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Standards, Quality and Improvement Plan
Standards and Quality Report for session: 2016 - 2017The school in context
VisionAt Pilrig Park School we promote…Learning together…Being Determined to succeed…Being the best we can be. Our vision is to engage learners through working in partnership with parents, carers and other professionals in a positive learning environment and that every child will leave Pilrig Park with a positive and sustainable destination.
Values To communicate. To work hard. To support and challenge. To develop our school community. To respect each other and build friendships.
AimsConfident Individuals: To present a caring school where pupils and staff feel valued and learn to value others, sharing and celebrating successes and achievements.
Successful Learners: To provide a high quality education combining learning and teaching strategies specific to the complex and individual needs of our pupils.To ensure a broad and balanced curriculum appropriate to the complex and individual needs of our pupils.To support an environment where staff needs can be met through an ongoing process of Professional Development and Review.
Effective Contributors: To communicate and work in partnership with parents, carers and other professionals ensuring the needs of the whole young person are recognized and developed consistently.
Responsible Citizens: To enable pupils to learn through a range of real experiences, taking part in activities in the local community and beyond.
Pilrig Park is a special school providing education for secondary age pupils and is located in central Edinburgh. The school is surrounded by parkland and boasts beautiful grounds. Pilrig Park meets the complex long term additional support needs of young people where the presumption of mainstream cannot be met. The needs of learners are primarily associated with the learning disability and Autism Spectrum Disorder. The school serves a wide area with pupils travelling from throughout the City of Edinburgh, Midlothian and East Lothian. We support a number of young people from our local ethnic communities, and have links with the Multi-cultural centre. A broad and challenging curriculum based on Curriculum for Excellence is offered. Admission to the school is via a Professional Assessment Group.
The school has a role of 76. The total complement of teaching staff is 19.6 FTE and 8.95 FTE Support staff. The school has a Head Boy and a Head Girl and a depute Head Boy and depute Head Girl.
The senior management team consists of the Head teacher, Depute Head teacher and a Business manager. We also have 3 PT’s: Literacy &Total Communication, Numeracy & Transitions, and Health & Well-Being. The school has a multi-agency approach working with the young people and includes an Educational Psychologist, Speech and Language Therapist, Occupational Therapist, School Doctor, Nurse and Health Assistant and Community Mental Health workers. There are currently 11 classes including an S6.
School Priority 1: To continue to develop partnership working across the school to improve outcomes for all young people.
NIF Priority Improvement in attainment, particularly in HWB and employability skills
NIF Driver Assessment of children’s progressSchool ImprovementLeadership
HGIOS4/HGIOELC QIs/Identified Themes QI 1.1 Self-evaluation for self-improvement QI 2.2 Curriculum QI 2.3 Learning, teaching and assessmentQi 2.6 PartnershipsQI 3.2 Raising attainment and achievement QI 3.3 Increase creativity and employability
Progress and impact: The quality of support for our learners has been improved through continued and new partnership working which includes The Botanics,
Spartans Connections, Park Rangers, Edinburgh Art Gallery Links and the Festival Theatre. The quality of learning experiences has improved through partnership working to provide work based relevant experiences. The overall quality of education has improved through partnership work to provide a sense of community and identity.
The skills based curriculum now offers more choice and personalisation in the Senior Phase.
Next Steps: To measure the impact of existing partnerships To continue to develop partnerships to enhance the curriculum and learning and teaching To use partnership working to develop a Nurture base and focus To begin Forest Schools To introduce Loose Parts play.
School Priority 2: To continue to develop total communication in Pilrig Park in order that all learners can maximise their potential.
NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people.
NIF Driver Teachers professionalism School Improvement
HGIOS4/HGIOELC QIs/Identified Themes QI 1.3 Leadership of change QI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement
Progress and impact: All staff take part in on-going training in total communication / ASD training (October 2016 in –service / CLDN Thurs am sessions / Jan
2017 in-service) including some staff learning about PECs and other AAC aids to improve the quality of support for learners. Learning experiences are enriched for learners through the use of total communication. More barriers to learning are broken down through the use of total communication.
Next Steps: To make Pilrig Park school a totally inclusive communication environment Complete Bronze Level of the Visual Supports Project Work to ensure consistency of visuals used across curricular areas. Work with CAMHS / SaLT team to provide CPD and support inclusion Continue with in-service training
School Priority 3: To embed HGIOS 4 as the self-evaluation tool used by the whole school community leading to improved outcomes for all learners.
NIF Priority Ensuring all young people achieve a positive and sustainable destination
NIF Driver School Improvement Teacher Professionalism
HGIOS4/HGIOELC QIs/Identified Themes QI 1.1 Self-evaluation for self-improvementQI 1.3 Leadership of changeQI 3.2 Raising attainment and achievement
Progress and impact: The pupil council and parents have used self – evaluation questionnaires to supported the school on its journey to improvement leading
to the improvement plan 17/18 Reflective conversations / Professional dialogue have helped to improve the skills based curriculum and the focus on supporting our
young people into onward relevant, positive and sustainable destinations.
