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Standards, Quality and Improvement Plan

Towerbank Primary School

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

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Context Of The School Vision for Towerbank Primary School

Towerbank Primary School aspires to…

Be an inclusive and positive school at the heart of the Portobello community.

Enable learners to achieve their full potential following an ambitious, innovative, creative and inspirational curriculum.

Develop independent learners to be confident, resilient, active, creative and well prepared for their future lives.

Encourage all children to be responsible local and global citizens.

Value and involve all members of the school community, guided by an ethos of collaboration, communication and respect.

Towerbank is a non-denominational, three/four stream primary school which serves the community of Portobello on the outskirts of Edinburgh. The school is the largest Primary School in Edinburgh

The school buildings are a mix of Victorian and modern which includes a purpose built nursery and an eight class extension. There are three floors to the main building and over the last few years it has been partially refurbished. A new meals extension was completed in

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2016 and Parents and the Council have worked together well to improve the provision of lunchtime food at Towerbank. A central section of the playground has been significantly improved to provide a creative play space with seating, grassy areas, mature trees and planting. This development has been the result of a successful collaboration between parents, children and school staff.

There are 23 classes of which 13 are in the main building, 8 in the new extension and 2 classes in the nursery. Temporary units within the playground accommodate a further 2 classes. Our afterschool and breakfast club are accommodated within the main school. There is some general purpose space on each of the three floors which provides accommodation for dining, art, drama, dance, music, co-operative group work and afterschool classes.

Each class has a smartboard. We have a range of ICT equipment that is of variable quality. The ratio of equipment to children is very low.

Towerbank is an integral part of the community both educationally and socially. Strong links continue to be developed with many community organisations and regular opportunities exist to work in partnership. Inclusion is a key theme at Towerbank.

The Parent Council (Towerbank Parent Group) work in close partnership with the school to help improve outcomes for all our children.

In 18/19 the leadership team will consist of the Head Teacher, 2.5 FTE Depute Head Teachers, One Principal Teacher and a Part time Business Manager. Specialist provision is currently provided in Music, French and P.E.

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Improvement Plan 17/18

School Priority 1: Improvement In Numeracy and Literacy Attainment

NIF Priority NIF Driver

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: There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd. The gap between Literacy and Numeracy attainment will close- We continue to measure the rate of progress towards this goal. Data is still being collected ( May 18.) The results of following 3 children learning in each class during a maths lesson in every class will form the basis for developments in Teaching and Learning in next session. We will concentrate on the maths curriculum/teaching and learning in maths and support for children who have attainment lower than SS 88 in maths. – This was achieved see PEF report below for detail. – Very Good We will work with Parents during this session to develop an improved reporting system for 18/19 – This was not achieved in 17/18 and is now moved to be a priority in18/19. While national changes were made through introduction of Benchmarks and SNSA testing we felt it was appropriate to delay this work a year.

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We will develop the work of the Early Stage with emphasis on Literacy and Numeracy attainment – considerable work undertaken. Good

This session the Early Years Team’s target was for staff and children work more closely as a department. This included cross stage working, team teaching and classroom and nursery visits. In department meetings, we focused on review of current practice, transition between stages and curriculum transition. The purpose of this was to increase staff clarity, improve cross stage interaction and peer relationships for pupils, raise awareness of the learning progression, further develop transition from nursery to Primary One and share good practice.

Primary One began its journey to introduce a more play-based curriculum. A breakout area with play resources was introduced to the P1 Area. Children now have the opportunity to explore numeracy, literacy, health and wellbeing and cross-curricular topics through play. Next session we hope to embed this whilst further incorporating play in all numeracy and literacy lessons and adapting the structure of the day.

Primary Two introduced a new approach to reading aimed at developing confident and independent readers for life through focus on four key skills: Comprehension, Accuracy, Fluency and Expand Vocabulary. We will now review the impact of the approach with parents and carers, pupils and staff.

Next session, in the Nursery our focus will be development of responsive planning and observations, clarification of roles and responsibilities and ensuring challenge for all. In Primary One we will continue to develop and embed a play-based curriculum. In Primary Two we will look at and adapt the curriculum to take into account the changes in Primary One and ensure a smooth progression of learning experiences and opportunities. As a department, we will continue to focus on fostering the links across the department and sharing good practice.

