APPENDIX 1

\\HOLY-DC1\HOLY Community$\Community\School Improvement Planning\SIP 2016 17\Holywood SIP 2016 17.doc

Click here to go to the National Improvement Framework

Click here to go to the Professional Advice to Schools Improvement Planning

School Improvement Planning Returns to Local Authority

(2016 - 2017)

School: Date: Holywood Primary

Session 2016 / 2017

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1. Vision, Values and Aims

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rreeffeerrrreedd ttoo ccoonnttiinnuuoouussllyy.. The Vision, Values and Aims statement should indicate the school’s stance in ensuring excellence and equity for all learners. Refer to HGIOS4: Leadership and Management - QI 1.3 Leadership of Change – Theme 1: Developing a shared vision, values and aims relevant to the school and its community; Successes and Achievements - QI 3.1 Ensuring Wellbeing, Equality and Inclusion - Theme 1: Wellbeing & Theme 3: Inclusion & Equality; Successes and Achievements - QI 3.2 Raising Attainment and Achievement - Theme 4: Equity for All Learners)

Our Vision, Values and Aims School Statement:

Our Pupil’s Vision Statement: Confident, Creative Learners with Big Ambitions. Kind to each other. Kind to the planet.

Rationale: We (Team Holywood and the wider community) aim to support our pupils to become Global Citizens:

By understanding the wider world and their place in it.

Using skills for learning, work and life to take a place in a culturally diverse world.

By ensuring that pupils have excellent numeracy and literacy skills. Values we promote throughout Holywood and the wider community are:

Teamwork – Responsibility; Honesty; Co-operation; Respect; Friendship Independence - Self-confidence; Effort; Resilience Individuality and Creativity - Self belief Happiness

Aims We aim to enable all our pupils to become:

Confident Individuals Responsible Citizens Effective Contributors Successful Learners

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Schools should evidence how all of their stakeholders; parents, learners, staff and partners are closely involved in creating and reviewing the Vision, Values and Aims. (If these have not been recently reviewed, please indicate likely review date).

Review Date: from Sept 2016

Review Activities (as appropriate): SWOT analysis – pupils, parents, staff, More of …Less of… learning and teaching feedback from pupils.

Invite our new P1 parents in Aug 2016 to evaluate the transition process and use feedback to improve the process for pupils.

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2. Standards & Quality Report Looking inwards, looking outwards (What key outcomes have we achieved? What are our strengths and areas for development? What is our capacity for improvement?)

In completing this section, it may be useful to refer to the statements of impact within the Level 5 Illustration for relevant HGIOS4 quality indicators, National Improvement Framework (NIF) 4 key priorities and the Dumfries and Galloway Raising Attainment Reflection Toolkit.

2.1 Progress against Previous Year’s School Improvement Priorities

A. Area for Improvement

B. Impact on Learners’ /School Community’s Successes / Achievements & Evidence How was success measured? - Looking inwards / outwards (see prompts in Section 2.1: EA Guidance to Headteachers for Completion of SQR/SIP) Schools may wish to include factors which have influenced progress.

C. Next Steps linked to NIF Driver and/or HGIOS?4 QI theme (Looking Forwards)

Raising Attainment Early level – enhanced communications skills specifically listening and talking. Increased motivation levels and ability to transfer their skills to other contexts Engagement in reading

Three from group of four have shown a lot of improvement in reading and writing. The talking and listening has played a key role. Engaging in discussion prior to writing, motivated to read and write and to talk through ideas. Class teacher using TLQ resources as story starters and discussion starters in class and used as ideas for Wee Books. Helping structure sentences and reinforcing parts of the story for all pupils- improved learning and teaching. PIPS 2016/17 show improvement in reading attainment. ERIC – most P4-7 pupils engaged in reading. Selecting non-fiction texts for Reading for Enjoyment. Pupils who would not normally lift a book are motivated and discussing their book choices. Providing 15-20 minutes opportunity to read everyday with staff modelling reading. Open discussion about books. Blogging about our ERIC choices to review and evaluate and share with parents. Parental feedback supports the increase in reading engagement. High profile needs to continue next session.

