IMPROVEMENT PLAN FOR AUCHINAIRN PRIMARY SCHOOL AND NURSERY
2011-12
THIS IMPROVEMENT PLAN WAS WRITTEN COLLABORATIVELY BY ALL STAFF WHO LEAD LEARNING AND TEACHING AT AUCHINAIRN PRIMARY SCHOOL. CONTRIBUTIONS HAVE ALSO BEEN MADE BY STAKEHOLDERS AND THE CONTENTS SHARED WITH PUPIL AND PARENT PULSE GROUPS.
1
2
CONTENTS PAGE CONTEXT
Page 3
VISION, VALUES AND AIMS
Page 4
MAINTENANCE AGENDA
Page 5
SUMMARY OF AUDIT PROCESS
Page 6 and 7
HOW OUR IMPROVEMENT PLAN LINKS TO SCHOOL AIMS / HOW GOOD IS OUR SCHOOL3 / EDUCATION SERVICE PLAN / NATIONAL OUTCOMES
Page 8
PRIORITY OUTLINES – BREAKDOWN OF TARGETS AND TASKS
Page 9 to page 41
PERIODIC AND RESPONSIVE EVALUATION OF IMPROVEMENT PLANS IMPACT ON
Page 42
LEARNERS HOW GOOD IS OUR SCHOOL 3 – and Journey to Excellence
Page 43-44
EAST DUNBARTONSHIRE COUNCIL’S EDUCATION SERVICE IMPROVEMENT
Page 45-47
ACTIONS THE NATIONAL PERFORMANCE FRAMEWORK
Page 48
THE NATIONAL PERFORMANCE FRAMEWORK – STRATEGIC OBJECTIVES AND
Page 49
NATIONAL OUTCOMES PROGRESS CHECK
Page 50 - 51
FUTURE PRIORITIES: including Curriculum for Excellence
Page 52
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Context School Improvement at Auchinairn Primary School and Nursery The Standards in Scotland’s Schools etc. Act 2000 emphasises the raising of standards, school improvement and a focus on quality. The Act provides a statutory framework for school education that places a duty on education authorities and schools / support services to plan monitor and report on improvement within East Dunbartonshire Council. Each educational provision requires to have an Improvement Plan, linked to: 1] The aims of the educational provision 2] The national framework for self evaluation ‘How Good Is Our School 3’ 3] East Dunbartonshire Council’s Education Service Plan 4] The National Performance Framework These have been inserted towards the back of the Improvement Plan for reference. The approach to quality improvement in Scottish schools is based on the principle of seeking to ensure that quality development is integral to the work of schools. Such an approach requires all schools to apply routinely and consistently good quality development procedures which will drive their own programme of continuous improvement. In partnership with many agencies Auchinairn Primary School and Nursery will work to provide education of the highest quality to meet the aspirations of pupils, parents, staff and the wider community.
“….to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential”. Standards in Scotland’s Schools etc Act 2000, Section 2 “A pre-requisite for sustained improvement is the recognition by all staff that there is indeed a need for improvement, and that improvement is possible. Giving learning and teaching the highest priority, results in improvements in ethos, behaviour and outcomes for learners.” Improving Scottish Education [1] , HMIe, 2006
Auchinairn Primary School and Nursery acknowledges its statutory duty to educate the whole child and to promote the active involvement of children and young people in their learning.
“To enable all children and young people to become successful learners, confident individuals, responsible citizens and effective contributors.” Ambitious, Excellent Schools, HMIe, November 2005
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SCHOOL VISION VALUES AND AIMS – Commence August 2011after consultation with children, parents, staff, community and professional partners. Authority Vision East Dunbartonshire Community Planning Partnership’s vision is “Working together to achieve the best with the people of East Dunbartonshire”. This is underpinned by a core set of values, which are a commitment to: Our Customers; Pursuit of Excellence; Innovation; Partnership; and Our Employees School Vision Our children staff, parents and community partners will work together to promote a culture of mutual respect and lifelong learning where children are happy, motivated and have high self-esteem and confidence to enable them to realise their full potential. School Values 1. 2. 3. 4. 5.
Respectful words and actions for all Open, honest and effective communication Responsibility for personal achievements and those of others Welcoming, nurturing and supportive Celebrating all forms of achievement and success
School Aims In our establishment we aim to offer a high quality service. We seek to: 1.
Provide a safe and stimulating environment in which our children learn positive attitudes, develop good self-esteem and become confident individuals
2.
Ensure our children develop an understanding of their own and others feelings, cultures and beliefs and become responsible citizens
3.
Create and provide a variety of opportunities for learning for the children which will stimulate and interest their imagination and encourage their intellectual development to enable them to become successful learners
4.
Extend our children’s abilities to communicate ideas and feelings and become effective contributors in all areas of the curriculum
5.
Work co-operatively with the school cluster and wider community to share good practice and to ensure smooth transitions from one establishment to another
6. Enable all children and young people to access an inclusive curriculum that provides the appropriate support and challenge to allow them to fully develop their skills and talents
5
MAINTENACE AGENDA
AREAS ONGOING AND JUSTIFICATION Dyslexia Friendly School – depute now in post so will progress
Support for Learning
Parent Leaflet – as above Partnerships – high proportion of children and families who require significant support and proactive involvement – ongoing and responsive to changing needs
Planning – short term planning format established but evolving to incorporate clearer evidence of success criteria, learning Curriculum For Excellence
intentions and differentiation across class groups Tracking Es and Os more rigorously and more general awareness of Es and Os among teaching staff Staff continually becoming more aware as develop the curriculum and experience different stages, shared planning and assessment experiences and moderation. This will be enhanced by the introduction of a Professional Learning Community.
Health and Well-being
PSHE/Citizenship programme –awaiting authority to provide Sexual Health and Relationship Education Programme. Will be taken forward now new DHT in post. Nurture – no authority funding available so constantly developing new ways to ensure systems and procedures in place to support this function. Also looking for alternative sources of funding which may be available from August 2011.
Co-operative Learning – staff developing understanding after initial in house whole staff training and building on this with Learning and teaching
authority training programme planned for Oct/Nov 2011. Access to this will be determined by continual staff changes. AifL – continually building on as underpins the principle of the learning stories. Will be an element of Professional Learning Communities.
