standards, quality and improvement plan juniper green ... · 88% in 2016 to 90% in 2017. in the...

Standards, Quality and Improvement Plan

Juniper Green Primary School

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Table of contents

Section Section Title Page

Standards and Quality Report

1 The School in context 3

2 School’s Self Evaluation of National Improvement Framework Priorities 4

3 Summary of Self Evaluation 2016-17 19

4 School Self Evaluation Plan 2016-2020 20

Improvement Plan

5 Improvement Plan- NIF Priority 1 21




9 Currie Cluster Improvement Plan 2017-18 37

Appendices

9 Leadership Roles 2016-17 39

10 CAT and INSET 2017-18 40

11 Juniper Green- Child Friendly Curriculum Map 42

12 Juniper Green Curriculum Map 2017-18 43

Context of The School Juniper Green Primary School is a co-educational non-denominational primary school administered by City of Edinburgh Council’s Children and Communities Department. It serves the residents of Juniper Green, Baberton Mains, Colinton and Hailes areas of Edinburgh, a broad social mix. We celebrate the diversity of languages and cultures ,having 26 different languages spoken in our school. Our school website has

up to date information on the school at http://www.junipergreenprimary.co.uk Our associated primary schools are Currie and Nether Currie and our secondary school is Currie Community High School http://curriehighschool.co.uk The school moved into a new PPP2 building in March 2009 and for the first time in over fifty years all stages were on the one site. The Head Teacher has been in post for 2 years. There are two DHTs, one who has no class commitment and the other who teachers a P3 class on a Friday this year. The school has a Principal Teacher who is also the Support for Learning (SfL)) teacher. The nursery has two classes each with 50 pupils in each. There is one full time teacher, an Early Years Worker (EYO), two full time Early Years Practitioners (EYP’s) and 3 part time EYP’s in post. This session there have been specialist teachers for Music, PE, Cello, Brass and Swimming. Children learn French from the nursery class onwards, with German being taught from P5 - P7 by a German specialist teacher. The support staff comprises of a full time school administrator and part time business manager 0.5). There is a clerical assistant, an office based learning assistant and 16 pupil support assistants. The school has an active Parent Council which supports the school with fundraising as well as developing policies and practices. There is an After School Care club catering for 60 pupils from P1-P7. A breakfast club was started in October 2015 which can cater for 30 pupils per day. The school is managed by Mite and two service support officers work at different times throughout the day. The current school roll is 422 (524 with Nursery). This session there are 15 classes in P1-7, two classes at each stage with an additional P1/2 composite class. Next session we will continue with15 classes but with 3 classes at the P3 stage. Next session we will continue to have a PE teacher for 3 days, Music teacher for 2 days, a German teacher for 1 day a week and a French Assistant to support speaking of French.

http://www.junipergreenprimary.co.uk/

http://curriehighschool.co.uk/

School Priority 1: To raise attainment and achievement in Literacy and Numeracy for all children at Juniper Green

NIF Priority Improvement in attainment, particularly in literacy and numeracy NIF Driver Assessment of children’s progress Performance Information Parental Engagement Building the Ambition

HGIOS4/HGIOELC QIs/Identified Themes

1.1 Analysis and evaluation of intelligence and data

1.2 Children and young people leading learning

1.3 Strategic planning for continuous improvement

2.3 Quality of teaching

2.3 Effective use of assessment

2.3 Planning, tracking and monitoring

3.2 Attainment in literacy and numeracy

3.2 Attainment over time

Progress and impact: P1-7 Pupils Our ethos and vision have continued to drive everything we do at Juniper Green. We believe that if children are happy at school and feel safe and challenged that they will “be the best they can be”. In our Pupil Survey in March 2017 in answer to the statement “I enjoy being at school”, our percentage who agreed or strongly agreed with the statement has gone from 78% in 2015, to 88% in 2016 to 90% in 2017. In the March 2017 parent survey (with 234 respondents) 98% of parents felt their child enjoyed learning at Juniper Green and 94% felt that the school made their child more confident. Effective tracking systems have been successful in ensuring that almost all children in the nursery class and in the primary school are making good progress from prior levels of attainment using standardised test results, Curriculum for Excellence levels and in class teacher assessments. Most children in SIMD 1 and 2 this year who were mentored showed an increase in their area of focus for learning. In addition, many of these children are now achieving in the high average in reading and maths. Children in SIMD 1 and 2 who were not mentored this year were already achieving in the high average range and this has continued. Improvements in literacy and numeracy across learning in our nursery class in session 2015-16 have had an impact on the mean standardised score in both the baseline literacy and numeracy scores of children in September 2016 almost all of whom attended our nursery class in session 2015-16.

Almost all learners at the end of P1 were secure at Early level in both Literacy and Numeracy. Almost all learners at the end of P4 were secure at First Level in both Literacy and Numeracy. At the P7 stage most learners were secure at Second Level in Literacy and Numeracy. A few children at each stage exceeded the expected levels. As a result of thorough tracking and monitoring of children’s progress, gaps in children’s learning are being identified and addressed to raise attainment. Our new online tracking, monitoring and intervention tool focuses all staff in on support and challenge for all pupils. This is discussed, reviewed and updated every term. Almost all maths mean scores from this session have improved at all stages from the session before. At the P3 stage the mean score has increased by +19. In four other year stages the mean increased by 4 or more. This is now showing a three year improvement. The school has been using a multi-pronged approach to raising attainment in maths and all school staff have been. focused on raising attainment throughout the year through regular support and challenge meetings and sharing classroom practice. We have increased the amount of time spent on Maths, embedded SEAL in P1-4, continued with a mental agility progression in P4-P7, provided parents with written guidance on mental agility as well as embedding SUMDOG for both class work and homework for P2-P7. The school involved the Council’s principal psychologist, Martin Gemmell in analysing our data using a T test and the results were statistically significant at p<0.03, which is strong. In Reading we improved mean standardised scores at every stage except P3 in session 2015-16 and in session 2016-17, scores increased at most stages, except P4 which stayed the same and P2 and P5 where it was down slightly. This will be an area of focus for us next session. Our new spelling programme is showing an impact with all P5-7 mean averages in spelling increasing from last session. This session the Parent Council purchased books chosen by individual classes to stock class libraries whilst our library was being refurbished. We introduced the First Minister’s Reading Challenge along with our own CEC “Read Around Scotland”, where children collected stickers of places around Scotland every time they read a book. The challenge was to read 40 books at every stage and by the end of term 15% had read at least 40 books and 29% had read 20 or more.4 classes managed to have over half their class achieve 20 or more books and next steps will be to get staff to share practice in how they achieve this. This will continue to be a focus for us next session with more parental engagement in this programme. As a school we have introduced Shirley Clarke’s Chilli Challenge across all stages from P1-7 and this has helped raise attainment by focussing the children on doing the best they can and challenging themselves when things are hard. Our work on Growth Mindset across our school and cluster schools has continued to have an impact and in the March 2017 Pupil Survey in answer to the statement “even if I find something hard, I keep trying” the response from Juniper Green children has grown from 89% in 2015 to

94% in 2016 and 96% this year. Similarly, “I try to learn from my mistakes” has gone from 88% in 2015 to 97% in 2017 a reflection on the focus that making mistakes is part of the learning process. 79% of parents in our March 2017 survey thought that the school’s focus on “growth mindset had made a difference to the way their child thought when faced with a difficulty or a problem. This session we have continued to engage with families to raise attainment through use of Sumdog, Read around Scotland but also through our Learning Journals where parents see regular updates about progress and next steps in learning.71% of parents in our recent parental survey felt that their child’s numeracy skills had improved as a result of using Sumdog at home. 83% of parents in the same survey felt that the on line learning journals made it “easier to find out what my child is learning at school” and 87% felt that the school set “suitable targets for their child’s learning”. Five areas of improvement were identified by the parent council for improvement of which one was Learning Journals. Parents want to be more involved in contributing to the profiles and this will be a priority for us next session to have greater parental engagement with the Learning Journals. An EAL pilot this session has supported P3 and P7 staff to better support bilingual learners in writing. This will be taken forward next session with clear advice to staff. During Pentland Book week we worked with cluster colleagues to moderate reading across all curriculum for excellence levels. P1 staff were also involved in a small scale project to moderate early level with Castleview Primary School in the north of the city. Staff visited each other’s classes and shared learning experiences twice over the year. Staff now feel more confident at knowing what secure at a level looks like in reading. Our P5 pupils had a very successful session in sharing learning with parents one afternoon in a carousel type set up between the two rooms. This was commented upon very favorably by parents. Parents also liked the use of videos by some staff on learning journals, not only to share their child’s learning but also to demonstrate how they teach certain concepts. This will be shared with all staff next session: Nursery Pupils

