wattenprimary.files.wordpress.com€¦ · web viewpromote a sense of identity and pride in the...

SCHOOL IMPROVEMENT REPORT AND PLAN

School: Watten Primary SchoolHead Teacher: Linsey MackayDate submitted: June 2017

School Vision, Values and Aims:In Watten Primary School we nurture confident, skilful, happy and healthy children by providing a stimulating learning environment. All who learn in school are learning to understand the value of being responsible, reliable and respectful to all in our school, community and the wider world.

(to reviewed 2017-2018)

Values- Nurturing Confident and skilful

Happy and healthy Responsible and reliable

Caring and responsive Independent

Respectful

1

We aim to- provide an appropriate curriculum for our pupils, which will enable them to play an active part in our

society using essential literate, numerate and creative skills.

meet pupils’ needs and to raise literacy and numeracy levels of attainment in relation to national targets and exceed these targets wherever possible.

create a stimulating /caring, learning environment, which will equip pupils with the skills for life long learning and to encourage each child to reach his/ her full potential. We will encourage through intellectual and aesthetic learning, qualities of self discipline, self respect, independence and responsibilities.

create partnership with parents through a wide range of methods of communications with their own child and the life of the school and the wider community.

recognise, understand and care for individual needs, enabling children to be happy, caring and responsive both at entrance to the school and as a leaver.

promote a sense of identity and pride in the school and have high expectations in pupils’ attendance and behaviour by promoting Positive Behaviour Management. Encouraging parents to be involved with their child’s learning, to give their views on the life of the school and to promote a partnership with the school. We aim to develop positive links with our local playgroup, secondary schools and the community.

ensure our accommodation facilities for pupils are safe, pleasant and stimulating and that they are well suited to support the curricular activities for pupils, the work of the staff and the social and leisure activities which take place.

2

provide a range of suitable resources and expertise to support quality learning and teaching which are organised to ensure easy access.

have open and fair arrangements for monitoring the work of the school and managing of school finances.

be involved in regular self evaluation to improve the standard of learning and teaching in the school which will in turn improve standards of attainment and the quality of the pupils’ experience.

3

Summary of Improvement Report/Plan engagement process:

Full details of engagement activities can be found in the school’s self-evaluation records.

4

Participants Engagement detailsTeachers and other staff

MeetingsINSET daysPRD discussionsProfessional dialogue

Parents Parent Council MeetingsGathering parental views and parental feedback

Pupils Pupil Council meetingsFocus group meetingsQuestionnairesLearning conversationsLearning profilesOther dialogue

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Informal discussions

Other partners Quality Improvement Team- seminars, conferences, Countryside Rangers, Speech and Language Therapy Department, Educational Psychologist, Practice Leads

Associated Schools Group

Termly ASG meetings

PART TWO – Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

Context of the school: Watten Primary School is a 3 teacher school with a current roll of 50 pupils. It serves the village of Watten and the surrounding rural area and is set centrally within the village and has a beautiful outlook over Watten Loch and the surrounding countryside. The school has 3 classrooms, a library, dining room and gym hall. Our outside area provides the children with large areas of tarmac for play and sports activities. There is a large garden area which is well established and is a useful learning resource for pupils. Watten school and it’s pupils play an important role in the life of the village. We have a very committed staff who know their children very well and the pupils are at the heart of all we do. Most of our children are from the catchment area. Our pupils do not live in areas which are identified as experiencing the impacts of social deprivation.

What have we done to close the attainment gap?Staff identified a need to promote reading for pleasure . We engaged with the Scottish Minister’s Reading Challenge and promoted this across all stages. Reading for pleasure was given a higher profile within classrooms and school through author visits and whole school promoting reading events. We have also been working on improving mental maths skills, speed and accuracy, utilising ICT to support this in order to raise attainment in maths.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐

Comment: The staff in Watten School are committed to improvement, collaboration and are willing to make changes to effect change. We have excellent teamwork and communication. Children’s well being is at the centre of our approach and we welcome opportunities to promote this. We use data as part of our judgements on areas for improvement. Any aspects of our school improvements which are not fully actioned or embedded continue as developments.

5

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

Our staff are committed to self evaluation and understand the importance of it. They self evaluate their practice and utilise this information during group discussion.

Staff engage in regular, informal self evaluation within a supportive peer network both in our school and with our cluster school staff.

Staff engagement with HGIOS 4 this session.

Staff know what needs to be improved.

