BRAIDBURN SCHOOL · Edinburgh Learns: Standards and Quality Reporting and School Improvement...

BRAIDBURN SCHOOL

____________________ Standards and Quality Report

Session 2018-2019

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

How Good is our School?

Context of the School

Braidburn School provides a positive learning environment for learners aged 3-18 years where the presumption of mainstream cannot be met. Our learners require a significantly modified learning environment. The needs of learners are primarily associated with learning disability and visual, sensory and health and medical needs. A significant number of learners have a diagnosis of autistic spectrum disorder (ASD).

The work of the school is supported by one Head teacher and two Depute Head teachers. We have two full time Principal teachers in the school: one holds responsibility for the nursery. In addition the school employs 23.76 FTE teachers, 6.18 FTE,nursery nurses, 41.88 FTE pupil support assistants, 0.75FTE school administrator and 0.45 FTE business manager.

Braidburn has a Bright Start nursery class which has the capacity for ten children, eight at any one time. The nursery also hosts a playgroup for children under three on a Monday morning. During session 2019- 2020 the school will have one nursery class, nine primary classes, one transition class sitting within the secondary department and five secondary classes two of whom will be Senior Phase. The maximum school roll is 128 learners.

Braidburn is a multi-disciplinary school and our staff team includes Speech and Language Therapists, Occupational Therapists and Physiotherapists. Medical personnel are on campus and we welcome visiting health specialists for clinics. Interdisciplinary work is encouraged and supported.

Facilities in Braidburn include specialist classrooms, a soft play room, a sensory area, sensory circuits room, therapy rooms, medical suite, dental room, hydro-therapy pool, gym facilities and a conference room. The North facing playground has recently been developed ensuring access to high quality outdoor learning experiences for all learners

The school received very positive feedback in the most recent City of Edinburgh Council reviews which highlighted “Clear evidence that each learner is carefully considered in order to ensure that the school meets each individual learner’s needs. Targeted support is provided; and parents alongside partners support learning where appropriate”.

At Braidburn we challenge and educate our learners whilst valuing and nurturing everyone in an inclusive environment. We promote maximum independence in an atmosphere of mutual respect, compassion, trust and fairness


Our Values, Vision and Aims

To continue to build the capacity of the school to best meet the needs of a wider profile of

learners

To support and challenge all staff to enrich learning experiences for all of our learners and

raise attainment

To ensure quality of experiences and learning for all our learners

To work collaboratively with families, allied health professionals, partners and the wider

community to support the development of our learners

Thinking into the future, what do we see?

A coherent and collaborative school, which facilitates sharing of good practice, expertise

and knowledge.

Staff equipped with a diverse skillset to meet the needs of all of our learners.

The school will embrace best practice and developments in pedagogy to be equipped to

meet the needs of all of our learners.

All learners engaged in a meaningful, relevant, creative and purposeful curriculum, built

around desirable and predictable tasks; with supports to access personalisation and choice

Independent young people having positive destinations and participating fully in their

communities regardless of their additional support needs

What do we hope to accomplish?

An aspiration to be recognised as an example of best practice by City of Edinburgh Council

and other authorities in play-based learning.

Opportunities for all children and young people to access a relevant and skills based

curriculum;

Young people who leave school with relevant skills, confidence and strong sense of self

and their place in the world;

Independent, happy, secure and achieving learners.

Purpose

How will our vision benefit the growth of the individuals that make up the team?

An increased skillset for individuals;

Ability to use data rich evidence to inform meaningful next steps for the school

How will our vision benefit others?

Improved outcomes for all learners;

Secure and well planned collaborative relationships with key professionals to Get It Right

For Every Child;

Creative and nurturing partnerships with the wider community and world of work.

What greatness can we strive for?

The best possible outcomes for all our learners and their families;

A school that is recognised as being outstanding;


A school that supports development of practice in other schools in the context of sharing

skills and resources.

Capacity for Continuous Improvement

The school has continued to drive forward on it’s journey to improvement

The school has made significant progress with priorities set in the previous improvement plan.

The school has created a very positive learning environment, offering personalised support. Staff

consider all learners as individuals with their own needs; and have good knowledge of individual

strengths, health and communication needs. Disability and SIMD are not barriers to participation and

achievement, and Pupil Equity Funding is facilitating opportunities and resources to support targeted

work to raise attainment in Literacy and Numeracy.

