to explore the key policy principles inherent to.… · web view · 2017-10-10there are...

Standards, Quality and Improvement Plan

East Craigs Primary School and Nursery Class

Our Vision

“Valuing equality for each of our children, and their families, we ensure all are included and respected. As Citizens, we are committed to the Values of Wisdom, Justice, Integrity and Compassion. We are Lifelong Learners who can think critically about what we know and learn, to bring about innovations and positive change in society. We are fully committed to excellence in teaching and learning and celebrate the successes and achievements of all, valuing each individual. We set ourselves the highest expectations to demonstrate that we are an ambitious, thinking school. We are equipped to embrace whatever our future holds and to contribute in meaningful ways through the skills for learning, life and work that we develop here in East Craigs Primary and beyond.”

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context Of The School

East Craigs Primary School is a non-denominational primary school built in 1978, which serves the area of northwest Edinburgh. The catchment area comprises significant areas of owner occupied housing and local authority tenants/housing association. Every class area has been completely refurbished, which was completed in 2009. In addition, there is a purpose built nursery and a modern entrance administration block. The school has an extensive playground and grass field which will be improved as part of the development of the outdoor learning provision. The school has an ICT suite and has invested significantly in mibile ICT resources to enhance teaching and learning in this area. In August, 2016, the school premises was extended further by the completion of a new Games hall funded by Scottish Government FME funding and a further 3-class extension in a separate building funded as part of the Rising Rolls project. Our newly designed curriculum framework was implemented in 2016/17, the aim of which is to take full accordance of personalisation and choice in learning, together with response to the local context and demographic, national and global contexts.

There is strong collegiate working with associated cluster schools which are: Corstorphine Primary, Fox Covert Primary, Hillwood Primary, Roseburn Primary and Craigmount High School.

The school roll for August 2017 is 514 which includes our Nursery children. The nursery caters for 40 children in the morning and 40 in the afternoon. The class configuration will be 15 classes, including a composite P2/3 class.

There are Specialist teachers in school who deliver PE, Science and Music, together with tutors for string and brass instruments. We have a range of Out -of- school learning clubs, including Craft and Guitar, together with a well-attended Active schools’ programme. We have a very successful choir in school who enjoy regular performance opportunities in school and in the wider community. Our Senior pupils have developed their leadership skills by running clubs for younger pupils e.g. Dance, Art & Craft & Drama.

In partnership with Oscars, the school offers a breakfast club with 40 spaces. This includes 10 protected places which the school can allocate to support families who are vulnerable. Wrap-around care is provided by Oscars and Leaps and Bounds, which are privately run, independent from the school. There are plans to extend this to the school premises on specified days,

in order to meet the significant demand from our families. We have many catchment children who join our school from private provider Nurseries, with whom we work in close partnership with.

The Senior Leadership Team this session consists of a Head teacher, a full time Depute Headteacher, a part-time Depute Headteacher and a Depute Head Teacher (0.4 FTE)/Principal Teacher (0.6 FTE). There has been some recent movement in the staffing composition due to shared working arrangements, staff on career breaks and staff redeployed to support the delivery of interventions to close the poverty-related attainment gap in line with policy governing the direction of Pupil Equity Funding.

School Priority 1: Raising Attainment through improving children & young people’s health and wellbeing through the Development outdoor learning opportunities as an aspect of the curriculum map including loose play/parts. (NIF 1 & 3)NIF Priority 1 & 3

Improvement in attainment, particularly in literacy and numeracy

Improvement in Children & Young people’s health and wellbeing.

NIF Driver Assessment of children’s progress School Improvement School leadership (distributive)

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.2 Children and young people leading learning1.2 Impact of career-long professional learning.1.3 Strategic planning for continuous improvement1.3 Implementing improvement and change.1.4 Building and sustaining a professional staff team.2.2 Development of the curriculum2.2 Skills for learning, life and work2.3 Quality of teaching2.3 Learning and engagement2.5 Family learning3.1 Wellbeing, inclusion and equality3.2 Equity for all learners3.2 Attainment over time

Progress and impact: Led by autonomous school improvement group (RACI group)

Progress Due to the ongoing works to the school grounds, which followed the extension works, this priority has been somewhat limited in progress. Thus, this priority will continue as a maintenance aspect in 2017/18.Position paper has been drafted, with some additions to be made, which will form part of the school’s overarching Effective Learning and Teaching Policy to be launched in August 2017.Nursery have asked parents/carers for Loose Parts and have begun to collect these.Nursery are currently storing materials until further arrangements have been made.