Next Steps: To improve the M/E of learning and teaching. Set out in yearly calendar To develop the Grafitti wall for use in Pilrig Park To develop a new system Learning Conversations that allows pupils to have an active role in their journey to success To adapt the RSG framework to enhance self-evaluation in Pilrig Park To ensure self-evaluation underpins school improvement.
Self Evaluation 2016 – 2017
Quality Indicator School Self – Evaluation2016 - 17
Inspection Evaluation
What is our capacity for continuous improvement?
1.3 Leadership Of Change 3
2.3 Learning, Teaching and Assessment 3
3.1 Ensuring Wellbeing, Equity and Inclusion 4
3.2 Raising Attainment and Achievement 3
2016 – 2020 School Self Evaluation/Plan for QI EngagementQI 2016 - 2017 2017 – 2018 2018 – 2019 2019 – 2020 Comments
1.1 Self-Evaluation for Self-Improvement1.2 Leadership of Learning1.3 Leadership of Change √ √ √ √1.4 Leadership and Management of Staff1.4ELC Leadership Of Management And Practitioners
1.5 Management of Resources To Promote Equity Leadership And Management Overall
2.1 Safeguarding and Child Protection2.2 Curriculum2.3 Learning, Teaching and Assessment √ √ √ √2.4 Personalised Support2.5 Family Learning2.6 Transitions 2.7 Partnerships * * * *
Learning Provision Overall 3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √3.2 Raising Attainment and Achievement √ √ √ √3.2EY Securing Children’s Progress
3.3 Increasing Creativity and Employability 3.3EY Developing Creativity And Skills For Life And Learning
Successes and Achievements Overall
Key Areas For School Improvement
Improvement Plan
Session 2017- 2018
NIF Priority 1 – Improvement In Attainment, Particularly In Literacy, Numeracy and HWBDriver: Leadership Teacher’s professionalism Parental engagement
QIs/ThemesQI 1.1 Self-evaluation for self-improvement QI 2.2 Curriculum QI 2.3 Learning, teaching and assessmentQi 2.6 PartnershipsQI 3.2 Raising attainment and achievement QI 3.3 Increase creativity and employability
Priority 1a To continue to develop partnerships to enhance the curriculum and learning and teaching
Overall Responsibility HT R Chad
Outcomes Increase in the range of certification in Senior Phase Partners delivering the curriculum Increase of partners supporting the school Partners involved in school improvement Improvement in attainment in Literacy, Numeracy and HWB
Tasks By WhomResources
(inc ref to PEF)
Time
(in line with WTA)Impact/ Progress
To form a partnership/ sustainability and Nurture working party
HT via PRD system and through discussion at staff meetings
Staff Meetings PRD meetings
1 hour 1 hour
To measure the value of existing partners
Feedback results to school community
Thurs am named groups
Thurs am Time on in-set day
30 mins set out in YC
To review areas of the curriculum needing partner support
Working party Partnership
coordinator
Development group time Thursday morning
CPD Time
30 mins set out YC
2 hours 1 hour
Staff meetings x2 To write formal roles
and responsibilities for all partners.
Share with partners at formal meeting
Have a termly partners meeting in school so that they meet each other and discuss impact
Working party Partnership H&W/B PT
Development group time
Open morning for partners on a Friday
By Feb 2018
March 2018(Share )
Partner meetings one planned for March and then May
Invite partners to support school improvement by being a member of a development group
HT / PT H & W/B PT LIT/PT NUM SLT meetings
Development group time
Thurs am
Invite by Feb 2018
Evaluate progress of the development group
Evaluate the impact partners have had on school improvement
Share findings with all staff / partners
HT PTs/Admin
Administrative time
SLT meetings
June 2018
NIF Priority 2 – Closing The Attainment Gap Between The Most And Least QIs/Themes
Disadvantaged ChildrenDriver: Performance information Teacher professionalism Parental engagement
QI 1.3 Leadership of change QI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement
Priority 2a: To make Pilrig Park school a totally inclusive environment for learning
Overall Responsibility DHT C.Chiswick
Outcomes: Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18 Staff use a wide range of performance information to reduce the attainment and achievement gap. A new behaviour policy is produced. Visual Learning Intentions / Visual TT / Individual Visual Reward Charts / Now & Next cards are used by all staff to improve
learning & teaching and pupil behaviour Pilrig Park is an inclusive school closing the attainment gap by breaking down communication barriers
Tasks By WhomResources
(inc ref to PEF)
Time
(in line with WTA)
Impact/ Progress
Identify the communication barriers for each year group.
Share information with all staff.