Learning and teaching across the school is ‘Good’, and in the Nursery, ‘Very Good’. There are very

positive relationships between staff and young people, and staff are skilled at motivating children and

young people to engage in their learning. Almost all young people are achieving their targets, and

there has been significant increase in opportunities for learners to access SQA units.

As a school, we are very proud that 100% of our learners achieved a positive destination.

Next Steps

We will ensure that the culture of self evaluation is developed further across our school community. At

Braidburn, a culture of self evaluation will underpin all school improvement activity.


Leadership of Change

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

Strategic planning for continuous improvement

Implementing improvement and change

Our Illustration

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

The Senior Leadership Team provides strong leadership at all levels and promotes whole school engagement with our vision, values and aims.

Braidburn School has gone through a period of significant change in terms of an increase to school roll, diversity of population and a new Senior Leadership Team.

The Head Teacher has a clear vision for the school and the Senior Leadership Team promote this vision consistently and well

A communication charter was developed strategically in the context of the school’s Vision, Values

and Aims.

The staff team have a good understanding of the unique context of the school

Strategic planning for continuous improvement

There is clear and effective strategic planning for improvement involving all staff, parents, and

partners

The priorities in the school’s improvement plan are closely aligned with the NIF.

The school improvement plan is co-created and owned by all staff. This ensures active engagement and focus on improvement for our children and wider school community.

All class teachers are involved in development groups, focused on specific, identified areas for

improvement. Support staff also have the opportunity to participate in these groups. Teaching staff are clear on the school’s strengths and areas for development based on a range of

evidence collected and agreed upon collegiately

A Parent version of the SQIP is shared with all parents and carers.

Self-evaluation activities lead to identifying strengths as well as clear areas for improvement which are well-focused on learning, teaching and achievement.

Among staff there is a strong commitment to self-evaluation for improvement.

The self-evaluation calendar linked to risk assurance programme ensures a regular and robust programme of evaluation and improvement.

Senior Phase learners are well prepared for life beyond school. During session 2017 - 18 100% of

school leavers achieved a positive destination


Implementing Improvement and Change

SLT are pro-active in promoting leadership opportunities for all staff

Staff skilfully take leadership roles in a range of school developments and initiatives.

Next Steps

The school will revisit the Vision, Values and Aims as a whole school community exercise. The Vision, Values and Aims will be linked to the school curriculum rationale.(August 2019)

The Journey to Improvement will be displayed on a strategic board sitting centrally in the school.

The whole school community will have access to this at all times and can measure progress. (Board

to be installed prior to August 2019)

Learners will be included in school improvement and will have opportunities to share their views

on astrategic board. The school community will have a deeper understanding of where the school

is on its journey to improvement and will be able to measure the impact on learner’s

achievements. Young people will be more active in their learning

Questionnaires will be distributed throughout the school year linked to school improvement.

Responses will be analysed, next steps set and shared across the school community.


Learning, Teaching and Assessment

Themes Learning and Engagement, including use of digital technologies

Quality of Teaching

Effective use of Assessment

Planning, Tracking & Monitoring

Our Illustration

Learning and Engagement

There are very positive relationships between staff and young people. The school values of

nurturing everyone in an inclusive environment promote respect, compassion, trust and fairness.

Young people are listened to, and contribute ideas to their ongoing learning.

Staff are skilled at motivating young people to engage in their learning. Teachers use creative

teaching strategies, including the use of play.

Many children enjoy their learning achievements (in and out of school) being recognised and

celebrated

A wide range of digital technologies are used to maximise communication and engagement in

learning.

Relevant learning activities are planned built on prior learning, and personalised to suit learners’

needs

All staff promote young peoples’ independence and individual responsibility for learning. An

appropriate range of supports is in place for all young people.

Young people are supported and encouraged to contribute to the wider life of the school.

Quality of Teaching

Staff have a shared understanding of the features of effective learning where lessons are well

planned and structured and include suitable levels of challenge and support for individuals.

Staff have engaged in professional learning around play, leading to increased experiences of, and

learner engagement in learning through play.

All learners experience a range of learning environments and creative teaching approaches.