We will establish a school library. This will lead to an improvement in reading attainment. – This work is ongoing and considerable. We expect to open the school library before the end of 2018. Good and Ongoing The school will use our Vision Statement to write a Curriculum Rationale for Towerbank Primary – Good The school will develop finance education as part of the Maths Curriculum (NIF priority 4) – some work has been undertaken on this activity but not to the extent that was planned. Ongoing School will develop an ICT strategy- This will be moved to 1819 as information regarding the ICT refresh delayed this work. Not achieved

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School self evaluation data on impact of Priority 1 (some P2 and P3)

Very high

impact High impact Some impact No impact

Negative impact N/A Total

Maths working party 5.56% 1 5.56% 1 61.11% 11 5.56% 1 0.00% 0 22.22% 4 18 Maths Intervention PEF work with children 15.00% 3 60.00% 12 15.00% 3 0.00% 0 0.00% 0 10.00% 2 20 Lesson Study in Maths 10.00% 2 30.00% 6 40.00% 8 10.00% 2 0.00% 0 10.00% 2 20 Maths Curriculum evening 5.00% 1 60.00% 12 30.00% 6 0.00% 0 0.00% 0 5.00% 1 20 Maths CPD opportunities 0.00% 0 20.00% 4 45.00% 9 15.00% 3 0.00% 0 20.00% 4 20 Work on Maths ethos 10.53% 2 31.58% 6 42.11% 8 5.26% 1 0.00% 0 10.53% 2 19 Class data and attainment discussion 0.00% 0 25.00% 5 55.00% 11 5.00% 1 0.00% 0 15.00% 3 20

Very high

impact High impact Some impact No impact

Negative impact N/A Total

Cluster January session with David Cameron etc 30.00% 6 45.00% 9 25.00% 5 0.00% 0 0.00% 0 0.00% 0 20 Cluster March session on Assessment 0.00% 0 0.00% 0 5.26% 1 36.84% 7 47.37% 9 10.53% 2 19 Autism training in August 17 5.00% 1 50.00% 10 30.00% 6 10.00% 2 0.00% 0 5.00% 1 20

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School Priority 2: Closing The Attainment Gap Between The Most And Least Disadvantaged Children

NIF Priority . NIF Driver

HGIOS4/HGIOELC QIs/Identified Themes 1.3 Developing a shared vision, values and aims relevant to the school and its community 2.3 Quality of teaching 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: All staff will be aware of what the attainment and achievement gap looks like. Good Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18. Very Good impact Staff use a wide range of performance information to reduce the attainment and achievement gap. Good The school will continue to develop the Nurture Class and increase the number of children able to take part.(PEF) Good The school will ensure greater equity for all children to take part in residential and outdoor learning (PEF) Very Good

PEF Maths Intervention Summary A significant portion of the Pupil Equity Fund (PEF) allocation has been used to create a new post with a specific focus on closing the attainment gap in numeracy and mathematics and to raise attainment in numeracy across the school. The postholder has been working, in line with the school’s improvement plan and the priorities identified in the National Improvement Framework (NIF). Closing the Attainment Gap in Numeracy and Mathematics Through the creation of this post, targeted pupils have received direct support in their learning in numeracy. Pupils have been targeted where they meet with two criteria: firstly, there exists evidence of disadvantage relative to their peers, based on SIMD deciles or being in receipt of free school meals; and

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secondly, the pupil has experienced challenges in their learning within the subject, based upon the professional judgement of teachers informed by a variety of sources including data drawn from standardised tests. 2.4 - Personalised Support/3.2 – Raising attainment and achievement Over the course of the session, all pupils in SIMD deciles 1 and 2, meeting with the criteria above, have received direct support from the numeracy intervention teacher. Furthermore, this support has also been extended to provide support for pupils in deciles 3 and 4. This support has taken a number of forms: additional support in the setting of the classroom, small-group extractions and one-to-one support for individuals. Evidence of the impact of this support has been drawn from surveys of pupils and their teachers. Quantitative evidence of any impact on performance in standardised assessments is not available at this time. Pupil Feedback Pupils taking part in the interventions were asked to complete a Likert scale questionnaire. Responses are summarised below. Of the pupils taking part in the interventions, 90% reported that they enjoyed the time they spent working on numeracy and maths, with 70% reporting that they felt they had a better understanding of the subject as a result of the intervention. 80% of pupils felt that the work they undertook in these interventions helped them in maths work they completed with their class teacher. Although 55% felt more positive about undertaking work in numeracy and mathematics, 25% of pupils reported that they continued to worry about the subject.