Outdoor Learning Group Members to engage in relevant Outdoor learning CPD.2 members of staff attended Learning for Sustainability Conference in May at Napier. Pupil Community Learning Teams have been set up as follows:- Garden Force- Mrs Bonthrone, Outdoor Learning- Mrs Tynan, Forest School- Mrs Lewis, Sustainability- Miss Peters, Upcycling- Miss Keay all of which have made valuable contributions to the development of the outdoor learning environment.RACI group members have been to visit James Gillespie’s Primary School to learn from the improvements/funding made to their outdoor learning environment.

Impact Although progress in this priority has been limited due to the restrictions on the physical environment,

conditions have been created where staff feel confident to initiate well-informed change and are committed to collective responsibility of the change process due to the continued development of RACI groups.

Good account has been taken of assessment of risk with regard to future improvements to the physical environment.

Through the use of the outdoor learning environment, particularly through relevant Community Learning teams, pupils have been exposed to a wider range of learning environments. They have been able to take increased responsibility for school improvement and their learning, demonstrating eager participation also evidenced in pupils’ evaluations. They have also made valuable contributions to the life of the school and wider community.

The use of the outdoor learning environment has contributed to the wellbeing of all pupils, within the context of meeting the SHANARRI indicators. Positive relationships have been fostered in a linear manner through community learning teams, which have sustained beyond this learning context.

Statutory requirements and codes of practice are complied with. Overall, learners are successful, confident and contribute to the life of the school, assuming responsibility

and leadership roles.

Next Steps: Maintenance Aspect 2017-18 Include Outdoor learning position paper as part of overall Effective Learning and Teaching Policy in August

2017. Additions required by RACI group members.

Arrange CAT session for whole staff to be delivered by Louise Caldwell, 2017-18. Finalise, and implement, Play Policy. Strategy for involving stakeholders/wider community to be created & implemented. RACI group members to continue to engage in relevant professional learning opportunities (linked to PRD

process). Continue to liaise with other Primary Schools resources of funding/improvements made in strict adherence

with CEC/relevant Health and Safety Standards. Continue to utilise Community Learning Teams to ensure pupils/parents/carers are fully involved in the

improvement of the outdoor learning environment.

School Priority 2: Improving employability skills through Develop Curricular innovations in ICT by embedding use of Ipad technology in supporting learning and teaching in every classroom. (NIF 1, 2 & 4)NIF Priority

Improvement in Attainment, particularly in literacy and numeracy.

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

Improvement in Employability skills and sustained positive school leaver destinations for all young people.

NIF Driver Teacher professionalismAssessment of children’s progressSchool improvement

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.2 Impact of career-long professional learning.1.3 Strategic planning for continuous improvement1.3 Implementing improvement and change.1.3 Developing a shared vision, values and aims relevant to the school and its community1.4 Building and sustaining a professional staff team.2.2 Development of the curriculum2.2 Skills for learning, life and work2.3 Learning and engagement2.3 Quality of teaching2.3 Effective use of assessment2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment over time


Progress Each class has established an I-pad station with 2 I-pads for pupil use. The new sets of I-pads are well utilised, facilitated by a booking sheet to enhance mobile learning in ICT. Overview of core skills to be circulated to staff. Sharing Our Learning pages/general website development has led to enhanced community engagement

with the site. Positive feedback received from members of community re access/information about what their child is learning, which is shared termly.

ICT suite still utilised to ensure pupils’ skills in the use of lap-tops is sustained.