Staff have shared ownership and implementation of the school graffiti wall, a peer SCE tool, with

focus on learning and teaching, to share best practice across the school.

Learners have access to a wide range of digital technologies to enhance learning and

communication.

Staff aim to make learning relevant to young people and appropriate links to real life experiences.


There is a strong focus on skills development across the school that encompasses skills for life,

learning and work.

Learners are achieving personalised targets through IEPs being regularly evaluated and adapted /

extended to ensure appropriate teaching input.

Senior phase learners have opportunities to attend Edinburgh College and other post school

destinations, as appropriate to their needs, as part of the post school transition process.

Effective use of Assessment

A range of evidence is used to support assessment judgments and identify next steps. Assessment at Braidburn is a dynamic process.

Assessment is a dynamic process, and ‘Assessment is for Learning’ strategies are used by all teachers.

Expectations of progress and achievement are agreed and shared in school; and Senior Phase moderation activities continue at planned times in the year.

National benchmarks are used to support assessment judgments (including milestones and skills development) ensuring attainment consistency with schools across Scotland.

Staff know the individual learners very well and continually make sound professional judgements on progress.

Planning, Tracking and Monitoring

Staff plan learning effectively using a range of forward planning documents that are manageable and appropriate to both the class and individual learners.

Plans are evaluated regularly, measuring progress and planning next steps. Plans are discussed and monitored termly with class teachers and SLT, ensuring further challenge and pace that is built on prior learning.

Different planning approaches are used in order to meet learners’ individual needs.

Teaching staff are issued with Daily Planners at the start of each session.

Very positive impact of use of mainstream Literacy and Numeracy planners has been observed for more able learners. Planners evidence consistently good levels of achievement and progress.

Regular SLT engagement with SIMD, LAAC, wellbeing and attendance data ensures any issues are identified. Targeted support is then planned and actioned to ensure learners holistic needs are appropriately met. Pupil Equity Funding is targeted to enable both planned interventions and support for ongoing needs as they arise.

All children’s pathways are tracked and appropriate actions are taken in order to ensure barriers to learning are addressed.

SQA coursework from S4 is tracked through a Senior Phase spreadsheet.

School tracking system measures progress using levels of involvement, with the Milestones used to show progression, where relevant.

Next Steps

Audit existing tracking system and work collegiately with other special schools to develop the EDICT tracking system so that it is fit for purpose for the context of the school.


Develop parental engagement to ensure parents are more aware of the Curriculum at Braidburn and of the SCERTS approaches.

Provide support for teaching staff to build confidence in leading class teams.

Review ‘Levels of Participation’ assessment tool through a moderation activity, to ensure consistency through a shared understanding.

Continue to develop staff skills in using ICT, including communication systems and new software, to support learning.


Ensuring Wellbeing, Equality and Inclusion

Themes Wellbeing

Fulfilment of Statutory Duties - including presumption of ASN for Looked After Children, unless

assessed to the contrary, and specific arrangements for support to improve outcomes

Inclusion and Equality

Our Illustration

Wellbeing

Staff consider all our learners as individuals with their own needs; and have good knowledge of

individual strengths, health and communication needs of our learners.

Staff training in areas including medical support interventions, Moving & Handling and Eating &

Drinking impacts positively on the wellbeing of learners in their engagement and ability to access

learning experiences.

A range of Allied Health Professionals are actively involved with our learners to support in

wellbeing; and partnership working with Allied Health Professionals and Educational Psychologists

is effective.

Learners have opportunities to improve physical wellbeing

Staff know our learners very well.

Our learners are valued; and are included in the life of our school. Our learners are at the centre.

Class teachers are aware of any Care Experienced learners, learners in SIMD 1 / 2 and EAL learners

in their class.

A number of learners are supported through individual Behaviour Support Plans and Risk

Assessments.

A number of learners are supported through individual Mobility Risk Assessments and Risk

Assessments related to medical needs; prepared in conjunction with Allied Health Professionals.

A number of learners are supported through Moving and Handling plans, prepared in conjunction

with Allied Health Professionals

A number of learners are supported through individual Eating and Drinking profiles, with teaching

and support staff trained by Allied Health Professionals to provide appropriate support

Class teams engage in weekly dialogue in the context of supporting learners within the classroom.

