Education Resources

Lamington Primary School Standards and Quality Report

Session 2015/2016 Name of Learning Community: Biggar

SECTION

CONTENTS

Section 1: Standards and Quality Report 1A

Introduction, Statement of Purpose and Improvement Objectives and Aims of Learning Community

1B

Establishment aims

1C

Establishment Standards and Quality

Section 2: Planning for Improvement 2A

Establishment Position in Relation to Education Resources Improvement Priorities

2B

Improvement Priority Action Plan – Option 1 Improvement Priority Action Plan – Option 2

1A

Introduction The Staff

The Standards in Scotland’s Schools Act (2000) places a duty on schools to produce an annual report on its work and the strategies it is implementing to raise education standards for all pupils. This report has been written to provide information to parents/carers and other stakeholders about the work of Lamington Primary School and to celebrate our successes.

Mrs Jill Kennedy Head Teacher Mrs Linda Mackay Principal Teacher

P1-4

Ms Louise Watson / Mrs Jane Venerus P5-7 Mrs Jane Venerus French & CCC

About our school

Ms Joanne Campbell PT cover Mrs Janice Cross Team Leader Ms Geraldine Cassels Support Services Assistant

Lamington Primary School is situated in the village of Lamington. Our new school opened on 19th June 2014. The school forms part of the Biggar Learning Community. Lamington Primary is an inter-denominational and co-educational school catering for children between the ages of 5 and 12, with a current roll of 26. The total capacity of the school is 50.

Mrs Sandra Rout Caretaker / Cleaner

Stages covered Primary 1 – Primary 7

Ms Kim Ross Specialist Support Teacher

Mrs Sandra Wearden Cook Mr Steven Johnstone Music Teacher

Contact details

Lamington Primary School Telephone: Fax: Email:

01899 850249 01899 850323

[email protected]

Website: www.lamington-pri.s-lanark.sch.uk

Vision, Aims and Values

Vision: To work in partnership with parents and their child/children to prepare them for life within and beyond school and provide a happy, fully inclusive and supportive environment where all are successful and achieve their full potential. We aim for all our children to become successful learners, confident individuals, responsible citizens and effective contributors to society. We aim for everyone in our learning community to become successful learners, confident individuals, responsible citizens and effective contributors to society. Lamington Primary a place where everyone strives to ‘Be the best they can be’ Aims: •

To enable our children to be successful learners by continually striving to raise their levels of attainment and achievement.

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To provide learning experiences which are engaging, enjoyable, motivating and challenging, that will ensure that every young person reaches their full potential. •

To ensure that all are treated fairly and justly irrespective of social, religious and cultural differences promoting social justice and inclusion for all.

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To reward and celebrate individuals’ achievements.

Values:

1.Responsibility 2.Caring 3.Fairness 4.Respect 5.Honesty Our values underpin our curriculum

After-School Clubs Funding from 2014 Communities has made it possible to have football, streetdance and judo after- school clubs. Active schools have also run after-school netball and athletics lunchtime clubs. Clubs run for 4 weeks and places need to be booked in advance. Parents support the school with after-school choir.

1A

Education Resources Statement of Purpose

The vision of South Lanarkshire Council is to ‘Work Together to improve the quality of life for everyone in South Lanarkshire’. The purpose of Education Resources is to support this vision through ensuring that all learners: • are effectively supported to raise their attainment and achieve their full potential; • benefit from an appropriate range of learning opportunities which match their individual needs; • are actively engaged, as appropriate, in evaluating the quality and impact of their learning experiences, and • are safe and feel valued when using Education Resources premises. This will be achieved by ensuring that all learners: • access a curriculum which reflects national and council priorities and best practice in education; • experience a motivated and professional workforce who demonstrate best practice in providing opportunities for learning; • have access to modern resources which are used effectively to maximise the impact of learning experiences, and • benefit from partnership working and the integration of services.