Inventory of apps/what they do created for staff ensure ease of access to appropriate resources. E-learning journals are being piloted with the ante-pre school pupils to ensure continuity in Session 2017-

18. 4 members of Nursery staff have been allocated an I-pad. Digital Learning lunchtime club run by RACI group member/p6 young leaders. This was extended to the

Digital Leaders’ Community Learning Team which the existing young leaders became part of. RACI group members trained stage partners in a specific app to increase staff confidence. Education City/Linguascope subscribed to – supporting ICT resources both in class and at home. Very

positive feedback received from the community / high participation rate. Full audit of Smartboards and associated smart software has been undertaken by SSUK. Boards and

projectors are being upgraded/renewed over summer holidays, this will include greater interactive capacity in some of the older boards. PTA funding repairs/upgrades.

Impact

“We are Lifelong Learners who can think critically about what we know and learn, to bring about innovations and positive change in society. We are fully committed to excellence in teaching and learning and celebrate the successes and achievements of all, valuing each individual. We set ourselves the highest expectations to demonstrate that we are an ambitious, thinking school. We are equipped to embrace whatever our future holds and to contribute in meaningful ways through the skills for learning, life and work that we develop here in East Craigs Primary and beyond.”

This priority has enabled us to espouse the aspects of our shared vision, as stated above. We demonstrate a clear understanding of the social, economic and cultural context our young people currently live, and learn, in, whilst pre-empting changes in innovation in the future by providing pupils with a range of digital learning dispositions, transferable across a range of learning contexts.

The conditions have been created where staff feel confident to initiate well-informed change and are committed to collective responsibility of the change process due to the continued development of RACI groups.

Good account has been taken of assessment of risk with regard to the strategic investment of digital

hardware and software to ensure the highest standard of provision in keeping with the principles of a best value approach to budgetary control.

Learners are exposed to a greater range of, and more equitable, digital provision taking increasing responsibility for their own learning an example of which is the Digital Leaders’ community learning team who have made valuable contributions to the leadership of learning across the whole school context.

Learning in all classrooms is enriched by the use of digital technologies. Good use of digital technologies is in place to provide, and share, evidence of pupils’ attainment and

achievement i.e. Live learning through the Sharing Our Learning Pages/E-learning journals pilot. Digital technologies are well used to support learners with specific learning needs e.g. pupils with Social &

Communication needs to ensure inclusion and equality in learning. This impacts positively on pupils’ attainment in Literacy and Numeracy for most pupils, as evidenced in data.

See trends in attainment data included in summary self-evaluation paper.Next Steps: Ongoing priority 2017-18

Full implementation of E-learning journals in Nursery. Continued engagement in use of apps/lap-tops to enhance teaching and learning in, and through, ICT. Include Position paper in Overarching Effective Learning and Teaching Policy. Develop Digital Strategy, which supports school, and Cluster improvement agenda, in light of ICT refresh

planned 2017-18. ICT curriculum leaders to meet with Nadia Kettles to develop Digital Strategy which will include implementation of new skills progression.

Continue to develop overview of core skills and share with all relevant staff when completed. IPADs being used need to be updated to IOS 10 and fitted with Survival Cases. These need to be

purchased.

School Priority 3: To ensure that the design of the curriculum meets the needs of all learners for Numeracy and Mathematics, including a focus on financial education, implementation of SEAL to Primary 4 and the Mental Agility Guidelines. (N1-4)

NIF Priority Improvement in Attainment, particularly in

literacy and numeracy. Closing the attainment gap between the most

and least disadvantaged children and young people.

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


NIF Driver Assessment of children’s progress School Improvement Performance Information

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Analysis and evaluation of intelligence and data1.2 Professional engagement and collegiate working1.2 Impact of career-long professional learning.1.3 Strategic planning for continuous improvement1.3 Implementing improvement and change.1.3 Developing a shared vision, values and aims relevant to the school and its community1.4 Building and sustaining a professional staff team.2.2 Development of the curriculum2.2 Skills for learning, life and work2.3 Learning and engagement2.3 Quality of teaching2.3 Effective use of assessment2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment in literacy and numeracy3.2 Overall quality of learners’ achievements.3.2 Attainment over time

Progress and impact: Led by autonomous school improvement group (RACI group) Progress

Resources task development limited by budget constraints.

SEAL Resources / information distributed via CAT sessions to all staff to support effective learning and teaching.

