff are aware of Policies and how to access them and are involved in any

Reviews and development – SMT, Whole Staff

6.2

Participation in

Policy and

Planning

Involve staff and staff teams in relevant Policy and Procedures reviews and updates

– Whole Staff

6.3

Planning for

Improvement

Hold ScIP Working Party in Term 4 (May 2015) – HT

Inform parents of ScIP main targets and provide full copy for Parent Council on

website or in paper form if requested – HT

Discuss ScIP with children through Pupil/Class Council who share with classes and

at Assemblies and our Business Meeting – HT

Use Business Meeting and Class/Pupil Council to invite children, and class, views on

how to further improve the school - HT

Seek all staff views through whole staff meetings and continue to promote

Suggestion Box for everyone in community in foyer (big red post box) – BM

Feedback to school community any suggestions, and the results/outcomes of these

suggestions, at Business Meeting, Newsletters, Staff Meetings etc. – SMT

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KEY AREA 2014 - 15

MANAGEMENT

AND SUPPORT

OF STAFF

7.1

Staff sufficiency,

recruitment and

retention

Organise staff Care and Welfare afternoon based in school. Investigate therapy

options. Seek staff views on catering and activities - BM

Continue induction procedures for all new staff including probationers using LA and

school policy and procedures - SMT

Use experienced staff members to induct and share practice with new staff – SfL

Team

7.2

Staff deployment

and teamwork

Teachers’ Handbooks updated and distributed to teaching staff and electronic copy on

Glow – BM

Updated copies of Support Staff Handbooks in bases and visible on Boards in

Staffroom plus electronic copies on Glow – BM

Involve support staff in meetings, developments etc whenever possible or relevant to

ensure awareness raising, consistency of approaches etc. - BM

7.3

Staff development

and review

Plan and timetable SRs for February – March 2015 and take account of PL needs in

2015-16’s ScIP where possible – SMT

Identify and support options for PL opportunities for all Staff during the session –

BM & SMT

Ensure staff can, and encourage them to, access our PLCs – SMT

CP and Equalities Training for all staff during 2014-15 – SMT

Staff Meetings to have an open invitation to all staff interested, not just teaching staff

- SMT

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KEY AREA 2014 - 15

PARTNERSHIPS

AND

RESOURCES

8.1

Partnerships with

the community,

educational

establishments,

agencies and

employers

Continue to develop and increase links with the community by inviting members of

community organisations in to school to speak to children in their classes, staff at

Staff Meetings and at Assemblies/Talks eg. RSPB, Active Schools, SSPCA, HS

Rangers, First Aid (Red Cross) - SMT, CTs, SfL Team, Aux & BM

Promote links with community organisations e.g. KCPB, Guitar Group, Folk

Festival, St Magnus Festival, Orkney Norway Friendship Association and also

strengths within our staff and parents e.g. KG - Chinese Mandarin, LH - Fencing

– Whole Staff

8.2

Management of

finance for

learning

Monitor basic resource budget and ensure resources are available for all classrooms

and in all areas – BM

8.3

Management and

use of resources

and space for

learning

Review fire evacuation procedures and security – BM

Ensure an effective stock control and ordering system is in place - SMT

8.4

Managing

information

Use SEEMIS to facilitate transition information for P7 – S1 KGS – Admin, SMT

Continue to develop and improve the use of SEEMIS – BM, Admin & SMT

Maintain weekly Business Meeting with all children and staff (teaching and support

staff) in Infant Hall – HT

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Vision and Leadership

KEY AREA 2014 - 15

LEADERSHIP

9.1

Vision, values

and aims

Promote our VVA, and Local Authority VVA, throughout the school– All staff

Continue whole school Courtesy Theme – promotion of our VVA and NY Resolutions

through Assemblies, Business Meetings, Circle Time, Pupil and Class Council – All

Staff

Promote the 4 Capacities: successful learners, confident individuals, responsible

citizens and effective contributors and help make them meaningful for the children –

All Staff

Following our Ethos Survey carried out in Term 4 last session complete an action plan

to ensure improvements – Whole Staff.