Staff have a good knowledge of the local community and

SIRP and its correlation to our self evaluation.

Staff meetings, self evaluation records.

Engagement in Pupil Equity discussions, identification of barriers to learning and ways to address barriers.

Staff engagement with HGIOS4 , rigorous evaluation of how we are doing using data, direct observation and people’s viewsImprove rigour of evaluation of the impact on learners of development workAgreement and implementation of self evaluation calendar

Sharing standards and moderation across the cluster to continue and extend to within our TLC.Sharing standards and moderation across the ASG

6

circumstances which may create barriers to children’s learning.

We seek the views of parents and pupils about various aspects of school life.

There are regular discussions between HT, class teachers and PSAs about what is going well with learners and what needs to be adjusted.

Staff members professional development, training, INSETS, meetings are focused on personal

Pupil focus group discussions with HT, Pupil Council meetings and subsequent improvements.Parent Council meetings, gathering and feedback and acting on it.Eg. Increased use of chrome books to enhance children’s learning. Adjustments to parent’s evenings, planned school grounds improvements, new resources sourced. Increased learning outdoors for pupils and an increase in connecting learning to real life experiences. – Overall improved learning experiences for pupils.

Increased pupil awareness of what they need to do to improve

to be improved.Continue engagement with benchmarks and development of assessments within maths across our cluster.

Improved involvement of and engagement of pupils and parents in our self evaluation.

Use more formal approaches to recording parent/pupils views and feedback.

7

improvement or school improvement targets.

Children review their learning especially in maths and language.

Children evaluate teacher’s practice in the upper stages.

Record of evaluations and subsequent actions

Improve pupil self evaluation of their learning and extend out with literacy and numeracy.

8



How do we know?




1.3 Leadership of Change

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

Strategic planning for continuous improvement

Implementing improvement and change

Priorities for change result from self evaluation or are Highland Council or national priorities.

We welcome and actively seek working with others to support children’s learning and to promote a wide range of learning experiences for pupils.

Staff have a clear understanding of our strengths and are committed to the discussions of change and improvement.

Opportunities to lead projects or aspects of projects are given.

Projects which are not completed are

SIP priorities

Music tuition, science festival, Dragons’ Den challenge (designing, planning and marketing)

Professional dialogue, pupil council, parent council and staff meetings

More fully involve the whole school community in our review of vision, values and aims.

More proactive in involving and engaging parents and pupils in our self evaluation and improvement planning process.

9

continued or adapted to ensure positive outcomes for pupils.

Staff are very willing to undertake activities/projects which encourage and support creativity and innovation.( Music festival( huge participation and great successes) drama performances, engagement in community projects/events( community council, WIG) Dragon’s Den Challenge, Residential excursion with a number of other small schools, sports events/competitions, literacy and numeracy competitions, Polli;nation)

Staff collaborate effectively with colleagues and cluster colleagues

CPD is relevant and ties in with personal

Polli:nation projectChrome books-introductory training sessions

Participation levels, success levels, feedback from pupils, parents, community members

Increased participation, increased confidence, increased success of pupils.

INSETS, joint staff meetingsImproved outdoor learning experiences for children, enhanced use of chrome books to support learning.

CPD plans and training.

Continue providing opportunities and encouraging staff to lead projects.

Consider pace of improvements to ensure we effect change and positive impact for learners

Collaboration with other school colleagues via a TLC.Log and share reading, writing and numeracy assessments termly.

10

development and/or school improvements.



How do we know?




2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

Learning and engagement The ethos and culture

within school is respectful, caring and supportive. Positive relationships are strongly encouraged. Children’s views are valued. Resilient kids programmes and circle time activities support children with positive interactions. Almost all children are fully engaged with their learning almost all of the time. Where this is not the case staff actively seek to action a change. Very good use is made of Groupings within and across classes

Observation and feedback from pupils, parents partners and visitors to school.Assessment results, SPP, INCAS data studied and acted on.Learning conversations.Children’s knowledge of their targets.Self and peer assessment evidence.

Synchronised timetables across classes.

Pupil Equity Fund-Raise resilience, perseverance, self confidence, teamwork and problem solving skills - outdoor learning (sessions to engage pupils and up skill staff )Additional resources and staffing focusing on specific literacy and numeracy targets for those who need it most.

Improve the quality of learning conversationsDevelop effective questioning utilising higher order thinkingskills to better support learning

11

are flexible to facilitate challenge.

Learners experiences are planned taking account of pupil interests and needs with every effort being made to ensure learning is matched to real life contexts whenever feasible.