Aims of the Learning Community All staff in establishments and teams in the Biggar Learning Community are committed to working together to : • raise standards of educational attainment and achievement especially in the core skills of literacy and numeracy at all stages; • share practice, use current knowledge, reflect on and evaluate practice to support continuous improvement; • promote and secure equality and help every young person benefit from education with particular regards to pupils with additional support needs; • work in partnership with parents and others in the community to develop the children’s respect for self, one another and others in their community; • integrate services to support all children to become successful learners, confident individuals, responsive citizens and effective contributors, and • create and maintain environments which are conducive to high quality learning and teaching.

1B

Establishment Aims

1. Key performance outcomes 1.1 To provide a progressive and challenging curriculum embracing the aims, visions and values of Curriculum for Excellence allied to the highest quality of teaching and learning. 2. Impact on learners/Impact on children 2.1 To ensure that all children maintain high and realistic expectations and are provided with high quality experiences in order that they develop to their fullest potential within a climate where learners are motivated and actively involved in their own learning and development. 3. Impact on staff 3.1 To ensure all staff are fully committed to and actively involved in, the life of the school. 3.2 They are motivated, committed, reflective and eager to assume leadership roles at all levels related to the improvement priorities of the establishment. 3.3 Staff are fully supported within the establishment to further develop their own skills through meaningful CPD activity. 4. Impact on the community 4.1 To ensure that parents, carers, families and the whole-school community are committed to and are provided with opportunities to become actively involved in the life of Lamington Primary School and help produce young people who can effectively contribute to society. 4.2 To seek and embrace opportunities to engage with the wider community of Lamington and Biggar Learning Community. 5. Delivery of education/Provision of early education 5.1 To provide an establishment which provides an inclusive, challenging curriculum which meets the needs of all learners; where attainment and achievement is recognised; where partnership is sought and all stakeholders are treated equally and with respect; where planning and assessment procedures ensure that opportunities are maximised for all pupils within a safe and caring environment. 6. Policy development and planning 6.1 To provide a range of policies and improvement objectives for all areas of the establishment where all staff are actively involved in their formulation and evaluation. 6.2 To encourage staff to be reflective and self-evaluative in their practice by using How Good Is Our School 3 and Journey to Excellence. 7. Management and support of staff 7.1 To provide a caring and positive environment which fosters a sense of identity and pride; where everyone is valued and teamwork is promoted; where communication lines are open and clear; where staff are effectively deployed with clear remits and have opportunities provided to enhance their professionalism. 7.2 Procedures are in place for PDR and provision of opportunities to develop. Partnership and resources/Resources 8.1 To provide quality resources which are sufficient in their range and appropriateness and are utilised to their fullest potential to benefit the whole school community. 8.2 To embrace partnership working with a range of agencies where an ethos of openness and clarity is evident. 9. Leadership 9.1 To provide high quality leadership within a professional climate. To facilitate opportunity for continuous improvement through a process of consultation, planning, implementation, monitoring and evaluation. 9.2 To utilise distributive leaderships techniques to encourage leadership capacity in all stakeholders.

1C

Establishment Standards and Quality

How well do our children learn and achieve? Existing Strengths: • The school has a strong, positive, shared vision and ethos that has the concept of learning at its core. • The school has maintained very good levels of attainment in reading, listening & talking, writing and mathematics and numeracy over the last four years. • Most pupils in P1, P4 and P7 are secure within cfe for levels. • Summative tests show that 92% of pupils attain reading and 84% spelling ages at or above their chronological age. Those who are not attaining in accordance with age have curricular targets and/or are monitored closely. • Most children have made very good progress from previous levels of attainment and next steps in learning have been clearly identified • Continued use of standardised testing allows staff to track individual attainment and compare attainment trends over time, in reading, spelling and maths. • P1 reading tests administered twice in session to monitor progress and support professional judgement. • Tracking shows that almost all pupils are now progressing well at the appropriate levels in literacy and numeracy. • The school has taken positive steps in tracking and encouraging pupils to develop their wider achievements and celebrate their success. Pupils identify and select examples of their best work, linked to personal targets and four capacities of CfE, for inclusion in their Learning Journey • Moderation success criteria for Literacy and Maths & Numeracy have been developed to support teacher judgements, in the Learning Community. Exemplar folders to support moderation within writing, reading and L&T have also been developed. • Learning Journeys evidence pupils planning and evaluating their own learning. • Stonelaw reading is supporting pupils to apply learning in a range of contexts.