9.2

Leadership and

direction

Continue to develop our 3 year strategic plan for focussed developments – SMT

Use HGIOS 3, Journey to Excellence and Education Scotland to help with our school

improvements – SMT, whole staff

9.3

Developing

people and

partnership

Provide opportunities for whole school community to be involved in developments

through Working Parties, focus groups, Parent Council and Pupil Groups – Whole

School Community

9.4

Leadership of

improvement and

change

Agree priorities for improvement and change with leaders at all levels through

consultation, discussion and formulating action plans to be carried out, monitored and

reviewed – HT and all staff

Make effective and efficient use of all information gathered. – SMT

Ensure any Working Party’s progress/agenda allows group discussion and feedback to

rest of staff - SMT

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Priority 1 The Curriculum

Our children are engaging effectively with CfE Experiences

and Outcomes through our curricular programmes.

SIP

6. Curriculum

Development

Overall Responsibility:

SMT

Individual Resp: CTs & SfLTs

QIs

2.1, 5.1, 5.3, 5.4, 5.5, 5.6

Outcomes for Learners:

Learners will participate in a range of challenging and enjoyable learning experiences

Learners will actively engage in their own development and progress

Learners will experience progressive and relevant curricular programmes

Success Criteria:

Children experience high quality learning and teaching through drawing on progressive programmes to meet the learning needs of our children.

TASKS PERSONNEL RESOURCES TIMESCALE PROGRESS/EVALUATON/IMPACT

LANGUAGES AND LITERACY

Listening and Talking

Produce a progressive whole

school Listening and Talking

Programme

Working Party:

DHT - MD

ELCT - AM

1st LCT -

2nd

LCT -

Supply Cover TBC 2014-15

2 days/4 half days

2 x Staff Meetings

Term 3

Spelling

Audit and review our whole

school phonics and spelling

programme and resources.

SMT, Support

Team and CTs

££s 2 x Staff Meetings

Term 1

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HEALTH & WELLBEING

Produce a progressive whole school

HWB Programme

Working Party: TBC Supply Cover TBC 2014-15

2 days/4 half days

3 x Staff Meetings

Term 2/3

Consider and familiarise staff with the

new “HWB: responsibility of all.

Making the links… making it work”

resources and “HWB Significant

Aspects of Learning in Physical

Education” resource. Include this in

our HWB Programme as appropriate.

Whole Staff

Review and update Circle Time

guidance and include relevant sections

from the guidance in each Year

Group’s Planning Folders

2 x Staff Meetings

Term 2/3

TECHNOLOGIES Audit and review our current practice

SMT & CTs 2 x Staff Meetings

Term 1/2

Request IT Dept to assess our school’s

IT equipment needs.

SMT & IT Depts

Further develop our internet safety

programme to include the Respect Me

advice on Online Bullying and Mobile

Technology Advice for parents.

SMT, CTs and Parent

Forum

Copies of Respect Me

Bullying…. A guide for

parents and carers and

Police Scotland Mobile

Technology Advice for

our staff and families.

1 x Staff Meetings

Term 1/2

Parent Workshops

Term 2

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Priority 2 Learning and Teaching

To become familiar with, and confident using, the GTCS

Professional Update/Learning procedures and improve and

further develop learning and teaching skills and

approaches.

SIP

5. Self-evaluation and

Improvement

7. Professional

Learning and

Development


SMT


QIs

1.1, 2.1, 3.1, 5.2, 5.3, 5.9,

7.3, 9.3


Improved learning and teaching approaches for our learners.

Through our self-evaluation and PL opportunities staff will be able to meet children’s needs more effectively.

Improved attainment and achievement.

Success Criteria:

Effective, consistent and focussed planning.

Learners’ experiences will be matched to learning needs.


PERSONAL UPDATE/LEARNING

Become familiar with GTCS PU and

PL procedures and website to ensure

our teachers are all fully engaged with

it.

SMT, CTs 2014 - 15

1 x Staff Meeting

Term 1

Promote existing Papdale Learning

Communities (PLCs) and establish new

ones, linking in with relevant PL and

school developments as appropriate.

SMT, CTs 2014 – 15

3 x Staff Meetings

Term 1 - 3

LA PL opportunity – Tapestry Project:

Assessment for Learning introduced by

Dylan William and followed by further

development work over the session.

TBC

SMT, CTs 2014 – 15

1 x Day Aug. 2014

+ further hours/days

TBC

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SELF EVALUATION

Ensure colleague/SMT Class Visits for

staff are informed by reflective

professional dialogue and school

priorities.

