school: kingsford head teacher: audrey i walkercelebrate achievement and nurture the confidence and...

1

Standards and Quality Report 2017-2018

Improvement Plan 2018-2019

School: Kingsford

Head Teacher: Audrey I Walker

Honesty * Fairness * Responsiblity * Kindness * Cooperation * Equality * Friendliness * Respect

Our vision at Kingsford School is to challenge and support learners to engage in a wide

range of relevant experiences within a happy and secure environment in which we celebrate achievement and nurture the confidence and self-esteem of all to develop into

successful learners, confident individuals, responsible citizens and effective contributors with the skills necessary for learning, life and work so that they can always aspire to be

the best they can be.

Kingsford.aberdeen.sch.uk

2

PART ONE: Standards and Quality Report 2017-18

School Context; School Vision, Values and Aims

Review of School Improvement Plan Progress 2017-18

Pupil Equity Fund - Evaluation of Intervention Impact 2017-2018

Core Quality Indicator Evaluations 2017-2018

Capacity for continuous improvement statement

PART TWO: School Improvement Plan 2018-19

Key Priorities informing Improvement Planning - National, Local and Service

/School2018-19

School Improvement Plan 2018-19 Action Plans

Pupil Equity Fund Rationale 2018-2019

Professional Learning QI 1.2 Leadership of Learning 2018-2019

Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity

Funding)

CONTENTS

3

Context of the school: Kingsford School is a co-educational, non-denominational school, which opened in 1959. The school serves an area of mixed local authority and private housing, situated approximately 3 miles from Aberdeen city centre. The school has a roll of 337 children with an additional 80 place nursery and the school roll is predicted to remain constant in the coming years. The school has a management team of a Head Teacher and two Depute Head Teachers. There are 14 primary classes and 2 nursery classes. The full-time equivalent teaching staff is 18.99 FTE including a full-time P.E. specialist and 0.4 FTE Art specialist input and the children are supported by 8 Pupil Support Assistants. We have five instrumental instructors and a vocal animateur who enhance the expressive arts curriculum by teaching violin, brass, woodwind, percussion, guitar and singing. Parental engagement is a key feature of our school and parents are encouraged to be fully involved in the life and work of the school and their child’s learning. This session we hosted a well-attended Science afternoon and a French afternoon for parents where they joined in lessons alongside their children in class. Our parents are very supportive of the school believing it has a very positive reputation the community and our Parent Council meet regularly to discuss educational matters as well as social and fundraising events. Staff approachability during Parents’ Evenings and the detailed annual reports in March are much appreciated by our parents. Pupil participation is a key priority in our school and pupils have many opportunities to be involved in the work and life of the school, always rising to a challenge. Our Pupil Participation Groups have become even more embedded this session with the children meeting termly in their ‘sports countries’ to take forward an area of school life including Toilet Twinning, World Book Day and Recycling and two countries have already started our Rights Respecting School journey. Pupils have a sense of pride in their school and almost all are keen and motivated learners. This is an area that has continued to be constantly highlighted by visitors to school, assessors from various accreditation schemes and parents. The school has close links with our local community and other agencies. These are used to support learning and teaching and enhance the wider achievement of pupils. Our pupils are involved in a range of activities to support their community, such as links with our local churches, joint initiatives with senior citizen groups, links with Therapets and joint ventures with local shops. This year, for the first time, following our highly successful whole school Christmas Musical Performances, we took these on a tour round local sheltered housing complexes much to the delight of the local residents. The ethos of the school is very good. The school is welcoming, friendly and has a positive atmosphere. This is commented on frequently by visitors to school, parents, new staff and new pupils. The staff are committed to working well together and reflecting on their practice to provide high quality experiences for our pupils. The school is recognized for providing high quality support to student teachers and also to teachers working towards full GTCS registration. The school is part of the Hazlehead ASG and we have close links with all of the schools in the ASG. Our aim is to work together to ensure our pupils have consistent learning experiences including consistent moderation and to maximize opportunities for partnership events. Our first year in the Emergent Literacy programme was boosted by the positive links we forged with another Aberdeen City school to share successes and possible next steps.

4

An achievement we are particularly proud of this session is the successful roll out of Google Classroom across all stages in school thanks to staff enthusiasm during twilight development sessions and In-Service training and peer support organized in-house. Google Classroom has positively engaged our pupils and parents are also becoming involved giving us a positive springboard for future developments next session. Bruno and Ruby (Therapet dogs) continue to be a success in building up the confidence of our reluctant readers and our Rights Respecting School Group has paved the way for taking this forward next session. Room 4 has introduced new initiatives to enhance our recycling efforts and Rooms 8 and 9 led our successful toilet twinning initiative ‘Wear Blue for a Loo’. The most recent school inspection took place in May 2006 (https://www.education.gov.scot).) The school also took part in a Validated Self- Evaluation visit in January 2012 and focus visits by a team of Quality Improvement Officers in December 2015 and March 2017 to evaluate how well our school is supporting learners to attain, achieve and maximise their successes. We were delighted when they identified the following as key strengths of Kingsford School.