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The school improvement plan has been instrumental in bringing about a collegiate approach to whole school improvement. This can be evidenced across the school and has brought about improved learning and teaching. All learners are encouraged and given opportunity to be actively involved in their own learning. Personalisation and choice is facilitated in our approaches to interdisciplinary learning, allowing all learners to contribute their ideas at the planning stages and in responsive planning throughout topics. Approaches to Assessment is for Learning allow for a sharing of success criteria with learners, encourage learners to set their own success criteria and be involved in self/peer assessment. Assessment information is used to plan next steps in learning. Pupil committees, questionnaires and involving pupils in monitoring activities are all ways in which we seek the views of our learners. These views are acted upon and impact on whole school improvement. Improvements in methodology, including TACLAN focus for teaching staff. All staff have high expectations for children and a deeper understanding of the shared responsibility for educating the whole child. All staff share clear learning intentions and success criteria with pupils and formally record these in jotters, Learning Journeys and/or on class displays.

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Pupils are highly motivated and enthusiastic about new learning experiences and are now more involved in target setting and evaluating progress through Learning Journeys. Conversations with learners show that most pupils can articulate the relevant learning intention. Almost all pupils speak confidently about what they are learning and most can discuss skills for learning as well as knowledge development. Monitoring shows most pupils being able to apply literacy and numeracy skills across their learning e.g. good written reports in science, talking accurately about learning. All pupils are given the opportunity to share their learning and achievement with their peers, and wider school community, including parents and carers at assemblies and class visits. The good opportunities to use technology in the classroom have had a positive impact on learning and engagement. Pupil Voice is enabled through the Pupil Council, Eco Committee, Credit Union, Buddying, sporting achievements, playground play leaders and opportunity to participate in educational excursions to enhance learning. Pupils work as play leaders and JRSO group where they work collegiately to raise issues of concern and identify areas for improvement All pupils in school have had the opportunity to develop their skills as effective contributors and responsible citizens through assembly presentations, environmental activities and Pupil Council initiatives. P6& 7 have the opportunity to attend a week long residential experience and P4&5 also have the opportunity to attend a one night residential experience to support transition and HWB. All children are given regular opportunities to be involved in charitable work enabling them to develop their awareness of the needs of others. Pupils are benefiting from outdoor learning experiences, including creative use of the school grounds and local woodland. Planned whole school experiences, for example, Eco days, Health days, Fairtrade days, working with business partners, participation in sporting events, community initiatives, Rotary quiz, Abington chuch, Holy trinity chapel and Scottish celebrations are providing pupils with opportunities to develop skills for life, skills for learning and skills for work. There are opportunities for all learners to develop personal and wider achievement by involvement in the life of the school, through a wide range of after school-activities eg sports, gardening, choir. The school has very good methods of celebrating success and recognising achievements for example, through weekly assemblies, HT Comment Cards, Golden Moment Folder and Wall. The school has a Health Promoting Schools Gold award, Unicef RRSA level 1 award and two Eco-schools Scotland Green Flags in recognition of the wide range of environmental work undertaken by pupils. We actively seek funding opportunities to enhance our learners’ experiences.

. Areas for development:

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Further develop the consistency of high standard teaching and learning across all stages and all curricular areas, while ensuring that learners regularly receive high quality feedback on their learning, identifying achievements, successes and next steps Teachers should continue to engage in moderation activities in order to ensure an accurate and

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common standard of achievement in reading, writing and mathematics. Further develop pupil Learning Journeys Further opportunities to embed ICT across the curriculum

1C

How well does the establishment support children to develop and learn?