Assessment of Children’s Progress: 2.3 Learning, Teaching and Assessment 3.2 Raising Attainment and Achievement Engagement in achievement of a level by all staff in order to improve professional judgement and focused reliable data and analysis. RAFA – engage fully in process to ensure that data supports the small tests of change. Measure impact on writing content, comprehension and vocabulary. Attended How to Build an Outstanding Reading School – need to read research, look at ideas and resources, engage staff team in discussion about reading. Action developments to secure further improvement Look at Growing Positive Mindsets. Audit : What a successful learner looks like? Research approaches and theory. Action increasing positive mindsets for learners at Holywood.

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Building the Curriculum

Cluster Plan

Staff attended cluster working groups – most groups found a huge disparity between what achieving a level looks like and what evidence from pupils looks like between primary and secondary staff. Concerns for Holywood staff regarding curriculum transition and challenge for pupils entering our cluster secondary school. Are our pupils attaining necessary levels of numeracy and literacy to fully access all curricular opportunities? Are our secondary partners recognising and valuing prior learning? Setting appropriate challenge in learning and teaching? Science Group – very effective, worked collaboratively to produce documentation as a result of professional dialogue on sharing standards and achievement of a level. To be shared at cluster level – aim to develop consistent approaches across primary and secondary in science.

Assessment of Children’s Progress Teacher Professionalism School Improvement 1.2 Leadership of Learning 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment Professional dialogue on Moderation, where staff bring, share and discuss evidence from pupils will have a more positive impact on curricular improvement and shared understanding between primary and secondary staff of achievement of a level. Changing mindsets!

Religious Observance

Time for Reflection

Establish resources, support and a shared understanding for taking RO forward in relation to our school context. Meeting with Parents and pupils to discuss RO and its place at Holywood School. Working party (pupils, parents and staff) established to discuss the above and to draw up a calendar for the session 2016 /2017. Information ready to be cascaded to all stakeholders.

Improvement in Children’s Health and Wellbeing 2.2 Curriculum 2.7 Partnerships Engagement with school chaplaincy team for support and resources. Implement calendar – meet with RO working group termly to review and adapt planning and resources.

What can we change to make learning better at Holywood? Stephen Heppell

Changes have been made to enhance the learning environment for improved pupil learning. Asked pupils to re-design the learning space – limited ideas. Placed a shed in a classroom – as a quiet meeting and working space for staff and pupils. Already being well used – pupils viewing the space as grown up working space less a classroom. Pupils are choosing to work in the shed as they say it allows them to focus and reflect on their learning. Peer Mediators using the space for Nurture. ASL teacher noted positive impact when supporting learners – individuals less distracted, focused on learning in a private and calm environment. Small groups work more cohesively and feel protected by the micro environment.

Improvement in Children’s Health and Wellbeing School Improvement Parental Engagement 2.4 Personalised Support 1.5 Management of Resources to Promote Equity Introduce additional learning ‘Shed’ spaces. Focus on Nurture and learning and teaching. Development of outdoor reading room to further promote reading engagement within the school and wider community.

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1+2 languages Continue to develop teaching of French across the whole school. Infant teacher attended 2 French cluster development sessions and held professional dialogue with colleagues - infant teachers about teaching French with support of LA Modern languages staff. Very useful resources provided to support learning and teaching, both for using in classroom and building staff confidence. Made use of the progression framework – currently in draft form. Infant class now in second year of French. Embedded in the weekly timetable – pupils keen to share their learning with others. Impact for P1-3 pupils: most confident at basic French greetings and personal questions, count to 20 and know colours and weather. P4-7 pupils have been taught by a volunteer (retired teacher) who has worked on the local authority progression. Impact for P4-7 pupils: most confident at numbers to 100, asking and answering questions, descriptions of objects using size and colour, likes and dislikes.

Parental Engagement Assessment of Children’s Progress 2.2 Curriculum 1.5 Management of resources to promote equity Link to be established with a school in France as a follow up to a visit from a French student. Embed into the daily routines of the class and study French culture – link to celebrations of learning.

N.B. From 2017 there will be a requirement to report on aspects of the NIF at school and Authority level.

2.2 Summary of Key Strengths / Areas for Development (How well are we improving across the six Key Drivers of the National Improvement Framework?

Refer to HGIOS4 quality indicators / themes, How Good Is Our Early Learning and Child Care relevant to your school’s context in making comment. Bullet point the Key Strengths / Areas for Improvement.

Key Strengths Areas for Improvement

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Leadership and Management (QIs 1.1 – 1.5) How good is our leadership and approach to improvement?

Pupils are confidently engaged in reviewing their own learning and the work of the school.

Staff engage regularly in professional dialogue to develop collective understanding.