The effective leadership of the Head Teacher has a positive impact on the whole school

ethos with evidence of mutual, respectful relationships.

Positive, respectful relationships between all staff and pupils.

Pupils are proud of their school and enjoy their learning.

Pupils’ contributions are valued and opportunities are provided for pupils to share their

work with others.

Pupils are self-motivated and eager to learn.

PSAs feel included as part of the school community and identified good communication

as a strength.

CfE Attainment: This session we were delighted that most of our P1 pupils achieved national expectations in reading, writing, listening & talking and numeracy; most of our P4 pupils achieved national expectations in reading, listening & talking and numeracy and the majority in writing; and most of our pupils in P7 achieved national expectations in reading, writing and listening & talking and the majority in numeracy. Free School Meal Entitlement: 19.5% of pupils in Primary 4 - 7 were registered to receive free school meals during session 2017-18. SIMD (Scottish Index of Multiple Deprivation): The SIMD profile for Kingsford School ranges from SIMD 2 to SIMD 10 with 96% of our pupils sitting within deciles 2 to 5.

https://www.education.gov.scot/

5

School vision statement:

Kingsford School challenges and supports learners to engage in and enjoy a wide range of relevant experiences to develop into successful learners, confident individuals, responsible citizens and effective contributors with the skills necessary for learning, life and work so that they can always aspire to be the best they can be.

School values and aims:

Learning and Teaching We aim to maximise learners’ full potential through meaningful

and challenging activities using relevant contexts, supporting children to take ownership of their own learning and allowing for personal choice and flexibility in using opportunities which arise spontaneously.

Vision and leadership We aim to promote leadership at all levels to help deliver an

exciting, challenging curriculum and in doing so prepare our children for a future of lifelong learning.

Partnership We aim to communicate and work collaboratively with parents and carers, our

local learning community and other agencies to enhance children’s learning and create an environment which engenders confidence, awareness and an appropriate curriculum for each child.

People We aim to value the contributions and involvement of everyone in our Kingsford

Community, ensuring opportunities for all to develop as Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors.

Culture and Ethos We aim to create a happy and secure environment where children can

develop as Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors, developing and displaying a caring attitude towards others.

The school aims will be reviewed during session: 2019/2020

6

Review of School Improvement Plan Progress 2017-2018

2017-2018 Improvement Priority 1: 1 + 2 French

To embed effective French learning and teaching across the school.

NIF Priority 1. Improvement in attainment, particularly in literacy and

numeracy 2. Closing the attainment gap between the most and

least disadvantaged children 3. Improvement in children and young people’s health

and wellbeing 4. Improvement in employability skills and sustained,

positive school-leaver destinations for all young people

NIF Driver School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School Improvement

Performance Information

HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and 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 Partnerships 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability

Impact and Evidence: The transitional overviews to ensure progression across our school have been positively received and

are in use in every teacher’s planning folder.

These overviews have supported planning, assessment, recording and transition at all stages.

The overviews have supported relevant links with other curricular areas as appropriate such as maths and topic work and this is enhancing relevance.

French is being taught effectively across the school using the Early Start materials geared for P1 to P5.

Our Nursery children have also been dipping their toes into French (along with Polish and Malayalan) as part of the regular routines in Nursery.

Our afternoon for parents took place on Thursday 24th May 2018 and was very well received. Parents’

feedback is that the children are loving learning French and they are impressed by their fluency and enthusiasm.

Hosting Claire Libert, a student from Grenoble University, was an additional bonus this session as the children communicated with a native French speaker and found out first-hand about France.

Next Steps: Continue to use Early Start materials to increase staff confidence in their delivery and build up the skills

in our children. Raise staff awareness of courses related to 1+2 for those wishing additional support.

Promote team-teaching and collaborative planning with a ‘French buddy’ to provide mutual staff support

using non- class contact time as appropriate.

Highlight other available resources eg Education City and YouTube resources to support the delivery of

French

Every class will continue to be taught French next session

Continue to progress E-twinning

7

2017-2018 Improvement Priority 2: Digital Technology

To develop effective practice in using digital technology to support learning and teaching.


numeracy 2. Closing the attainment gap between the most and least

disadvantaged children 3. Improvement in children and young people’s health and

wellbeing 4. Improvement in employability skills and sustained,




Parental engagement


School Improvement


HGIOS?4 QIs



Impact and Evidence: The initial survey was very useful as it identified gaps in staff knowledge and confidence and the training

delivered by Mr Roach and others has started to address this.

The drop-in lunchtime and after school sessions while not hugely well attended were of benefit and again Mr Roach and other staff colleagues responded supportively to identified needs as they arose.