Existing Strengths: • • •

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There is a clear curriculum plan that highlights key aspects of learning and expectation at each stage. Our curriculum planning continues to take into account the principles of curriculum design with confidence and knowledge in Curriculum for Excellence All staff have been involved in reviewing our curriculum. We have clearly identified areas for improvements, acted upon these and improved our practice. There is effective teamwork and collaboration working across the whole school team as well as with parents and external agencies. Pastoral care in the school is very good. Positive steps are taken to ensure that family circumstances, social and emotional factors and health needs are promptly identified and addressed. Staff encourage and motivate children to have a positive attitude, confidence and pride in their learning. Staff plan their lessons strategically, taking account of the clear pathways identified to ensure our learners engage with Es and Os in a progressive way. Staff take a collegiate approach to planning and are taking greater account of experiences and outcomes. Staff plan themed, interdisciplinary learning which is pupil responsive, taking account of prior learning. This can be seen in teachers’ forward plans, classroom displays and children’s work. Staff plan activities to meet the needs of all learners, and provide appropriate challenge. This is done by taking into consideration prior learning and assessment information focusing on TACLAN model. Staff teams work together to plan cohesive, progressive programmes of work and benefit greatly from opportunities to share practice and engage in professional dialogue. There is good evidence of high quality learning experiences in Lamington and innovative approaches to learning. Teachers make excellent use of the outdoors to support learning and teaching across curricular areas. They work effectively with partners, e.g. SST, Ed psych, active schools, to ensure high quality learning experiences. Liaison with specialist support teachers to provide alternative resources and strategies has been highly effective. There have been good opportunities for staff to share their understanding of standards through visiting other establishments and having dialogue with colleagues. Commitment to lifelong learning by staff ensures pupils are learning in an environment that is committed to continuous self improvement. Regular dialogue between staff and the Head Teacher about pupil progress ensures that pupils are progressing and being challenged appropriately. We have responded promptly and effectively to the information gained from annual summative tests in reading, spelling and maths, e.g. ASPs, curricular targets, class groupings in order to better support our learners. Legislative requirements for children with additional support needs are fully implemented within the school and staffs, being fully aware of their responsibilities, act appropriately. GIRFEC procedures are fully embedded and our staged intervention procedures are well managed, systematic and effective. ASPs and curricular targets are informed by robust assessment information. Learning targets in ASPs are appropriate, provide support and challenge to enable all learners to maximise their progress. Learners and parents are fully involved in reviewing learners’ needs and learning plans.

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The school has very good practice in supporting children with additional support needs and has established very good relationships with partners that support learning e.g. educational psychologist, SLT.

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Pupils and partner agencies are involved in our collaborative planning. We work well with our partner agencies to ensure that appropriate and specialist support is available to our learners. We are sensitive to individual circumstances, nurturing supporting and caring relationships with

1C

How well does the establishment improve the quality of its work?

Existing Strengths: • There is strong leadership within Lamington Primary school. •

There is a clear vision, supported by aims and shared values.

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All staff are hardworking, committed and reflective in their practice.

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The Head Teacher has worked with staff to ensure that self-evaluation draws on a wide range of evidence and the systems in place are robust and rigorous, e.g. forward plan review meetings, professional dialogue, HGIOS, SELA, Journey to Excellence. These approaches have enabled focussed work to lead improvements in delivery of teaching and learning with all staff engaging in professional dialogue within the establishment and also the learning community.

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The Quality Management calendar detailing monitoring activities enables a strong focus on the evaluation of practice and the impact of teaching and learning. Examples include learning conversations with pupils to obtain views about their learning and staff to promote professional dialogue. The setting of School Improvement Plan priorities takes full account of the results of selfevaluation and views of pupils, parents and staff and is used as a working document throughout the session

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The school employs a variety of strategies to engage with staff, parents, pupils, external agencies and other stakeholders to evaluate its work. These include annual questionnaires, visitor comment books, school notice board, surveymonkey and workshop evaluations. Results are used to inform future action and secure improvement.