We have continued to use the “Building the Ambition” document to self-evaluate all areas of the nursery class. Each term the nursery has engaged in self-evaluation to improve practice. Literacy and Numeracy Bundles have been used to improve learning experiences and the learning environment. This year staff have piloted nursery themed sharing boxes to raise attainment in literacy, numeracy and HWB in order to ensure that all pupils experience a range of early level experiences and outcomes. In addition, in these small groups, staff use higher order questioning to support and challenge individual pupils. Staff have observed improved focus and concentration in

all children and for some children significant progress. The children are now using a wider range of activities as focus boxes have introduced them to other learning opportunities that they may not have been naturally drawn to. Focus boxes were put in place in response to effective assessment of pupils’ identified needs and next steps/trends in learning across the cohort as well as being responsive to children’s interests. Rotation of staff in these groups for the morning class has been beneficial to both staff and children. The children have enjoyed a variety of different experiences and staff have all contributed to ongoing assessment and tracking of individuals. Each staff member has provided detailed evaluations for their group in order to ensure continuity and next steps in learning. Staff have also been able to self-evaluate their own practice more effectively. This session our school SEAL champion has provided CPD for all nursery staff and the team have shared classroom practice at the Early Level in order to embed Focus SEAL practices in the nursery class. Nursery staff have shadowed P1 staff and numeracy is now further developed across a range of play activities. Staff now feel more confident to include multi- sensory SEAL activities spontaneously during sharing time and free play. Staff now have a clear understanding of the developmental stages within numeracy. EYO created multi-sensory Numeracy Sacks for stories up to 20 to raise attainment and increase parental engagement in developing their child’s numeracy skills in response to feedback from parental questionnaires. We have had a focus on Scottish Literature and worked with cluster colleagues in the council at Currie Nursery Class as well as local private sector nurseries to work towards moderation of reading during Pentland Book Week at the end of November 2016. The nursery hosted a cluster planning meeting involving Currie Nursery and local partner providers to organise a storytelling project in which children from other nurseries visited Juniper Green to celebrate and share their experiences of Julia Donaldson’s stories in Scots. This project led to improved communication with partner providers and supported transition between establishments with one fifth of our pupils coming from the same local partner provider. We have continued to teach French in both the nursery classes this session by embedding French vocabulary in classroom routines. Our current P1 pupils are now able to have simple conversations in French by the end of Early level due to the work in the nursery class from the French specialist teacher. For the last two years’ nursery staff have had the opportunity shadow the French specialist who has delivered age appropriate, multi-sensory games, stories and songs linked to the school’s 1+2 programme. We have had our nursery pupils take part in the First Minister’s reading challenge and “Read Around Scotland” with the main school and this year have undertaken a Bedtime Reading project with almost all of our children taking home books every day to share with parents at home. CEC literacy and numeracy trackers have been completed for all pre- school children in the nursery and will be shared with P1 staff to ensure continuity and progression.

Cumulative nursery improvement plan display has been very effective at keeping staff focused on the identified improvement targets and enabled them to share ongoing progress with parents throughout the session. P1 Baseline test results for session in September 2016 showed improved mean scores for both literacy and numeracy due to the work in our nursery class.

Next Steps: P1-7 Pupils

Continue with the multi-pronged approach to raising attainment in maths which has proven to be successful for the last two sessions

Have all pupils use our newly refurbished library to increase enjoyment of books. Continue with Read Around Scotland Challenge in a slightly different format and with more involvement from parents.

Introduce French Assistant to P1-7 classes to increase fluency in speaking French.

Continue whole school focus on Growth Mindset

Implement new Big Writing resource across the school and use the criterion scale and benchmarks to moderate within school and across our cluster. Staff to use new advice and strategies from EAL pilot.

To complete, disseminate and ratify to all staff our new Literacy Framework/Programme

Review our “Juniper Green Tree” to reflect the 10 things you can do as a child to keep emotionally, physically and mentally well and to encourage children to embrace challenges (new CEC resilience programme)

Continue with Chilli Challenges but take the labels off at second level in order for children to really read and understand challenges.

Continue with our sharing classroom experience, termly meetings with staff to support and challenge all pupils and our JGPS tracking system to monitor and improve attainment

Next session after consultation with our Parent Council we will share standardised test information as well as CFE levels with parents

Staff will plan and share with parents at an open session once a month on a Friday morning different aspects of learning.

Parents will be invited in to share learning at the end of a block of learning as P5 did this session.

All staff will be encouraged to use videos on Learning Journals site to exemplify learning and teaching. Nursery Pupils

Set up Multi- Lingual area (Our World) which will incorporate our 1+2 French programme including puppets, listening center, map of the world, multi-lingual scripts and talking tins- invest in more dual language books.

Offer French classes after the nursery session in our parents’ room.

Staff will continue with sharing boxes to raise attainment but modify time to 3 sessions per week instead of five.

Baseline data and Literacy and Numeracy trackers will be shared with the nursery team in order to assist long term planning and next steps for individual pupils.

Work with cluster nurseries and private nurseries on Early Level writing benchmarks and moderation

Continue with Early Moves programme, Forrest schools and Bedtime stories projects to improve wellbeing, attainment and involve families.

Next session all pre-school children in addition to having a six week block of Forrest Schools will have a further block to enable the children to lead the session, develop their risk assessment skills and explore the environment further with controlled risk taking i.e. involvement with fire building. Parents will be invited to a Forrest event to share learning at the end of this programme.

Numeracy Sacks will be launched with parents at our Curriculum Information Sharing session in September and system for borrowing, checking and replenishing the bags will be created. A further 20 mixed number, numeracy challenge and early maths concept bags will be created.

Introduce Word Boost to the nursery pupils through selected read aloud texts.

Introduce a plasma screen in the nursery entrance way to develop communication, celebrate and promote attainment and achievement.

Purchase large magnetic letters for use on mental doors in outside area

Paint numbers onto the tarmac area in the nursery garden and parking bays (numbers on bikes will change)

School Priority 2: To close the attainment gap between the least and most least advantaged children at Juniper Green

NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Performance Information Assessment of children’s progress Parental Engagement


1.3 Developing a shared vision, values and aims relevant to the school and its community


2.4 Targeted & universal support

2.4 Removal of potential barriers to learning

3.2 Equity for all learners

3.2 Attainment over time

Progress and impact: P1-7 Pupils This session we embarked on a mentoring project with children in deciles 1 and 2 who had either a low standardised score or negative trend to their attainment. We identified 21 children and matched them with either staff or volunteers who met with them for 1 hour each week from December- June. The volunteers and staff were trained by the PT and a Mentoring Manager was appointed to oversee the project and manage resources and communication. Spider diagrams using criterion linked to the aims of the programme were used to baseline assess the pupils wellbeing in December and again in April 2017. Almost all pupils in almost all areas showed an improvement. The mean score for the statement ‘I am confident about my ability in this area of learning” has gone up from a mean score of 3.9 in December 2016 to a mean score of 8.3 in May 2017. All means scores in all areas went up by between 1.7 and 4.4. 77% of mentees also showed a significant increase in their standardised scores in the area of focus. Staff were trained in Mindful Yoga techniques and this has been embedded successfully into classroom practice as a universal support for all children. In addition, this session we have offered free family yoga and free child yoga sessions for pupils in SIMD 1 and 2. The impact of the early morning yoga sessions for pupils has been evident in feedback from staff that children are calmer and more focussed in learning sessions. Although there was initial interest in the family yoga sessions, uptake was poor due to the timing. Next session we will combine the mentoring with the yoga sessions. This session we have ensured consistency of activities and resources by disseminating all support for learning practices to all teaching staff as well as all pupil support assistants. This includes Emotion Talks, Bloom’s Taxonomy, social skills programme, motor skills, dyslexia support, visual timetables and SEAL work. Support for pupils was validated as a strength in both the sharing the learning experiences documented with senior staff in November 2016 and again in March 2017 when members of the council’s quality assurance team noted as a strength the quality of the relationships in the school and the ethos of the school. We have continued to ensure that pupil support assistants are working alongside class teachers supporting work in classes with literacy and numeracy this session rather than withdrawing groups/individuals. This session class teachers alongside the PT Support for Learning (SfL) have used the Circle document effectively to identify barriers and next steps for learners. Next session staff will be encouraged to independently use this resource as a universal support guide for their learners. We have worked with our Educational Psychologist to reduce number of CPM’s this session and prioritise cases. We have tried to tackle bureaucracy by amalgamating ASP’s within our Child planning minute. Feedback from our Educational Psychologist was that our ASL team leader’s practice and the way we conducted our CPM’s was exemplary and the best she had seen in the city.