Staff buddy visits to class in terms 1 and 3 were focused on the use of digital technology to support learning and teaching and enabled staff to pick up on tips and resources from their colleagues.

The support given to raise familiarity with software programmes preloaded on to the server and I-pads was provided in-house and this has been deemed to be the best way to take this forward with classes exploring the resources available and accessing support from colleagues when required.

The in-house training to introduce Google Chrome and Google Drive proved very successful and the support to classes offered by Mrs Zem during ICT slots was an added bonus giving much needed hands on support to less confident staff members and really getting Google Classroom off the ground and although staff are at different stages in this journey the whole school has moved on positively and now has the ability to progress this further next session.

Our website improves step by step but updates are still sporadic and not provided across the school.

Suggestions have been raised that more effective use of website updates could replace our paper-based Learning Journeys and this will be explored, perhaps having designated times in the session for this to be done by each class, the use of pupils to do this during ICT slots etc.

Our PE specialist is leading the way in using our website to share learning, achievements and opportunities with parents and the wider community.

Next Steps: More support required at P1 and P2 stages for staff and pupils in relation to Google Drive.

Doodle Maths – this has been used successfully at the P3 stage so we aim to share this experience and

the apps throughout school.

Blobble write and Teach Your Monster to Read apps are used by P1 and need to be shared widely.

Revisit the LA digital progression, increase staff confidence in this and use it to ensure progression

throughout the school.

Financial constraints might mean that we will still have only 16 I-pads as a class set. However,

consideration should be given to try and provide an I-pad for every class to support web site

developments.

8

2017-2018 Improvement Priority 3: Moderation

(ASG continued focus)

NIF Priority 1 Improvement in attainment, particularly in literacy

and numeracy 2 Closing the attainment gap between the most and

least disadvantaged children 3 Improvement in children and young people’s

health and wellbeing 4 Improvement in employability skills and

sustained, positive school-leaver destinations for all young people



Parental engagement


School Improvement


HGIOS?4 QIs



Impact and Evidence: Staff are now aware of the benchmarks in literacy and how to access them and use them to plan and

assess and moderate.

Our planning in literacy and numeracy have the benchmarks clearly displayed and having used these this session staff have had the opportunity to compare and feedback on how effective these have been compared with our previous planning/assessing/recording sheets in supporting effective learning and teaching and amendments have been made for next session.

All staff are aware of our Phonics Progression Programme and it is being delivered appropriately at each stage across the school.

Emergent Literacy developments were shared with the whole staff and P1 teachers supported by a PSA and EYP have delivered this programme this session and will continue to embed this programme next session.

Emergent literacy assessments will be used at other stages throughout the school to support effective planning for meeting individual pupil needs.

ASG agreed core and genre targets in writing are being used across the school to support attainment in writing.

Next Steps:

Monitor updated planning/assessing/recording sheets. Use updated sheets to moderate pupil progress termly. SfL staff to use Emergent Literacy assessments to support effective planning for meeting individual pupil

needs. Use the Moderation Hub to support staff development in this area.

9

2017-2018 Improvement Priority 4: Nursery – Early Years – Assessment, Reporting

And Transition






NIF Driver School leadership (Leadership – SAC)


Parental engagement


School Improvement


HGIOS?4 QIs



Impact and Evidence: The use of Interactive Learning Diaries to assess and record children’s progress has been successfully

integrated into daily Nursery practise supported by giving all practitioners access to an individual I-pad and

children being allocated a keyworker.

An ASG Nursery practitioner group has started to collaborate as to how to take this further into the area of

reporting to parents but this group is in the early stages of development.

Our annual reports gave a more focused, personalised reflection of each child’s Nursery experience due to

staff collaboration in the writing of these reports

The transition programme from Nursery to P1 has been widened to include more opportunities for Nursery

children to link in with P1 staff and P1 classes throughout the session and ensuring appropriate challenge

and support for each individual child.

Parents’ confidence in supporting their children was enhanced by two projects delivered by the Creative

Learning Team and by the Emotional Coaching workshop delivered jointly by our Educational Psychologist

and an ASG Partnership Educational Social Worker.

Next Steps: Produce examples if ILD reports and share with parents and colleagues to get their feedback to inform

possible next steps in reporting.

Use Emergent Literacy feedback from P1 to inform curriculum adaptations in Nursery to enhance the

development of literacy skills in our Nursery setting and support transition into P1.

Continue with weekly Nursery Team meetings on a Wednesday afternoon and include P1 teachers on a

monthly basis to support professional dialogue, planning and transition.

Involve EYP supporting P1 in P1 teacher planning times weekly.