Minutes are taken at class team meetings.

All learners access weekly sessions in the swimming pool – either in the context of swimming

lessons or hydrotherapy, dependant on individual needs.

Head Teacher meets formally with Allied Health Professionals in a 6 weekly cycle.

Breakfast club funding has been secured for session 2019 / 2020


Fulfillment of Statutory Duties (with specific reference to Looked After children)

All staff in school who have direct contact with children participate in face-to-face training sessions

for the Specific Contact Workforce every two years.(Additional training sessions are arranged /

booked, as required).

All staff understand their responsibilities in the context of child protection; and all staff have

engaged in appropriate training.

SLT monitor attendance falling below 85%; along with LAC attendance

All staff are reminded of their child protection duties through an annual update.

Volunteers, students and new staff are made aware of their child protection duties, as part of their

induction.

Signs are displayed throughout the school; showing names / posts of Designated School Manager

for Child Protection.

Promoted staff complete training for the Intensive Contact Workforce every three years.

All staff are aware that promoted staff have completed training for the Intensive Contact

Workforce; and know who the designated child protection co-ordinators are in school.

SLT completeother relevant identified training opportunities and cascade information to staff, as

relevant.

All SLT have completed training in Managing Allegations of Abuse against Staff.

Inclusion and Equality

A range of strategies and resources are implemented to increase attainment and range of

opportunities for achievement for learners facing a range of additional challenges. Disability is not

a barrier to participation and achievement. Learners are well supported to do their best.

Learners’ wider achievements are celebrated collectively through our weekly assemblies and on

our Achievement Wall

Pupil Equity Funding (PEF) is facilitating opportunities and resources to support targeted work to

raise attainment in Literacy and Numeracy. PEF is supporting opportunities and resources,

including a Play Therapist for targeted individuals, as part of developing a play based curriculum

throughout our school, where appropriate.

A parental engagement / family learning development group is established – with parental

representation on the group.

Some learners have opportunities to attend a mainstream school as part of their learning.

We communicate with, and involve parents and families in the life of our school.

Family learning is promoted through a weekly Parenting course; run in conjunction with CAMHS.

A family information session, in the context of ASD, was delivered by Educational Psychologists

alongside Allied Health Professionals in April 2019

Allied Health Professionals are available to parents who attend a weekly drop in parent group in

our Family room.

A family ceilidh took place in February 2019 at no cost to parents and was attended by learners

and families (60 attended)

P7 JASS sessions were delivered by a parent during Term One, with support from DHT, Primary.

Parental attendance at all school events is monitored.

A number of learners access experiences in the context of shared placements with mainstream

SLT have attended Equalities and Diversity training.


Post School opportunities are promoted in an annual Careers Fair.

Partnership working with staff from the’ Transition Support Project’ offers additional support for

families and young people moving into post school provision.

Next Steps

Provide enhanced opportunities to promote physical activity for learners using the South

playground area through development of this resource.

Complete work towards gaining the Silver Rights Respecting Schools Award.

Consider ways to increase parental engagement at all stages with high quality involvement. All

families have the opportunity to engage in the life and work of the school- resulting in improved

outcomes for learners. Extend opportunities to develop family learning.

Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways

in which PEF is directed in our school.


Raising Attainment and Achievement

QI 3.2

Themes Attainment in Literacy and Numeracy

Attainment over time

Overall Quality of learners achievement

Equity for all learners, including specific reference to Looked After children and other Equity

cohorts

Our Illustration

Attainment in Literacy and Numeracy

Progress in Literacy and Numeracy is tracked using Education Scotland Benchmarks; with

Milestones (including pre-early and foundation) introduced in Tracking documents, where relevant.

Tracking system measures progress using levels of involvement – and milestones support in

showing progression, where relevant

Feedback from families regarding the new process for sharing Literacy and Numeracy targets is

positive; and indicates that learning can be transferred to home.

Data shows that almost all learners achieved targets last session (92% in Secondary / 84% in

primary – with the lower achievement rates in Primary attributed to one identified groups of

learners. New and targeted staff are now supported in setting clear and appropriate outcomes.)

Teaching and Support staff are skilled in a range of communication approaches including the use of

symbols, sign, objects of reference signifiers and song signifiers.