Linked with World of Work & Rights Rangers community learning teams for financial education week. Evaluations of SEAL trackers completed by staff – feedback positive regarding use. All staff p1-4 have attended stage SEAL training. All staff aware to deliver mental warm ups at start of Numeracy & Maths lessons. Education City subscription to support learning and teaching in class and homework. Position paper needs more time to review and make changes. Greater clarification regarding world of work/ financial education focus week required next session. Greater time required to complete resource development tasks.

Impact

Practitioners across the whole-school have an increased level of confidence in the leadership, and implementation, of this priority.

At P1 & P4, attainment in pupils achieving expected levels of attainment has increased. At P7 there is a slight downwards trend attributable to smaller year group and pupils with identified needs in Numeracy & mathematics who are well supported through appropriate Pathways/Child Planning process. The majority of pupils make good progress from prior levels of attainment.

Learners’ experiences are appropriately matched to need/ability with active engagement in evidence. Pupils are provided with opportunities to apply skills and strategies to a range of problem-solving contexts, including real-life.

Seal approaches provide an effective strategy for improving attainment and achievement, including those who are facing a range of challenges.

Head Teacher Learning rounds evidenced the need for consistency across the whole school in sharing the purposes of learning, provision of high quality feedback in the course of learning and teaching.

Next Steps: Maintenance Aspect 2017-18 Finalise positon paper to include in overall Effective Learning and Teaching Policy Continue to embed SEAL practice in P1-4 as the core approach to learning and teaching of Numeracy &

Mathematics, and for groups as appropriate in P5-7.

Replacement SEAL Champion to be identified for 2017-18. Continue to provide coaching sessions in order to share, and refresh, practice. Through the Innovation learning and teaching cluster group, ensure a focus on effective Assessment for

Learning practice. Ensure implementation of the Mental Agility Guidelines across the whole school.

School Priority 4: To ensure that the design of the curriculum meets the needs of all learners in the development of reading skills (NIF 1-4)NIF Priority

Improvement in Attainment, particularly in literacy and numeracy.

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

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


NIF Driver

Assessment of children’s progress School Improvement Performance Information

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Analysis and evaluation of intelligence and data1.2 Professional engagement and collegiate working1.2 Impact of career-long professional learning.1.3 Strategic planning for continuous improvement1.3 Implementing improvement and change.1.3 Developing a shared vision, values and aims relevant to the school and its community1.4 Building and sustaining a professional staff team.2.2 Development of the curriculum2.2 Skills for learning, life and work2.3 Learning and engagement2.3 Quality of teaching2.3 Effective use of assessment2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment in literacy and numeracy3.2 Overall quality of learners’ achievements.3.2 Attainment over time


Progress An excellent range of reading materials is available and readily accessed by staff. There is a need for extra

copies of some books to meet the need of expanding class groups. Requisitioning requests will be considered as required.

A school library card has allowed increased access to resources from the Drumbrae Hub. Discussion around EAL resources took place and costings made for new resources which are currently

outwith our budget. Liaison with EAL service- no remit to provide reading books. Awaiting new shelving in library to be erected for existing resources.

A wide range of materials is in school, ensuring differentiation can take place and equity is assured. Literacy boxes are in use and have been well received. Development of some close reading skills has been

identified as a next step to gaining confidence and has been initiated in some classes. Staff are clear about the rationale and methodology of the Active Literacy programme. All staff have been

shown where to find resources which have been organised into appropriate categories.

Impact At P1, P4 & P7, attainment in pupils achieving expected levels of attainment has increased in Reading. There is very effective support for pupils experiencing challenges in reading enabling most individual

pupils to make good progress from prior levels of attainment. This is through the very effective support for learning mechanism which seeks to promote equity of success and achievement for all.

Next Steps: Maintenance Aspect 2017-18 Include Position paper as part of the overarching Effective Learning and Teaching Policy re the approach

to the teaching of reading. Cross reference to Fox Covert PS approach to facilitate consistency in Cluster practice. This will support practitioners in the rationalisation of the number of ability groups needed to maximise effective teaching time.

N.B. Please see the Self-Evaluation Summary Paper for further evaluations to support the assigned quality value below.