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SUMMARY OF THE AUDIT PROCESS The information gathered about areas that we are doing well in and areas which require development is called the ‘audit process’. This assists us in our planning of future developments by helping us to establish: 1] how well we are doing in relation to improving our practice 2] our strengths 3] the next steps for developing our practice In session 2010-11 we started the process of involving the staff in the audit and self evaluation processes. This will continue to be developed as staff become more skilled. Improvement
Improvement
Plan Priority Priority
No. 1
Assessment is for Learning
2
Mental, Social and Emotional Wellbeing
3
Child Protection
4
Improvements in Performance
5
Children’s Experiences inc Pupil Voice
6
Including/building on
Authority
Cluster
Authority
Staff Consultation
Stakeholder
aspects from previous
Action Plan
Priority
Priority
/Audit
Consultation
Improvement Plan
Action Point
Curriculum for Excellence
7
Numeracy Curriculum Development Team
8
Literacy Curriculum Development Team
9
Assessment Curriculum Development Team
10
Meeting Learners’ Needs
11
Improvements through Self Evaluation
12
Parent Pulse Group – School Improvement priorities
13
Nursery specific
Audit Outcomes
7
The outcomes were discussed with
Staff
Recommendations for the next priorities for development were discussed with:
Staff
Pupil Groups Pupil Groups
Parent Groups Parent Groups
Elements of the audit process Pupil and Parent Pulse Groups Staff self evaluation workshops as part of the collegiate calendar and during in-service and additional development days e.g. Thursday 5th May Authority questionnaires as part of the quality improvement agenda Headteacher 360 degree questionnaires Classroom Observations, including Peer Professional dialogue during planning meetings, staged intervention meetings, meeting individual pupil need analysis, early intervention analysis, jotter monitoring Standardised testing and school assessment procedures Support for Learning Audits Assessment of classroom observations Authority review and subsequent Action Plan Audit Process The audit was carried out at:
Pupils
Curriculum Development Teams
Whole School
The audit was carried out with:
Pupil Groups
Parents
All staff
It comprised the following
Key Performance Outcomes
Impact on Learners
Impact on staff
Impact on the Community Management and support of staff
Delivery of Education
Policy Development and Planning Leadership
Partnerships and Resources
IMPROVEMENT PLAN LINKS TO: SCHOOL AIMS / HOW GOOD IS OUR SCHOOL3 / EDUCATION
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SERVICE IMPROVEMENT ACTIONS / NATIONAL OUTCOMES HOW GOOD IS OUR SCHOOL 3 KEY AREAS
DEVELOPMENT PRIORITIES
SCHOOL AIM
HGIOS 3
SERVICE PLAN
NATIONAL OUTCOME
KEY PERFORMANCE OUTCOMES
Improvements in Performance
IMPACT ON LEARNERS
Children’s Experiences inc Pupil
Voice IMPACT ON STAFF
• • •
IMPACT ON THE COMMUNITY
Numeracy Curriculum Development Team Literacy Curriculum Development Team Assessment Curriculum Development Team
Parent Pulse Group – School
Improvement priorities
DELIVERY OF EDUCATION
• • • • • •
Assessment is for Learning Mental, Social and Emotional Wellbeing Child Protection Curriculum for Excellence Meeting Learners’ Needs Improvements through Self Evaluation
POLICY DEVELOPMENT & PLANNING MANAGEMENT + SUPPORT OF
•
Child Protection
•
Meeting Learner’s needs
STAFF PARTNERSHIP AND RESOURCES
LEADERSHIP
9
PRIORITY OUTLINES – BREAKDOWN OF TARGETS AND TASKS
IMPROVEMENT PRIORITY 1
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF
RESPONSIBILITY
EVALUATION CYLCLE THIS SESSION
Assessment is for Learning
SMT in collaboration with teaching staff
1; 3; 4
5.1; 5.2; 5.3; 5.4
4a.2
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To further develop assessment is for
Pupils will use selected AifL
Peer/Reciprocal class visits and SMT
August 2011 – June 2012
Learning across the whole school.
approaches.
monitoring will show strategies applied consistency across school and learners involved in the process.
RESOURCES REQUIREMENTS
Development Planning time allocated through in-service and collegiate calendar to allow staff to share practice. Staff CPD to allow background reading e.g. Learning Unlimited.
STAFF DEVELOPMENT
Staff training as appropriate to individual staff identified through PRD and classroom monitoring process.
MONITORING + EVALUATION
Classroom Monitoring; SMT dialogue with learners; individual pupil meetings between learners and teacher; Class Teacher evaluations; Staff PRD paperwork; review of jotters; review of learning stories.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE
PERSON RESPONSIBLE
REQUIREMENTS
MONITORING AND
PROGRESS UPDATE
EVALUATION ARRANGEMENTS
JtE part 4 – responsive updates, not prescriptive
Undertake further AifL
February 2012
focussed classroom visit
Use previous monitoring
GG/MT
Undertake further AifL focussed
sheet
AifL included in short
From August 2011 on-
Devise new short term
term planning process
going
classroom visit MT/CTs
SMT termly forward plan
AifL included in short term planning
planning sheet as per
review and professional
process
Authority inspection
dialogue; SMT individual
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monitoring and collated whole school evaluations. AifL to include
From August 2011
Devise new short term
SMT termly forward plan
AifL to include differentiation to tie
differentiation to tie in
ongoing
planning sheet as per
review and professional
in with short term planning
Authority inspection
with short term planning
MT/CTs
dialogue. SMT individual
approaches developing more group
approaches developing
monitoring and collated
work and inclusion
more group work and
whole school evaluations.
inclusion Staff training using LTS
Sept – ongoing
Link to Professional
and Learning Unlimited
Learning Community(PLC)
resources.
Learning Unlimited packs
DHT
See below
CTS
Evaluation form [link
LTS website Staff network with
Sept - ongoing
Cluster meetings
other establishments to
Staff networks
outcomes to PLC and PRD
share expertise
Link to PLC
process)
Evaluation form
Class and Peer observations
Children more actively
Oct - ongoing
Learning Stories
CTs/Pupils
Feedback from parents
involved in leading
(verbal and written)
curriculum open nights
Pupil feedback
and sharing contents of
Observations of events
learning stories with
e.g. pupil confidence and
parents during parent
ability to discuss learning
consultation events
processes
Professional Learning
As per Collegiate
Timetable of planned
Community established
monitoring calendar
focussed activities and
professional discussions
events
focuses on impact and
to allow professional
Class Teachers
Dialogue during
dialogue on a range of
outcomes
key teaching and learning
Class/Peer observations
aspects including AifL
Pupil dialogue
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IMPROVEMENT PRIORITY 2
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF
RESPONSIBILITY
EVALUATION CYLCLE THIS SESSION
Mental, Social and Emotional Wellbeing
TARGET
IMPACT ON LEARNERS
Whole School Approach to the emotional wellbeing.
Increased resilience Cooperation amongst peers Ability to make good choices Behavioural presentation of pupils increased.
Children and staff sharing same vocabulary and expectations. Decrease in incidents of concern involving physical and/or verbal altercations between pupils.
RESOURCES REQUIREMENTS
Bounce Back, Cool for School,
STAFF DEVELOPMENT
Bounce back update training from Carol McGarry Attachment training from Psychological Services linked to the development of resiliency skills. Playground observation, classroom visits, staff evaluation of planning.
MONITORING + EVALUATION TASKS / ACTION
Resiliency training with focus on use of Bounce Back to develop skills. Review and make audit of resources and material in school within areas of Mental, Social and
TIMESCALE (By……)
1;2 ; 4; 6
2.1;2.2;4.1;5.1; 5.3; 5.5; 5.6; 5.7; 5.8; 7.2; 9.3 MEASURES OF SUCCESS
development of mental, social and
DHT
4 A.2, A.3 and A.4
TIMESCALES Session 2011-2012
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Aug 2011
Educational Psychology Contact
DHT
Feedback from evaluation forms.
Sep 2011
Staff bringing range of resources available
Whole Staff
Audit created of resources with evaluations of staff.
PROGRESS UPDATE JtE part 4 – responsive updates, not prescriptive
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Emotional Health and Wellbeing. Yearly Assembly programme drawn up detailing Mental, Social and Emotional WB focus each week. Assembly follow up in classes which are age and stage appropriate. Each class given date to lead assembly on specific Mental, Social and Emotional Wellbeing theme. Parents invited. Recruitment and training of peer mediators. Creation of leaflet/testimony book/film/page on website to consolidate learning and teaching in the area if bullying and in line with Anti bullying week - 14th to 25th November. Workshop for parents on cyber bullying – PC Pete. Run seasons for Growth groups for upper and middle pupils.
Oct 2011
Bounce Back Cool in School
DHT
Classroom (hall) visit.
Oct 2011 onwards
Stage planners
DHT and Class Teachers
Classroom visits Planning meetings
Throughout session 2011-2012
As per assembly planned
Class Teachers
Classroom (hall) visit. Feedback from parents.
Aug 2011
Paperwork
DHT
Playground observation
November 2011
Dependent on decision by staff.