Teaching and support staff are developing skills in sign (Signalong / BSL) through opportunities to

attend Signalong level 2 / BSL level 1

Learners are supported in engaging in learning experiences, developing listening skills and in

interacting with others and taking turns in a communication rich environment across our school.

Learners are supported in communicating their wants and needs; and in making choices through a

range of visual supports, song / object signifiers and communication systems

Attainment over time

A greater number of learners are now following Individual Milestones (Literacy / Numeracy).

Individual Milestones support in demonstrating progression. Staff have been aware of Education

Scotland Individual Milestones since their production early in 2018 – and this can explain the

increased number of children following own milestones

Opportunities for accreditation within the Senior Phase


IEP targets – Long term targets set at the start of each session are underpinned by short term

targets which are evaluated and reported on tri-annually.

Collegiate approach at times of transition to support in terms of building on prior learning.

August 2018 – 15% following own milestones

August 2017 – 4% following own milestones

Milestones embedded in Tracking documents (August 2018)

Numeracy Development group shared information to support staff in terms of practical ways to

take Milestones documents forward (Pre-Early Milestones / Mathematics / Foundation

Milestones)

Accreditation within the Senior Phase remains across 7 curricular areas. (Majority of awards have

been within HWB, Mathematics and Languages, reflecting our focus on the NIF).

Overall quality of learners’ achievement

Learners’ wider achievements are celebrated collectively through weekly assemblies and on our

Achievement Wall.

Learners have increased opportunities for wider achievement.

Parents are given a monthly opportunity (more frequent, if required) to share information re wider

achievement from home, through ‘Achievement Bricks’ which are displayed at Braidburn

Creative Arts group created for Secondary learners.

JASS introduced for P7 learners from January 2019 as an opportunity for further achievement and

to support transition.

Learners access Horse-riding and The Yard

A Braidburn Scouts group is now in place for targeted learners in upper primary department

Equity for all learners, including specific reference to Looked After & Equity

SIMD is not a barrier to accessing opportunities. Class staff are aware of LAC / EAL / Equityy

learners in their class groups. We have worked conscientiously to minimise the impact of cost on

learner experiences. Horse riding / visits to The Yard are now significantly subsidised. Parents /

carers are not asked to make any financial contribution in practical subject areas.

We have hosted a Friends and Family Ceilidh at no cost to parents / carers. (Ceilidh in diary for

22.02.19).

Events, including discos for our Secondary learners / Primary parties are at no cost to parents /

carers.

Nursery contributions have been reduced; with funding sourced to provide wider outdoor

opportunities.

Families are asked to make a donation towards the full cost of some excursions, and are not asked

for fixed contributions so as not to exclude any learners from these wider experiences.

100% school leavers moved into a Positive Destination (2018 - 19).

0

Next Steps

Review tracking system to ensure clear progression for all learners. Implement Edict system

adapted for Braidburn School.

Create a Braidburn Literacy rationale. Rationalise and re-organise Literacy / Numeracy resources

and create a tiered inventory. Establish opportunities and resources to support targeted work in

Literacy and Numeracy.

Develop a consistent approach to teaching emergent literacy for learners working within Early

Level in early stages of Braidburn. Collate and organise Literacy Resources

Develop a consistent approach to teaching emergent numeracy for children working within the

SEAL programme.

Develop skills in Literacy and Numeracy through purposeful play and sensory opportunities

Develop staff knowledge / skills as part of ensuring an ethos of positive play across the curriculum.

Develop play guidance with input from Educational Psychologist and school SCERTS development

group.

Develop further opportunities for learners to engage in literacy opportunities through planned

creative sensory approaches; including development of a school library area in the context of ‘How

Good Is Our School Library’ located within an interactive play zone. Invest in sensory story books /

sensory story boxes.

Learners to benefit from targeted interventions in the context of Literacy and Numeracy; and

targeted supports in the context of play.


Choice Quality Indicator

QI 2.4 Personalised support

Themes

Universal support

Targeted support

Removal of potential barriers to learning.

Our Illustration

Universal support

All learners are at the centre of all planning and are active participants in their learning

All staff respond very well to the individual needs of learners and promote and support their

wellbeing

Class teams have an awareness of individual support needs; and plans are in place to support individual learners.