Learners regularly engage in challenging dialogue with others about their learning and progress and use this to set themselves clear targets in learning.

All staff have consistently high expectations of all learners.

The impact of new resources are carefully monitored and evaluated to ensure a positive impact on learning.

Teachers need to use a range of different assessments to measure pupils’ progress across the curriculum. They need to work effectively with colleagues across the learning community to moderate standards.

Head Teacher must empower staff and takes steps to develop leadership at all levels to improve the overall capacity of the school.

Increase opportunities for learners and staff to regularly engage in critical and creative thinking and embed these within the school.

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Learning Provision (QIs 2.1 – 2.7) How good is the quality of care and education we offer?

Pupils feel able to make a complaint against school practice and procedures, and are confident their views will be taken seriously and acted upon.

Outdoor learning is becoming a regular, progressive curriculum-led experience for all learners.

Learners play an active role in the school and wider community and regularly take on leadership roles, including leading learning.

The learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high quality learning outcomes.

There is a strong ethos across the school to minimise the impact of potential barriers to learning.

Creative approaches are used to engage families.

The school understands and plays a significant role in the life of the local community.

We need to ensure our pupils are aware of a range of careers and the skills required for them. We must challenge gender stereotypes within careers.

Need to ensure our curriculum has a strong focus on developing the skills our pupils need in the world of work.

Improve family learning opportunities to support attainment and achievement for all.

Named person responsibilities and training need to be undertaken by relevant staff.

The school needs to engage effectively with partners to promote a coherent whole school approach to learning for sustainability.

Successes and Achievements (QIs 3.1 – 3.3) How good are we at ensuring the best possible outcomes for all our learners?

Dedicated staff who care and give their all to ensure the best possible outcomes for all our learners.

Teacher judgements together with benchmarking and an appropriate range of assessments are leading to improvements in attainment.

Increase teacher confidence in making professional judgements of achievement of a level.

Robust tracking of attainment over time needed in all curricular areas and at all stages.

Pupil skills need to be up-to-date with technological advances, informed by a range of sources including the expertise of the pupils themselves.

Partnerships need to be used effectively to deliver highly engaging creative learning.

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3. SCHOOL IMPROVEMENT PLAN: KEY IMPROVEMENT AREAS

3.1 High Level Plan: Three Year Overview

Please indicate the school’s priorities for the next 3 years. Priorities should take account of the school’s context and development needs, Education Service priorities, local / national CfE implementation advice.

National Improvement Framework Key Priorities Everyone in Scotland should be working towards:

Improvement in attainment, particularly in literacy and numeracy;

Closing the attainment gap between the most and least disadvantaged children;

Improvement in children and young people’s health and wellbeing; and

Improvement in employability skills and sustained, positive school leaver destinations for all young people.

EA Priorities / Objectives (Refer to Education Services Business Plan; 2015 – 2018, p.15). Elements link well with the HGIOS4 categories.)

Raising Attainment & Achievement

Engaging with Parents and Partners

Supporting a Culture of Empowerment, Collaboration and Creativity

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3.1 High Level Plan: Three Year Overview

Please indicate the school’s priorities for the next 3 years. Priorities should take account of the school’s context and development needs, Education Service priorities, local / national CfE implementation advice.

YEAR 1 2016/17

YEAR 2 2017/18

YEAR 3 2018/19

(See next page)

Review and evaluate school improvement strategies. Develop and embed through increased sharing with all partners, professional dialogue and engagement with HGIOS 4. Embed and review identified curricular programmes and learner pathways. Review progress towards Achievement of a level and further develop assessment and moderation strategies. Review assessment, monitoring and tracking approaches and strategies including focused assessment tasks and embedded strategies to check for continuing relevance and suitability for purpose. Embed Parental Engagement and Employability strategies.

Evaluation of curriculum, overviews, learner pathways and assessment, setting priorities for future development

Further development of Learning and Teaching / assessment approaches following review

Continued focus on ‘closing the gap’, anti-poverty strategies and approaches and employability skills. Review and develop Parental Engagement and Employability strategies.

Further exploration of HGIOS 4 as identified through S&Q Report and SIP priorities.

Review Vision, Values and Aims.

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3.2 School Improvement Plan 2016 – 17

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Improvement Area

NIF Driver

QI/Theme

Outcomes for Learners / School Community

Key Tasks

How impact / success will be measured

Planned Management of Improvement Area (Lead Person/s, Resources, Time Allocations; e.g. collegiate sessions, etc.) Consider how workload will be managed and bureaucracy reduced.