DHT, Class Teachers
Playground observation, vocabulary and strategies used by pupils.
Louise Pettigrew
Monitoring of workbooks Pupils’ behavioural presentation.
Classroom, PC Pete
Upper-Oct 2011 Middle – Feb 2012
Seasons For Growth booklets
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Develop the school’s house system through: • Election of house captains and vice captains. • Pupils design logos for their House linked to an individual school value. • Monthly ‘house meetings’ led by teams of teachers focusing on cooperation, teamwork, supporting others. • Buddy system is linked to houses with P6 Buddy and nursery pupil in same house. Invite previous pupils to Auchinairn to share experiences and skills they used in order to make healthy relationships and choices at secondary. Health committee to draw up plan of health focuses for the year and allocate each class a specific role Six weekly meetings which will involve
Sep 2011
Staff evaluation of ethos. Monitoring of ‘house meetings’.
Resources for election process.
Sep 2011-04-26 Perishables
DHT and Class Teachers
Monthly 2011-2012 Planned focus June 2012 Timetable of events detailing buddy events.
Contact with Bishopbriggs Academy May 2012
Louise Pettigrew and Health Committee
Monitoring of planned activities/focus. Pulse group information.
Louise Pettigrew and Health Committee
Pulse group information.
Oct 2011
Every six weeks
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external agencies and partners e.g. Connect Services, Women’s Aid, PC Pete, Chaplin etc. Health committee to identify a charity to raise money for through sponsored ‘Healthy Activity’ e.g. skip/run/walk. Termly newsletter to parents detailing the work of the committee and the school.
April 2012
Links with identified charity. Information letters to parents. Sponsor sheets
Louise Pettigrew and Health Committee
Perishables
Louise Pettigrew and Health Committee
Termly
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IMPROVEMENT PRIORITY 3
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
RESPONSIBILITY
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
Child Protection
HEADTEACHER
1; 3; 4; 5; 6.
1.1; 1.2; 2.1; 2.2;
4 A; 4 A.2; 4 A.9;
3.1; 4.1; 4.2;
5A; 8 A
5.3; 5.6; 5.7; 5.8; 5.9; 6.1; 7.3; 8.4; 9.3. TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
‘How well do we protect children
Encouraging us, at all levels, to reflect upon practice and identify strengths and areas for improvement; Recognising the work we are doing which has a positive effect on the lives of children and their families; identifying where good quality needs to be maintained, where improvement is needed; and where we should be working towards achieving excellence; Allowing us to inform stakeholders about the quality of services to protect children in their area.
Establishes a baseline
January – June 2012
and meet their needs’. Use the evaluation toolkit to evaluate our effectiveness in supporting children and families against the associated quality Indicators. To use the HMIe toolkit to ascertain where the school can make continued improvements to child protection procedures.
Direct observation and auditing of practice Range of documentation Performance LAC/LACC children Attendance Completion of HMIe toolkit Further improve data capture in significant events chronology. Continue to work with a broad range of partners and families to continue to keep children off the Child Protection Register. Further enhance relationships with harder to reach parents and those with whom we have had to work assertively with to improve outcomes for children.
RESOURCES REQUIREMENTS
HMIe Toolkit: ‘How good are we now? How well do we protect children and meet their needs? How good can we be?’
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‘GETTING IT RIGHT FOR EVERY CHILD’ (GIRFEC) http://www.hmie.gov.uk/documents/publication/hwdwpcamtn-01.html STAFF DEVELOPMENT
Yearly staff child protection training.
MONITORING + EVALUATION
• • • • • •
Performance and specific child protection data collected and subsequent action; Proactivity of staff in raising issues and concerns; Surveys/feedback of stakeholders’ and service user views; direct observation and auditing of practice; and feedback from children. review of a range of documentation that evidences decision making and assessment of risk.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Revise HMIe document ‘How well do we protect children and meet their needs’ and link to yearly Child Protection training
By Jan 2012
HMIe document - ‘How
HT
Notes gathered to
Continue with audit
Continue from August
Audit toolkit folder
toolkit – next QI 2.1
2011
outlining QIs relating to
well do we protect
support draft Action
children and meet
Plan/Audit for collegiate
PROGRESS UPDATE
discussion.
their needs’ HT/DHT
Completion of audit
HMIe document. Action Plan drawn up
Feb 2012
Devise Action Plan
HT
Completion of Action Plan
March 2012 - ongoing
Determined by outcomes
HT/DHT
Review of systems –
focussing on areas from toolkit requiring further development. Start to devise or modify systems and
feedback from teachers
procedures currently in
and partners
place so become more methodical and
17
systematic in data management and response. Work in partnership with
August 2011 - ongoing
cluster schools and other
Partnership
HT/DHT all staff as
Outcomes for children
arrangements
required
and families as a
appropriate agencies
consequence of proactive involvement
Child Protection Committees
TBA
Cluster Agenda
HT
Track current data capture to assess ongoing effectiveness
18
IMPROVEMENT PRIORITY 4
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF
RESPONSIBILITY
EVALUATION CYLCLE THIS SESSION
Improvements in Performance
HT
6
1.1, 2.1, 5.3, 9.2,
4A, 8 A.4
9.4 TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To continually introduce more
Specific needs of all children are
Raised attainment over time.
Session 2011-12
rigorous and systematic tracking
tracked and appropriate systems
and monitoring of learners’
put in place to support all areas
progress so appropriate systems
of their achievement; particularly
and procedures can be put in place
ensuring early interventions and
to ensure all children can reach
partnership working are
their potential.
effectively implemented so no child misses out.
Can follow Venn diagram’s, Early Intervention tracking, school database and assessment results analysis to show improvements year on year. Staff have a clear agenda for applying strategies and pedagogy to meet pupils’ needs more effectively
RESOURCES REQUIREMENTS
Current Early Intervention, pupil tracking and assessment tracking database.
STAFF DEVELOPMENT
HT – Excel training raised in PRD
MONITORING + EVALUATION
More systematic flow between professional dialogue/Assessment of core curricular data and discussions pertaining to ASN and subsequent actions required, ensuring teaching staff fully involved in the process.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Early Intervention
August 11- ongoing
Fast Phonics programme
Head Teacher
Early Years Workers
tracking record enhanced
built on with Heinemann
more actively involved in
by including key staff in
Bug Club £650.
process.
PROGRESS UPDATE
19
meetings thus ensuring
Current extended writing
Assess current
appropriate strategies
procedures.
resources having
and procedures are in
Nursery staff meetings
continued impact e.g. P2
place.
Edinburgh Baseline
reading results consistent. Tracking assessment data
Venn diagram approach
January 12 - ongoing
further developed so
Staff tracking and
Head Teacher
assessment meetings
Can use more effectively to track year on year
that professional
individual, group and
dialogue can focus on
class progress so can
each child’s individual
identify stages requiring
performance and next
additional support or
steps in learning can be
development.
planned. Curriculum Development
August - ongoing
See Team’s plan
Team to contribute to
Curriculum Development
Curriculum Development
Team
Team progress Report
HT/DHT
Support group of staff
SIP e.g. to revise school’s current assessment folder to ensure it reflects the new curriculum/moderation Tracking Es and Os
Trial begins August 11
Danny Corbett
across the curriculum to
Bishopbriggs Academy –
to track progression
ensure gaps avoided
level 2 CfE overview
across Es and Os systematically
20
IMPROVEMENT PRIORITY 5
OVERALL RESPONSIBILITY
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
Children’s Experiences
DHT
1; 2; 3; 4; 5; 6.
Pupil Voice
1.1; 2.1; 5.3; 5.5;
4 A; 4 A.2; 5 A.6;
5.6; 5.7; 5.9; 8.2;
12 B; 12 B.1
8.3; 9.4.