Achievements are recorded, shared and celebrated.

All children are members of a pupil committee.

All children are given opportunities to develop their confidence through performance.

Quality of teachingStaff have a shared vision. Increasingly teaching

and learning is happening outside with opportunities for cross curricular, real life learning being utilised. Staff are eager to share their experiences and

Learning profiles, celebrations board.

Observation,

Minutes, pupil led assemblies.

Concert and music festival success. Feedback from parents, audience, staff and pupils.

Plans, timetables.Meetings, INSETS, dialogue.

Pupil feedback.Observations.Children clear on what they need to do to improve.

Feedback- look at and discuss research to ensure feedback is more effective

Further develop outdoor learning and the outdoor area as a learning resource.( Polli:nation project)

Ensuring learner’s understand how their wider achievement supports their learningTrack wider achievements

Provide more opportunities for committees to lead assemblies

Profiling and reporting – develop ongoing system which sees parents better informed about their child’s learning

Embed emerging literacy approaches and use of emerging literacy assessment within teaching practice

12

to learn from each other, adopting good practice into their own teaching.

Chrome books used regularly within school to motivate, engage, support, extend and enrich children’s learning.

Explanations and instructions are clear and staff’s questioning supports learning.

Assessment Analysis of INCAS data Tracking discussions

and actions Assessments- big

writing, reading (use of NAR assessments, phonics assessment and reading assessments), maths ( Heinemann and teacher generated assessments), spelling and mental assessments. Observation of pupil interactions/collaborative and performance work.

Use of emerging

Appropriate support in placeAdaptive planningPupil’s showing progress through SPP, achievement of a level and Child Plans targets

Children know what they need to do to improve

Engagement with other agencies and joint working shows impact within Child’s Plans.

Parental feedback, pupil feedback ( learner’s logs and learner’s statements)

Staff confident in their levelling, children’s targets accurate.

Continue development of agreed assessments

Peer visits to view practice and professional dialogue to discuss good practice.

Ensuring assessment are created at the planning stage.ASG sharing of standards and assessment.Continued sharing of standards and assessment across cluster schools and with other small schools.(TLC)

Engage parents more in children’s learning.

13

literacy assessments. All staff know our pupils

well. Learning conversations,

use of AifL strategies, learners profiles.

Form1s and child plans targets.

Pupil reports are informative.

Regular updates to parents on pupils learning.

Across cluster development of assessments and sharing of standards and levelling of writing pieces.

SPP . Achievement of a level

discussion, evidence and discussion of benchmarks.

Planning, tracking and monitoring Planning is manageable

and identifies learning. Pupil choice is incorporated. Planning is responsive, evaluated and adapted.

Development of planning is continually

PlansPupil engagement

Staff planning foldersSPP trackersChild’s Plans

Further engagement with benchmarks and working across the cluster to develop assessments

Ensure robust system for recording tracking dialogue, recording agreed actions and clear timescales to review.

14

ongoing to ensure appropriate coverage, pace and challenge of learning.

Tracking – November and May

Review of child’s plans and targets.



How do we know?




3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

Health and well being is a top priority for all staff.

All staff model and promote positive, supportive and respectful interactions where expectations of all are appropriately high.

Staff demonstrate a caring attitude to pupils and any concerns are

Almost all pupils are positive about school and present as happy and engaged.( pupil survey results)Almost all pupils say they know who to go to have they have a problem.

Improvements in outdoor learning space to support well being.

Increase opportunities for outdoor learning and forest schools approaches.

Increase the opportunity for children to engage in a range of after school activities.

15

passed on to the CT or HT.

All staff have up to date Child Protection training.

There is a very good awareness of children’s needs throughout the school . Children’s needs are met and we work in line with Highland Council Policies.

Programmes are delivered which promote well being, equality and diversity.

Parents are involved in discussions about their children’s needs.

Children are given the opportunity to express their views and opinions.

Training records. Prompt responses to child concerns.

School programmes.

Parent’s meetings, child’s plan meetings-targets and reviewIssues around wellbeing and inclusion are dealt with promptly.

Involve children more in discussing their learning needs.Work with families to support well being.

Ensure regular, robust gathering of pupil’s views.

Ensure Equality and Diversity Policy is in place and embedded in practice.



How do we know?


What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)

3.2 Raising Children are progressing Use of SPP ,achievement Work on our numeracy and

16

attainment and achievement Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

in their learning Fluidity of ability

groupings( within and across classes)

Tracking discussions and necessary action.