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Teacher Feedback Teachers completed a similar questionnaire. Teachers were asked to complete one for every pupil in their class engaged in an intervention. Responses are summarised below. Teachers identified considerable improvements at an affective level, with 87% reporting an improvement in the pupils’ confidence during maths and numeracy sessions. A further 83% felt the intervention had made a positive impact on the pupils’ feelings about the subject. For all pupils involved, teachers believed they had enjoyed taking part in the intervention.

Signs of improvement at an academic level are more modest. In the classroom, teachers felt that in 53% of cases, the pupils took a more active role in class discussions following the intervention. 63% of pupils were said to demonstrate skills and knowledge learned through the interventions when working with the class teacher. In 67% of cases, teachers believed the intervention had helped the pupil to better access the curriculum at a level similar to the rest of their class. However, it should be noted that in isolated cases, teachers felt that pupils demonstrated no evidence of skills and understanding developed through the intervention (3%) and recorded no noticeable improvement in the child’s classwork in the subject (6%). Further to this direct support, the creation of this post has contributed to improvements in a number of other areas. 1.2 – Leadership of Learning/1.3 – Leadership of change

x Opportunities and time have been provided for professional dialogue and collegiate learning to support continuous improvement, specifically targeting practice in numeracy and mathematics. This has taken the form of a small-scale lesson study model, involving colleagues planning lessons collaboratively, observing a colleague teaching that lesson before reviewing and reflecting upon the lesson in a structured setting.

x Further to the lesson study, additional opportunities have been provided by the establishment of a professional learning community, meeting once a month to discuss their study of a course on mindsets in mathematics, reflecting on how it has changed their practice.

x Team teaching opportunities have provided valuable professional development for both parties involved.

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x Within the school, the profile of numeracy and mathematics has been raised. This has involved introducing mathematical challenges on a monthly basis, decorating staircases with large number sequences and placing the subject at the centre of development events such as the annual Curriculum Evening. In December, the school welcomed the Deputy First Minister, who engaged with Primary 6 pupils during a maths lesson prior to launching his Maths Holiday Challenge. In February, the school developed and delivered a workshop at a Regional Improvement Collaborative event. The workshop focused on creating opportunities for professional development through the Pupil Equity Fund.

2.3 – Learning, teaching and assessment

x Contribution to the effective use of assessment by implementing in house check-ups in numeracy. These have been used to inform planning an individual, class and year group level by identifying specific areas of challenge. Furthermore, these have supported decisions in identifying pupils in need of additional support.

2.5 – Family Learning

x In November, the school hosted a successful Curriculum Evening focused on learning in Numeracy and Mathematics. Feedback from attendees reported that the evening was interesting and informative with a number commenting on their enjoyment of their interactions with staff and with maths puzzles and activities. Parents reported finding a short presentation, which focused on the importance of attitudes and mindset in maths education, to be of high value. By way of development, it was felt that there may have been too much on display for the time allowed and there were requests for further printed information specific to techniques at each stage of learning.

x On a monthly basis, maths challenges have been communicated through the school newsletter, with the intention of providing opportunities for engaging mathematical discussion within families. These voluntary challenges have been reasonably successful, attracting up to 45 responses within a month.

x In May, the school hosted a Maths Circle, with the support of the University of Edinburgh School of Mathematics Outreach team. The event provided opportunities for pupils and their families to work together on mathematical challenges. These were pitched at a variety of levels and help was on hand through staff volunteers and members of the Outreach team. Feedback from both parents and pupils was very positive, noting an informal, welcoming environment and positive interactions within families and with members of staff. As a result of this feedback, efforts are being made to schedule a further Maths Circle to coincide with Maths Week 2018.

x

x In events of this nature, the parents of those pupils from the most disadvantaged backgrounds are less likely to attend. Consequently, with a view to session 2018/19, greater efforts will be made to directly engage with these families.

x A web-based support site has also been established. This provides access to additional support materials such as learning walls as well as a number of support videos which have been produced. Further progress in this area is intended for 2018/19.