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
Pupil Involvement across the school
Class teachers support children to become more independent learners and use AifL consistently to support this. (See Priority 1)
Learners can articulate their understanding of the learning process and engage more in revising targets and setting next steps in their own learning.
Aug 2011- ongoing
Learners are more confident about how they and their peers learn and can verbalise their next steps in learning and how this can be achieved. Higher Order thinking skills will provide a platform for learners to further enhance their skills in a range of settings. RESOURCES REQUIREMENTS
Timetables for pupil groups and outlining new routines.
STAFF DEVELOPMENT
Individual staff identified through PRD to lead Pupil Councils/Groups and supported by SMT as required.
MONITORING + EVALUATION
Action Plan progress report Pupil Feedback forms Parental feedback Staff meetings 21
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Review effectiveness of
Dec 2011
New school Council
HT/DHT
Reports provided and
current pupil councils
representatives provide
action plan drawn up to
reports on performance
outline next steps
PROGRESS UPDATE
and proposed next steps. Integrate house systems,
August 2011
assembly and Master-
Friday afternoon timetable
DHT
of events. (rotational)
Assessment of progress will be discussed in staff
classes more effectively to
meetings and a
establish a more focussed
questionnaire for pupils will
skills based learning
be devised, issues and
experience.
analysed to assess pupil feeling on new format
Involve pupils more in
Oct 2011
Timetable to share duties
HT/DHT
More ownership of dining
school duties such as dining
and responsibilities e.g.
hall organisation provides
room organisation.
tray clearing area
more pupil awareness and encourages more responsibility.
Involve pupils in seeking
Jan 2012 - ongoing
funding from various
e.g. Awards for All
HT/DHT
applications
Children become more active participants in
sources to continue with
school procedures and can
playground improvements
more confidently articulate
and break time
their role to others about
arrangements
their role in school improvement.
Pupil Pulse Groups
Re establish their profile
Timetable of dates and
in school from Aug 11
areas of focus with built in
DHT
Pupil feedback recorded and used as part of the
flexibility
school’s improvement agenda
22
Staff training on BtC4 and
August ongoing – within
how this links to Blooms
PTC
Collegiate Calendar
DHT and CTs
professional dialogue – PTC timetable
Taxonomy and the learning of higher order thinking
Class Monitoring and focus on pace and challenge
Staff meetings/ agendas
skills
Link to PRD and audit of new staff training requirements Continue to build on the in-
August ongoing – within
house training on co-
PTC
operative learning to provide opportunities for collaborative learning
Collegiate Calendar
DHT and CTs
Class Monitoring and professional dialogue –
PTC timetable
focus on pace and challenge
Staff meetings/ agendas
Interpersonal skills more apparent in pupil
Link to PRD and audit of
interactions
new staff training requirements Continue to review the
August ongoing – within
school’s learning stories,
PTC
for example to review the ‘I can..’ statements.
Collegiate Calendar
DHT and CTs
Class Monitoring and professional dialogue –
PTC timetable
focus on pace and challenge
Staff meetings/ agendas
Dialogue with pupils
Link to PRD and audit of
Learning Stories
new staff training requirements
23
IMPROVEMENT PRIORITY 6
OVERALL RESPONSIBILITY
SCHOOL AIM
HGIOS 3
SERVICE PLAN
Curriculum [for Excellence]
SMT/CTs
1; 3; 4; 6.
1.1; 2.1; 3.1; 5.1;
4 A; 4 A.2;
5.3; 5.9; 7.2;7.3; 8.4; 9.3; 9.4.
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
4 A.9
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
Establish new Curriculum for Excellence Plan for the start of the second 3 year cycle
Pupil’s curriculum structure will take account of pupils’ needs and views.
All staff will implement priorities for year one of the 3 year plan and contribute to the development of the subsequent years activities.
August 2011- June 2014
Curriculum will develop to better meet the Es and Os and become more relevant to the lives of our learners and their future requirements.
An innovative, dynamic and responsive curriculum is designed to more effectively provide opportunities for learners to achieve their potential.
RESOURCES REQUIREMENTS
ACfE 3 year plan. Curriculum resources as identified – max £600
STAFF DEVELOPMENT
In-service program includes writing and revision of priorities.
MONITORING + EVALUATION
Staff feedback during professional dialogue. Pupil and Parent feedback – e.g. Learning Stories.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Staff refresher on
August 2011
Staff audit
HT/DHT
Completion and review of
curriculum auditing 5.1
planner and feedback from
from HGioS3, ‘rational and
all staff on progress.
PROGRESS UPDATE
design of the curriculum’
24
Devise a new 3 year CfE
Continue to populate year 2
plan in conjunction with the
during August In-service
CfE 3 year Planner
All staff
Planner for year 2 complete and some broad
school’s new three year
sweep statements for year
plan. This will be done
3 considered
collegiately with staff. Staff involved in setting
August/Sept 2011
ACfE plan
HT/DHT
whole school targets for
3 year planner periodically evaluated
future curriculum change Backward mapping/review
as part of a 3 year plan.
of Es and Os identifies where curriculum change is required / needs modification / updating and the resources required to achieve this are requisitioned to enhance the teaching and learning Literacy Curriculum
August 2011- on-going
Development Team
School Improvement Plan
Literacy Curriculum
priority plan
Development Team
School Improvement Plan
Numeracy Curriculum
priority plan
Development Team
School Improvement Plan
Assessment Curriculum
priority plan
Development Team
Progress Update
contribute specific actions to the School Improvement Plan Numeracy Curriculum
August 2011- on-going
Development Team
Progress Update
contribute specific actions to the School Improvement Plan Assessment Curriculum Development Team
August 2011- on-going
Progress Update
contribute specific actions to the School Improvement Plan
25
IMPROVEMENT PRIORITY 7
OVERALL RESPONSIBILITY
SCHOOL AIM
HGIOS 3
SERVICE PLAN
Numeracy Curriculum Development Team
Curricular Development Team
3, 4, 6 and 5
7.3, 1.1, 2.1, 5.1,
15A, 4.A2 and 4.A9
– Numeracy (CDT)
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
5.3, 5.4, 5.5, 5.2, 8.2, 8.4 and 8.3
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To further develop numeracy across the whole school in line with ACfE.
To enhance pace and challenge for all children.
Children more confident and independent learners in numeracy. Children can articulate the process of learning. School Monitoring Calendar. Peer observations.
2011 – 2012
RESOURCES REQUIREMENTS
ACfE folder, GLOW/LTS, learning stories, IPlanners, long and short term planners, Heinemann Active Maths (HAM), supporting IT, Adele (Heinemann) and Linda (Nelson Thomas).
STAFF DEVELOPMENT
Using HAM – led by CDT
MONITORING + EVALUATION
Long and short term planning, Learning Stories, peer monitoring, classroom observations, jotter monitoring.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Further develop an
2011-2012 – ongoing
Acfe folder, GLOW/LTS
CDT
Class observations, jotter
understanding of Es and Os
PROGRESS UPDATE
monitoring, assessment trolley, forward planning (FP) monitoring
“I can” statements – including Problem Solving
August 2011-2012 – ongoing
Learning Stories
CDT
Class observations, jotter monitoring, assessment trolley, FP monitoring
26
Long and story term
August 2011-2012 – ongoing
planning for numeracy
IPlanner, long and short
CDT
term planning
Class observations, jotter monitoring, assessment
consistent across the
trolley, FP monitoring
school Staff development using
October 2011
HAM and supporting IT
CDT
Staff feedback form
October 2011 – ongoing
Planning
CDT
Staff feedback form
November 2011
Adele – Heinemann
CDT
Staff/Children feedback
HAM – led by CDT Use of HAM consistent across the school Research HAM Problem Solving
Linda – Nelson Thomas
Organise resources we
Start August 2011 –
currently have
ongoing
Various
from trial CDT
Better sharing of resources
27
IMPROVEMENT PRIORITY 8
OVERALL RESPONSIBILITY
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
2.1, 2.2, 5.1, 5.2, 5.3,
Curriculum Development
James Friel, Diane
Team - Literacy
Murray, Liz McDonald
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To produce Literacy and
Children will have
Literacy and English sections within
2011-2012
English section for Learning
materials which facilitate Learning Stories will reflect a Curriculum
Stories at Early, First and
their ability to engage in
Second levels which reflect
dialogue about their
the Es and Os and I can
progress in Literacy and
statements within a
English
3,4,5,6
4A.2
5.4, 5.5, 5.7, 7.2, 9.3
for Excellence.