Most children are achieving their appropriate level in maths, writing and listening and talking while almost all are achieving appropriate levels in reading

A significant number are achieving beyond the expected standards in reading

Over time almost all children are making good progress in reading whilst most are making good progress in mental

Detailed discussions at times of transition with actions being taken as appropriate.

Early and first level staff and HT undertaking Emerging Literacy training,

of a level, INCAS data and other information to know and understand pupil’s attainment and to identify any trends.Target setting.Early interventions in literacy and numeracy targets.Child Plans target setting and achievement.

Records of meetings, transitions arrangement, pupil dialogue.

Emerging literacy assessment approaches used and individuals supported to achieve.

literacy programmes to help children attain even more highly.Further develop assessment materials.PEF developments- identify barriers to learning, ways to address and target group.Improve focus of tracking conversations and follow up discussions.( use of materials from QIO)Extend tracking to other areas of the curriculum.Work with colleagues across our cluster and ASG to build consistency in assessment decisions.Profiling and reporting-ensure quality learning conversations happen termly and develop key assessment tasks.French training for staff middle and upper stages teachers

Continue to develop our outdoor space to make it a valuable learning resource.Increase staff knowledge , understanding and skills in outdoor learning.( engagement with partners and cluster school, polli:nation)

17

sharing with colleagues.

Personal achievements celebrated at assembly and through our “Celebrating Success wall”

All learners are given opportunities to contribute to the life of the school and to develop their responsibility.

All children are provided with regular opportunities to develop their confidence.

Residential excursion for P7 pupils with 4 other small schools.

Display boards, pupil feedback.

All pupils are members of committees.

Successful participation in Caithness Music Festival, Junior Dragon’s Den, Rural School Sports, swimming gala.Pupil feedback, positive feedback from members of the public.(Establishment of friendships, observation of pupils stretching themselves outwith their comfort zone)

Continued staff engagement with emerging literacy twilights.

Benchmarks engagement.Continue to develop skills which will help children in their learning in school and their life.Record and track personal achievements

Continue to provide opportunities for children to develop their confidence, self esteem, resilience and creativity.

Quality How are we doing? How do we know? What are we going to do

18

Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

What’s working well for our learners? (what are the features of effective practice in our school?)


now?


Additional QI(s) – please specify (include themes as in tables above for other QIs)2.4 Personalised Support

Universal support

Targeted support

Removal of potential barriers to learning

We know our children well in terms of pressures and potential barriers to their learning

Differentiation of pupil work. Flexible groupings within and across classes Regular dialogue/

learning conversations between pupils and class teachers

We follow the Highland Practice model

Staff are aware of other agencies which can offer advice or support and access these.

Regular dialogue about specific targets within child’s plan between pupil and ASNT

Reviews of child’s plans targets with parents

Staff undertake training to support children

We firmly believe in inclusion and strive to

Child’s plansAttainment information for specific children

Wordaware training, OT and SALT advice.Multi agency meetings

Child’s plans.Pupil progress in their learning. Feedback from parents and other agenciesEmerging literacy, Wordaware

Review Positive Behaviour Policy, ensure full involvement of pupils and involvement of parents.

Profiling and reporting – develop ongoing system which sees parents better informed about their child’s learning

Profiling and reporting-ensure quality learning conversations happen termly and develop key assessment tasks

Increase opportunities for outdoor learning and forest schools approaches

Increase the opportunity for children to engage in a range of after school activities

Improved parental engagement in learning through provision of support.( open sessions, resources, information)

19

ensure this happens for all children

Increasing use of ICT to support, engage and enhance learning

Increase self confidence, problem solving skills and resilience of pupils

Improve tolerance and empathy of pupils

2.2 Curriculum: Theme 3 Learning Pathways

Flexibility within learning pathways allows us to meet the needs of individuals. Child’s plans record the detail of this.

Planning begins with the Es and Os to ensure appropriate coverage of the curriculum and cyclic plans and topic grids have been compiled for social subjects and science to ensure progression and relevance.

Opportunities for personalisation and choice are utilised.

All staff take responsibility for developing literacy, numeracy and health and well being across

Child’s plans, individual actions and targets, appropriate progress in achieving targets.Dialogue with parents and child.

Reviewing of plans.

Reviewing of plans.Pupil feedback.

Professional dialogue.

Use of ICT across the curriculumOutdoor learningCreativityPersonalisation and choice

20

the curriculum.