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School carry forward from PEF budget - £3 256

School carry forward from DSM budget - £7 804

School self evaluation data on impact of Priority 2 (some Priority 1 and 3)

Very high

impact High impact Some impact No impact

Negative impact N/A Total

Targetted Maths Support and Teaching 15.00% 3 65.00% 13 10.00% 2 5.00% 1 0.00% 0 5.00% 1 20 Equity fund for outdoor learning 5.00% 1 50.00% 10 5.00% 1 15.00% 3 0.00% 0 25.00% 5 20 Nurture class 10.53% 2 26.32% 5 42.11% 8 10.53% 2 0.00% 0 10.53% 2 19

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School Priority 3: Improvement In Children And Young People’s Health And Wellbeing

NIF Priority NIF Driver

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Ensuring impact on learners’ successes and achievements 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.1 Arrangements to ensure wellbeing 2.4 Targeted & universal support 2.3 Planning, tracking and monitoring 3.1 Wellbeing

Progress and impact: Staff have an up to date understanding of autism and its impact on children and families – Staff all attended this training session. Staff develop a curriculum for sustainability and works with all children to further develop resilience and a growth mindset.- Working party has prioritised this and are continuing this work for the beginning of 18/19 The school becomes a rights respecting school.- School has registered as a RRS and is now working towards level 1. The school develops its curriculum to include digital safety. – session held with Parent Council and Parents The school develops the use of outdoor learning and Loose Parts equipment in the playground. – Considerable change and work undertaken, training and resources The school will continue to develop the Nurture Class and increase the number of children able to take part.(PEF) - The school will ensure greater equity for all children to take part in residential and outdoor learning (PEF) – Outdoor learning opportunities increased and equity fund ensured that all families who wished their chid to take part were enabled. All activities have a 3 tier cost. Full cost is

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T1, T2 is approx. 50% of full cost and for families in receipt of any benefits. T3 is a token cost and is for families in extreme hardship. The fund was set at £10k and of this £8900 was allocated to enable families to take part. Numbers of children 90 children took part in after school ski lessons at Hillend August to December 17 56 children attended a Ski Residential at Lagganlia Feb 18 90 children attended P6 residential to Lagganlia in March 18 90 children attended P7 Residential to Benmore in April 18 School self evaluation data on impact of Priority 1

Very high

impact High impact Some impact No impact

Negative impact N/A Total

Curriculum for Sustainablity Working Party 0.00% 0 25.00% 5 60.00% 12 5.00% 1 0.00% 0 10.00% 2 20 Rights respecting schools/Pupil Parliament 5.00% 1 25.00% 5 70.00% 14 0.00% 0 0.00% 0 0.00% 0 20 Loose parts Play in Playground 33.33% 7 52.38% 11 9.52% 2 4.76% 1 0.00% 0 0.00% 0 21 Digital safety work - parent meeting 0.00% 0 6.25% 1 12.50% 2 12.50% 2 0.00% 0 68.75% 11 16 Nurture class 11.11% 2 33.33% 6 33.33% 6 11.11% 2 0.00% 0 11.11% 2 18

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Communities & Families Self Evaluation Survey - views of parents/carers 2017/18Towerbank Primary School

Response count

Q1 The school helps my child to be more confident. 32% (53) 57% (96) 5% (8) 5% (8) 1% (2) 167

Q2 My child enjoys learning at school. 37% (61) 54% (90) 3% (5) 5% (8) 2% (3) 167

Q3 The school sets suitable targets for my child’s learning. 20% (33) 59% (99) 10% (17) 10% (16) 1% (2) 167

Q4 My child's learning is progressing well in relation to these targets. 24% (40) 54% (90) 15% (25) 6% (10) 1% (2) 167

Q5 The school keeps me well informed about my child's progress. 13% (21) 51% (86) 10% (17) 22% (36) 4% (7) 167

Q6 My child feels safe at school. 50% (83) 45% (74) 1% (1) 4% (6) 1% (2) 166

Q7 My child is treated fairly at school. 40% (66) 51% (86) 4% (7) 4% (6) 1% (2) 167

Q8 I feel staff really know my child as an individual and support them well. 34% (57) 49% (81) 9% (15) 5% (9) 2% (4) 166

Q9My child has the opportunity to take part in school clubs and activities provided outside the classroom.