DHT and PT delivered “1 in 5 Poverty” awareness training to all staff and to cluster High School S6 pupils. Initial work was carried out by two sustainability groups to reduce the cost of the school day. One group collected dressing up/ party clothes for dressed down and charity events whilst the other group looked at developing PE kits, pencil cases and themed bags for ballet/football classes. We also had a Pupil Parliament and Assembly where children came forward to nominate themselves to take forward leadership roles. Next steps are to take children’s ideas forward and share work with parents/ local community.

Nursery Pupils We have continued to run very successful PEEP programmes this session with 2 EYP’s which have enabled staff to support parents who are more isolated and vulnerable particularly EAL families and decile 1 and 2. The DHT and PT ran a very successful “Raising Children with Confidence” course primarily for early level parents this session. Of the 18 parents who attended the course they rated the facilitation as 100% either 9 or10 out of 10 and 100% said that the course had had a positive impact on their relationship with their child as well as making changes to their parenting style. Nursery pupils were very enthusiastic about working and playing with their P4 Buddies this session which helped foster relationships within the school and helped with transition. We have continued to Involve nursery AM pupils in whole school assemblies involving the CEC resilience programme this session. PM nursery pupils have also had a weekly assembly focusing on the same wellbeing theme with an age appropriate story. Parental feedback is that they appreciate these afternoon assemblies as they make the families feel part of the whole school family as well as supporting transition. We implemented a weekly early intervention support and challenge literacy and numeracy group with PM pupils in response to learning needs of individual pupils. This worked well from August-December when our pupil/teacher ratio facilitated having a member of staff out to do this but proved challenging when numbers increased. Home visits to all nursery pupils prior to starting school by two members of the nursery team enabled staff to develop relationships with parents and children, have a better understanding of individual needs and ensure more vulnerable children are well supported from the start.


Continue with our mentoring programme targeting children in deciles 1-3 with a negative trend or low standardised score in literacy or numeracy. Add the mindful yoga onto this session so that the two sit side by side.

Use our equity funding to provide a home link member of staff who will visit families after school hours to support learning and wellbeing

Start a home learning club for parents and pupils targeting children in deciles 1-3

Set up a Nurture Base in school and do nurture training with all staff. Senior team will each shadow 1 pupil (with additional support needs) per term to quality assure tasks and learners’

experiences

All staff will do autism awareness training and consolidate autism friendly classrooms

Pupil “1 in 5 Poverty” group will take forward the running and organisation of lending resources to pupils in need.

Pupil Equality Ambassadors will be trained and take forward support in the playground as well as issues identified by the pupils themselves.

Nursery Pupils

In the nursery class layered groups will be planned for intervention work using new “Up, Up and Away” resource and “Word Boost” incorporating support strategies and targets from SLT and TIP from August- December when staffing allows

Staff will take part in “Sign-A –Long” CPD sessions to support pupil communication especially new pupil with Down’s Syndrome.

Next session both the AM and PM nursery groups will have regular opportunities to work and play with their Buddies (at least twice a term).

Continue with home visits in the summer term and January prior to new pupils starting nursery but next year staff will also collate information about the 27-30 month check with parents and discuss the GIRFEC wellbeing wheel/ SHANAARI indicators.

We will continue with weekly blocks of PEEP led by 2 x EYP’s

DHT/PT to deliver Raising Children with Confidence’ sessions for parents

School Priority 3: To improve the Physical, Emotional and Mental Health of the children at Juniper Green and encourage the eating of a Healthy Diet

NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver Parental Engagement School Improvement Assessment of Children’s Progress Setting the Table


1.1 Ensuring impact on learners’

successes and achievements

1.2 Children and young people leading learning


2.1 Arrangements to ensure wellbeing

2.4 Targeted & universal support

2.3 Planning, tracking and monitoring

3.1 Ensuring Wellbeing, Equality and Inclusion

Progress and impact: P1-7 Classes Weekly assemblies are opportunities to highlight and celebrate successes and achievements. Our Achievement notice board and weekly plasma screen showcase achievements, special events and class work. Assemblies also focus on the “Juniper Tree” with pupils and refer to values and branches of the tree when discussing resilience, kindness, empathy, compassion etc. School shows and J Factor allow children opportunities to perform and develop a range of talents. On our “Learning Journals” site parents and staff are able to upload and add to the achievement profile of individual children however uptake on this by parents has been low. More information to parents about this will be disseminated next session. JASS folders are used in P6 and P7 to record individual achievements and successes. Parent Questionnaires identified 5 areas that needed improvement, one of which was school lunches. A meeting in June 2017 with the school cook, parents and staff produced an action plan to make school dinners healthier and more sustainable. Other areas will be taken forward next year by groups of pupils, parents and staff. The pupil parliament led a number of positive changes including improvements in reading, bullying, behaviour, skills for learning, life and work, relationships, maths, sustainability and 1in5 Poverty Project. Children decide which aspects will be taken forward by the school. Next session house captains will be responsible for an accumulative “you said/we did” wall to highlight impact and progress of pupil parliament.

We Introduced 6 new “beach huts” into the playground for loose parts play and imaginative role play. This was funded by our Parent Council, local Round Table and our Treehouse after school club. All staff were trained in loose parts play and given a risk assessment for the playground. Pupils all had an introductory training session from local “Playbox” staff which was followed by SLT led session with each class. Further work with individual and joint “buddies” sessions will be delivered next session. We have continued to focus on values of kindness, honesty, respect and fairness at assemblies and further develop empathy, forgiveness and compassion by increased play opportunities with new playground equipment designed to increase social interactions. We reviewed our whole school “Better Relationships/Better Behaviour/Better Learning” policy this session to provide more opportunities for pupil choice. We made changes to the way we do reflections and skills choice time. This will now be reviewed annually each August. . We have extended the current buddy system to include all pupils in N-P3 being buddied with a P4- 7 DHT and HWB working party created a resource for children to self-evaluate their wellbeing against the SHANAARI indicators. This will now be implemented with all classes at second level next session. Nursery Pupils

The “Emotions Talks” check in system was relaunched in August 2016 and enabled staff to gauge how children were feeling on

arrival at nursery and respond accordingly. An Emotions Talk area will be set up in the nursery class with appropriate resources to further develop children’s abilities to talk about feelings and emotions in an appropriate play context. Nursery staff attended whole school emotions talk follow up session with school staff. We have continued with using the Early Moves programme this session with all preschoolers taking part in a weekly Early Moves session. EYP worked closely with PE specialist to fine tune programme and track pupils’ skills. Other EYP’s shadowed the PE specialist each week, to upskill them and facilitate detailed assessments which were shared with parents via the online learning journals. We have continued to develop outdoor learning and Forest Schools with 70 of our children having a forest schools experience. We received excellent feedback about these experiences from almost all nursery parents this session. We have planted new raised beds in nursery garden in order to grow and harvest our own produce for snack and fundraising activities.