Targeted support

All learners at Braidburn receive support from appropriate specialist services for example: ASLS, educational psychologist, allied health professionals as well as from social work. This targeted support allows all of our learners to have full access to learning

All staff understand why the learners need targeted support creating an inclusive and positive learning environment. eg. Family circumstances. Disability and health needs.

A key strength of the school is the positive relationships developed between staff and learners supporting them to engage in learning

Staff identify the learning needs of each young person and plan individually when appropriate. The

curriculum allows flexibility and there is coherence between BGE and Senior Phase supporting

young people to achieve

A number of learners access breakfast club provision.

Through PEF the school has invested in a range of resources to enable access to learning through

play, and to support interventions in Literacy and Numeracy for targeted learners. Engagement of

a trained play therapist will support interventions for targeted learners over a 14 month period.


Removal of potential barriers to learning.

There is a strong focus on monitoring and tracking the progress of our learners facing challenges,

resulting in improved outcomes for young people

A system is in place to praise learners and celebrate success; improving outcomes through regular opportunities to celebrate achievement and share success with peers and family.

We have helped ensure a range of basic needs are met for learners where families are in need of

financial assistance.

Next Steps

Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways

in which PEF is directed in our school.

Develop staff knowledge / skills as part of ensuring an ethos of positive play across the curriculum.

Develop and begin to implement strategic SCERTS plan.


Equity and Best Value

Pupil Equity Fund

Best Value

Braidburn School received additional funding of £32400 from the Scottish Government for Session 2018/19.

We identified a gap in terms of consistent engagement and participation in learning for our children and young people with complex additional support needs. We identified this through analysis of tracking data, planning meeting minutes and observations. We worked to consider where we could close our gap and add greatest value with subsequent impact on attainment in Literacy, Numeracy and equity in opportunity to succeed, in line with key priorities from the National Improvement Framework and School Improvement Plan.

In removing barriers to engagement in learning, and working towards delivering equity for all we:

Collated baseline information (eg questionnaires in the context of ‘play’)

Shared best practice to build capacity of staff eg through professional learning and opportunities

for practitioner enquiry.

Started to support consistency in teaching approaches / learner enjoyment and engagement

through developing approaches to meet the needs of learners, supported through relevant

resourcing.

Provided ‘Play’ training opportunities for staff.

Engaged a trained Play Therapist to support interventions for targeted learners over a 14 month

period.

Identified and purchased resources, including software, to support interventions for targeted

learners and enable access for all. Resources were purchased in the context of statutory

procurement regulations.

Worked conscientiously to minimize the impact of cost in ensuring access to experiences for all

learners.


Resourcing to Raise Attainment and Achievement 2018 / 19

Area Focus Resources purchased using PEF

LITERACY

To develop a consistent

approach to teaching emergent

literacy for targeted children

working within Early Level in

early stages of Braidburn

A2 Magnetic boards and

Sounds;

A4 whiteboards;

‘Songbirds’ reading scheme;

Ginn / All Aboard schemes;

PIPs assessment toolkit

ICT to support literacy and

communication

To purchase appropriate

software to enable access for all

Clicker 7 site licence

NUMERACY

To develop a consistent

approach to teaching emergent

Numeracy for targeted children

working within Emergent stage

within the SEAL programme

SEAL Emergent boxes x 2;

SEAL Green manual x 4;

SEAL Blue manual x 1;

SEAL Purple manual x 1;

SEAL planners

PLAY

To develop an ethos of positive

play throughout Braidburn Tuff trays (with legs) x 17;

Range of Play Boxes

resources;

Range of resources to

support play, identified

strategically by the staff

team, in the context of play

Schemas.

OUTDOOR LEARNING

To create and resource increased

opportunities for outdoor

learning and play for learners

Wellies and waterproofs;

Loose parts equipment;

Outdoor small toys and

games

Going forward, we will:

Monitor and analyse behaviour data as a measure of impact of interventions;

Analyse data collated by a trained Play Therapist;

Seek feedback from learners, parents, staff and partners;

Monitor progress through IEP targets and actions identified during Child Planning Meetings;

Analyse data in the context of participation and engagement. (Class teams will collate this data);

Track progress;


Create a library of resources to ease access to Play, Literacy and Numeracy activities;

Create a library of resources to ease access to Outdoor Learning opportunities;

Ensure staff are aware of approaches to Poverty Proofing the school day, including ‘One in Five’

training delivered by the DHT (Primary);

Plan opportunities for Shared Classroom Experience – with dialogue supported by ‘Challenge

Questions’ ;

Provide opportunities for staff to engage in SEAL training.