10

2017-2018 Improvement Priority 5: Mental wellbeing






NIF Driver School leadership (Leadership – SAC)


Parental engagement


School Improvement


HGIOS?4 QIs



Impact and Evidence: Spark training was very informative but perhaps focused more on secondary age pupils. The training

provided helpful advice on how to identify pupils with needs but not so much on how to then identify next

steps and support. The training was valuable in giving staff time for personal reflection rather than

professional reflection. Unfortunately due to staff numbers across the ASG a small group of staff was not

able to attend but plans have been made at ASG level to address this next session.

The Bounce Back presentation to the ASG in September was very frustrating as materials had not arrived

due to reprinting issues and technical audio problems meant the presentation was difficult to hear. Staff felt

we had a strong basis to work from already and Bounce Back will refresh rather than totally replace our

current practise.

The Emotional Coaching delivered by our Educational Psychologist and an Education Social Worker to our

Nursery staff and Nursery parents was very well received and many parents commented that they picked

up advice as how to support their older children too.

Next Steps:

Staff familiarisation with Bounce Back materials. (Years 5-8 still out of print but arrangements have been made to ‘borrow’ these meantime.)

Use of a unit per term across the school to encourage peer support (pupils and staff) and also to support the sharing of the materials with parents.

11

Pupil Equity Fund 2017-2018 (Budget £58,800)-Evaluation of Intervention Impact

Plan 1: Getting Your Day Off To A Good Start

Our ‘old Nursery area’ will be used from 8.15am-9am every morning to provide targeted children with a healthy

breakfast and the opportunity to complete homework tasks, access digital technology to raise attainment in literacy

and numeracy, have an emotional check in chat if needed, complete unfinished class work, carry out personal

research, socialise positively with adults and peers etc. Our current PSA staff will support this initiative building on

previous successes and training in homework clubs, coordination groups, science in the playground, muddy play

etc. Although our attendance statistics are very positive this will support certain pupils who are consistently late.

Impact and Evidence

Positive in supporting children to complete homework tasks and reinforce learning evidenced in improved weekly spelling scores in class and children moving up reading groups.

Children more focused at 9am (previously some had presented as half asleep).

Most of the targeted children are displaying more positive behaviour throughout the school day.

Pride displayed by pupils when they present their completed homework tasks in class. Plan 2: Talk Boost

Talk Boost will be delivered in P1 classes. Both class teachers have been trained in Talk Boost as have 2 current

PSAs but the ability to involve an EYP in this initiative will get it off the ground. Having also been told at short

notice that we are to be involved in the roll out of Emergent Literacy we hope to use the EYP to support this too.

Impact and Evidence

Targeted pupils in Listening and Talking have moved from causing concern in CfE trackers to requiring support which is positive.

Children are enthusiastic attending these sessions and feedback from PSA about children’s responses is positive.

The intervention also supports our developmental approach to phonics, using Emergent Literacy approaches. Evidence from Emergent Literacy baseline assessments indicates improved literacy skills in literacy across all targeted P1 pupils.

Plan 3: Early Intervention

Early intervention with parents of children at risk of being disadvantaged in Nursery and P1 by increasing time for SEYP and EYPs to support parents to better support their children and linking in with support agencies where appropriate.

Impact and Evidence

This successfully supported vulnerable children during their settling in time in P1.

EYPs gained greater familiarity with the P1 setting which encouraged professional 2-way discussions between Nursery/P1 staff to introduce changes in both areas to better meet pupil/family needs.

Plan 4: Reading Wise

Analysis of our PIPS, INCAS and CfE data has indicated that many of our targeted children are struggling with

word decoding and comprehension and so we are introducing Reading Wise to support this area for specific

pupils.

Impact and Evidence

The Reading Wise programme, implemented by our DHT and identified PSAs, has been used with targeted pupils

from P4-P7 where data indicated pupils were not on track with identified gaps in Reading CfE levels.

Data from tracking of the external and internal assessments, professional dialogue and CfE data indicates all

targeted pupils have made progress.

Targeted pupils have shown increased confidence in using a range of decoding strategies both in a 1:1 situation

and in classwork across all curricular areas.

Self-esteem was boosted by the receiving of certificates. Plan 5: Bounce Back

The use of the Bounce Back programme to support mental wellbeing is linked to an ASG initiative but will also link

closely to our ‘Getting Your Day Off To A Good Start’ plan.

Impact and Evidence

Not implemented due to Bounce Back resources being out of print.

Emotion Coaching training delivered to Nursery staff and parents was very positively received with parents

commenting that they picked up on strategies to use with their older children too. As a result this training will be

rolled out to all staff in August and followed up by further information sessions for parents across the school.