40% (66) 49% (81) 4% (7) 6% (10) 2% (3) 167

Q10 The school provides information about parenting support and programmes. 17% (28) 44% (73) 21% (34) 16% (26) 2% (4) 165

Q11 I feel supported to engage actively and meaningfully in my child's learning. 22% (36) 55% (92) 11% (18) 10% (16) 3% (5) 167

Q12The school supports my child and my family to overcome barriers to participation and achievement.

17% (29) 38% (63) 36% (60) 6% (10) 3% (5) 167

Q13 The school asks for my views. 22% (37) 50% (84) 13% (21) 13% (22) 2% (3) 167

Q14 The school takes my views into account. 19% (31) 38% (62) 28% (46) 13% (21) 3% (5) 165

Q15 The school is well led. 42% (69) 48% (78) 7% (11) 2% (3) 2% (3) 164

Q16 Overall, I am happy with the school. 41% (68) 54% (90) 1% (1) 2% (3) 3% (5) 167

Q17My school has the resources it requires to deliver a high quality education to its pupils.

11% (19) 44% (73) 15% (25) 23% (38) 7% (12) 167

Strongly disagreeNeither agree nor

disagreeStrongly agree Agree Disagree

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Self Evaluation 2017 – 2018

Quality Indicator School Self – Evaluation

2017 - 18

Inspection Evaluation

(If during 2017-18)

Nursery Self –

Evaluation 2017 - 18

Inspection Evaluation

(If during 2017-18)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 5

2.3 Learning, Teaching And Assessment 4

3.1 Ensuring Wellbeing, Equity And Inclusion 5

3.2 Raising Attainment And Achievement 5

School’s chosen QI

School’s chosen QI

Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £75600 (please specify). There is a carry-forward of £3256 (please specify) to session 2018-19. This spend is deemed exceptional and the plans for this spend are outlined in the school improvement plan for 2018-19 and coded green.

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Key Areas For School Improvement 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 √ √ √

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NIF Priority 1 – Improvement In Numeracy and Literacy Attainment

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 1 To raise attainment in numeracy Overall Responsibility

Outcomes There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd. The gap between Literacy and Numeracy attainment will close. Following the shared maths learning experiences in 17/18 the staff will work together to plan an agreed expectation for lesson structure and this will become the focus of peer lesson study for all staff during the year. We will concentrate on the maths curriculum/teaching and learning in maths and support for children who have attainment lower than SS 88 in maths. We will work with Parents during this session to develop an improved reporting and tracking system for 19/20 We will develop the work of the Early Stage with particular emphasis on Literacy and Numeracy attainment We will establish a school library. This will lead to an improvement in reading attainment. The school will develop finance education as part of the Maths Curriculum (NIF priority 4) School will develop an ICT strategy

Tasks By Whom

Resources

Time

Impact/ Progress

x Numeracy Working Group to meet to agree priorities and work over the year

x Numeracy working group

x Meetings x WTA 10 hours x 10 hours of Curriculum

Development time for Working Groups

x

x

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x All staff to work on a consistent maths lesson structure expectation. Impact that lessons meet the needs of all learners across

x HT x Inservice day x Inservice day 1 in August x 3 hours in September visiting

speaker – plus a further 2 hours for planning

x

x PEF Maths teacher/s to lead curriculum development work with staff. Peer lesson Study

x PEF maths teacher

x Maths teachers to work with peers on lessons across school

x Budget from PEF for resources and cover approx. £8K

x All teachers at least 3 sessions during year – Prep/shared/feedback

x

x Review of current Home learning policy in response to parental requests

x DHT x Initially DHT time then involvement of all Teachers

September 18 review. Curriculum Development session 2 hours (Jan19)

x

x School library x Work with whole school

community to establish a library for Towerbank Primary

x HT x Parent volunteers x Estimate £10K for

books – Parent Group and School fund raising focus for the year.