Curriculum for Excellence. RESOURCES REQUIREMENTS
None other than perishables.
STAFF DEVELOPMENT
Staff development to take place at end of year – see below.
MONITORING + EVALUATION
Feedback from meetings and collaborative working.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Transfer early level ‘I can’
Oct 2011
PC, paper etc
Literacy development
Format reflects CfE
statements into new learning story
PROGRESS UPDATE
team Time within collegiate
format
calendar Liaise with Woodhill and Lairdsland
October 2011
None
Literacy development
Evaluation from
Primaries to produce Literacy and
28
English ‘I can’ statements at 1st and 2
nd
team
collegiate sessions
Literacy development
Format reflects CfE
levels.
Create ‘I can’ statements for first
Dec 2011
PC, paper etc
level Literacy and English which
team Time within collegiate
reflect a Curriculum for Excellence.
calendar Transfer first level ‘I can’
Jan 2011
PC, paper etc
statements into new learning story
Literacy development
Format reflects CfE
team Time within collegiate
format
calendar Create ‘I can’ statements for second
Mar 2012
PC, paper etc
level Literacy and English which
Literacy development
Format reflects CfE
team Time within collegiate
reflect a Curriculum for Excellence.
calendar Transfer second level ‘I can’
June 2012
PC, paper etc
statements into new learning story format
Literacy development
Format reflects CfE
team Time within collegiate calendar
29
IMPROVEMENT PRIORITY 9a
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON
RESPONSIBILITY
SELF EVALUATION CYLCLE THIS SESSION
Curriculum Development Team -
Curriculum Assessment
Assessment
Team
3, 6
1.1, 2.1, 2.2, 5.7,
4A2, 4A9
5.3, 5.4, 5.5, 5.7, 8.3, 8.4
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
Develop a whole school approach to
Children become more aware of
Progress can be tracked throughout
Aug 2001 – June 2012
assessment in writing.
what they need to improve and
the year and between years.
how the need to improve it. RESOURCES REQUIREMENTS
Roz Wilson Assessment for Writing, Glow, school website, parents
STAFF DEVELOPMENT
Staff training on Roz Wilson, moderation and peer moderation
MONITORING + EVALUATION
Staff tracking sheet to show progression of pupils, class teacher evaluations of pupils.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Introduce and explain
Aug 2011
Write to the Top
CDT Team
Staff have good
the Roz Wilson criteria
understanding of the Roz
to staff.
Wilson criteria and are
PROGRESS UPDATE
equipped to introduce it to their class. Create a tracking sheet
Aug 2011
CDT Team
Tracking sheets to be
for progression in
reviewed termly along
writing.
with term evaluations by SMT.
30
Teaching staff to explain
Sept 2011
Write to the Top
All Teaching Staff
Staff to provide samples
child friendly criteria to
off peer assessment for
all pupils.
SMT review of jotters.
Moderate writing as a
Nov 2011
staff.
Examples of pupils’
All Teaching Staff
writing
Evidence of moderated pieces of writing.
March 2012 Roz Wilson Assessment May 2012 Create an assessment
Criteria
Sept 2011
CDT Team
Accessible to all staff.
Dec 2011
CDT Team
As above.
Glow Group. Put examples of levelled writing and Roz Wilson assessment criteria onto
Examples of levelled
Glow Group and School
writing on website
Website.
accessible to parents.
Hold a workshop for
Feb 2012
CDT Team
Parent evaluation sheet
parents to show how
to be completed.
writing is assessed.
IMPROVEMENT PRIORITY 9b
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
RESPONSIBILITY
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
Curriculum Development Team -
Curriculum Assessment
Assessment
Team
3, 6
1.1, 2.1, 2.2, 5.7,
4A2, 4A9
5.3, 5.4, 5.5, 5.7, 8.3, 8.4
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
Develop a whole school approach to
Children become more aware of
Progress can be tracked throughout
Aug 2001 – June 2012
31
assessment in maths.
what they need to improve and
the year and between years.
how the need to improve it. RESOURCES REQUIREMENTS
Range of published maths resources.
STAFF DEVELOPMENT MONITORING + EVALUATION
Staff tracking sheet to show progression of pupils, class teacher evaluations of pupils.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Carry out an audit of
Aug 2011
Audit sheet
CDT Team
Completed audit sheet
mental maths
PROGRESS UPDATE
to SMT.
resources. Create a bank of mental maths activity resources for all
Aug 2011 Dec 2011
Various mental maths resources
March 2012
Termly maths tests
Nov 2011
TJ maths books
March 2012
TJ homework folders
check-up questions.
May 2012
Each stage to receive a booklet containing mental maths
stages.
based on TJ Topic
CDT Team
activities. All Teaching Staff
Tracking sheets to be reviewed termly along with term evaluations by SMT.
32
IMPROVEMENT PRIORITY 10
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF
RESPONSIBILITY
EVALUATION CYLCLE THIS SESSION
Meeting Learners’ Needs
DHT/HT
3; 4; 6
1.1; 2.1; 5.1; 5.2;
4 A.2; 8 A.1
5.3; 5.6; 6.2 TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
To further enhance our school’s
All children are individually
SMT can clearly see links to
arrangements to support our most
monitored so that no child is left
appropriate tasks and activities
vulnerable, address barriers to
behind.
which are differentiated, provide
learning and ensure children’s individual learning and social needs are being met.
Learning matched more
TIMESCALES
pace and challenge for all learners.
systematically to individual
Outcomes from systematic tracking
needs, abilities and aptitudes.
signposts next steps and priorities
Tasks and activities challenge all learners.
for action to ensure a programme for meeting individual needs are applied.
RESOURCES REQUIREMENTS
Medium and Short term Planning. Support Group Timetable. Early Intervention tracking format.
STAFF DEVELOPMENT
SCD meetings. Audit of new staff.
MONITORING + EVALUATION
Evaluations including teacher end of term. Planning folders. Planning meeting feedback. Support plans. Monitoring processes. Early intervention tracking and assessment processes.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Revise short term
June/August 2011
Short Term Plan
DHT/ Class Teachers
School end of term
planning format to
PROGRESS UPDATE
Evaluations
ensure differentiation/challenge
SMT professional meetings and planning
33
and inclusion are central. Teacher’s planning will
meetings with staff August 2011- ongoing
more consistently reflect
Medium and short term
Class Teachers
planning
SMT professional meetings and planning
content of pupil support
meetings with staff
plans and the relevant Support Plan evaluations
Experiences and Outcomes.
