Education Services
Port Glasgow High School
SCHOOL IMPROVEMENT ACTION PLAN
SESSION 2013/14
Values and Aims The school has adopted the Core Values of: • Learning •
Respect
•
Confidence
•
Ambition
These are the things that we think are central to our school community and should underpin our decisions about how we can make the school even better. Our aims reflect these values: Building respect and confidence by promoting ambition, achievement and life long learning Learning
We aim to ensure high quality learning experiences and promote positive attitudes to lifelong learning
Respect
We aim to develop relationships where every individual is respected and valued
Confidence
We aim to provide experiences which build self-esteem and self-belief
Ambition
We aim to celebrate achievements and develop a desire to contribute to society
In order to achieve these aims, the school needs to focus its policies and practices to ensure that the investment of time and resources bring about improved outcomes for young people. Our core values need to be expressed in our core actions. PGHS School Improvement Plan 2013-14
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The direction for our school improvement is detailed in Transforming Learning in Port Glasgow High, our Strategic Improvement Plan (2013-16). We have identified the following Drivers for school improvement: •
Development of Learning Capacity o Curriculum (learning programmes; pedagogy and assessment) o Learning to learn
•
Development of Learning Environments o Built environment o Social learning environment (active learning; sustainable development) o Supporting Learning (Personal support; resources; ICT)
•
Development of Community Capacity o Leadership development o Parental involvement in learning o Equalities o Community learning o Health and well-being
Within the context set by these drivers the school will use its self-evaluation to identify its strengths and areas where improvement is needed. Collection and analysis of appropriate data, including stakeholder consultation, inform decisions about improvement priorities.
We comply and actively engage with statutory requirements and codes of practice [QI 1.2 Fulfilment of statutory duties] PGHS School Improvement Plan 2013-14
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Priority
Building Learning Capacity - Curriculum
Impact on learners
No.
Lead Staff
1
Timescale
1. Curriculum Develop learning programmes for S4 which enable learners to be presented for National 4 or 5 qualification as appropriate
Principal Teachers (Curriculum)
Learning Programmes fully implemented by Mar 2014
Curriculum plans developed in each Curriculum Area to enable S4 learners to make the transition to appropriate National Qualification pathways for S5
Principal Teachers (Curriculum)
Curriculum plans by Mar 2014
Moderation of Literacy Across Learning standards at Levels 3,4 and 5 Moderation of standards at Level 2/3 with Associated Primaries and across curriculum areas
DHT (CfE Literacy) PT Literacy Development & PT English Literacy Representatives
Moderation of Level 3 by Dec 2013 and Levels 4 and 5 by June 2014
Moderation of Numeracy Across Learning standards at Levels 3,4 and 5 Moderation of standards at Level 2/3 with Associated Primaries and across curriculum areas
DHT (CfE Numeracy) PT Mathematics Numeracy Representatives
Moderation of Level 3 by Dec 2013 and Levels 4 and 5 by June 2014
Development of the revised curriculum structure for the Senior Phase. Planning for S3 cohort of 2014-15 to complete Broad General Phase with subject choice prior to S4
HT Working Group Principal Teachers
Planning at designated Learning Conferences and through Department Meetings
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Priority
Building Learning Capacity - Curriculum Impact on learners
No. Lead Staff
1 cont’d
Timescale
2. Assessment Use of moderated assessment strategies which judge progress in learning in relation new National Qualifications at Levels 4 and 5
Principal Teachers (Curriculum)
Ongoing development work on designated Learning Conferences and at Departmental Meetings
Continued development of a process by which S3 learners will produce a Learner Profile which describes their progress in learning and achievements by the end on Broad General Education
DHT (CfE Broad General Education) Working Group
Ongoing development work on designated Learning Conferences and at Departmental Meetings S3 Profiles produced by Easter 2013
3. Pedagogy Implementation of the Learning and Teaching Policy SLT promoting active learning strategies and including the Principal Teachers (Curriculum) consistent use of formative assessment and feedback on PT Learning and Teaching Learning and Teaching Working Group learning Development of learning experiences which develop Higher Order Thinking Skills to give breadth, and PT Learning and Teaching challenge in learning and develop skills for applying Learning and Teaching Working Group learning in unfamiliar situations Evidence to measure impact • Department Reviews and minutes of Steering Group and Department minutes • Curriculum and Assessment Plans • Learning Trails • Pupil and Parent Focus Groups • Results of consultation
Ongoing development work on designated Learning Conferences and at Departmental Meetings Ongoing development work during collegiate time and designated Learning Conferences
Quality Indicators: 2.1; 2.2; 5.1; 5.2; 5.3; 5.4; 5.7; 6.1; 9.1
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Priority
Development of Learning Environments
Impact on learners 1. Built Environment
No. Lead Staff
2
Timescale
Planning and preparation for the move to the Community Campus in October 2013
Head Teacher DHT (Shared campus)
Relocation in October 2013
Engage with Community Campus Partners to develop working policies and protocols for the Campus
Head Teacher DHT (Shared campus)
Ongoing throughout session
Eco Committee
Projects/ developments throughout session
2. Social Learning Environment In accordance with Inverclyde Council’s Green Charter, encourage pupils, staff and the wider community to develop positive attitudes to sustainable development. Implement the Skills for Learning, Life and Work Framework to include provision for delivery of core skills and their development across curricular areas.