Self Evaluation 2016 – 2017

Quality IndicatorSchool Self –

Evaluation2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 4

2.3 Learning, Teaching And Assessment 5

3.1 Ensuring Wellbeing, Equity And Inclusion 4

3.2 Raising Attainment And Achievement 5

2.2 School’s chosen QI - Curriculum 4

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 2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

Key Areas For School Improvement

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

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data1.3 Strategic planning for continuous improvement1.2 Implementing improvement and change1.3 1.4 Building and sustaining a professional staff team2.3 Learning and engagement 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring3.2 Attainment In Literacy And Numeracy3.2 Attainment over time3.2 Overall quality of learners’ achievements3.2 Equity for all learners

Priority 1a • To develop staff confidence to engage with Education Scotland Benchmarks to develop holistic assessments with a focus on Moderation of standards in Literacy & English, Numeracy & Mathematics. (Cluster and school-based priority.)

Overall Responsibility HT- Jackie ReidDHT – Shelley Graham

Outcomes To develop staff confidence to engage with benchmarks to develop holistic assessments with the focus on Literacy & Numeracy

To ensure consistency is assessment practice across the Craigmount Cluster To modify current school-level assessment practice to reflect engagement with Benchmarks

Tasks By Whom Resources Time Impact/ Progress

Whole staff professional learning task to engage with Education Scotland Benchmarks /Impact on assessment practice

Jackie Reid- HT Download benchmarks from Education Scotland website/printing & copying costs.

INSET 23/10/17

RACI group will continue with professional learning to ascertain impact of Benchmarks on assessment practice

Benchmarks RACI group

INSET time allocation – 4 hours

Autonomous RACI group allocation from WTA – hours

INSET 23/10/17 RACI group

meetings arranged flexibly by group members.

CAT session 22/11/17

Cluster Moderation of Literacy (Writing)

Teaching staff 2 hours CAT session 2/2/17

Cluster Moderation of Numeracy & Mathematics (Number & Number Processes)

Teaching staff 2 hours CAT session 2/3/17

Priority 1a

To explore the key policy principles inherent to “A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland Consultation” with a view to implementing the 1120 hours nursery Provision by 2020. This will include increased flexibility in the current provision.

Overall Responsibility DHTs – Maureen Allan/Kirsten Johnston

Outcomes

To ensure full staff engagement in the principles and practices inherent to the Blueprint 2020 document . To begin to make the current provision of 600 hours more flexible to meet the needs of children and families in the

East Craig’ context. To begin to consider necessary changes in practice to facilitate full implementation of 1140 hours by 2020.

Tasks By Whom Resources Time Impact/ Progress

Nursery team to engage with the Blueprint Document to highlight the main themes which can be

DHTs – Kirsten Johnston/Maureen Allan

Nursery RACI group

“A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland

INSET 14/08/17

developed during session 2017/18

Consultation”

Nursery RACI group to consider modifications which can be made to existing practice to increase flexibility in the 600 hours provision

DHTs – Kirsten Johnston/Maureen Allan

Nursery RACI group

“A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland Consultation”

INSET 23/10/17

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

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data1.3Strategic planning for continuous improvement1.3Implementing improvement and change1.4Building and sustaining a professional staff team1.5 Management of resources to promote equity2.2 Curriculum2.3 Learning and engagement 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring2.4 Universal, targeted support2.4 Removal of barriers to learning2.5 Early intervention and prevention2.6 Collaborative planning and delivery2.6 Continuity and progression in learning 2.7 The development and promotion of partnerships3.1 Wellbeing3.1 Inclusion and Equality3.2 Attainment In Literacy And Numeracy3.2 Attainment over time3.2 Overall quality of learners’ achievements3.2 Equity for all learners

Priority 2a: • To promote active engagement in learning through creative and innovative approaches to learning and teaching, with a focus on AFL strategies, ensure equitable access for all learners, particularly those at risk of experiencing barriers to learning. (Cluster and school-based priority.

Overall Responsibility HT – Jackie Reid

Outcomes: To ensure all staff are aware of what the attainment and achievement gap looks like at school and class level. To ensure all Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18. To promote active engagement in learning to promote equity of access to education. Staff will implement emergent

practice developed by the Innovative Teaching and Learning Cluster group /RACI group. To support staff in using a wide range of performance information to reduce the attainment and achievement gap.