Nursery pupils are consulted and involved in purchasing food products for snack on line using online shopping with the nursery class using the smartboard. Nursery children helped organise a “Mothers’ Day” tea party in which mothers and grandmothers were invited to have afternoon team made and served by nursery pupils. This was very well attended and feedback was very positive and helped support new relationships. A week of Open Days in both nursery classes enabled parents to see the work of the nursery and to stay and play with their child. This helped develop relationships with staff and parents and provided opportunities for EYP’s to invite parents to PEEP groups.


Pupil Parliament will produce a “You said/ We did” display after every parliament in order to communicate everyone’s viewpoints more effectively.

Juniper Green Tree will be revised to include 10 resilience protective factors

Feedback from parental questionnaires will be addressed through Improvement groups to look at bullying, home learning, learning journals and sharing attainment will be taken forward with staff, pupils and parents. In addition a “you said/we did” summary sheet will be sent out by the Parent Council to all parents next session.

Continue with our Buddy programme from N-P3/P4-7 to ensure every child either has a buddy/ is a buddy.

Run RCWC and CSCC programmes

CEC Building Resilience programme will be introduced to whole school including nursery class.

All staff will be trained in new nurture programme led by PT

All staff will be trained in restorative practices techniques and will shadow SLT delivering restorative conversation with children in order to upskill staff and enhance relationships between class teachers and their pupils in times of conflict. Parents will also have the opportunity to attend restorative workshop.

Equality Ambassadors will be trained in restorative practices to help resolve friendship issues within the playground.

Child centred CPM’s will be further enhanced by newly devised power point template using the SHANAARI wellbeing indicators.

Class teachers will include whole class outdoor learning experiences every term in wildlife garden, local park and loose parts play.

A new Juniper Green Equalities Policy will be created.

New self-evaluation audit tool for pupils using SHANAARI indicators will be implemented in P5-7 classes. Nursery Pupils

An Emotions Talk area will be set up in the nursery class with appropriate resources to further develop children’s abilities to talk about feelings and emotions in an appropriate play context. Pupils will have the opportunity to do this at the start and the end of the session

We will continue to deliver Early Moves resources in collaboration with our PE specialist.

Continue to deliver Forest Schools experience for pre-schoolers and extend for ante pre-schoolers.

Continue with nursery pupils purchasing weekly snack items but extend to looking at quantity required and health value of products purchased.

We will continue to grow produce but extend to fruit trees

Nursery team will look into having a pet in the class.

Introduce a Fathers and Grandfathers “Tea Party” which children will make and serve food at

Next session we will have a twice yearly open session for all nursery parents.

School Priority 4: To continue to progress sustainability programme across the school and skills for learning, life and work programme with all children at Juniper Green

NIF Priority Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver School Leadership Parental Engagement School Improvement Building the Ambition 3-18 Creativity Skills: Progression Framework


1.1 Analysis and evaluation of intelligence and data


2.2 Skills for learning, life and work


2.6 Collaborative planning and delivery

3.3 Increasing employability skills

Progress and impact: P1-7 Pupils Vertical sustainability groups this session ran from October to March culminating in a sharing assembly which was attended by a large number of parents and a development officer for sustainability. Following this a group of our pupils were asked to deliver a closing address to the annual CEC Sustainability conference at Napier University. Our groups made a different to local issues such as “the cost of the school day”, “lost property” and “growing our own food”. Further afield one group raised funds for RHSC and bought 3 puppies to be trained as guide dogs. On a more national context we looked at the nation’s diet, focussing on sugar, work on democracy and biodiversity.

Skills choice time this session was determined by pupils’ views gathered during a Pupil Parliament. Activities were extended to include skills such as cycle training, yoga, mindcraft, mindfulness, hockey, basketball and no cook cooking. Next session we will continue to offer sessions but ensure all sessions are closely attuned to either skills for work or specific life skills. Our P6 pupils ran a successful Cyber Café for local elderly residents and grandparents to support them in their ICT skills in light of the closure of the local RBS bank. Staff from the bank attended the café to provide advice on safety practices such as phishing and monitoring of emails and social media. Feedback from attendees and from our local Juniper Green Community council was that this initiative was much appreciated and valuable. Articles appeared in both the Evening News and local newspaper about this work and pupils felt proud of their achievements. One of our class teachers has initiated a pupil SWAY to facilitate communication between home and school regarding the children’s learning. Feedback from parents has been very positive with a recent questionnaire showing that All parents thought this was an effective method of communication about learning. Pupils’ ICT and leadership skills have been enhanced by the experience. Another group of staff piloted a variety of ways to share learning weekly with parents, including sharing weekly plans on website, windows and homework sheets. Video footage of both learning and teaching has been shared successfully via our learning journals and feedback from the Parent Council is that they found this method of communication very informative.

Our very successful P1 active learning area developed this year into P2. Staff have created talking tins and whiteboards which clearly share learning intentions for every area. In addition, each area also contains some activities which are purely open ended activities for fostering creativity, curiosity and pupil choice. Next session this model with be extended into P3-7 active learning areas to ensure that all pupils enjoy experiences where they can develop their creativity and curiosity. P1-7 classes have taken it in terms to produce, market and sell “healthy snack” on a Friday morning. Our Fairtrade shop was also started this year by a group of P7 pupils. P7’s also ran a competition for a reusable jute bag which they then had produced and sold to pupils, parents, staff and the local community. Nursery Pupils Nursery children have been on a “number hunt” and a “shape hunt” in the local area as well as visiting the local bike shop to get nursery bicycles fixed. In addition, nursery pupils have become familiar with local shops and businesses. Next steps will be to extend this next session by having purposeful visits to local businesses. Nursery pupils established a class charter in August 2016 which is referred to throughout both sessions. Online snack purchasing has been successful in raising awareness of both Fairtrade and reinforcing early money work.

Nursery pupils have provided whole meal muffins to the whole school during their health snack week and regularly bake and make healthy snacks. Nursery pupils have been taking part in litter picking and composting. This has helped raise awareness of these issues as well as supporting school improvement within or Eco Schools work. Nursery children have really cared for their environment this session and been very keen to get involved in activities such as watering plants, outdoor knitting and seeding the grass areas. Nursery parents have shared their work experiences with nursery pupils regularly throughout the year when it was relevant to children’s’ interests and planned opportunities within the nursery class.


Extend World of Work days to have two days- one for N-P3 and one for P4-7. Former pupils in positive destinations will share experiences with classes through workshops at World of Work Days

A parental questionnaire to all parents will be sent out to collect information on parental skills and occupations in order to provide staff with a resource bank of experts.

We will run sustainability groups again next session using vertical grouping model with children selecting their own group. A questionnaire will be reissued to parents, pupils and staff to determine the focus of our groups next session.

Skills choice time will be continued next year with a greater focus on skills for life and work

Staff will be encouraged to use their initiative in developing with pupils enterprising community events

Active learning areas in P3-7 will be developed next session.

All staff will share weekly learning intentions in a sustainable way with parents in a variety of ways including SWAY, website, learning journals

Nursery Pupils

Continue to develop nursery activities, the environment and staff skills in fostering creativity, curiosity and more open ended play/learning.

EYO to share knowledge of Froebel approaches and audit of play resources will be carried out to support way forward.

Next steps with health eating will be to discontinue the traditional making of birthday cakes for over 100 children to allow staff the time to bake healthier options more regularly with children. Staff to use “Setting the Table” resource.

Nursery pupils will be involved in Walk Once a Week (WOW) campaign next session

Nursery pupils will use the loose parts play resources located in the P1/2 area outside and nursery staff will add to this resource by moving resources currently located in nursery outside store.

Self Evaluation 2016 – 2017

Quality Indicator School Self –

Evaluation 2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 5

2.3 Learning, Teaching And Assessment 5

3.1 Improving Wellbeing, Equity And Inclusion 5

3.2 Raising Attainment And Achievement 4

2.4 Personalised Support 5

1.2 Leadership of Learning 5

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020

Comments

1.1 Self-Evaluation for Self-Improvement √ √ √ √

1.2 Leadership of Learning √ √

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff √

1.5 Management of Resources To Promote Equity √

Leadership And Management Overall √

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 √

Learning Provision Overall √ √

3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability √

Successes and Achievements Overall √

Key Areas for School Improvement

NIF Priority 1 – Improvement in Attainment, Particularly In Literacy And Numeracy.