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

Learning profiles are being developed and parents views on the format and usefulness of this will be sought.

Teachers have meetings to discuss ways of providing support and/or extending learning at home with parents.

Open sessions/parents evenings share examples of good practice to improve learning.

Resources and ways to support and extend learning are shared with parents.

Child plans targets. Improved performance in literacy and numeracy. Assessments.

Feedback from parents.

Profiling and reporting – develop ongoing system which sees parents better informed about their child’s learning Embedding emerging literacy practice in school and providing resources to support emerging literacy development at home. Parent sessions on supporting and extending learning.Developing focus questions/focus activities for open parents sessions to tune parents in to their child’s learning, their success and their next steps.

PART TWO – School Improvement PlanSummary: Key School Improvement Priorities (add further rows if required):Improvement Priority Title Relevant QI(s) and Theme(s)

Continuous Profiling and Reporting 2.2. The Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.6 Transitions

21

Raising attainment and Pupil Equity1.5 Management of resources to promote equity2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.3 Increasing creativity and employability

Self evaluation 1.1 Self – evaluation for Self – improvement

1.2 Leadership of Change1.4 Leadership of Management

and Staff2.3 Learning, Teaching and Assessment3.2 Raising Attainment and Achievement

Complete a detailed action plan for each of these agreed priorities on the following pages (add more pages if required).

22

In depth action plan 1

23

Improvement Priority title: Continuous Profiling and Reporting

Linked to QI/Theme:

2.2 – The Curriculum 2.3 – Learning, teaching and assessment 2.4 – Personalised Support 2.6 – Transitions

Linked to National Improvement Framework Priority (check any that apply): Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners? (what impact do we expect to see?):Pupils as learners will:

have a profile which demonstrates ‘Who I am in my learning?’, ‘Where I am in my learning?’ and ‘Where do I want to get to?’

Staff as learners will:

understand the principles of continuous profiling and reporting through:- the curriculum,- skills for learning, life and work,- key assessment tasks and

- effective feedback and learning conversations.

24

Success criteria (how will we know if the change has been an improvement?):Pupils as learners will:

be able to articulate where they are in their learning, who they are in their learning and where they are going next, sharing this with their peers, their families and staff within the school

use the language of skills when reflecting on their learning

Staff as learners will:

share each learner’s progress with the learner and their families build key assessment tasks at the planning stage identify each learner’s achievement through understanding the principles of the NAR Flowchart use learning conversations to support continuous dialogue between:

- learner teacher - learner learner - learner family- teacher family- teacher teacher

- teacher learner family.

25

What exactly are we going to do? (detail of specific actions)

1. Introduce continuous Profiling and Reporting model to staff supported by Highland Council - Profiling and Reporting Support Resources

2. Complete the Highland Council and the HGIOS 4 Profiling and Reporting Audits to highlight key action points following on from current profiling processes

3. Introduce continuous Profiling and Reporting to families supported by Highland Council - Profiling and Reporting Support Resources

4. Key Assessment Task collegiate sessions to develop key assessment tasks at the planning stage

5. Learning Conversations and Feedback collegiate sessions to develop learning conversations with learners, their families and staff

6. Agree on a Profile format(s) to encompass Highland’s Council key ingredients for effective profiling and reporting

7. Create and share family engagement calendar8. Liaise with Quality Improvement Officer re ‘sign-off’ to use

summative report format

Who will lead this? (detail of responsibilities and timescales)HT & identified CT by mid October 2017

HT & identified CT, by end of October 2017

HT & identified CT, by February 2017

CTs, on going and by February 2017HT and CTs, on going and by December 2017

HT & CTs, by February 2017HT, by March 2017HT, by April 2017

26

https://tinyurl.com/April17PR




Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

1. HGIOS 4 Profiling and Reporting Audit Tool2. Highland Council Profiling and Reporting Audit Tool3. Family engagement evidence4. Collegiate Session Evidence

(-The curriculum

- Skills for learning, life and work

- Building Key Assessment Tasks

- Effective Feedback and Learning Conversations)

5. Pupil sampling

- Profiles; against the three questions 1) Who am I ? 2) Where am I in my learning? 3) Where do I want to get to?