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Recent Survey Monkey questionnaires highlighted that 83% of parents within the school feel that they are well-informed about their children’s learning and progress, 92% of parents feel that staff really know their child as an individual and support them well and 100% of parents agree that the school asks for their views.

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The school is working collaboratively with cluster schools to take forward Curriculum for Excellence in PE and Mathematics ensuring standards are consistently applied.

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The school uses accreditation schemes including Eco schools as a sound basis for improvement.

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A whole school audit has been carried out BTC3/cloud 9. There is a shared understanding amongst the staff of their role in self evaluation. We have gathered the views of staff, learners and parents. We have responded to these views which are leading to whole school improvement.

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Through engaging with revised GTCS standards/Professional update and PRD process all staff have identified their personal strengths and development needs that will enhance their practice. This is also further developed by sharing good practice through critical friend peer visits. Areas for development: • Continue to involve all staff in sharing good practice by having a standing item on CAT agendas. • Continue to engage with Professional update and revised SLC PRD procedures. • Increased use of the MY GTCS to record and evaluate CLPL, revised HGIOS4 and Journey To Excellence to evaluate performance.

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How do you we ensure equality and inclusion and promote diversity across the establishment ?

Through our curriculum planning we strive to put diversity and inclusion at the heart of our work. We are committed to providing quality education to all children in the school and ensuring all pupils’ needs are met. We aim to include all children in the life of the school and ensure equality of opportunity regardless of gender, race or disability. All members of staff embrace the principles of Getting it Right for Every Child. A high level of pastoral care is provided and staff are very astute in identifying indicators that could highlight a child requiring support. Every endeavour is made to address barriers to learning for any child. Lamington works with professionals to ensure the needs of every child are met. Positive relationships are established with families and carers and multi-agency working is a key feature of our daily business. Lamington has a strong team of support staff who are deployed productively to ensure every child has equality of opportunity in all areas of the curriculum. The school has also engaged with Integrated Children’s Services and Sports Co-ordinators to provide additional learning opportunities for specific groups of pupils. We are a UNICEF Level 1 Rights Respecting School. We welcome and celebrate diversity encouraging all pupils and staff to take leadership roles across a range of activities including Eco, Health and wellbeing, Global Citizenship, Limelight musical productions and extra curricular clubs. We actively encourage parents to participate in their children’s education and seek opportunities through, for example homework challenges, showcase events, sharing of skills. The school takes steps to engage disaffected learners and their families to enable them to experience success as valued members of our school community. This involves looking closely at individual learning targets and tailoring the curriculum for particular needs and abilities. We adopt a holistic approach to equality, inclusion and diversity which respects and promotes individual learner achievements. The school RME programme encourages a learning community which is fully inclusive and embraces all religions and cultures. All our learners and parents are treated with fairness and respect. . At assembly we recognise individual achievement of the 4 capacities We are have strong links with our partner school. Through staff, parents and pupils working together.

Increased involvement in lifelong learning for men, minority ethnic people, people with disabilities, LGBT young people, pregnant young women and adults and between people of different ages. Increased levels of achievement for these groups through community capacity building Father figures are fully engaged in the school community. Parents of pupils with ASN are fully

supported and engaged with their child’s learning. Lamington Primary embraces the guidelines of “Treat me Well”. Maintained or increased percentage of boys, young people with disabilities and minority ethnic young people with positive destinations on leaving school. Within Lamington Primary School almost all boys and pupils with disabilities achieve in line with their peers and those who do not are supported by curricular targets.

Improved standards of achievement and attainment for boys, learners with disabilities and minority ethnic learners in relation to overall attainment Monitoring of achievement and attainment of boys, disabled pupils and minority ethnic pupils within Lamington Primary school are robust and rigorous. Seemis is used for SAA, pastoral notes and ASN data capture. Other monitoring systems include: • • • • • • • •

Individual pupil Learning Journeys Standardised testing ASPs FP monitoring Attendance at parents’ Evenings Workshops for parents e.g. Cfe, RSHP. Attendance. Class visits/ CAT sessions to provide staff with opportunity to engage in professional dialogue relating to learning and teaching.