QIs/Themes

1.1 Analysis And Evaluation Of Intelligence And Data

2.3 Effective Use Of Assessment

2.3 Planning, Tracking And Monitoring

3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in Numeracy Overall Responsibility Anthea Grierson (HT)

Outcomes We will continue to improve our year on year standardised mean scores at all stages. We will continue to maintain levels of almost all children at P1 and P4 being secure at Early and First levels respectively, but will increase the numbers of pupils at the end of P7 at being secure at Second Level from most to almost all pupils by June 2018.

Tasks By Whom

Resources

Time

Impact/ Progress

1.Continue to have 4 x maths sessions per week in every class. Learning intentions shared with pupils and parents on a weekly basis.

All class teachers Monitored by SLT

Staff have variety of active learning, TeeJay, Heineman and practical resources

This will be monitored throughout the year at termly learning and teaching support and challenge meetings.

2.Continue to have every child in P2-7 with a Sumdog account which is used both in school and at home.

DHT Lex Pope overall responsibility for accounts

P2 parents will be introduced to this resource by September 2017

All accounts to be activated by start of September for P3-7 and P2 by end of September

3.Continue to use Learning Journals to share progress and next steps in learning. Ensure greater consistency across the school and increase parental engagement.

Set up sharing classroom experience ( SCE) sessions to share practice with staff who currently do this.

SCE sessions for learning journals prioritised for Aug/September Friday mornings

DHT Lex Pope will send out information about uploading achievements to parents and have an open session by end of September 2017

4.Maintain SEAL practices in P1-4 classes but set up SEAL intervention groups in P5-7.

SEAL champion Kirsty Gorman and DHT Lex Pope

All SEAL resources have been collected in, checked and will be reissued in August,

L Pope and K Gorman will identify pupils at P5-7 who would benefit from SEAL intervention by end of Sept 2017.

Due to David Ritchie leaving we need to identify at least one other member of staff to be trained to become a SEAL champion.

5.Continue focus on Growth Mindset and using Chilli Challenge ( without labels at second level)

HT Anthea Grierson will discuss at INSET 1 and SCE session

Juniper Green Tree will be reissued with resilience factors and learning powers’ posters will be exhibited in all classes.

PT K Gordon and HT A Grierson will lead session on INSET 1 “using Circle document environmental checklist”

6.To share learning with parents through open sessions once a month on Fridays and sharing sessions at end of teaching and learning blocks.

HT Anthea Grierson will discuss at SCE session and evaluate using survey monkey

Dates will be set and agreed with staff at the start of session 2017-18. P Bailey will share practice with all staff.

Sharing learning with parents will be set for first Friday of every month. Staff in each year group will agree time for other summative sharing.

Priority 1b

To raise attainment in literacy Overall Responsibility Anthea Grierson ( HT)

Outcomes We will maintain levels of almost all pupils at end of P1 and P4 achieving secure at Early and First levels respectively. We will improve levels of pupils at end of P7 being secure at second level from most to almost all P7 pupils. In reading we will increase our standardised mean score at all stages by June 2017. In spelling we will also increase our mean standardised score at all stages from P2-7 by June 2017

Tasks By Whom

Resources

Time

Impact/ Progress

1.To extend reading projects from P1-3 to P4 next session. At P5-7 stages advice will be given to all staff about reading pedagogy and SCE

HT A Grierson, DHT I Donaldson and PT K Gordon will ensure consistency of learning and teaching

Volunteers will be recruited from local community as well as team of staff within school. All will be trained

By start of September 2017 all reading projects will be up and running.

sessions will focus on elements such as reciprocal teaching, effective questioning and recent research into teaching of reading.

across P1-4 by forming groups across the year stage, training staff and volunteers.

together this year on INSET 1 and advice issued to parents about the Reading Projects.

2.To give greater guidance to staff in the teaching of reading and developing comprehension

SCE sessions and INSET 1 will be used to disseminate information to all staff.

Our new Literacy Framework will be piloted session 2017-18 and will be discussed and ratified with all staff.

Ongoing throughout the session.

3.To reintroduce Read Around Scotland to encourage all children to read more books.

HT A Grierson will be responsible to getting this project started and disseminating information to parents.

School business manager will purchase new stickers for Read Around Scotland.

New project will be launched at curriculum evening on 31st August 2017 and monitored throughout the year.

4.To ensure new library is fit for purpose and that all pupils access it on a weekly basis.

DHT I Donaldson and PT K Gordon will recruit parents/volunteers to maintain this library and HT A Grierson will timetable the resource.

Remaining £1000 will be spent from school fund for new books. A “ book donation” scheme will be introduced by Parent Council.

Library will be up and running by end of August 2017.

5.To ensure effective pedagogy in the teaching of writing.

Literacy Co ordiantor for the school, K Gorman will set up and share pedagogy on INSET 1 and throughout the year.

Big Writing will continue to be used and experiences shared at SCE sessions with literacy co ordinator.

Staff will collate evidence for moderation purposes throughout the year.

6.To ensure effective pedagogy and progression in the teaching of spelling.

A Grierson and I Donaldson will disseminate all spelling lists and new policy.

New literacy framework folder, which contains spelling programme of study will be discussed at INSET1 and monitored throughout the year.

By August 2017

7.To increase children’ fluency in French and increase staff confidence in the teaching of French.

New French assistant will work alongside class teachers to improve speaking of French

P1-4 classes will be supported by French assistant in terms 1 and 3, P5-7 classes in term 2 and 4.

Programme will start in August and run to April 2018 when finances will be reviewed.

NIF Nursery Priority 1 – Improvement in Attainment, particularly in Literacy And Numeracy.

QIs/Themes

1.1 Analysis & Evaluation Of Intelligence & Data

2.3 Effective Use of Assessment

2.3 Planning, Tracking & Monitoring


Priority 1 To raise attainment in literacy and Numeracy Overall Responsibility Ingrid Donaldson (DHT)

Outcomes We will continue to improve our year on year standardised mean scores in our P1 baseline assessments in literacy and numeracy.

Tasks By Whom

Resources

Time

Impact/ Progress

1.Set up Multi- Lingual area (Our World) which will incorporate our 1+2 French programme and opportunity for EAL pupils to share their first language. Purchase dual language books for bedtime stories library.

Jennie Dodds EYP Josefine Frazer EYP

puppets, listening center, map of the world, multi-lingual scripts and talking tins- invest in more dual language books

Oct 2017

2.Offer French classes after the nursery session in our parents’ room to extend the nursery day and to increase pupils French skills

Amy Dixon EYP Ingrid Donaldson DHT

French songs, games, rhymes and puppets

Sept 2017

3.Baseline data and Literacy and Numeracy trackers will be shared with the nursery team in order to assist long term planning and next steps for individual pupils.

Ingrid Donaldson DHT Anne Wilson CT/ Rhian Ferguson EYO

Colour group literacy & numeracy trackers to identify trends in learning Baseline assessment info

Sept 2017

4.Staff will continue with sharing boxes to raise attainment but modify time to 3 sessions per week instead of five.

Anne Wilson CT/ Rhian Ferguson EYO

Literacy/ numeracy boxes and changing curricular area box in response to needs and interests with multi-sensory, open ended and responsive resources

Aug-June 2018

5.Work with cluster P1 staff, nurseries and private nurseries on Early Level mark making/writing benchmarks and moderation. Class teacher to invite Juniper Tots, Lanark Road and Cranley staff in Aug 2017

Nursery staff, cluster nursery colleagues and partner provider colleagues

Early Level literacy benchmarks Literacy trackers Examples of mark making from writing table showing progression

March 2018

6.Numeracy Sacks will be launched with parents at our Curriculum Information Sharing session in September and system for borrowing, checking and replenishing the bags will be created. A further 20 mixed number, numeracy challenge and early maths concept bags will be created.