There is a current carry forward of £12000 to Session 2019 / 20. This will support in developing further opportunities for learners to engage in Literacy opportunities through planned creative sensory approaches; including development of a school library area within an interactive Play Zone.

PEF spend is deemed exceptional, and plans for this spend are included in the School Improvement Plan for 2019 / 20 and coded in green.


Quality Indicator Grades

School Nursery HMI/Care

Inspectorate

Leadership of Change 4 5

Learning, Teaching & Assessment 4 5

Wellbeing, Equality & Inclusion 5 5 5

Raising Attainment & Achievement 4 4

School Choice 5 5

Self-Evaluation Schedule

17/18 18/19 19/20 20/21

1.1 Self-Evaluation for Self-Improvement

1.2 Leadership of Learning

1.3 Leadership of Change

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity * *

Leadership And Management Overall

2.1 Safeguarding and Child Protection * * *

2.2 Curriculum * *

2.3 Learning, Teaching and Assessment ✔ ✔ ✔ ✔

2.4 Personalised Support

2.5 Family Learning * *

2.6 Transitions

2.7 Partnerships * * *

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion ✔ ✔ ✔ ✔

3.2 Raising Attainment and Achievement ✔ ✔ ✔ ✔

3.3 Increasing Creativity and Employability

Successes and Achievements Overall

BRAIDBURN SCHOOL

_____ School Improvement Plan

2019-2020

Priority 1 To further develop parental engagement and family learning Overall Responsibility Head Teacher - Mrs C Weir

Measurable

Outcomes

By the end of session there will be an increase in numbers of parents and families attending formal meetings to support learning;

By the end of session there will be an increase in numbers of families attending whole school events;

By the end of the session there will be an increase in opportunities for parents to engage in the life and work of the school;

There will be resources to enable parents to easily access up to date relevant and important information to support engagement.

Outcomes By the end of session :

Parents will feel comfortable coming into Braidburn School to engage in the life and work of the school and improve outcomes for

learners.

A clear ‘Aims and Rationale for Parental Engagement and Family Learning’ will be shared with all stakeholders.

A range of home and family learning activities will be in place.

Parents, carers, partners and staff will be upskilled to support learning.

NIF Priority 1- Improvement in attainment particularly in literacy and numeracy

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

NIF Priority 3- Improvement in children and young people’s HWB

QIs/Themes

QI 2.5

Engaging families in learning

Quality of family learning programmes

QI 2.4

Removal of barriers to learning

QI 2.3

Learning and engagement

Dq

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning 1

Tasks Resources

Time Progress & Impact

Create a dynamic development group, led by Head

Teacher, to build on parental engagement across all

stages in school

- Invite parents and partners to be involved with the development group;

- Ensure parental views are gathered; - Take forward identified tasks in a ‘Parental

Engagement’ Strategic Action Plan; - Create a Rationale for Parental Engagement at

Braidburn

Head Teacher

Development Group meetings and associated activities

Pupil Equity funding

Practitioner Enquiry resources – research / literature

Allocation of time in line with Working Time Agreement

Aug 2019 – June 2020

Development group meetings and tasks within 16 hours allocated development time.

Development meeting times to be shared with SLT by 16 September 2019

Priorities identified in Strategic Action Plan to be confirmed by 16 September 2019 and actioned throughout session.

Rationale for Parental Engagement to be shared with parents and staff team by end of September 2019.

Dq


Develop a range of family learning activities in the

context of the school curriculum;

Arrange further family learning activities designed to

assist parents in developing skills to support their

children’s learning.

Senior Leadership / Development Group / Teacher meetings

Pupil Equity Funding

Aug 2019 – June 2020

Plan key days throughout the session to enable

parents to experience learning at Braidburn. Senior Leadership / Development Group / Teacher meetings

Visits to other schools


Aug 2019 – June 2020

Key dates to be planned by November 2019

Plan opportunities to promote wellbeing for parents and families.