Parental comments
More effective planning
Termly Assessment and
of pupil support groups
review
Support Group Timetable
DHT
Support Staff Timetable
will ensure learner’s are
Classroom Monitoring Individual pupil monitoring
more included and that there is a more rigorous
Peer monitoring
approach to ensuring over-learning does not
Teachers Planning
take place. Effective use of Support staff Early intervention tracking becomes a more
Ongoing
Early Intervention tracking Records
systematic and is
HT
Action points highlighted on each report checked off on completion to
included in the school’s
Monitoring Calendar –
ensure no child’s needs
monitoring calendar.
nursery and school
being missed
34
IMPROVEMENT PRIORITY 11
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF
RESPONSIBILITY
EVALUATION CYLCLE THIS SESSION
Improvements through Self Evaluation – also see Priority 5,7,8.
HT
5
5.9
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To use evaluative processes to continually analyse school performance and outline areas for future improvement.
Continual improvements to learning and teaching and the achievements of all learners.
Staff, learners and stakeholders more involved in process of evaluation.
August 2011 - ongoing
RESOURCES REQUIREMENTS
HGioS 3; Child at the Centre; Journey to Excellence; How good are we at protecting our children and families; standardised and diagnostic testing data; school tracking and monitoring procedures.
STAFF DEVELOPMENT
In-house Curriculum and Staff Development workshops.
MONITORING + EVALUATION
School Improvement Plan updates; feedback from stakeholders; quantitative and qualitative data gathered from a range of sources and included in school self evaluation folder.
Open, honest and transparent dialogue leads to real change and sharing of good practice.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Review Vision, Values and
Apply across the school
School Timeline: ‘Vision,
HT
Learners able to engage
Aims as enter new 3 year
community from August
Values and Aims – Active
in dialogue about Vision,
cycle.
2011
participation of
Values and Aims
PROGRESS UPDATE
stakeholders’. Staff actively promote the school’s vision, values and aims Parents and stakeholders more aware of the
35
school’s improvement agenda Staff contribute to the
Ongoing development
School Improvement
through session 11/12
Collegiate timetable
HT/DHT/CTs
involved in the process of In-service agendas
Planning process,
Staff more engaged and school improvement and
including periodic reviews
more comfortable in
of progress, focussing on
using evaluative language
tasks/actions that impact on learners’ success. Through more
August - ongoing
Additional copies of
All staff
Staff continue to
involvement in school
HGioS3 acquired to
become more
improvement and self
supplement copies each
comfortable with the use
evaluation all staff
CDT have.
of evaluative language
become more familiar
and terminology
with self evaluation
‘Journey to Excellence’
pertaining to Quality
process and associated
Part 4 and 5 for each
Indicators
terminology
CDT
36
IMPROVEMENT PRIORITY 12
OVERALL RESPONSIBILITY
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON SELF EVALUATION CYLCLE THIS SESSION
Parent Pulse Group – School Improvement priorities
Headteacher
1; 3; 4; 6.
1.1; 2.1; 5.1;5.2; 5.3; 5.5; 5.7; 8.1;8.4.
4 A; 4 A.2; 4 A.9.
Tasks relate to general discussions held by group TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
To continue to develop provision for all children, ensuring the needs of the more able or those who require additional challenge are not being overlooked whilst the needs of those who are finding it hard to access the curriculum are being supported.
Children at all stages are being sufficiently challenged, motivated and supported .
More children falling into the categories of achieving in all core areas during Venn diagram process.
Session 2011-12
Opportunities for independent learning and responsive planning become more embedded.
Tracking database showing improvement over time
RESOURCES REQUIREMENTS
Support from Marie Foley’s team
STAFF DEVELOPMENT
In-service from Marie Foley’s team
MONITORING + EVALUATION
Peer monitoring; classroom observations; planning monitoring and professional dialogue; staged intervention; learning Stories; parental feedback; Venn diagrams over time and subsequent action reports; tracking database.
Assessment results show improvements for all ability groups.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Act on the Able Pupil Policy
August ’11 – June ‘12
Able Pupil Policy and
All teaching staff
Checklists contained in
now written and apply
checklists.
PROGRESS UPDATE
school assessment folder
37
checklists as appropriate. Use the Early Intervention
August ’11 – June ‘12
and Venn diagram data
Early Intervention
HT/DHT and teaching
Track Early Intervention
Tracking
staff
and Venn diagrams over
systematically to ensure all
time to analyse trends. Venn diagrams
children’s needs are being highlighted and the needs
Staged Intervention
of the more able are noted,
Evaluations and
strategies for support
parental/pupil meetings as
discussed and staged
part of Staged
intervention used where
Intervention process
appropriate. Using the approaches above ensure the children
August ’11 – June ‘12
Early Intervention
HT/DHT and teaching
Track Early Intervention
Tracking
staff
and Venn diagrams over
‘in the middle’ are not being overlooked and that this data influences teachers planning e.g.
time to analyse trends. Venn diagrams SMT and teacher Staged Intervention
differentiation and
Teacher long and short
application of Higher
term planning and end of
Order Thinking Skills
term evaluations.
linked to BtC4
professional dialogue written up as part of planning meetings. Teacher end of term evaluations.
38
IMPROVEMENT PRIORITY 13
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
SCHOOL QI ON
RESPONSIBILITY
SELF EVALUATION CYLCLE THIS SESSION
Avril McLean
NURSERY SPECIFIC
2,5,6
1.1, 2.2, 4.1, 4.2, 5.3, 5.5, 5.7, 8.1, 9.3
MEASURES OF SUCCESS
4A2, 4B1, 5A4, 5A5, 5A6
TARGET
IMPACT ON LEARNERS
TIMESCALES
Development of Community Partnerships
Children will become more Number of new contacts that lead to August 2011 – June 2012 involved in our community and on-going relationships with community partnerships will become more partners. involved in the life of our centre giving a wider range of experiences to our learners.
RESOURCES REQUIREMENTS
Parents, Willing Community Partners, Collegiate time to check matching to Curriculum
STAFF DEVELOPMENT
E’s and O’s pertaining to involvement and learning in the wider community
MONITORING + EVALUATION
The Uptake of involvement with community partners.
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Cold calling all businesses
Oct ‘11
Parents
Parents & All Nursery
Increased number of
Staff
potential partners
Staff
Increased level of
in the area Encourage new partners into the nursery
Nov ’11 – Dec ‘11
PROGRESS UPDATE
community involvement in the life and work of the nursery and in supporting curriculum delivery
39
Parents and Staff draw
Nov ‘11
Planner
up plans of visits to the
Parents & All Nursery
Plan created
Staff
community Key workers & Parents
Dec ‘11
Parents and Key Workers
arrange community visits
Evidence kept of community visits e.g. website
Feedback form
April ‘12
Feedback Form
Avril
Form designed and issued to stakeholders to gather their views. Information collated and used to improve partnerships.
Monitor Success meeting E’s and O’s
May ‘12
Monitoring Form
Avril
Tracking format in place to review where Es and Os have been covered and where gaps exist. This will be shared with P1 staff as part of the transition process.
40
IMPROVEMENT PRIORITY 13b
OVERALL
SCHOOL AIM
HGIOS 3
SERVICE PLAN
RESPONSIBILITY
SCHOOL QI ON SELF EVALUATION
NURSERY 2
CYLCLE THIS SESSION
Avril McLean
NURSERY SPECIFIC
3, 4, 5, 6
1.1, 2.1, 5.1, 5.2, 5.3, 5.4, 7.3, 8.2, 8.3
4A2, 4A9, 5A4
TARGET
IMPACT ON LEARNERS
MEASURES OF SUCCESS
TIMESCALES
Development of Numeracy across the curriculum as per local authority inspection report May 2011.
Numeracy introduced in variety of contexts. More opportunities to experience numeracy inside and out.
Evidence of numeracy across the curriculum.
August 2011 – June 2012
RESOURCES REQUIREMENTS
Networking & Planning time to ensure Numeracy in all areas as much as possible.