Rhian Ferguson EYO Anne Wilson CT

Colour group numeracy trackers to identify trends in learning, purchase of appropriate resources Recruit parent volunteers to manage the lending, rotation and replenishing of sacks

Oct 2017

7.Develop nursery outdoor space to enable more literacy and numeracy rich learning

Rhian Ferguson EYO Anne Wilson CT

Purchase large magnetic letters for use on mental doors in outside area Paint numbers onto the tarmac area in the nursery garden and parking bays (numbers on bikes will change)

Oct 2017

8.Introduce Word Boost to the nursery pupils through selected read aloud texts. Use new ‘Up, Up and Away’ resource to support communication and identify SALT next steps to share with parents. Staff to incorporate ‘Signalong’ in nursery routines, songs and rhymes

Anne Wilson CT All nursery staff

Training for staff on ‘Word Boost’, Up, Up and Away’ and ‘Signalong’ to build capacity and increase confidence.

Sept 2017

9.Staff to engage with self-evaluation toolkits to enhance and develop pupil’s nursery experience and to raise attainment. Evaluating nursery activity areas, moderating learning journals observations & trackers and sharing good practice

Anne Wilson CT Ingrid Donaldson DHT EYP’s/EYO

Literacy and numeracy environmental toolkits Sharing good practice sessions monthly identified in diary/school calendar Nursery teacher to attend Early Years nursery teacher CPD sessions on Wed afternoons throughout the session

Oct 2017

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children at Juniper Green

QIs/Themes

1.5 Management Of Resources And Environment For Learning

2.5 Engaging Families In Learning

3.2 Equity For All Learners

Priority 2: Reduce the attainment and achievement gap for our school Overall Responsibility Katie Gordon ( PT)

Outcomes: All staff will be aware of what the attainment and achievement gap looks like.

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.

Tasks By Whom Resources

Time

Impact/ Progress

1.Identify the gap for each year group.

All Staff Attainment Coordinator - PT K Gordon

Standardised Test scores for reading, spelling and maths year on year for every child in every class CEC analysis of CfE information at secure levels for P1,P4 and P7

August 2017

2.Share information with all staff.

Katie Gordon PT All staff

INSET 1 August 2017

3.Class teachers to identify all pupils in their class with a negative trend, in the bottom 20% or in deciles 1-3

All class teachers. PT K Gordon to produce Attainment file for every teacher.

Class teachers to receive: CfE levels from SEEMIS Standardised assessment scores for every class teacher for their classes over time. Overview of SIMD scores for children in their class

August 2017

4.Mentoring programme to be set up as per 2016-17 project by end of September 2017

Equity Funding to be used for individual mentors and for lead teacher to become Mentoring Manager

Equity Funding used to resource mentor boxes, pay for mindful yoga sessions before classes and Mentor Manager to oversee project

September 2017

5.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.

All class teachers DHT L Pope

Class teachers will exemplify learning in literacy, numeracy and HWB over period 1 Friday sessions. Sumdog workshops in P2 will be led by L Pope Learning Journals open session will be led by L Pope

Monthly - first Friday of every month starting 1st September 2017

6.Home Link Programme to be set up to support vulnerable children and families Home Learning Club will be set up manned by a teacher and PSA to give support for 1 hour a week to identified children.

New Home Link teacher and PSA will work 2 hours each per week after school in homes.

An area will be identified in the school for a Home Learning Club (probably ICT base) PT K Gordon and PSA S Brown will work together with certain identified families.

August 2017

7.New Nurture Base will be created and manned from 12-3.15 each day.

New Pupil Support Officer will be identified and employed for afternoon sessions.

PEF money will be used to turn current support for learning base into nurture base and Sensory room into more multi-purpose room

Identify “Place to Talk”,“Nurture Base” and “ Place to Go” by August ‘17

NIF Nursery Priority 2 – Closing the Attainment Gap Between the Most and Least Disadvantaged Children at Juniper Green

QIs/Themes

1.5 Management Of Resources And Environment For Learning

2.5 Engaging Families In Learning

3.2 Equity For All Learners

Priority 2: Reduce the attainment and achievement gap for our nursery class Overall Responsibility

Ingrid Donaldson/ Anne Wilson

Outcomes: All staff will be aware of what the attainment and achievement gap looks like.

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.

Tasks By Whom Resources

Time

Impact/ Progress

1.We will continue with weekly blocks of PEEP led by 2 x EYP’s. Known pupils in SIMD will be prioitised for attending groups. 2 X 6 week blocks will be delivered for am and pm pupils.

Lesley Wells EYP Susan Huxley EYP

Use of Nursery parents room or nursery room 2. Identify and purchase activity resources for creative activities Pilot new numeracy sacks

Sept – May 2018

2.DHT/PT to deliver Raising Children with Confidence parents course (6 week block)- link with PEEP group to advertise sessions

Ingrid Donaldson DHT Katie Gordon PT

Raising Children with Confidence programme

Sept 2017

3.Staff to deliver TIP, ‘Talk & Move/’Talking Time’’ and ‘Play Boxes’ Sessions in response to individual pupils needs.

Karen Berry PSA Jennie Dodds EYP Rhian Ferguson EYO Anne Wilson CT

‘Talk and Move’ resource Staff training in ‘Talking Time’

Sept – May 2018

4.Introduce a plasma screen in the nursery entrance to develop communication, celebrate and promote attainment and achievement.

MITIE team Ingrid Donaldson Anne Wilson

Install plasma screen and train EYP’s/EYO

Oct 2017

5.In the nursery, early intervention groups will be planned for identified pupils using new “ Up, Up and Away” resource and “Word Boost” incorporating support strategies and targets from SLT and TIP from August- December when staffing allows

Anne Wilson CT Rhian Ferguson EYO

“Up, Up and Away” resource “Word Boost” programme Support from school speech and language therapist

Sept 2017

6.Continue with home visits in January and in the summer term prior to new pupils starting nursery. Next year staff will also collate information about the 27-30 month check with parents and discuss the GIRFEC wellbeing wheel/ SHANAARI indicators. Staff to disseminate information to wider team

Ingrid Donaldson DHT Anne Wilson CT EYP’s/EYO on rotation for visits

New SHANAARI wheel to gather information during home visits Staff to create photo display of foods products that children can’t eat in snack preparation area (Sandra Gibb).

Oct 2017

Priority 3a: Autism Awareness Training- Nursery-P7 Overall Responsibility Ingrid Donaldson ( DHT)

Outcomes: To ensure all staff are trained in autism toolkit and that all our classrooms are autism friendly

Tasks

By Whom

Resources

Time

Impact/ Progress

1.All staff will receive training in the Autism Toolkit and making their classrooms autism friendly

HT A Grierson and ASL Neighbourhood leader Lisa Oliver will provide training

Autism Toolkit www.autismtoolkit.co.uk Circle Document

By June 2018

Priority 3b: To improve the Physical, Emotional and Mental Health of the children at Juniper Green and encourage the eating of a healthy diet.

Overall Responsibility Ingrid Donaldson ( DHT)

Outcomes: To ensure all children are happy, healthy individuals who have a toolkit to help support their wellbeing

1.Pupil Parliament will produce a “ You said/We did” display after every parliament in order to communicate everyone’s viewpoints more effectively.

House Captains will take it in turns to document all comments from Parliaments and produce display in collaboration with HT.

Pupil Parliament Display Board Managed by House Captains Plasma Screen Year Plan for Pupil Parliament sessions will be produced

By September 2017 and ongoing

2. Juniper Green Tree will be revised to include 10 resilience protective factors

HT Anthea Grierson will revise and produce new Tree

Pattie Santellices Growing Confidence Programme

By August 2017

NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes

1.1 Self-evaluation for self-improvement 1.2 1.3 Leadership of Change

2.3 Learning, Teaching and Assessment

2.5 Family Learning


http://www.autismtoolkit.co.uk/

3. Feedback from parental questionnaires will be addressed through Improvement groups to look at bullying, home learning, learning journals and sharing attainment will be taken forward with staff, pupils and parents. In addition a “ you said/we did” summary sheet will be sent out by the Parent Council to all parents next session

Groups of staff, pupils and parents will be formed to take forward these 4 areas for improvement as well as the Healthy Food group with parent council, Chartwells and Laura Nisbett.