12

Core Quality Indicator Evaluations – School

Quality Indicator School Self-Evaluation

1.1 Self-evaluation for self-improvement

4

1.3 Leadership of change 4

2.3 Learning, teaching and assessment 4

3.1 Ensuring wellbeing, equity and inclusion 4

3.2 Raising attainment and achievement 5

Core Quality Indicator Evaluations – ELCC (where appropriate)

Quality Indicator ELCC Self-Evaluation

1.1 Self-evaluation for self-improvement

4

1.3 Leadership of change 4

2.3 Learning, teaching and assessment 4

3.1 Ensuring wellbeing, equity and inclusion 5

3.2 Securing Children’s Progress 5

6 Excellent outstanding sector leading

5 Very Good major strengths

4 Good important strengths with some aspects for improvement

3 Satisfactory strengths just outweigh weaknesses

2 Weak important weaknesses

1 Unsatisfactory major weaknesses

13

Capacity for continuous improvement statement

Evaluations of our Improvement Plans 2017-2018 and a focus on the core QIs indicate attainment is good overall and very good in some areas and that interventions are having a positive impact on learners. Almost all staff are committed to ensuring that our school environment is positive, caring and respectful thus creating an atmosphere conducive to learning for all. The delivery of French has been successfully embedded within our curriculum with all children making positive progress. Staff are increasingly confident and skilled in areas of digital technology and although we have still some way to go positive foundations have been laid this session. Ongoing more effective use of assessment information is generating healthy professional dialogue regarding pace and challenge and this is supporting staff to be more reflective in this area and make improvements. The moderation focus across stages and across our ASG has resulted in most staff becoming increasingly confident and skilled in using their professional judgement to assign CfE levels and all staff are confident in the use of the core and gene specific targets in writing. As a result of our Parent Council ‘health check’ school staff are supporting the Parent Council to focus more on its wider remit rather than being primarily a fund-raising group. Whilst our children and parents have always been encouraged to be fully involved in the life and work of Kingsford with our Pupil Participation Groups being increasingly proactive in taking initiatives forward we are confident that our future focus on the Rights Respecting Schools Award, SHANARRI and Bounce Back will give this a new energy. This session has seen successful leadership of change at all levels including;

PSAs driving forward our Getting Your Day Off To A Good Start initiative, evaluating what was working well and making adaptations as necessary and always thinking of next steps for improvement.

Our countries Argentina and Chile driving forward our toilet twinning initiative ‘Wear Blue for a Loo’.

Our countries Bulgaria and Canada organising our World book Day and inspiring the whole Kingsford community to take part.

Our P1 teaching and support staff taking forward Emergent Literacy and Talk Boost, linking in with other establishments and making informed decisions about next steps.

A range of staff using their own knowledge and expertise to support others in the taking forward of Google Drive and Google Classroom throughout our school.

Staff leading residential weeks for our P6 and P7 children. Staff representing the school on working groups at ASG level to take forward

moderation in literacy. The successful roll out of Reading Wise and its increased impact due to the

contribution of trained PSAs. Priorities for change take account of national, local and school priorities, time and resources are considered and assigned making best use of staff strengths and developmental needs and each action plan is evaluated by all involved to ensure meaningful next steps as appropriate. Kingsford School is well-placed to continue to improve and deliver excellence and equity for all learners during 2018-2019

14

IMPROVEMENT PLAN 2018-2019

Kingsford School

15

PART TWO: School Improvement Plan 2018-2019 - Key Priorities informing Improvement Planning (National, Local and Service /School)

National Priorities Local Authority Priorities Agreed service / school priorities

Cross cutting themes Expand Early Learning and Childcare by 2020.

Utilise Partnership Forums to address the 4 NIF priorities.

Establish Aberdeen as a UNICEF Child Friendly City.

Continue to refine approaches to GIRFEC to improve the outcomes of children and young people

Expansion of Early Learning and Childcare

Increased collaboration across schools and ASGs

Improvement Methodology

NIF Priority 1:

Improvement in attainment, particularly in literacy and numeracy

Locality Plans seek to increase attainment of children in Priority Areas on entry to P1.

Numeracy

Early Years’ Literacy

Curriculum Design and Rationale (continued)

NIF Priority 2:

Closing the attainment gap between the most and least disadvantaged children.

Close the Gap through effective multi-agency working

Increase data literacy at all levels of the system

Closing the Poverty Related Gap – Measures and Outcomes

NIF Priority 3:

Improvement in children and young people’s health and wellbeing.

Improve mental health services, decrease rates of teenage pregnancy and reduce instances of bullying

Increase access to high quality play experiences and effective utilisation of outdoor space

Reduce youth crime

Embed UNCRC Rights agenda across the City and increase pupil participation in decision making

Adverse Childhood Experiences

NIF Priority 4:

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

Provide age appropriate employment skills for children and young people in schools

Survey aspirations to sharpen our pre and post school supports

Expand and improve post school learning and employment opportunities for children and young people

Learner Pathways

16

2018-2019 Improvement Priority 1: Improvement in Moderation

NIF Priority 1. Improvement in attainment, particularly in literacy and numeracy 2. Closing the attainment gap between the most and least

disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-

leaver destinations for all young people



Parental engagement


School Improvement

Performance information

LOIP ‘Prosperous People’ partially realised through the ICS ‘Children are our Future’ theme identifies 3 primary drivers: • Children are safe and responsible • Children are getting the best start in life

• Children are respected, included and achieving

The ICS primary drivers have guided the formation of 4 key priorities for action:

Closing the Gap

Youth engagement and inclusion

Health and wellbeing

Community safety and environment

HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and 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 Partnerships

3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people

1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18. 2. Every child and young person is entitled to experience a broad general education. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.