- Learning Conversations

6. Planning discussions- evidence of Es and Os

7. Moderation of key assessment tasks

8. QIO Sign- off conversation

Who will lead this? (detail of responsibilities and timescales)

HT/staff- September 2017

HT/staff- September 2017

HT/staff/families- November 2017-

HT/staff- by February 2018

HT/staff

HT/staff- March 2018

HT/staff- by May 2018

QIO/HT- review February 2018

Full review May 2108

27

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)Education Scotland’s Reporting to Parents and Carers Guidance (January 2017) states:

“Reporting to parents/carers should be well planned and take full account of the context of the school. Reporting involves and values the role of parents/carers in supporting their child’s progress. Reporting provides opportunities for parents/carers to give their views on their child’s progress, including through their responses to

written reports.”

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)Highland Council’s approach to Continuous Profiling and Reporting is recognised as an effective model for Tackling Bureaucracy as detailed in the National Improvement Hub. The approach is synonymous with the Reporting to Parents and Carers expectations from Education Scotland. The time previously allocated to end of year reports, which did not enhance the learner’s journey, has been redesigned around the continuous profiling and reporting process, removing time burdens of lengthy end of year reports.

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils?)

Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:

Highland Council - Profiling and Reporting Support Resources One full day training for the school Profiling and Reporting lead ( HT has done, 1 x CT to undertake August 2017) Collegiate time within Working Time Agreement – 6 hours of staff meeting time, 10 hours of NIF time Family engagement - 4 hours NIF time

28

In depth action plan #2

29

Improvement Priority title: Raising Attainment ( including Pupil Equity Fund)Linked to QI/Theme: 1.5 Management of resources to promote equality 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 2.5 Family learning 2.7 Partnerships 3.1 Ensuring wellbeing, equity and inclusion 3.2 Raising attainments and achievement for learning 3.3 Increasing creativity and employability

Linked to National Improvement Framework Priority (check any that apply): Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒

30

What difference will it make for learners? (what impact do we expect to see?): Pupils as learners will have increased their literacy and numeracy skills. Increased attainment in literacy and numeracy for targeted learners. Pupils will have engaged in learning experiences which have supported their development of listening, concentration,

focus, resilience and team work. Improved listening, concentration and focus skills for all learners, particularly targeted pupils and in turn pupils will

have increased their problem solving skills and confidence to tackle problems. Pupils as learners will be engaging in learning activities at home which support their learning appropriately and in turn

see their listening, concentration, focus and problem solving skills and resilience improve. Staff will have increased their confidence and skills in outdoor learning Children will be engaging in outdoor learning on a regular basis Improved target setting for pupils and improved teaching and learning

Success criteria (how will we know if the change has been an improvement?):

Individual targets for children in literacy and numeracy will show good levels of progress Children will be able to concentrate for longer periods than before the intervention. Children will be able to tackle problems and be able to continue even when things get difficult Children will be able to resolve minor social interaction difficulties without adult interventions Children show an increased confidence in their abilities Parents will be engaged with development and will see a difference in their child’s ability to concentrate and focus Parents will conduct literacy and /or numeracy activities at home in order to increase the positive effect Through robust self evaluation and formalised gathering of people’s views pupils will have ownership of their learning

31

What exactly are we going to do? (detail of specific actions)Ensure mental maths is taught daily and is differentiated to ensure appropriate pace and challenge.

Agree a programme for teaching problem solving strategies and a format to use when tackling problems.

Development of key learning assessments in maths and reading. ( see action plan 1)

Share our aims, teaching methods, ideas and resources for supporting, phonics/spelling and reading mental maths and maths with parents. Ensure parents aware of where their child is in their learning and how they can help. Open parent’s session, beginning of ongoing profiling.

Termly Pupil Progress Meetings, identification of more able pupils, agreed actions to provide challenge, ensure robust recording and tracking of actions.Termly Pupil Progress Meetings, identification of less able pupils, agreed actions to provide support , ensure robust recording and tracking of actions.Embed emerging literacy approach, share with parents as part of open session. Provide resources to parents to support as needed.(PEF)Attend 5 local networks during the 2017-2018 session.

Participate in a Teacher Learning Community, sharing standards and moderating.

Ensure identified children practise phonics/spelling and reading two times weekly with PSA. Ensure identified children practise mental maths three times weekly with PSA.

Families will be well informed on the progress their children are making and the ways in which they can support their child’s learning and progress at home

Deliver introductory family workshop on outdoor learning.

Class teachers will engage with Outdoor Learning documentation. Children will engage in outdoor learning activities lead by a trained practitioner( developing listening, concentration focus, teamwork, respect, resilience, problem solving, creativitiy…) Class teachers will develop their skills and knowledge through shadowing a trained practitioner with a view to then teaching outdoor learning. Improve school grounds, Polli:nation project.