Areas for development: • Continue to embed GIRFEC processes • Children & Young People Act (Scotland) 2014

Section 2: Planning for Improvement

2B

Improvement Improvement ProgressPriority of Priorities Action and Plan Impact for Priorities Learners 1. Improve achievement and attainment outcomes throughout the establishment. Session Improvement Plan Priority Establishment 1 2013/2014 Target

(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities in this plan are included in the establishment’s Standards and Quality report)

2A

Success Criteria (Outcomes related to impact and benefits)

1.1, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 9.2 • All staff have high expectations of what pupils can Staff development Audit/Monitoring/Evaluation of Timescales Resources/ / external support achieve. (including progress / (Implementation Impact and Benefits for learners requested / success checks, dates) • Pupil (Methods used Progress / to be used) Reviews

provide opportunity for focused group / personnel planned involved/time) conversation on achievement and attainment between 1. Development of CTs, SSAs and SSA to ensure • Children, supported by • Slot in class HTtimetable and CT.for focused pupil Weekly Learning pupils set up of new staff and parents, can teacher dialogue. • Intervention strategies are very effective. Journeys Monthly HT and pupils folders. identify appropriate • HT Conversations with Learners • HT & CTs manage ASN very effectively, liaising with Learning Policy targets that will enhance • Learning Journeys to be taken home Termlyagencies to improve on Shared personal attainment and staff, support teachers and other Resources achievement. outcomes for children. 2. Pilot 6 feature • Curriculum plan and strategic thinking has enabled staff planning linked to • “Significant aspects” to proforma understand the bigger picture andJune increased SALs, Bloom’s Aug 1516 CTs and pupils Curriculum used to support • CTs to pilot for forward & E&Os newsletter to planning, evaluation of staff and pupils. planning accountability purposes. parents and moderation • Tracking of pupil performance and • Golden moment folder provides information for out of • Staff to understand links progress.school activity for all pupils. This enables staff to take What do we with TACLAN • Dialogue with learners. into account pupil skill and talent when planning learning. already know? (assessment planned at • Forward plans and It has also enabled HT to plan extra-curricular activities same time as learning) evaluations/feedback What will we • Whole school approach more(HT/Peer) appropriately and target certain children. • Observations learn? to HOTS • Learning conversations with pupils /staff • All pupils in school now set their own targets for Literacy, • Staff can discuss and Numeracy and Health and Wellbeing in their Learning What will we Improve achievement and attainment outcomes in evidence quality all establishments annually till March 2016. access? Journeys learning experiences using identified criteria • Tracking and monitoring systems in place including outSuccess within and across levels of-school activities. Curriculum for Excellence tracking Criteria? and curricular areas and predictions supported by baseline assessments, (with HT & peers) How will we NGRT, single word reading test, group spelling test and • Opportunities for share learning? professional dialogue P1s are involved with the Clydesdale Literacy planned and assessment project. Pupils are independent and lead Activities? implemented learning. • Improved outcomes for • We continue to provide a variety of after-school clubs all learners giving learners opportunities for achievement in sports and Expressive Arts. External competitions have Improvement Priority Action Plan included football, skipping and cross country. Out-of(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities school celebrated at assemblies recorded in this plan are included in theactivities establishment’s Standards and Qualityand report) in Learning Journeys. Activities support pupils develop 2. Take forward key aspects of Curriculum for Excellence in all schools and within the 4 capacities. Improvement Plan Priority Establishment 2 establishments • Pupils and staff are actively engaged in profiling and 2.1, 3.1, 5.1, 5.4, 6.2 target setting. P7s have completed profile using a LC Staff development Target Success Criteria Audit/Monitoring/Evaluation of SchoolTimescales Resources/ agreed template. High staff responded positively / external support (Outcomes related to impact and (including progress / (Implementation Impact and to Benefits for learners requested / the profiles. Pupil attainment in spelling, readinggroup and / personnel benefits) success checks, dates) (Methods used / to be used) planned maths is improving. involved/time)

2B

2B

Improvement Priority Action Plan (Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities in this plan are included in the establishment’s Standards and Quality report)

Improvement Plan Priority Establishment 3 Target

Success Criteria (Outcomes related to impact and benefits)

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To develop GIRFEC wellbeing indicators in daily practice.