SMT & CTs Class Visit Feedback

proforma

2014 - 15

Use HGIOS QIs to evaluate our

improvements/progress and draw up an

action plan to further improve.

SMT & All Staff 2014 - 15

Facilitate sharing skills, ideas and

strengths in all aspects of the work and

life of the school.

SMT & All Staff 2014 – 15 Term 1 – 3

(1 Staff Meeting per

term)

- 19 -

Priority 3 Assessment and Moderation

To use assessment and moderation to clearly demonstrate

where our children are in their learning in relation to CfE

and ensure a whole school approach to assessment and

moderation.

SIP

5. Self-evaluation and

Improvement.


SMT


QIs

1.1, 2.1, 5.1, 5.2, 5.3, 5.4,

5.5, 5.9


Learners aware of, involved in and contribute to the meaningful assessment of their learning and progress.

Learners experiences will be matched to their learning needs as far as possible.

Success Criteria:

Learning will be more effectively assessed and next steps planned.

Staff will be familiar with the OICs Guidance for Schools on Sharing Standards and Moderation 2014 and are able to make the best use of it to meet

children’s learning needs.


ASSESSMENT & MODERATION

Familiarisation with the LA produced

Guidance for Schools on Sharing

Standards and Moderation 2014

document.

SMT, CTs and SfLTs Copies of OICs

Guidance for Schools

on Sharing Standards

and Moderation 2014

for staff.

Staff Meeting Term 2

Use the principles set out in the above

Guidance to plan moderation activities

within our school.

SMT 2014 - 15

Establish our annual approach to the

moderation and assessment of a ‘cold

piece’ of writing i.e twice a year with

Year Group CTs and CfE Levels.

SMT, CTs and SfLTs 2014 – 15 Term 2 & 4

Staff Meetings 1x T2

and 1x T4

- 20 -

Priority 4 Meeting Learning Needs

Making best use of available support resources in order to

facilitate effective learning for all.

SIP

1. Psychological

Service

2. Pupil Support &

SEAL

9 Children’s Services

and Other Partners


HT

Individual Resp: All Staff

QIs

1.2, 2.1, 2.2, 4.1, 5.8, 8.1,

9.2, 9.3, 9.4


All our learners receive the best possible support available to meet their needs.

Success Criteria:

Everyone in our school community involved with and supporting our children is aware of any needs and how best to try to meet them.

Children with 1:1 support in the playground are identified along with their SfLA, and playground supervisors are aware of personnel involved.

.


SUPPORT FOR LEARNING

Review and update our SfL Policy and

Procedures and ensure staff are familiar

with it.

SfLTs, SfL Team,

SMT and CTs

2014 – 15

1 x Staff Meeting

Term 2/3

Review and update our SfL resources

and storage and raise staff awareness of

their availability.

SfLTs, SfL Team,

SMT and CTs

2014 – 15

1 x Staff Meeting

Term 2/3

- 21 -

Priority 5 Work and Life of the School

Important ‘stand alone’ developments in our school.

SIP

4. Early Years Service

8. Parents/Parent

Council


SMT

Individual Resp: All Staff

Parent Council/Forum

Learners

QIs

2.2, 3.1, 4.1, 4.2, 5.7, 5.8,

5.9, 7.2, 8.1, 8.3,9.3, 9.4


Pre-school children continue to have positive experiences in our Pre-school setting

Our playground provides the children with an exciting and challenging environment to play, enjoy and learn in.

Success Criteria:

A manageable plan is in place to provide the 600 hours Pre-school entitlement from August 2014

The ‘Playground Project’ is completed, including the introduction of the Scrapstore Playpod.


PRE-SCHOOL 600 HOURS

Planning and preparation for children’s

experiences and learning in Pre-school

following introduction of the 600 hours

option for parents and their children.

SMT and

Pre-school Team

LA EY PT

2 x EYP (13.5 hrs)

1 x EYSW (18 hrs)

2014-15

PLAYGROUND

Training of playground staff in the use

of the newly completed Scrapstore

Playpod.

SMT, Janitors and

playground staff.

2014-15 Term 1

1 day In Service

Stock and introduce the Scrapstore

Playpod to the children.

Whole Staff and

Orkney Zerowaste

Regular payment to

Orkney Zerowaste

2014 - 15

Further develop the garden area of the

school grounds including the use of the

bottle green house and vegetable plot.