Setting the table Healthy Eating programmed from CEC and Chartwells

June 2017

4. Continue with our Buddy programme from N-P3/P4-7 to ensure every child either has a buddy/ is a buddy.

HT Anthea Grierson will organise Buddy classes and Buddy Assembly

Buddy Assembly Power Point “Being a Buddy” and “ My Buddy” booklets

August 2017

5. Run RCWC and CSCC programmes

DHT Ingrid Donaldson and PT Katie Gordon will run 6 x CSCC All SLT will be involved in RCWC programme at some point in the year

DHT and HT will do introductory session For parents 6 x CAT session – terms 1 and 2

September 2017 September - November

6. CEC Building Resilience programme will be introduced to whole school including nursery class

HT Anthea Grierson SCE with staff Curriculum Evening for parents Assemblies

September 2017

7.All staff will be trained in new nurture programme led by PT

PT Katie Gordon 1 x session during INSET 3

October 2017

8. All staff will be trained in restorative practices techniques by DHT Ingrid Donaldson

Staff will shadow SLT delivering restorative conversation with children in order to upskill staff and enhance relationships between class teachers and their pupils in times of conflict. Parents will also have the opportunity to attend restorative workshop.

1 x session during INSET 3

October 2017

9.Equality Ambassadors will be trained in restorative practices to help resolve friendship issues within the playground.

DHT I Donaldson HT A Grierson

Training session held out of school Handbook provided for pupils

October 2017

10.Child centred CPM’s will be further enhanced by newly devised power point Performa using the SHANAARI wellbeing indicators.

DHT I Donaldson and DHT A Pope will devised new template for CPM power point

Template will be shared on new JGPS shared drive and used by all staff

September 2017

11.Class teachers will include whole class outdoor learning experiences every term in wildlife garden, local park and loose parts play.

All staff will be involved in this priority. A Wilson, E Harper and G Paul will share experiences

CAT session led by CT Graeme Anderson at Bonaly Camp in September 2017

June 2018

12.A new Juniper Green Equalities Policy will be created.

HT A Grierson DHT Donaldson

CEC template will be used as starting point

January 2018

13.New self-evaluation audit tool for pupils using SHANAARI indicators will be implemented in P5-7 classes.

DHT L Pope and DHT I Donaldson will work together to disseminate this in all classes

SCE session led by DHT’s Trialled by all CT’s

December 2017

NIF Nursery Priority 3

Improvement In our nursery Children’s Health and Wellbeing

QIs/Themes

1.3 Self-evaluation for self-improvement 1.4 1.3 Leadership of Change


2.5 Family Learning


Priority 3b To improve the Physical, Emotional and Mental Health of the children at Juniper Green and encourage the eating of a healthy diet

Overall Responsibility

Ingrid Donaldson ( DHT)

Outcomes: To ensure all children are happy, healthy individuals who have a toolkit to help support their wellbeing

Tasks By Whom Impact/ Progress

Resources

Time

1.An Emotions Talk area will be set up in the nursery class with appropriate resources to further develop children’s abilities to talk about feelings and emotions in an appropriate play context. Pupils will have the opportunity to check in on feeling registration boards at the start and the end of the session

Susan Huxley EYP Lesley Wells EYP

Emotions Talk Resources Emotions check in boards

Sept 2017

2.We will continue to deliver Early Moves resources in collaboration with our PE specialist. Develop the programme further to support children with gross motor immaturities and extend the programme to challenge physically able pupils.

Sandra Gibb EYP Graeme Anderson PE specialist

Early Moves Programme Aug 2017-June 2018

3.We will continue to grow produce but extend to fruit trees. Nursery to link in with school sustainability food growing groups to complete some joint projects.

Anne Wilson CT

Fruit saplings Redhall Garden Centre

Nov 2017

4.Nursery team will look into having a pet in the class.

Susan Huxley EYP Sandra Gibb EYP

Pet risk assessment Consultation with MITIE re hutch and rabbit run Invite SSPCA regarding looking after pets

March 2018

5.Continue to deliver Forest Schools experience for pre-schoolers and extend for ante pre-schoolers.

Josefine Frazer EYP Parent volunteers

School wildlife garden Forest School’s programme

Sept 2017- May 2018

6.Continue with nursery pupils purchasing weekly snack items but extend to looking at quantity required and health value of products purchased.

All nursery staff on rotation for nursery areas and colour groups

Asda online shopping account/card

7.Continue with Mother/Grandmothers ‘tea party’ and introduce a Father/ Grandfathers “tea party” which children will make and serve food at.

Anne Wilson CT EYP’s /EYO

Children to bake refreshments March 2018 June 2018

Next session we will have a twice yearly open session for all nursery parent to share learnings.

8.Next session both the AM and PM nursery groups will have regular opportunities to work and play with their Buddies (at least twice a term).

Anne Wilson CT P4 class Teachers EYP’s /EYO

“My Buddy” booklets will be produced by P4 children for all nursery pupils

October 2017

NIF Priority 4 – Improvement in Employability Skills and Sustained, Positive School Leaver Destinations for all Young People

QIs/Themes

1.5 Leadership of Change 1.6 Leadership and Management of Staff


3.3 Increasing Creativity and Employability

Priority 4 To continue to progress sustainability programme across the school and skills for learning, life and work programme with all children at Juniper Green.


Lex Pope ( DHT)

Outcomes All children will be part of a vertical sustainability group and be an effective contributor to either a local, national or global issue. All children will have learned at least one new skill for life or work.

Tasks By Whom

Resources

Time

Impact/ Progress

1. Extend World of Work days to have two days- one for N-P3 and one for P4-7. Former pupils in positive destinations will share experiences with classes through workshops at World of Work Days

DHT Lex Pope will lead a team of staff to organise these events. Questionnaires will be sent out in collaboration with Parent Council to gather skills.

A team of staff will be brought together and regular meetings will be noted in school diary.

March 2018

2. A parental questionnaire to all parents will be sent out to collect information on parental skills and occupations in order to provide staff with a resource bank of experts.

Mhari Hargreaves and Kirsty Cummings from Parent Council will support Lex Pope in gathering information.

On line monkey survey will be used to collect skills and work experiences of parents.

October 2017

3. We will run sustainability groups again next session using vertical grouping model with children selecting their own group. A questionnaire will be reissued to parents, pupils and staff to determine the focus of our groups next session

Gordon Paul and Anne Wilson will lead staff in determining sustainability vertical groups which will run for a block on Thursdays period 6.

Questionnaires will be issued to staff, pupils and parents to gather views on current issues as per survey in 2015. Parent Council will support this priority.

October 2017

4. Skills choice time will be continued next year with a greater focus on skills for life and work

HT A Grierson will gather views of pupils through a parliament to determine skills to be addressed.

A survey of staff and parents will be done to gather interests and skills in particular areas

September 2017

5. Active learning areas in P3-7 will be developed next session.

HT A Grierson, DHT’s L Pope and I Donaldson will work with staff to develop these areas

3-18 Creativity Skills Building the Ambition document - curiousity

October 2017

6.Staff will be encouraged to use their initiative in developing with pupils enterprising community events.

G Paul, S Brownlee, S MacWhirter and P Bailey will share experiences of these with the rest of the staff

First Friday of every month will be an “ open learning” session. Year groups will decide time for sharing learning with parents.

Sept 2017

7.All staff will share weekly learning intentions in a sustainable way with parents in a variety of ways including SWAY, website, learning journals.

S MacWhirter will do a SCE with SWAY and H Johnstone and G Paul will share work on website and home learning sheets. E Dignan will share IS experiences

Website Home Learning Sheets SWAY’s

From August 2017

NIF Nursery Priority 4 – Improvement In Employability Skills and Sustained, Positive School Leaver Destinations For All Young People

QIs/Themes

1.7 Leadership of Change 1.8 Leadership and Management of Staff


3.3 Increasing Creativity and Employability

Priority 4 To continue to progress sustainability programme across the school and skills for learning, life and work programme with all children at Juniper Green.


Ingrid Donaldson ( DHT)

Outcomes All children will be part of a vertical sustainability group and be an effective contributor to either a local, national or global issue. All children will have learned at least one new skill for life or work.