4. Every child and young person is entitled to develop skills for learning, life and work, with a continuous focus on literacy and numeracy and health and wellbeing. 5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.

6. Every young person is entitled to support in moving into a positive and sustained destination.

17

Improvement Priority 1: Improvement in Moderation

Lead Responsible: Audrey Walker (HT)

All staff

Expected Outcome(s) for whom, by when, by how much?

By June 2019, all learners’ progress and attainment in literacy

and numeracy will be linked directly to our progression

benchmarks and most learners will be achieving the

appropriate CfE levels in literacy and numeracy.

Impact Measures How will we know?

E.g. Attainment Attendance Inclusion / Exclusion Engagement Participation Consultation; Professional Dialogue Self-Evaluation; HGIOS 4; HGIOURS Voting Tokens

Specific Actions QI 1.5 Management of

resources to promote equity

QI 1.3 Leadership of change

Timescale Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 1 PEF/ SAC Resource Who? By When?

All teachers will be using the numeracy and literacy progressions and benchmarks to plan for and assess attainment in literacy and numeracy and inform the tracking of learners’ progress.

Moderation will be the focus for our monitoring school effectiveness programme this session involving classroom visits and professional dialogue.

Staff feedback as to their confidence in making reliable decisions on learners’ progress towards and achievement of a level.

CfE data related to literacy and numeracy will show that most learners are achieving appropriate levels.

Staff development workshops twice-termly using the Moderation Hub materials.

CLPL

Audrey

Twice termly throughout the session

Monitoring school effectiveness peer buddy visits (Term 1 and Term 3) and promoted staff visits (Term 2 and Term 4)

Termly attainment tracking updates involving class teachers and SMT.

CLPL SMT All staff

Throughout the session

18

2018-2019 Improvement Priority 2: Improvement in the use of digital technology to support learning and teaching






Parental engagement


School Improvement Performance Information




Closing the Gap




HGIOS?4 QIs


equity







19

Improvement Priority 2: Improvement in the use of digital

technology to support learning and

teaching

Lead Responsible: Donna Greaves (DHT)

John Roach Nicola Kingston Zem Chekefe


By June 2019 all learners will access lessons integrated with

digital technology with the majority achieving the expected level

in our Digital Skills Progression.

By June 2019, the majority of children will be more confident

and responsible in the use of technologies to enhance their

learning across all curricular areas.

By June 2019, children in 50% of our classes will be using

Google Drive and Google Classroom to enhance and

personalise learning in school and beyond the school day.






Timescale Progress

On Track

Behind Schedule

Not Actioned


Teachers’ planning, assessing and recording will relate directly to the Digital Skills progression. And benchmarks.

Monitoring of termly plans and classroom visits will verify that learners have opportunities to use digital tools to support learning.

Professional dialogue and exit poll

Digital skills progression to be made available and highlighted to all staff

CLPL

HT/ DHT Audrey/Donna

August 2018

Increase staff familiarity with Digital Skills Progression and provide appropriate support in the delivery of these skills

INSET day (November) CLPL 1 per

term

Donna Digital Skills

group

June 2019

20

of staff confidence related to the use of Google Drive and Google Classroom in Term2 and Term4 related to HGIOS 4.

Classroom visits, professional dialogue and feedback from learners to evaluate the impact of Text Help in increasing attainment in writing.

Pupil Council members will survey their class twice during the session to gauge pupil confidence in the use of digital skills.

Staff meeting to promote Google Drive

Team drive set up to support the sharing of resources

CLPL

Donna Digital Skills

group

September 2018

Collegiate Meeting – termly to share successes in use of Google Classroom and receive appropriate differentiated training input to progress.

CLPL

Drop-in sessions

Donna and Digital Skills

group

September 2018 and then peer buddy support

Pupil tutors (P7) trained to deliver training in Text Help to other children across the school

Trained pupils

Donna

All year

Staff meeting to promote Google Apps

CLPL

Drop-in sessions

Donna and Digital Skills

group

November 2018 and then peer

buddy support

Pupil survey carried out by Pupil Council at beginning and end of session

Donna and Pupil Council

October 2018 and May 2019

21

2018-2019 Improvement Priority 3: Improvement in mental wellbeing






Parental engagement






Closing the Gap




HGIOS?4 QIs


equity







22

Improvement Priority 3: Improvement in mental wellbeing

Lead Responsible: Audrey Walker (HT)

Erin Allan Laura Hamilton All staff


By June 2019, all staff and the majority of pupils and parents

will have increased knowledge of SHANARRI, Rights

Respecting Schools and the Bounceback programme and will

be using these to best support health/mental wellbeing.