SLT PTs - SQIP group
SQIP GROUP
SLT meetings PT meetings CPPMs YPPMs
Set out in YC Collate info
from Oct 2017
Share info by Dec 2017
Produce a new behaviour policy
DHT SLT
SLT meetings DHT liaise with all staff DHT liaise with other
ASN schools
By May 2018
HT liaise with S. Shipway (HT Redhall)
DHT/ PT Literacy to discuss names of students for targeted intervention.
DHT / PT Lit Staff Meeting time Oct 2017
Staff to attend CPD on inclusive communication
DHT All staff
In service and YC sessions.
Ongoing CPD In service
Parental engagement to be reviewed/strategies to be put in place to engage families in learning/ target group of parents to be invited to workshop on inclusive communication
DHT PT LIT CAMHS
Open mornings parent workshop
Dec 2017 January 2018 April 2018
Evaluate inclusive communication across the school
Evaluate the quality of CPD
Evaluate the parent workshop on inclusive communication
DHT PT LIT Whole school
community
SLT meetings DHT/PT LIT set up
meetings May In set day
May / June 2018
Involvement in Visual Supports Project
Work towards Bronze Level ensure symbols across school
PT Lit
PT Lit & PT Num to
Ongoing liaise with VS Team
Ongoing.May 2018
ICT equipment & software purchased
discuss from staff requests and whole school review
NIF Priority: Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People
Driver: Leadership Teachers professionalism Assessment of children’s progress
QIs/Themes QI 1.1 Self-evaluation for self-improvementQI 1.3 Leadership of changeQI 2.3 Learning teaching and assessment QI 2.4 Personal supportQI 3.2 Raising attainment and achievement
Priority 3a:
To improve the quality of M/E of learning and teaching Overall Responsibility HT R Chad
Outcomes: A detailed self-evaluation calendar is in place helping the school to improve School improvement is driven by the NIF A new forward plan is in place which is improving the quality of learning and teaching-pace and challenge A graffiti wall to be developed and implemented at Pilrig Park- measuring the quality of learning and teaching Teachers are planning for skills development There is a formal system in place to monitor learning and teaching
Tasks By WhomResources
(inc ref to PEF)
Time
(in line with WTA)Impact/ Progress
Form a s/e development group
Adapt the RSG materials for use in school to M/E learning and
SLT
. SMT
SLT meetings
SMT meeting
1 hour
2 x 1 hourNov 2017
teaching To write a self-
evaluation calendar
To discuss and distribute the s/e calendar with staff
SMT
SMTAll staff
HT/DHT meeting By Oct in-service
To work with staff to write the graffiti wall(Learner contributions)
To develop a new Learning Conversations / pro forma for all teachers at Pilrig Park
To link with other schools on planning
To attend the curriculum development
SQIP groupLook at pupil feedback in LC folders
SLTAll staff
SMT
HTInterested staff
Learning conversations Reflective practice Development time Thurs am Staff meetings
Development timeCurriculum development groupThurs am group time
CPD opportunity
Curriculum meetings6 x yearly
Learning conversations
SLT meets Thurs am
Thurs am SLT meetings x2Staff meetings (May 2018)
Organised visits-half day
12 hours per yearVoluntary
group especially the planning group
To evaluate the m/e of learning and teaching system
SMTSLTAll staff
Inset day MayStaff meetings
June 2018
PILRIG PARK SCHOOLIMPROVEMENT PLAN: SESSION 2017-2018
SUMMARY FOR PARENTS
PRIORITY ONE TIMESCALE
To continue to develop partnership working across the school to improve outcomes for all young people By June 2018
Outcomes for our children and young people: The quality of support for our learners has been improved through increased partnership working The quality of learning experiences has improved through partnership working. The skills based curriculum now offers Learning For Sustainability opportunities which has improved outcomes for all of
our learners and raised attainment and achievement The quality of support for our learners has been improved by a focus on Nurture and partnership working to embed this
approach
PRIORITY TWO To continue to develop total communication in Pilrig Park in order that all learners can maximise their potential By June 2018
Outcomes for our children and young people: All staff take part in on-going training in total communication & ASD to improve the quality of support for learners. Staff working with the CAMHS team to improve learning experiences for all our learners. Learning experiences are enriched for learners through the use of total communication and specified visual supports. Barriers to learning are broken down through the use of total communication and specified visual supports. IT equipment & software is purchased to support total communication. A new Behaviour Policy written for the school has a positive impact on learning.
PRIORITY THREE To embed HGIOS 4 as the self-evaluation tool used by the whole school community leading to improved outcomes for all
learners By June 2018
Outcomes for our children and young people: The whole school community has supported the school on its journey to improvement leading to improved outcomes for
all learners (Pupil Voice through Learning Conversations and the pupil council)The whole school community has supported the school raise attainment and achievement (Learning Conversations)
The whole school community has helped to further improve the skills based curriculum underpinning all developments with self-evaluation using HGIOS4
School improvement is driven by the NIF All self-evaluation has led to improved positive, sustainable and relevant onward destinations.
……..Please support us on our journey to improvement…….. R ChadMay 2017