Tasks By Whom

Resources

Time

Impact/ Progress

1.Continue to develop nursery activities, the environment and staff skills in fostering creativity, curiosity and more open ended play/learning Use of floor books for involving children in planning and following their lines of development

Anne Wilson CT Rhian Ferguson EYO

Building the Ambition Environmental Toolkits Floor books/Talking Tubs

Aug 2017 – June 2018

2.Next steps with health eating will be to discontinue the traditional making of birthday cakes for over 100 children to allow staff the time to bake healthier options more regularly with children. Staff to use “Setting the Table” resource.

Lesley Wells EYP Susan Huxley EYP

Setting the Table’ resource Create nursery birthday snack menu for children to choose favourite recipes from

Dec 2017

3.Nursery pupils will be involved in Walk Once a Week (WOW) campaign next session

Anne Wilson EYO’s/ EYP

WOW on line travel to school survey to log on interactive whiteboard how children have travelled to nursery

Aug 2017 – Oct 2018

4.Nursery pupils will use the loose parts play resources located in the P1/2 area outside and nursery staff will add to this resource by moving resources currently located in nursery outside store.

Sandra Gibb EYP Risk assessment will be completed for nursery pupils and agreed with all staff and parents working in this area. PlayBox training provided for PM Nursery pupils

August 2017

5. EYO to share knowledge of Froebel approaches and audit of play resources will be carried out to support way forward.

Rhian Ferguson EYO Susan Huxley EYO

Videos and sharing experience session for staff INSET 3

October 2017

6.Nursery to be part of World of Work day for pupils in N-P3 Former pupils in positive destinations and parents will share experiences with pupils through workshops at our World of Work Day

Sandra Gibb EYP DHT Lex Pope will work with nursery team on creating a session for both nursery AM and PM pupils where parents come in and share work experiences

February 2018

7.Increase Forrest Schools programme to enable the children to build on the skills they have learnt in first block to give opportunities to lead the session, develop their risk assessment skills and explore the environment further with controlled risk taking i.e. involvement with fire building. Parents will be invited to a Forrest event to share learning at the end of this programme.

EYP Josephine Frazer

Wildlife garden in school will continue to be used. Risk assessment shared with all staff and parents.

THE CITY OF EDINBURGH COUNCIL Currie Cluster Improvement Plan 2017-18

NIF Cluster Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

QIs/Themes

1.1 Analysis And Evaluation Of Intelligence And Data

2.3 Effective Use Of Assessment

2.3 Planning, Tracking And Monitoring


Priority 1a To raise attainment in numeracy Overall Responsibility HT Anthea Grierson

DHT Lex Pope

Outcomes There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd levels across the cluster

All staff will have a shared understanding of the standard at level 3 numeracy.

Priority 1b To raise attainment in Literacy Overall Responsibility HT Sally Houston

Outcomes All staff will have a shared understanding of secure writing at Early, 1st, 2nd and 3rd levels

Change idea (Improvement Area)

Plan and Do (tasks, by whom & resources)

Study (Evaluation of impact)

What next?

Raise attainment – maths and numeracy All staff familiar with Assessment Moderation 3-18 Framework – City of Edinburgh document All staff aware of new benchmarks Improve staff skills and knowledge and ultimately accuracy of identifying the achievement of a level

Cluster moderation including use of Sumdog Cluster numeracy CAT session, 20th April 2018 - QAMSOs will share the examples of moderation for cluster staff to look at achievement of a level

Raise attainment - writing moderation as part of planning All staff familiar with Assessment Moderation 3-18 Framework – City of Edinburgh document All staff aware of new benchmarks Improve staff skills and knowledge and ultimately accuracy of identifying the achievement of a level

Cluster Moderation - In-service morning on 08.01.18 3 staff to attend the twilight session - QAMSO/ Assessment coordinators (CPS, JGPS and CCHS) Staff will do individual school moderation session and then come together as a cluster group.

A Currie Cluster Folder will be produced which contains secure exemplars of all genres of writing from early- 3rd Level.

Linking to closing the attainment gap, we will raise the aspirations of specific groups of children including SIMD 1 and 2 and other groups identified through the cluster analysis.

Linked to closing the attainment gap, plan a cluster analysis of where the attainment gap is. All staff to use analysis Focus with staff on practitioner enquiry. Target children through a mentoring programme across the cluster.

Leadership Roles 2017-18 Literacy Co ordinator Kirsty Gorman English Language Resources Brenda Feeney, Jo Johnstone Literacy Co ordiantor ( cluster) Katie Gordon Numeracy Co ordinator Mairi Rowan Mathematics Resources Judith Lewis Numeracy Co ordinator( cluster) Lex Pope Health and Wellbeing co ordinator Graeme Anderson PE Resources Stevie Brown Health and Wellbeing co ordinator Eilidh Paul Sustainability Co ordinator Gordon Paul Sustainability Co ordinator Anne Wilson Expressive Arts Coordinators Art Anne Wilson Art Resources Erika Aiken, Lynne Haxton-Locke Music Sarah Davies Music Resources Sharon McGinley Drama & Dance Drama & Dance Resources Esther Kanuth MLPS coordinator Sonja Ranson-German MLPS Resources Elaine Burns MLPS co ordinator Gill Francis-O’Hare-French RME co ordinators Helen Johnstone RME Resources Paula Gentles Suz Brownlee Social Studies co ordinators Emma Dignan Social Studies Resources Rachel Simpson Caroline Wood Technologies Co ordinator Lex Pope ICT Team Susie MacWhirter Philippa Bailey Ipads Stuart Stark Science Co ordinators Kari Verma Science Resources Stevie Brown Suzie Lyell Global Coordinator and Parisian link Anthea Grierson Mentors for NQT’s Kirsty Gorman/Katie Gordon ASL team leader Ingrid Donaldson SfL and ASL co ordinator Katie Gordon SfL Resources Jacqui Edwards Judith Lewis Child Protection/Welfare Anthea Grierson Staff Resources (new room) Jotters and Stationery Helen Pearson

Date CAT/INSET Subject Venue

Monday 14th August 2016 INSET 1 Whole school improvement planning

Hall @ JGPS

Tuesday 15th August INSET 2 Teaching staff – preparation PSA’s cluster training

Hall @ JGPS

Thursday 24th August CAT 1 Review Better relationship, Better Behaviour, Better Learning policy- all staff

Staffroom/Conference room @JGPS

Tuesday 5th September CAT 2 Whole School Health and Wellbeing session

Bonaly Camp

Tuesday 13th Septemer CAT 3

CSCC ICT Suite

Wednesday 20th September CAT 4 CSCC ICT Suite

Wednesday 4th October CAT 5 CSCC ICT Suite

Monday 23rd October INSET 3 Connections- Restorative Practices/ Nurture Training

Hall@JGPS

Thursday 2nd November CAT 6 CSCC ICT Suite

Wednesday 15th November CAT 7 CSCC ICT Suite

Thursday 23rd November CAT 8

CSCC ICT Suite

Thursday 30th November CAT 9 Connections- wellbeing academy/positive relationships

ICT Suite

CAT and In Service 2017-18

Monday 8th January 2017 INSET 4 AM- Cluster Maths Moderation

CCHS

Thursday 18th January CAT 10 French Pedagogy JGPS

Wednesday 31st January CAT 11 Moderation of Writing P6 JGPS

Thursday 22nd February CAT 8

Ipad Training JGPS

Thursday 1st March CAT 12 Creative Maths Training JGPS

Thursday 15th March CAT 13 School Moderation of Writing session- K Gorman

JGPS

Wednesday 21st March CAT 14 ? JGPS

Friday 20th April CAT 3 Cluster Moderation in Writing ( 2hrs)

TBC

Tuesday 8th May 2018 INSET 5 Improvement Planning TBC

Tuesday 15th May CAT 15 SQIP ( follow up to INSET 5) JGPS

Wednesday 13th June CAT16 Transition Various classrooms @ JGPS

standards, quality and improvement plan juniper green ... · 88% in 2016 to 90% in 2017. in the...

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