Whole Staff

Eco Club

Garden equipment and

plant/seeds

2014 - 15

Staff Development Meetings

Staff Development Meetings are scheduled for Mondays between 3.15pm and 4.30pm.

During the coming session, meetings will be used for a number of purposes –

- whole school communication

- whole school developments

- Sharing Good Practice Meetings

- Department Meetings

- CfE Level (Early, First and Second) Meetings

- Year Group Meetings

Term 1

Good Housekeeping! (Whole Staff) including ScIP 14-15

Interdisciplinary Planning

PU: Professional Dialogue, Class Visits, PL, PLCs

PLP : Learning & Teaching Pack and Learning Jotters/SfL Policies &

Procedures

Literacy: Spelling

Self Evaluation

Term 2

Good Housekeeping! (Whole Staff)


HWB

Technologies

PL - PLCs

Sharing Good Practice

Self Evaluation

Term 3



Assessment and Moderation

Technologies

Literacy: Listening and Talking

PL - PLCs

Self Evaluation – ScIP Review/Key QIs

HWB


Term 4



Health & Wellbeing

Attainment


Transition

Further meetings may be included in the programme as the session progresses and as needed – these

will include whole school, departmental and CfE Levels.

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PAPDALE PRIMARY SCHOOL

WORKING HOURS AGREEMENT AUGUST 2014

The Agreement

This school agreement has to be adopted by the whole staff. Once signed by the Head Teacher and

the School’s Trade Union Representative it is submitted to the Joint Secretaries of the Orkney Joint

Negotiating Committee for Teachers.

The agreement covers class contact time, personal preparation and correction time, residual time and

PL time.

Class Contact Time

All teaching staff have a 22.5 hr contact week.

Personal Preparation and Correction Time

One third of class contact time is given as an ‘entitlement’ as stated in the National Agreement. This

equates to 7.5 hrs per week.

All personal preparation and correction time is covered by the National Agreement which states:

‘If a teacher is not required to be on the school premises for certain duties, for example

preparation and correction, these may be undertaken at a time and place of the teacher’s

own choosing. Teachers will be expected to notify the appropriate line managers of their

intentions in this respect.’

Residual Time

Residual time is the 35 hr week minus the combined class contact (22.5 hrs) and preparation /

correction allowance (7.5 hrs).

Residual time is intended to include a range of activities as outlined in Annex D of the National

Agreement. The amount of time available for these activities this year is 5hrs per week or 195 hrs

per year. Of this 195 hrs residual time Staff Meetings and Parent/Teacher Meetings are directed

times.

NB All other times, as allocated, are for guidance as to the appropriate weightings, but may be

adjusted according to individual requirements.

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This is the recommended break down of the residual time:

Parent/Teacher Meetings – 15hrs approx

Four nights a year at prescribed times.

Reporting – 15hrs approx

Planning – 15hrs approx

Record Keeping – 12hrs approx

Staff Meetings – 38hrs

These meetings will allow whole school/department/year group sessions.

Some development work will take place during these meetings, but many will allow

discussion and sharing information, etc.

These staff meetings will take place between 3.15pm and 4.30pm on a Monday.

Liaising with Colleagues(Collegiate)/Consultation – 34 hrs The 34hrs allocation is to be used by teachers, working in year groups or with colleagues.

This will allow colleagues to meet on a planned and agreed basis. Learning and Teaching

Meetings will be held two/three times during the session in Term 1/2 and in Term 3/4 and

the hour for each meeting will be part of the Collegiate Consultation hours. Further

guidance on how these hours are to be used can be found in the Class Additional

Information folder.

PL Reflection – 8 hrs Time for reflection/self evaluation and recording professional learning

Preparation and Correction – 58hrs

These hours are in addition to the 7.5 hours per week of personal time.

PL

All staff have an annual allocation of 35hrs PL. This requires to be agreed with their appropriate line

manager. The forum for agreeing this PL plan will be an Annual Review. To facilitate this review

process, and allow for pre-review preparation, 2hrs will be set against each teacher’s 35hrs PL.

Head Teacher _____________________________________ Date ___________________

EIS Rep(s) _____________________________________ Date ___________________

______________________________________ Date ___________________

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papdale primary school

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