Senior Leadership / Development Group / Parent Council / Friends of Braidburn meetings


Aug 2019 – June 2020

Key dates to be planned by November 2019

Dq


Review use of the Family Room to maximise

opportunities for families to benefit from accessing

this resource

Senior Leadership / Parent Council Meetings

Collation of views of entire school community to inform ‘next steps’

Views of school community to be collated by October 2019

Establish further opportunities for parents to share

their skills in the context of leading learning Parent Council

Senior Leadership Team

Creation of a database of parents identifying skillsets / ways in which individual parents can potentially support or lead learning

Parental involvement in Primary IDL groups

Database to be collated by November 2019

Parents involved in leading learning for Primary IDL groups by January 2020

Dq


Consider SCERTS in the context of all developments Senior Leadership Team (in consultation with SCERTS development group)

Aug 2019 – June 2020

Evaluate progress and Impact of parental

engagement and family learning Head Teacher

Development Group

Parent Council

Progress to be evaluated in line with Strategic Action Plan

Dq


Priority 2 To ensure all learners are engaged in a meaningful, relevant, creative,

and purposeful curriculum built around desirable and predictable

tasks, with supports to access personalisation and choice

Overall Responsibility DHT Mrs L Liddle

DHT A.N. Other

Measurable

Outcomes:

Targeted support has improved learners’ engagement;

A significant improvement is observed in terms of children and young people achieving individual targets;

The curriculum offers more relevant and challenging choices in the Senior Phase;

Skills developed in BGE are preparing learners to for the Senior Phase;

An increased number of partners are providing very good learning experiences to support learning.

Outcomes The curriculum meets the needs of every learner;

The curriculum has a clear vision and rationale shaped by our school’s values;

Staff have a shared understanding of purposeful learning in raising attainment and achievement;

A coherent and progressive curriculum is delivered across the whole school

NIF Priority 1- Improvement in attainment particularly in literacy and numeracy

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

NIF Priority 3- Improvement in children and young people’s HWB

QIs/Themes

QI 2.2: Rationale and design

Learning pathways

QI 2.4 Removal of barriers to learning

Targeted support

Universal support

Dq


Tasks

Resources

Time

Progress & Impact

Create dynamic development groups to take forward Literacy,

Numeracy, Play / Outdoor Learning across our school. All

groups to:

- Create a Curriculum Design wheel; incorporating a

Rationale, strategies, supports and resources

- Create a Strategic Action Plan and take forward allocated

tasks;

- Create / update an inventory of resources

Play / Outdoor Learning development group to consider

flexibility of outdoor spaces for the range of different needs

across the school, and to take forward design and purchase of

resources to upgrade the South Playground area.


Practitioner Enquiry resources – research / literature


Friends of Braidburn meetings


Aug 2019 – June 2020



Priorities identified in Strategic Action Plan to be confirmed by 16 September 2019 and actioned throughout session.

Dq


Individual group Curriculum Design Wheel documents to be shared with parents and staff team by end of November 2019.

Identified 2 x hour CAT sessions

Develop further opportunities for learners to engage in

Literacy opportunities through planned creative sensory

approaches; including development of a school library area

within an interactive Play Zone.


Senior Leadership Team / Friends of Braidburn meetings

Resources to be in place by December 2019

Dynamic development group leading SCERTS to take forward second year of a 3 year Action plan.

- SCERTS development group to support improvement in staff skill and confidence in assessing, planning appropriate targets and implementing effective strategies to support engagement in learning through the SCERTS programme;


Practitioner Enquiry resources –

Aug 2019 – June 2020

SCERTS training for identified staff in September 2019

Dq


- SCERTS development group to ensure parents are aware of SCERTS, and to invite parental representation on the development group.

research / literature




Updated Strategic Action Plan to be shared with SLT by 16 September 2019 and actioned throughout the session

2 x hour CAT session

In Service training session

Evaluate progress and Impact of all developments; and measure against outcomes set.

DHT (Primary / Secondary)

Development Groups

Progress to be evaluated in line with Strategic Action Plans

Dq


BRAIDBURN SCHOOL · Edinburgh Learns: Standards and Quality Reporting and School Improvement...

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