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Whole school approaches that embrace the principles of GIRFEC linked to contexts of learning – ethos, achievement & HWB. Pupils will have knowledge of the 8 indicators and know their strengths and development needs.

4. Progress key aspects of Getting It Right For Every Child. 2.1,2.2, 3.1, 5.6, 5.7, 5.8, 7.1, 8.1 Audit/Monitoring/Evaluation of Impact and Benefits for learners (Methods used / to be used)

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Use of audit tool from Education Scotland for HWB Responsibility of All Each class to have Wellbeing indicators displayed and focused work evident Indicator of the Month approach to raise awareness and involve all stakeholders.

Timescales (including progress / success checks, dates)

In-service feb 16 Ongoing Monthly assembly

Resources/ (Implementation group / personnel involved/time) CTs HT – assembly and Newsletters

Staff development / external support requested / planned

Education Scotland material and GIRFEC website

2B

Improvement Priority Action Plan (Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities in this plan are included in the establishment’s Standards and Quality report)

Improvement Plan Priority LC 1 Target

Success Criteria (Outcomes related to impact and benefits)

1. Improve achievement and attainment outcomes throughout the establishment. 1.1, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 9.2 Audit/Monitoring/Evaluation of Impact and Benefits for learners (Methods used / to be used)

Timescales

Resources/

(including progress / success checks, dates)

(Implementation group / personnel involved/time)

Staff development / external support requested / planned

Maths 1.

Implement Level 2&3 at BHS and primaries

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Develop Early, 1 and 4th Levels to ensure they dovetail and provide progressive programme

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Continuity and progression evident primary-high school

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Attainment figures P7-S1 assessment results

Sep-May

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Pupil learning consolidated / depth

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Staff across sectors to moderate

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Attainment figures from indiv establishments to begin to be gathered

Shared understanding of content and process ensuring effective progress for pupils.

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Teaching in depth / progressive programme in place/ children applying skills, k&u across contexts

In-service Nov – unpack Implement JanMay Review MayJune

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Primary and BHS staff BLC programme

In-service Levels 2&3 for guides Staff

In-service and C.A.T.

2B

Improvement Priority Action Plan (Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities in this plan are included in the establishment’s Standards and Quality report)

Improvement Plan Priority LC2 Target

Success Criteria (Outcomes related to impact and benefits)

2. Take forward key aspects of Curriculum for Excellence in all schools and establishments Audit/Monitoring/Evaluation of Impact and Benefits for learners (Methods used / to be used)

Timescales

Resources/

(including progress / success checks, dates)

(Implementation group / personnel involved/time)

Staff development / external support requested / planned

P.E 1.

To familiarise staff with SALprogression/ skills development through P.E

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Pupil skill development in P.E improves through implementation of skills programme Pupils experience 2 hours quality P.E as a result of above

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Teaching wall impacting on pupil k&u of P.E and their skills

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Uptake of lunch time and ASC activities improves

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Learning conversations with pupils / staff/SMT

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Planning folders and staff/pupil evaluation

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Compare to previous uptake data

Nov In -service Implement AugMay

Connections programme / Better Movers Better Thinkers/

In-service People Connect courses

Maintenance Agenda:• • • • •

Literacy including Scots language (Linda source for class/main library?) Outdoor Ed Responsibility of all L&T Skills

All classes to display Bloom’s Taxonomy of skills Development of HOTS throughout school