Tasks By WhomResources Time

Impact/ Progress

Share initial Effective Learning & Teaching Policy including Position statements created 2016/17 by RACI groups (Reading, SEAL, Outdoor Learning, ICT) with whole staff team

Jackie Reid - HT Time allocation for creation of Policy/Position statements- approx. 5 hours

INSET 14/08/17

Share Attainment Strategy with whole staff

Jackie Reid –HT Time allocation for creation of Policy/Position statements- approx. 2 hours

INSET 14/08/17

Cluster Training Hywel Roberts & David Cameron

PEF Funding (incl Shirley Clarke)

INSET 15/08/17

Identify the gap for each year

SLT – initial analysis of data

Attainment Data (in-school tracking

SLT meeting August 2017

group./overall school performance

Attainment Coordinator -DHT Shelley Graham

SLT – Milestones Meetings

SFLT- Milestones Meetings

mechanisms/CEC performance analysis)

Engagement in Data Analysis Sheet – staff to complete

Milestones dialogue sessions recording sheet

2 hours allocation


Milestones Dialogue sessions planned 3 times per session.

Lead Practitioners from Cluster to form collaborative RACI group to lead innovative practice development at school levels

HT-Jackie Reid to coordinate

RACI group members

Lead practitioners from each cluster school

CPD allocation linked to PRD process

Sept 2017

Assessment is for Learning & Quality Feedback

HT- Jackie ReidLead Practitioner Cluster RACI group Sarah Keay

2 hours allocation Input from HT/lead

Practitioner Relevant research

/documents re AFL practice

CAT Session 20/09/17

RACI group will continue with professional learning to implement innovative practice developed by Cluster RACI group

Benchmarks RACI group

INSET time allocation – 4 hours

Autonomous RACI group allocation from WTA – hours

INSET 23/10/17

RACI group meetings arranged flexibly by group members.


Higher Order Questioning & Active, Independent learners – Creating a Common Language of Learning

HT- Jackie Reid Lead Practitioner

Cluster RACI group Sarah Keay

2 hours allocation Input from HT/lead

Practitioner Relevant research

/documents re Higher


for our School Communities

order questioning/Common Language of learning

Cluster Training Formative Assessment/Growth Mindset/Feedback)

Shirley Clarke PEF Funding (incl Shirley Clarke)

Cat Session (2 in 1) 23/02/18

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

QIs/Themes 1.2 Analysis And Evaluation Of Intelligence And Data1.3Strategic planning for continuous improvement1.3Implementing improvement and change1.4Building and sustaining a professional staff team1.5 Management of resources to promote equity2.1 Arrangements to ensure wellbeing2.2 Curriculum2.3 Learning and engagement 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring2.4 Universal, targeted support2.4 Removal of barriers to learning2.5 Engaging Families in learning2.5 Early intervention and prevention2.6 Arrangements to support learners and their families2.6 Collaborative planning and delivery2.6 Continuity and progression in learning 2.7 The development and promotion of partnerships3.1 Wellbeing3.1 Inclusion and Equality3.2 Attainment In Literacy And Numeracy3.2 Attainment over time3.2 Overall quality of learners’ achievements3.2 Equity for all learners

Priority 3a: To raise attainment in Literacy & Numeracy through nurturing approaches.

To promote equality & equity through further implementation of 1 in 5 Poverty agenda.

• To further develop staff understanding of autism and

Overall Responsibility HT Jackie ReidDHT Kirsten Johnston

consistent approaches in supporting learners with social communication needs. (Cluster and school-based priority.

Outcomes: To improve the health and wellbeing of vulnerable pupils (including those in the lowest SIMD deciles/in receipt of FME) who are experiencing barriers to engagement in learning in order that they may engage equitably in the educational experience, including improving attendance, latecoming and promoting positive transitions.