Timescale Progress

On Track

Behind Schedule

Not Actioned


Parents will be surveyed early in Term 2 as to how confident they feel in being able to support their children’s mental wellbeing. A follow up survey will be carried out in Term 4 to measure improvement in confidence.

Use of SHANARRI wheel to gauge learners’ confidence before and after with a sample of pupils across our school.

Our journey towards achieving the Rights Respecting School award at bronze and silver levels will provide our whole school community with a shared understanding of well-being and children’s rights and increase parental participation and engagement in the life of our school. Our Parent Council will be used as a sample group of parents to measure the success of this understanding.

Parent Survey supported by Parent Council in November and May.

AW November 2018 and May 2019

Training in Emotional Coaching for all staff

(This will be followed up by a similar session for parents)

INSET day

HT/ ESW Audrey/Nicola

Logan

August 2018

SHANARRI wheel completed by learners individually in class Term 1 and Term 4

AW and class teachers

October 2018 and June 2019

Whole school focus three-weekly on a letter from SHANARRI linked to praise cogs & follow-up classwork.

The build-up of a feature wall

Weekly slot in Stage Praise

Audrey All staff


23

display

Delivery of one unit of Bounce Back throughout the school each term

Linked to parent sharing slot termly to share the focus for that term

CLPL Planning session per term

Audrey All staff


Two Pupil Participation Groups (Japan & Kuwait) and Rooms 11 & 13 to progress Rights Respecting School journey.

Erin & Laura Rooms 11 &

13 and Sports Countries

Throughout the session June 2019

Survey of Parent Council to evaluate the understanding of well-being and children’s rights.

24

2018-2019 Improvement Priority 4: Improvement the development of skills for learning, life and work






Parental engagement






Closing the Gap




HGIOS?4 QIs


equity







25

Improvement Priority 4: Improving in the development of

skills for learning, life and work

Lead Responsible: SMT

All staff


By June 2019, all staff will have an increased confidence in

planning for and delivering the skills for learning, life and work

and the developing the young workforce initiative to support

our curriculum rationale in being more relevant for all learners.






Timescale Progress

On Track

Behind Schedule

Not Actioned


Staff exit poll in T4 related to their confidence in including skills for learning, life and work and the developing the young workforce initiative within their termly and weekly plans

Programme in place for Term 2 onwards clearly planning to provide opportunities for learners to develop and use skills for learning, life and work in motivating, relevant contexts.

Training for staff in skills for learning, life and work

CLPL

SMT September 2018

Creation of a programme/timetable to deliver these skills involving staff, parents and partners starting Term 2

CLPL SMT All staff

September 2018

26

Reflection and exit poll for staff in Term 4

INSET day

SMT May 2019

27

2018-2019 Improvement Priority 5: Nursery – Early Years – Improvement in Assessment, Reporting and Transition






Parental engagement






Closing the Gap




HGIOS?4 QIs


equity







28

Improvement Priority 1: Nursery – Early Years – improvement

in Assessment, Reporting and

ransition

Lead Responsible: Gary Bain

Fiona Mennie

All Nursery staff and P1 staff


By December 2018 all pre-school learners’ experiences and

progress will be captured via the ILD and shared with

parents/carers to further engage families in their children’s

learning.

By June 2019 all pre-school learners will be actively involved in

developing the skills highlighted in the Emergent Literacy

programme to increase attainment in literacy at the P1 stage.






Timescale Progress

On Track

Behind Schedule

Not Actioned


More focused, personalised individual pupil reports giving a snapshot of the whole year in Nursery will be produced providing a true reflection of where each individual child is on their learning journey

Parental feedback related to the

Embed the use of ILDs into daily Nursery practise as the main vehicle to assess and record learners’ progress linked to CfE experiences and outcomes at Early level.

CLPL

Gary Bain Fiona Mennie

All Nursery Staff


29

transition into P1 experienced in August 2018 will be used to identify further steps to ensure appropriate challenge and support for each individual child is in place and that parents are feeling more informed and confident at Nursery/P1 transition

Parental survey of current P1 parents related to transition Nursery/P1 in July/August 2018.

CLPL Gary Bain Fiona Mennie

October 2018

Produce sample ILD reports to share with parents and partners to evaluate their suitability.