Engage in sharing of good practice in use of Chrome books

Staff will engage in rigorous self evaluation using HGIOS4 and Highland Council paper

Who will lead this? (detail of responsibilities and timescales)HT, CTs, August-June ongoing

HT, CTs, September INSET with cluster school

CTS, October onwards

CTs October – November 2018

HT and CTs, October- November 2108

HT and CTs, ongoing from SeptemberHT and CTs, Terms 1 and 2

HT, CTS- joint schools, 4 meetings, 1 per term

CTs, September onwards

CTs, September onwards

HT and CTs, September -November 2017

CTs September –November 2017

HT September –November 2017

January- March

September 2017 onwards, CTs and HT

32

work, ensuring there is a triangulation of evidence.

.

33

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

Initial baseline assessments and end of year assessment information in reading, phonics/spelling and mental maths will be gathered( including use of INCAS , SPP and achievement of a level data)

Initial baseline and end of year assessments of concentration, focus, listening skills, resilience, problem solving skills and respect and . ( wheels type approach )

Parental questionnaires regarding their engagement with their child’s learning before and after parental sessions.

Playground supervisors and class teachers survey before and after the work to gauge impact on social interactions.

Survey staff to measure their confidence and engagement with outdoor learning.

Who will lead this? (detail of responsibilities and timescales)

HT and CTs, ongoing August –May

HT and CTs, ongoing August –May

HT and CTs, September & May

HT, September & May

HT, September & March

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)Identified pupils will be given resources which may not be readily available at home as appropriate.Outdoor learning will be available to all with “spare jackets” being available for use.

34

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)The time required for professional reading will form part of staff’s CPD. There is time within the WTA agreement under NIF ( 8hrs)and Parents Meetings (2 hours prep)to accommodate the requirements within this development. 0.5 INSET time is set aside for this.TLC meetings are accounted for within NIF (4 hours)

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils?)Many of the tasks set within outdoor learning will involve pupils in creating solutions to problems or situations. Resources provided will encourage a creative approach.

35

Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:All of the resources below will be funded by the Pupil Equity Funding. In Watten School we have £4 800

Supply teacher cover costs - £765 ( Supply teacher releases a class teacher to provide sessions for pupils and training to colleagues )

Equipment costs – £500 ( tarpaulins, clips, tools, seed trays, compasses etc) Books to support staff development £50 PSA hours – £3 135 providing literacy and numeracy support Literacy/Numeracy Resources - £300 (This may include materials needed for conducting assessments) Resources for home use £50 Preparation and provision of resources)

Total spend £4800INSET day- 0.5WTA-NIF, 4 hours for TLCs, 4 hours otherWTA-Staff meeting time- 2 hoursWTA- ICT

36

APPENDIX 1: Completion advice

This template contains two parts, which should be completed as follows:

PART ONE – Standards and Quality Report referencing previous Improvement Plan and next stepsThis is the “Standards and Quality Report” part of the document. In this section you should evaluate where you are with regard to the QIs and themes from How good is our school? (4th edition) selected by Education Scotland as being of key importance. Your analysis of these will include analysis of improvements arising from your last School Improvement Plan and will relate to the NIF priorities and Highland Council priorities.

You may have improvement priorities from your last School Improvement Plan which relate to other QIs from HGIOS?4. If so add the details in the appropriate section. Note that there is an expectation that schools will have evaluated where they are in each QI included, using the 6-point scale in HGIOS?4. Individual themes should not be evaluated in this way.

Note that your self-evaluation should specifically address your progress towards the NIF priorities and local priorities from Highland Council (though of course these will overlap significantly). Please make such comments explicit (i.e. they should reference the NIF priorities directly).

Key priorities identified in PART ONE can be highlighted and then subsequently fleshed out in PART TWO.

Should you have a visit from HMI, the information from PART ONE can be updated then cut and pasted into the self-evaluation document which you would be required to prepare for the HMI visit. If you are using the Highland Council HGIOS?4 self-evaluation templates (ensuring an evidence-based approach to this self-evaluation activity) you will be able to cut and paste your comments into this document as the columns correspond.

NB – There is an expectation that your Standards and Quality Report will be shared with the school community. Please be sure that you and your staff are happy that what you have recorded in your self-evaluation sheets is suitable for sharing. If you wish to, you could save your self-evaluation sheets as a separate file (so that you have a record) and then edit the sheets in the Standards and Quality Report until you are comfortable with sharing them.