TasksBy Whom

Resources TimeImpact/ Progress

All staff to undertake Nurture training with a view to implementing Nurture as a central aspect of whole school ethos/practice

Input from HT Jackie Reid/Lead practitioner Mel Donaldson

CPD from external provider

RACI Group

Awareness raising session provided by HT/Lead practitioner

CPD provided by the CEC Nurture Group Network

Nurture resources purchased where and when necessary

PSAs in Supporting role PEF Funding

INSET 14/08/17

INSET 23/10/17 RACI group

meetings arranged flexibly by group members. CAT session

22/11/17 INSET 8/01/18

Evaluation of practice in supporting learners with Autism/Social Communication Needs

HT Jackie Reid SFLT Katie

Cummins

Autism Toolkit www.autismtoolkit.co.uk


To continue to develop practice in 1 in 5 Poverty Awareness at school level

DHT Kirsten Johnston

RACI group

Parents’ /carers’ group RACI group Pupils

Meetings throughout session with parents/carers group

Engagement with Global Citizenship

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

Community Learning team

The Recruitment of a Family Engagement Support Teacher (2.5 days per week)

Engagement in Data analysis as for NIF Priority 2 to identify children and families to be supported with attendance/engagement in learning

Identification of appropriate partner agencies to support pupil/family engagement in learning.

Jackie Reid HT Sharon Sime –

Lead practitioner

Sharon Sime Lead Practitioner

PSAs in supporting role Liaison with Mel

Donaldson- Lead Practitioner for Nurture approaches

Backfill CT for Sharon Syme’s post

PEF funding

SLT meeting August 2017


Milestones Dialogue sessions planned 3 times per session

PSA identified to provide emotional coaching/mentoring/support transitions

Jackie Reid HT Margaret

Lennon

Liaison time with Mel Donaldson- Lead Practitioner for Nurture approaches

Liaison time with Sharon Sime Lead Practitioner family Support

Liaison with High school staff to ensure support continues into S1

Meeting August 2017 with SLT/SFLT/Mel Donaldson/Sharon Syme/Margaret Lennon

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

QIs/ThemesQIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data1.2 Strategic planning for continuous improvement1.3 Implementing improvement and change1.4 Building and sustaining a professional staff team2.2 Curriculum2.3 Learning and engagement 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring3.2 Attainment In Literacy And Numeracy3.2 Attainment over time3.2 Overall quality of learners’ achievements3.2 Equity for all learners3.3 Creativity Skills3.3 Digital Innovation3.3 Digital Literacy3.3 Increasing Employability Skills

Priority 4 To develop a Digital Strategy, which supports the school, and Cluster improvement agenda, in light of the refresh planned 2017-18.

Overall Responsibility HT Jackie ReidDHT Shelley GrahamKirsten JohnstonMaureen Allan

Outcomes To provide all pupils with a high quality, equitable learning provision in ICT and The Technologies which continues to demonstrate a clear understanding of the social, economic and cultural context our young people currently live, and learn, in, whilst pre-empting changes in innovation in the future by providing pupils with a range of digital learning dispositions, transferable across a range of learning contexts.

To successfully lead the school through the planned ICT refresh. To fully implement e-learning journals for the pre-school Nursery cohort.

Tasks By Whom Impact/ Progress

Resources Time

To continue to develop innovative practice in the use of digital technologies to support all learners, including those with specific additional needs.

DHT – Shelley Graham

ICT Curriculum Leaders Eilidh Scott/Sarah Millar

RACI Group

Upgraded Smartboards (funded by PTA donation)

I-pad Air 2000s Apps Education City Linguascope E-learning Journals Overview of skills Upgraded

hardware/software following refresh.

INSET 23/10/17

RACI group meetings arranged flexibly by group members.


To successfully lead the school through the planned refresh

Jackie Reid – HT Shelley Graham –

DHT Currlculum leaders –

Eilidh Scott/Sarah Millar

Business manager – Viv Bowden

Upgraded hardware/software

Lead practitioners’ time

As determined by CEC

To continue with the implementation of e-learning journals for the pre-school cohort to share live learning with parents/carers

DHTs- Kirsten Johnston /Maureen Allan

Time to train support staff

Additional I-pads if required.

Weekly Nursery planning meetings with team

to explore the key policy principles inherent to.… · web view · 2017-10-10there are...

Documents