STAFF DEVELOPMENT
Look for appropriate CPD opportunities.
MONITORING + EVALUATION
Nursery monitoring visit, Peer monitoring for numeracy, Monitoring Calendar, Class teacher evaluation of forward plans, Individual pupil meetings, Staff PRD
TASKS / ACTION
TIMESCALE (By……)
RESOURCE REQUIREMENTS
PERSON RESPONSIBLE
MONITORING AND EVALUATION ARRANGEMENTS
Visit other nurseries to
Oct ‘11
CPD TIME
All staff
Report on visits, eg
see numeracy in their
resources used etc Report sheet
establishments. Ensure numeracy now
Oct ’11 & ongoing
Forward Plans
features on forward
Avril weekly & HT
Monitoring of Forward
monitoring of F/Plans
Plans – See monitoring
plans weekly. Order new numeracy resources ensuring we
PROGRESS UPDATE
calendar Dec ‘11
Catalogues, ideas from
Avril
Ensure Best Value
other nurseries, Staff
41
have some for active
consultation time.
outdoor area Peer Monitoring
Feb ‘12
Peer monitoring form
All Staff
HT Monitoring visit
See Monitoring calendar
Monitoring Feedback
Garry
Form
Garry to tell staff if he can see increase in Numeracy across the curriculum.
42
PERIODIC AND RESPONSIVE EVALUATION OF IMPROVEMENT PLANS IMPACT ON LEARNERS
In evaluation: Performance Data; People’s Views; Observation of Impact Term 1 notes
Term 2 notes
Term 3 notes
General
CAPACITY TO IMPROVE
THE FOLLOWING SECTIONS INCLUDE AS REFERENCE POINTS: HOW GOOD IS OUR SCHOOL 3 [HGIOS3] KEY AREAS EAST DUNBARTONSHIRE COUNCIL EDUCATION SERVICE PLAN ACTION POINTS THE NATIONAL PERFORMANCE FRAMEWORK NATIONAL PERFORMANCE FRAMEWORK STRATEGIC OBJECTIVES
43
HGioS 3
Parents, pupils, colleagues etc. This is a summary of our improvement plan highlighting the developments we will be taking forward across the next three years. A full version of the development plan can be made available to you on request. This will also be placed on our website after it has been evaluated and agreed by the Education Quality Development Service [EQDS] The development plan focus stems from HMIe’s self evaluation framework How Good Is Our school 3 [HGIOS 3] This framework concentrates of 9 Key Areas. • Key Performance Outcomes • Impact On Learners • Impact On Staff • Impact On The Community • Delivery Of Education • Policy Development and Planning • Management And Support Of Staff • Partnership And Resources • Leadership Our Improvement Plan will focus on aspects of 3 of the above 3 key areas.
Journey to Excellence Dimension 1: engages young people in the highest quality learning activities Dimension 2: focuses on outcomes and maximises success for all learners Dimension 3: develops a common vision across children and young people, parents and staff Dimension 4: fosters high quality leadership at all levels Dimension 5: works in partnerships with other agencies and its community
44
Dimension 6: works together with parents to improve learning Dimension 7: reflects on its own work and thrives on challenge Dimension 8: values and empowers its staff and young people Dimension 9: promotes well-being and respect Dimension 10: develops a culture of ambition and achievement
HOW GOOD IS OUR SCHOOL 3 [HGIOS3] The national framework for self evaluation which is the process of Improvement Planning and Reporting on Improvement is called ‘How Good Is Our School. This is divided into 9 Key Areas: 1] Key Performance Outcomes 2] Impact on Learners 3] Impact on Staff 4] Impact on the Community 5] Delivery of Education 6] Policy Development and Planning 7] Management and Support of Staff 8] Partnerships and Resources
45
EAST DUNBARTONSHIRE COUNCIL EDUCATION SERVICE IMPROVEMENT ACTIONS 4 A
EDUCATION ACHIEVEMENT IN EAST DUNBARTONSHIRE IS CONTINUOUSLY SUSTAINED AND IMPROVED
4 A.1
Review strategies to promote positive behaviour as part of the continued implementation of ‘Better Behaviour Better Learning’
4 A.2
Support innovative learning and teaching with a focus on the following high level priorities: • CURRICULUM FRAMEWORK - formation of structures to support the development of experiences and outcomes • CURRICULUM FLEXIBILITY - review the structure of the day to enable the delivery of a broad and balanced education • SKILLS FOR LEARNING, • SKILLS FOR LIFE AND SKILLS FOR WORK - continued implementation of Determined to Succeed • LEARNING AND TEACHING - increase uptake and usage of Glow / develop a Teaching for Effective Learning framework / implementation of the assessment framework
4 A.3
Ensure the delivery of consistent and appropriate sexual health and relationships education in all school and establishments
4 A.4
Review progress of Emotional Health and Wellbeing Multi Agency Review group
4 A.5
Develop an Emotional Health and Wellbeing Action Plan
4 A.6
On going implementation of Health Promoting and Nutrition Act
4 A.7
Devise and implement strategies to promote participation in physical activity and sport through active schools’ teams
4 A.8
Devise and implement strategies to promote participation in physical activity and sport through active schools’ teams 4a.8 Implementation of programmes to enable young people to access a wide range of opportunities to develop creativity and ambition across all art forms
4 A.9
Opportunities are provided to support the continuing professional development of all professionals working with children
4 A.10 4 A.11
Opportunities are provided to support and develop Gaelic language and culture
4 A.12
Develop and East Dunbartonshire Gaelic Implementation Group Action Plan
4 A.13
Develop an East Dunbartonshire Record of Achievement in line with national guidance
46
4 A.14
Engage with future SEEMIS developments
4 B
SCHOOL LEAVERS ENTER EMPLOYMENT, TRAINING OR FURTHER AND HIGHER EDUCATION WITH A FOCUS ON AND SUPPORT FOR YOUNG PEOPLE WHO REQUIRE MORE CHOICES AND MORE CHANCES
4 B.1
Implement of More Choices, More Chances Action Plan 2008 – 2011
4 B.2
Respond to the requirements of the National 16+ Learning Choices agenda
5 A
PROSPECTIVE MOTHERS, PARENTS AND CHILDREN BENEFIT FROM HIGH QUALITY HEALTH, CHILD CARE EDUCATION AND SUPPORT SERVICES
5 A.1
The fitness needs of girls and young women are understood and a schedule of activities to address those needs is implemented
5 A.2
Increase ‘Smile Too’ accreditation in all pre-school centres
5 A.3
Increase tooth brushing activities in early years classes
5 A.4
Support innovative learning and teaching in pre-school establishments through the Curriculum for Excellence Implementation Plan
5 A.5
Contribute to an inter agency working group to take forward the objectives on the Early Years Framework
5 A.6
Extend the roles of Parent councils to engage more actively in the work and life of schools
7 A
EQUALITY OF OPPORTUNITY IS IMPROVED ACROSS ALL EQUALITY STRANDS
7 A.1
Review policies which promote the wider equalities agenda within the Education Service
8 A
CHILDREN, YOUND PEOPLE AND FAMILIES BENEFIT FROM A JOINED UP CARE, WELFARE AND LEARNING INFRASTRUCTURE
8 A.1
Embedding of revised systems and structures for staged intervention
8 A.2
Transition strategies for children with additional support needs will be reviewed in line with current policy
8 A.3
Implementation for the National Framework for Standards for protecting children and young people
47
8 A.4
Service for children and young people who are looked after or looked after and accommodated are reviewed and further developed
12 B
A MORE ATTRACTIVE AND SUSTAINABLE BUILD ENVIRONMENT
12.b 1
Education establishments participate in Eco-school projects and accreditation within the curriculum
15 A
EAST DUNBARTONSHIRE HAS EFFICIENT, CUSTOMER FOCUSED AND ACCESSIBLE SERVICES WHERE BEST VALUE IS DELIVERED COLLECTIVELY
15 A.1
Elicit views of stakeholders to determine levels of satisfaction with the Education Service
15 A.2
Education service personnel ensure that the current plan is aligned to Single Outcome Agreement
15 A.3
Education Service officers are identified and trained in the use of ‘Covalent’ as a performance reporting tool
15 A.4
To work in cooperation with other council services to collate individual work and requirements around existing public sector equality duties, into a Single Equality Scheme.