PART TWO – School Improvement PlanIn this section identify key priorities that you will take forward in the forthcoming year’s School Improvement Plan. Give each planned change a title and then complete a detailed action plan for each. It is recommended that schools restrict

37

planning to three main priorities, but depending on local circumstance you may have more than three action plans. If so, simply copy the relevant boxes for completion.

For further advice on completing this document, please contact your Quality Improvement Officer.

38

APPENDIX 2: Scottish Government’s 3-Step Improvement Framework for Scotland’s Public Services

In considering your Improvement Planning process, it is useful to bear in mind the Scottish Government’s 3-Step Improvement Framework for Scotland’s Public Services. The full document can be obtained from your Quality Improvement Officer.

Step 1 is ensuring that there is clarity about the vision and strategy for the planned improvement (including understanding of how the change will work and who will drive it).

Step 2 is about ensuring the conditions are right to allow the improvement to flourish. These six questions should be asked of every planned improvement:

Step 3 is the implementation phase. The focus should always be on the simple formula of aims, measures, testing and changes. The underlying principle in the recommended improvement methodology is “Aim big, start small”.

39

APPENDIX 3: Organisers and Interventions for Pupil Equity Funding

40

APPENDIX 4: Frequently Asked Questions

Q: What are the timescales for completion of this work?A: Your self-evaluation activity should be ongoing throughout the year. In January to March of the session your thoughts should be turning to agreeing priorities for the following session’s School Improvement Plan, based on what your self-evaluation is telling you. The Plan should be submitted by the date indicated by your Quality Improvement Officer (currently this will be a date in June).

Q:

A:

41

APPENDIX 5: Glossary of terms

Attainment The measurable progress which children and young people make as they progress through and beyond school. This progress is in relation to curriculum areas and in the development of skills for learning, life and work.

Achievement The totality of skills and attributes embedded within the four capacities of Curriculum for Excellence and developed across the curriculum in school and through learning in other contexts.

Creativity The process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh eye, examining problems with an open mind, making connections, learning from mistakes and using imagination to explore new possibilities.

Closing the attainment gap Working to reduce the gap in progress, attainment and achievement between those living in Scotland’s least and most disadvantaged homes. Many children and young people from lower-income households do significantly worse at all levels of the education system than those from better-off homes.

Disadvantage This is a term used to describe the extent to which children experience socio-economic barriers to their progress. It is commonly measured using the Scottish Index of Multiple Deprivation (SIMD), which was used to determine which schools received Scottish Attainment Challenge funding, or by considering Free School Meal entitlement, which was used to calculate Pupil Equity Funding allocations.

Equity Treating people fairly, but not necessarily treating people the same. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background are not obstacles to achieving educational potential and that all our young people are well supported to secure wellbeing, skills for learning, life and work and the best possible post-school destination.

Family learning This is a powerful method of engagement and learning which can foster positive attitudes towards life-long learning, promote socio-economic resilience and challenge educational disadvantage. Engagement with families is going to be crucial in addressing the equity gap.

Partners Partners include all individuals or organisations that deliver learning and contribute to the life and work of the school. These may include CLD services, colleges, universities, employers, third sector, community organisations, and libraries. GIRFEC partners are the professional partners you work with who help you to address the GIRFEC agenda (e.g. Educational Psychology service, CSWs, Speech and Language Therapy and so on.)

Pupil Equity Funding The Pupil Equity Funding is additional funding allocated directly to schools and targeted at closing the poverty related attainment gap. The Scottish Government has committed to this funding as part of the Scottish Attainment Challenge programme from 2017-18. The Pupil Equity Funding forms part of the £750m Attainment Scotland Fund. It is allocated on the basis of Free School Meal entitlement.

Safeguarding This is a much wider concept than child protection and refers to promoting the welfare of children. It encompasses: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children are growing up in circumstances consistent with the provision of safe and effective care, and taking action to enable all children and young people to have the best outcome. Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or likely to suffer, significant harm.

School community This means all children and young people, staff, parents/carers, families and partners who are connected to the school.

Volunteers This means everyone who contribute to the school’s curriculum (in the widest sense) by offering activities and opportunities for children, but who are not employed to do this. Parents running after school clubs or school chaplains offering lunchtime drop-in sessions would be two examples of volunteers.

42

wattenprimary.files.wordpress.com€¦ · web viewpromote a sense of identity and pride in the...

Documents