Improvement in Attainment

Assessment of Children’s Progress Performance Information School Leadership Teacher Professionalism Parental Engagement

3.2 ~ attainment in literacy and numeracy 3.2 ~ attainment over time 1.2 ~ impact of career-long professional learning 2.5 ~ engaging families in learning

Raised Attainment in Reading Improved comprehension skills which are transferable across the curriculum, shown through reading, writing, talking and listening. More interactive club that promotes parental engagement and family learning. Raising attainment and transferable skills. Tracking achievement of a level ~ appropriate pace and challenge for all learners. See cluster plan – moderation of achievement of a level. Growing Positive Mindsets strategies to support improved – increased engagement in learning.

First Minister’s Reading Challenge ERIC ~ Measure impact on writing content, comprehension and vocabulary. Read and apply methodology and approaches from Building an Outstanding Reading School (BaORS). Create a Listening and Talking programme of study (Early ~ Second Level). Maths homework club ~ develop club with revised focus and parental engagement. Create and implement tracking formats for Literacy. Evaluate and adapt as appropriate. Look at Growing Positive Mindsets. Audit: What a successful learner looks like? Research approaches and theory. Action increasing positive mindsets for learners at Holywood.

Successful completion of the challenge. Pupil work INCAS NAR assessments Teacher professional judgement Engagement Maths on track assessment INCAS Shared understanding of achievement of a level. Improved learning and teaching and evidencing. P6 boys engagement in learning.

HT Reading Challenge resources BaORS resources Black Sheep resources Working party ~ parents and staff Mini cluster approach ~ meeting monthly. Professional dialogue. P4-7 teachers

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Leadership at all levels

School Leadership Teacher Professionalism

1.2 ~ impact of career-long professional learning

Excellent learning and teaching to raise attainment for all learners. Project focus to be decided by individual staff member, but clearly linked to Holywood SIP. Skill sharing, sharing ethos, building capacity and team building.

All teaching staff lead improvement projects to support raised attainment. Miss Stapleton to undertake the Introducing School Leadership (ISL) course. Miss Sarahs ~ RAFA Mrs Queen to be coach and mentor to new LA.

Integration into staff team.

Time ~ from 35 hours Miss Stapleton Miss Sarahs HT to provide time and resources.

Improvement in Employability Skills

School Leadership Parental Engagement

2.5 ~ engaging families in learning 3.3 ~ increasing employability skills 3.3 ~ creativity skills

Pupils have an increased understanding of what employability means and how they are developing their skills. Pupils are aware of a range of careers and are developing the skills required for the world of work.

Sustainable partnership links which broaden pupils’ skills for life, work and learning.

Business groups ~ all pupils are members of a weekly business group undertaking focused improvement for the school. Group leader; action plan; timescales; costings; performance review; digital innovation. (Business group leaders to form pupil council). Employability talks: parents ~ their world of work. Employability talks: local / national businesses ~ their world of work. Careers evening ~ parents, local and national businesses and business groups.

Engagement Pupils managing and taking forward school improvement. Celebration of learning ~ careers evening,

All teaching staff Mrs McKeown Parents Local / national businesses Pupils Employability talk outline sheet

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Maintenance Parental Engagement Improvement in Children’s Health and Wellbeing Assessment of children’s progress

2.5 ~ engaging families in learning 3.2 ~ attainment in literacy and numeracy 2.2 Curriculum 2.7 Partnerships 2.2 Curriculum 2.3 Assessment 1.5 Management of resources to promote equity

Continue to increase engagement for all pupils in reading. Continue to improve spelling skills. Time for reflection Linked to SHANARRI 1+2 Languages

Community reads project Outdoor reading room ~ community library Embed use of Stareway to Spelling P4-7 including spelling workshops with parents and carers. Engagement with school chaplaincy team for support and resources. Implement calendar – meet with RO working group termly to review and adapt planning and resources. Link to be established with a school in France as a follow up to a visit from a French student. Embed into the daily routines of the class and study French culture – link to celebrations of learning.

Engagement Pupil work INCAS Pupil feedback Working party review Pupils using French skills / knowledge to communicate effectively. Increased pupil and staff confidence.

HT Parent council P4-7 class teachers HT Working party Chaplaincy team Mrs Hamilton All teaching staff IT resources to support school link.