48
THE NATIONAL PERFORMANCE FRAMEWORK The National Performance Framework encompasses High Level Targets relating to: • growth • productivity • participation • population • solidarity • cohesion • sustainability Permeating these High Level Targets are Five Strategic Objectives: • wealthier and fairer • smarter • healthier • safer and stronger • greener These 5 areas are addressed through 15 National Outcomes.
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NATIONAL PERFORMANCE FRAMEWORK STRATEGIC OBJECTIVES WEALTHIER + FAIRER National
SMARTER
HEALTHIER
SAFER + STRONGER
GREENER
1
We live in a Scotland that is the most attractive place for doing business in Europe
2
We realize our full economic potential with more and better employment opportunities for our people
3
We are better educated, more skilled and more successful, renowned for our research and innovation
4
Our young people are successful learners, confident individuals, effective contributors and responsible citizens
5
Our children have the best start in life and are ready to succeed
6
We live longer, healthier lives
7
We have tackled the significant inequalities in Scottish society
8
We have improved the life chances for children, young people and families at risk
9
We have improved the life chances for children, young people and families at risk
10
We live in well designed, sustainable places where we are able to access the amenities and services we need
11
We have strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others
12
We value and enjoy our built and natural environment and protect it and enhance it for future generations
13
We take pride in a strong, fair and inclusive national identity
14
We reduce the local and global environmental impact of our consumption and production
15
Our public services are high quality, continually improving, efficient and responsive to local people’s needs
Outcomes
Progress Check – Evaluating the Schools Previous Improvement Plan 50
General Overview of School Improvement Priorities No
Improvement Priority
Evaluation / Impact
1
Support for Learning
Able – greater focus on meeting the needs of our more able. IEPs – staff trained, IEPs drawn up, linked to planning and monitored Dyslexia – as now have input from Educational Psychologist, after a two year break, the children we have identified are receiving diagnosis.
2
Development of the key areas of A Curriculum for Excellence.
Active – active learning approaches now moved from P1 throughout infants and through class monitoring evidence of application across school. Outdoor – classroom observations, planning and general SMT observations show this is being used more widely. CDTs – 3 teams established and have contributed to School Improvement Plan. Learning Stories – trail from January well received by pupils, parents and staff. (also see Pupil and Parent Pulse groups). IDL – planning shows evidence across the school that this is being appropriately applied.
3
Self Evaluation across the school.
Staff Involvement – increasing year on year and staff taking increased leadership role. Tracking and monitoring procedures – New procedures brought in at the start of 2011, once an acting DHT was in post, were well received and applied to ensure all children’s needs were being monitored and acted upon. These are continually developing. Peer Monitoring – becoming more embedded. 360 degree questionnaire – undertaken, information collated, analysed and action reports issued to staff groups. Staffwise – organisation we had arranged training with closed their Scottish division due to cutbacks
Evidence Able pupil policy and recording process. Child won bursary to Glasgow Academy. IEPs in place and being linked to planning. Staged intervention targets linked to Es and Os. Now have Psych Ed – more diagnosis. Support for Learning Audit. Active Learning increased throughout school. [Detailed within planning and observations] Outdoor Learning increased throughout school. [Detailed within planning and observations] Learning stories being developed across school with increased emphasis on AifL strategies. Reviewed as part of assessment monitoring. Curriculum Development Teams have a clearer agenda for future developments – as outlined in areas written by each team SIP. Outcomes from in-service and school workshops. Tracking database; Individual Pupil tracking process leading on to focussed professional discussion that identifies strategies to be applied and targets to be set; early Intervention tracking. Peer monitoring timetable and agreed focus linked to SIP. 360 degree folder of evidence and responses.
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4
5
Health and Wellbeing
Equality, Diversity and Disability.
6
Continue to implement a range of effective learning and teaching strategies across the school to engage, motivate and involve pupils in the learning and teaching process.
7
Nursery specific.
PSE/Citizenship – awaiting authority SHRE programme and permanent DHT before proceed. FME – much greater staff awareness of the sensitivity surrounding this. Restorative/Sacro [Peer Mediation] Nurture – due to rationalisation, no staffing available to take this forward PSGs – play an active role in planning next steps to continually improve outcomes for learners and families Advice networks – meetings e.g. support network for parents on Autism have occurred but it is hoped to extend further e.g. Dyslexia Support Group Action Plan – drawn up Staff Awareness – staff more aware of new legislation Policy and presentation – new policies and public facing information comply with the letter and spirit of the new legislation
Co-op learning – whole staff training delivered and staff beginning to apply principles. Further staff training to be delivered by authority 2011-12 Learning Unlimited – resources used to support probationers and assist with AifL. To be further developed in 2011-12 BTC – staff awareness continues to grow and develop through school programme of Staff and Curriculum Development e.g. BtC4 and links to Higher Order Thinking Skills Parental/Community Involvement – progress made e.g. parent group in place but would like more parents to participate in nursery events Assessment -
Class teachers adopting processes for anonymous self registration. More focussed Assemblies/Links to Bounce Back resources. PSG minutes and subsequent action.
Action Plan. In-service agenda. Website and other resources more reflective of our diversity. Differentiation more evident in short term planning with more pupils needs being met in class. In-service agendas and workshops. Staff evaluation forms.
Parent Group now established. Community events have taken place and funds raised.
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Main School Improvement Priorities for the following 2 sessions – as part of 3 year planning cycle 2012-13 CfE – matching Es and Os as a starting point within planning process – [see below]. Learning and Teaching – embedding AifL Self-evaluation Health and Wellbeing Staff Development – ongoing determined by training needs of range of new staff
2013-14 CfE Self-evaluation
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Three Year Planned Implementation of A Curriculum for Excellence Timescale
Strategic Target
Implement A Curriculum for Excellence – Numeracy and Mathematics, Literacy
Outcome & Impact
•
Programme of study for Literacy (Cluster) and Science (Cluster) will reflect ACE outcomes, consequently pupil attainment will improve along with the quality of their learning experiences.
•
Pupils’ attainment and skills development will increase.
•
Pupils’ learning is relevant, meaningful and purposeful.
•
Pace and progress of learning matches pupils’ needs
•
Pupils’ attainment and skills development will increase.
•
Pupils’ learning is relevant, meaningful and purposeful.
•
Pupil attainment is well matched to outcomes and supports next steps for learning
•
Assessment of pupil progress and attainment is concise and matched to outcomes
•
Pupils’ attainment and skills development will increase.
•
Pupils’ learning is relevant, meaningful and purposeful.
•
Pupils’ learning experiences are consistent and support improved pace of learning, attainment and achievement
(Cluster) and English, Health & 2011 - 2012
Wellbeing, Science (Cluster)
Develop strategies and approaches to assessment of pupil progress.
Continue to implement A Curriculum for Excellence in line with School/Cluster priorities 2012 – 2013 Planning and assessment is linked to outcomes for pupils
2013 - 2014
Continue to implement A Curriculum for Excellence in line with Cluster priority
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