Head Teacher PT Learning and Teaching
Ongoing development of Skills for Learning, Life and Work across the curriculum
Evidence to measure impact Priority 1 • Relocation plans • Shared policies and protocols Priority 2 • Minutes of Meetings • Learning Trails • Eco Plan & Green Charter Quality Indicators: 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 5.7, 8.3
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Priority
Development of Learning Environments Impact on learners
No. Lead Staff
2 cont’d
Timescale
3. Supporting Learning Development of a Policy for Tracking, Monitoring and Target-Setting to support progress in learning, recording achievements and for reporting to parents. Continued development of tracking and target setting practice at subject level to ensure the entitlement to support for all learners
DHT (Senior Phase) Working Group Guidance Team SLT Principal Teachers T Nisbet and Staff Group (Action Research Project)
Policy launch in Feb2014
Ongoing development work on designated Learning Conferences and at Departmental Meetings
Development of the use of S3 Learner Profiles and Personal Learning Planning to improve learning in the Senior Phase
DHT (Broad General Education) Cluster Head Teachers
Ongoing throughout session
Building capacity to reduce barriers to learning through the development and use of ABLe (Addressing Barriers to Learning)
SLT Cluster Head Teachers Educational Psycholigist
Ongoing development work on designated Learning Conferences and at Departmental Meetings
Evidence to measure impact Priority 3 • Results of stakeholder consultation • Minutes of Meetings • Learning Trails
Quality Indicators: 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 5.7, 8.3
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Priority
Development of Community Capacity Impact on learners
No. Lead Staff
3
Timescale
1. Leadership Development Kevin Kelly (Project Coordinator)
Mentor Training (Sept 2013) Mentors involved in training other young people during session
Head Teacher
Parental Information and Workshops (Sept - Nov 2013)
Commitment to work towards the Level 1 UNICEF Rights Respecting School Award
Head Teacher RRSA Steering Group
Ongoing throughout session Level 1 Award by Dec 2013
Review and revision of school policies and procedures to take account of Inverclyde Council’s Better Relationships/ Better Learning policies
SLT PT Guidance and SfL
Review by December 2013
DHT (CfE Health and Wellbeing) Heath and Wellbeing Working Group
Ongoing development of Health and Wellbeing across the curriculum Framework written by Dec 2013
Cluster HT DHT (Primary Partnership)
Ongoing throughout session Collaborative work on designated In-Service Day
Consolidation and development of the Mentors in Violence Prevention Programme with S6 students and Sports Leaders
2. Parental Involvement in Learning Implementation and development of our Parental Partnership Strategy through a focus on supporting learning at home
3. Equalities
4. Health and Wellbeing Develop a Health and Wellbeing Framework to include provision for delivery of core skills and their development across curricular areas.
5. Cluster Development Implementation of 3- year Cluster Plan for Curriculum for Excellence Evidence to measure impact • Minutes of Meetings • Learning Trails • Stakeholder consultation Quality Indicators: 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 5.7, 8.3
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APPENDIX 1 – ESTIMATED COSTS ASSOCIATED WITH SCHOOL PLAN PRIORITIES Priority
Estimated Cost (£)
Development of Learning Capacity •
Curriculum (learning programmes; pedagogy and assessment)
Development of Learning Environments • • •
Built environment Social learning environment Supporting Learning
Development of Community Capacity • • • •
Parental involvement in learning Equalities Health and well-being Cluster Development
Collegiate time on in-service days and departmental development time. Additional financial support may be required for new / revised learning programmes in the starting-up phase. This cannot be quantified at this stage. Curriculum development bids will be invited from departments. Collegiate time on in-service days and departmental development time would be used for development work, while collegiate time on in-service days and flexibility within the school timetable would be utilised to construct productive partnerships with Campus Partners. Enhanced staffing allocation would be needed to provide the flexibility in the timetable. Collegiate time on in-service days and / or CPD time may be used to train staff in the use of SEEMIS for tracking pupil achievements Collegiate time for meetings and Parental workshops Collegiate time on in-service days to be utilised for sharing practice
Our school’s financial performance takes account of local and national advice and priorities [QI 1.2 Fulfilment of statutory duties]
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