x Decorating of room £5k

x

x Plan to open before December 18 with parental volunteers

x

x Reporting x Work with Parent Council to

consult and plan reporting, tracking and consultation plans leading to better attainment for all children

x HT x Parents x Staff PRD

x Meetings of parent council

x Staff meetings to discuss options

x Staff meetings

x staff meetings – 2 hours x

x

x Maths Curriculum audit for Finance Education – link to development of employability skills (NIF 4)

x Working Party

x Meeting time x 2 hours Curriculum Development time see WTA

x

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x Develop ICT strategy leading to improved attainment and access to ICT.

x DHT3 x DHT time x Inservice day time in October 2 hours

x

x Resource purchase of reading books to enable group sets to be used more effectively.

x DHT2 x DHT time x School resources

of £4000

x During year x

x Development of 1 Plus 2 languages Introduction of Spanish P5 to P7 as L2

x DHT3 x Stage planning time

x Cluster support

x Ongoing throughout year for P5 to P7

x

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

QIs/Themes 1.5 Management Of Resources And Environment For Learning 2.5 Engaging Families In Learning 3.2 Equity For All Learners

Priority 2a: Reduce the attainment and achievement gap for our school Overall Responsibility HT –

Outcomes: Continue developing Maths teaching and learning to reduce the attainment gap for children in SIMD 1-4 in Maths In addition to previous developments in 17/18 The school will continue to develop the Nurture Class and increase the number of children able to take part.(PEF) The school will ensure greater equity for all children to take part in residential and outdoor learning (PEF)

Tasks By Whom Resources

Time

Impact/ Progress

x Activities to develop T and L in each class

x Tasks, activities and resources are effectively differentiated to provide support and challenge for all.

x PEF maths teachers

x All classteachers

x PEF x August inservice day x September session

with invited speaker x Peer observations x Shared learning visits

during year to focus on meeting learning needs in Maths lessons

x Target is to ensure that all children with below 88 SS make at least 10 SS points increase as measured by testing in May 18

x 17% of children in SIMD 1 to 4 have SS maths score of below 88. SIMD 5-10 the figure is 7%

x Target is to reduce figures to be the same.

x Target to ensure sustained levels of attainment in Maths by all children including high achievers – SS at or above 112

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x Establish system for recording and supporting wider achievement for children at Towerbank

Match these results with the SIMD data. If required target PEF funding to children who are identified from this list – Nurture focus and use of outdoor learning fund

x Leadership team and classteachers

PEF fund

x Data entered into tracking by Office staff

x

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NIF Priority 3 Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes

Priority 3: Staff at all levels work together to promote excellence and equity in line with its Vision statement.

Overall Responsibility HT

Outcomes: Staff develop a curriculum for sustainability and works with all children to further develop resilience and a growth mindset. The school becomes a rights respecting school. The school develops its curriculum to include digital safety. School continues to develop its use of PEF to support Nurture and Outdoor learning for all relevant children.

Tasks By Whom

Resources

Time

Impact/ Progress

x Curriculum for Sustainablity x Working Group

Audit, consult and plan curriculum for Sustainability including Eco, Fair Trade, Outdoor learning,

x Working Group

x DHT overall responsibility

x Meeting time x Budget

x Curriculum Development Time 10 hours

x Focus of Curriculum Evening – Sustainablity?

x

x Rights Respecting School Status

x School awarded level 1 x School Charter written by

children

x Leadership development

x Registered for RRSS x Charter written x School

Council/Parliament established

x Enhanced Pupil Voice

x Charter written by December

x Staff meeting time to develop RRS during session 4 hours

x

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x Digital Safety x Curriculum audit and plans

established in time for 18/19

x Leadership opportunity

x ICT coord x Parent

council

x Reviewed with ICT strategy

x For inclusion in curriculum in August 19

x April – July 19 x

x Behaviour Policy Review x Following self evaluation by

school and families.

x All staff x Professional reading of Paul Dix book When the adults change everything changes. Priority during the term is to complete this reading and then redesign the behaviour policy with Parent Council and Pupil Parliament

x Policy reviewed by January 2019

2 hours curr dev

x

x Development of outside area for Primary 1 to promote play based learning and active

x DHT1 x x x

x Further development of the Pupil voice through the Pupil Parliament and across the school

x Leadership team

x All classteachers

x Pupil Parliament x Use of HGIOS for

learners

x Time in classes x Assembly focus x Inservice day August 2

hours

x