December 2018

Focus on emergent literacy skills within Nursery curriculum


All Nursery Staff


Weekly Nursery staff meetings involving P1 staff on a monthly basis

Regular P1 planning meetings


All Nursery Staff

P1 staff


30

Pupil Equity Fund Budget Allocation April 2018 - £ 52 920

Pupil Equity Fund Rationale 2018-2019 ‘All our work to interrupt the cycle of deprivation and its impact on children’s progress’.

Key Areas: Attainment; Attendance and Punctuality; Exclusion / Inclusion; Engagement; Participation Analysis of data indicates that attendance and exclusion statistics are very positive at Kingsford and recent focused visits in December 2015 and March

2017 commented on the positive, respectful relationships between all staff and pupils, that pupils are proud of their school and enjoy their learning, that

pupils’ contributions are valued and opportunities are provided for pupils to share their work with others and that pupils are self-motivated and eager to learn.

Therefore we have decided to continue to focus on;

Supporting targeted pupils to raise their attainment in literacy and numeracy

Supporting targeted pupils to ‘get their day off to a good start’ by supporting them with a healthy breakfast, the opportunity for an emotional check in and

the opportunity to complete homework and access literacy and numeracy support including the use of digital technologies.

*Identified areas for PEF Funding 2018-19 identified from our self-evaluation:

‘Getting off to a Good Start’ – Our ‘old Nursery’ area will be used from 8.15-9am every morning to provide our targeted children with a healthy breakfast and the

opportunity to complete homework tasks, access digital technology to raise attainment in literacy and numeracy, have an emotional check in chat if needed, socialise

positively with adults and peers etc. Our current PSA staff will support this, building on previous successes and training in homework clubs, coordination groups, science in

the playground, muddy play etc. Although our attendance statistics are very positive this will support certain pupils who are consistently late arriving for school.

Reading Wise - analysis of INCAS data and CfE levels has indicated that many of our targeted children are struggling with word decoding and comprehension and so we

are introducing Reading Wise to support this area for specific pupils.

Talk Boost to be delivered in P1 classes. Both class teachers have been trained in Talk Boost as have 2 current PSAs but the ability to involve an EYP in this initiative

will give it more impact. We will also use EYP time to support our Emergent Literacy programme.

Bounce Back – mental health programme – detailed in our SQUIP. This programme will link closely to our ‘Getting off to a Good Start’ intervention.

31

QI 1.2 Leadership of Learning 2018-19

Professional Engagement and Collegiate Working – Leadership at all Levels

Whole School Initiatives E.g. Working Group; Pupil Groups; Maintenance Areas

Leader(s)

Promoted and Unpromoted Staff

Literacy Co-ordinator Numeracy Co-ordinator HWB Co-ordinator

Gary Bain (DHT) Nicola Kingston (CT) Elspeth Gray (CT) Donna Greaves (DHT) Audrey Walker (HT)

Curriculum Development – Discrete Science Gary Bain (DHT) Jillian Markie (CT) Laura Allan (CT) John Roach (CT)

Curriculum Development – Discrete RME

Pupil Equity Fund Audrey Walker (HT)

My world of work – continue to develop DYW Audrey Walker (HT)

Continuing 1+2 Modern Languages Donna Greaves (DHT) Erin Allan (CT) Elspeth Gray (CT)

Pupil Participation:

Pupil Council

Engaging in HGIOURS (Pupil Version)

Donna Greaves (DHT)

Nursery and Early Years (Including Transition)

Gary Bain (DHT) Fiona Mennie (SEYP)

Global Citizenship Rights Respecting Schools Award Fairtrade

Erin Allan (CT) Laura Hamilton (CT) Laura Allan (CT) John Roach (CT)

Inclusion: Development of targeted support practices Autism training and support for teachers and PSAs

SMT

Development of Digital Technologies - including website,Twitter account, Google Classroom

Donna Greaves (DHT) John Roach (CT) Nicola Kingston (CT) Zem Chekefe (CT)

32

Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity Funding)

Participants

Engagement Event Date

Staff

May In-Service day

Staff meetings in May - School Improvement/moderation

On-going discussions with SMT

07/05/2018

28/06/2018

Termly throughout the session

Children / Young People

Pupil Council Meeting - Pupil Friendly Plan – developed Pupil Participation Groups

Termly

August/September 2018

Termly throughout session

Parents

Parents – Consultation (Open Day / Evening) Parent Council Parent Feedback sheet issued on Improvement Priorities Parent Friendly Version - website

4th December 2018

20th March 2019

4th June 2019


May/June 2019

August 2018

Partners and Volunteers

Feedback sheet issued for responses on Improvement Planning

Ongoing discussions throughout session and feedback sheet August 2018

Associated School Group

ASG Meeting 16/05/2019

Partnership Forum Group

ASG Partnership discussing ASG School Priorities 11/06/2019

Date uploaded onto website 01/10/2018

school: kingsford head teacher: audrey i walkercelebrate achievement and nurture the confidence and...

Documents