drakiesprimaryschoolblog.files.wordpress.com€¦ · Web viewUsing the SEEMiS Risk matrix as...

SCHOOL IMPROVEMENT REPORT AND PLAN

School: Drakies Primary School

Head Teacher: Michelle Watson

Date submitted: June 2018

Context of the school: The school is based in the West of Inverness city. There is a school roll of 232 in P1-7 and 57 in the Early Learning Childcare Centre. There are 9 classes in the school with 6 full time teachers and 6 part time teachers, and a management team of 1 Head Teacher, 1 teaching Depute Head Teacher and 1 teaching Principal Teacher.

Using the SEEMiS Risk matrix as advocated by the authority, we know that within the school children are classed as 83% Green – low risk, 12% Amber – medium risk and 5% Red- high risk. 6% of children are in receipt of free school meals. 6% of children have English as an additional language.

School Vision, Values and Aims:

At Drakies Primary School we promote well-being and respect for all. Our vision is to develop children who are successful learners, confident individuals, responsible citizens and effective contributors and to create a culture of ambition and achievement for all at the school.

To provide a supportive, caring and health promoting environment in which children, parents and staff are valued and can work together in partnership

To provide a creative curriculum which meets the needs of all children and where children are challenged to raise their attainments and achievements to the highest possible standards

To ensure that children’s personal development and health and wellbeing needs are fulfilled through collaboration of staff and other professionals

To equip children with a lifelong culture of motivation, creativity and ambition in order to prosper in a changing society To encourage tolerance and respect for others and their beliefs so that our children become responsible future citizens To foster in our children a growing sense of responsibility for themselves and others, for their school, their environment and

community

1

Donald Paterson, 20/12/17,

Boxes formatted throughout the template with thicker lines to make each section appear more clearly as a new area for comment.

Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

Collegiate Meetings and Staff sessions on self-evaluation of QI’sTerm 1 – 6th September, 4th OctoberTerm 2 – 8th November, 22nd November, 6th DecemberTerm 3 – 7th February, 14th February, 7th MarchTerm 4 – 10th May, 31st May, 8th June - Inset

Parents Feedback sheet on school improvement priorities issued to all parents in February 2017Parent Council Meetings always involve SIP – 5th September, 2nd

November, 22nd November, 11th January, 20th February, 20th March, 18th April, 22nd May.Newsletters explaining SIP Priorities – September 2017, November 2017, February 2018, April 2018.Parent Information Evening on SIP held on 31st May 2018

Pupils Pupil Council meeting on September 1st and November 17th

Pupil survey carried out on May 11th

Assembly 23rd MayOther partners Feedback sheet on school improvement priorities issued to all

parents in February 2017

Associated Schools Group

ASG meetings1st September 26th January 6th May2nd October 3rd March 12th May8th December 27th April

2

Full details of engagement activities can be found in the school’s self-evaluation records.

What have we done to close the attainment gap?Evaluative account explicitly stating the impact of your work on reducing the attainment gap in your context, referring to supporting data. This box must reference the impact of your Pupil Equity Fund spend and, if relevant your Scottish Attainment Challenge spend. Comments must refer explicitly to the National Improvement Framework Priorities as they apply to children and young people at risk of under-attainment through deprivation. PEF Provision

DYW – Beginning to embed DYW provision – it is embedded in P7 – planning and sharing of skills, ensuring language of skills is embedded in classroom, understanding the opportunities available to each individual, My WoW- links to World of Work across the school – developing the individuals concept of what the WoW is and how it relates to them. Developed partnerships with STEM Hub in P7 and in other classes (P3 and P1/2 I think)

Effective use of Moderation Calendar – improvement in the amount of work around moderation we do, reference to Numeracy Moderation Collegiate Session and ASG session.

NIF- Parental Engagement – Around E-Safety and digital learning- all children have access to Chromebooks – upper school is one to one.

School Improvement – regular discussion around SIP during collegiate sessions and creation of pupil friendly SIP Targets.

What have we done to improve attainment, particularly in literacy and numeracy? (refer specific projects and outcomes)Numeracy – Use of assessment info so teachers have clear learning intentions and to place ASN and PSA appropriately.

Consistency of planning across a level through attainment meetings- through in depth questioning to ensure progression (how Class teachers are meeting individual needs)

Identified needs of PEF children met.

CPD provided to Class Teachers to include digital learning opportunities- TT Rockstars, Lumio ,etc

3


These sentences added. Last year the template stated that in 18/19 the box would include reference to PEF spending – so the wording has been changed to stress that point.


This phrase added – reflecting the increased emphasis at local and national level on using data to support judgementssimply contacted their QIO or other appropriate person, which worked well is not quite accurate. Apologies for the confusion th.

Observations of lessons and evaluations by SMT

Discussion within ASG group re moderation

Discussion around use of KAT

Tracking and use of tracking info to carefully plan.

Providing info to parents about where to find online assistance – Parent Zone etc

Encouraging peer observations and sharing of good practice

Some of these can transfer into Literacy aswell- assessment info from INCAS and SNSA – used to influence planning etc.

What have we done to improve children and young people’s health and wellbeing? (refer specific projects and outcomes - My World Of Wellbeing ProjectThe Positive Relationships Co-ordinator has created a programme based around the wellbeing of children and is working with the Primary 6 year group. The project is due to be evaluated over the next few months however feedback from our learners is very positive and they are able to articulate their knowledge of GIRFEC, SHANARRI and Health and Wellbeing.

-Resilient Kids ProgrammeThis programme was deliver to P4 and P7 years groups and is aimed at helping children become happier, confident and more relaxed, with better peer relationships and awareness of and ability to manage feelings.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations? Millburn Cluster ‘My World Of Work’ Primary 7 project:To support Skills for Work and Career Management Skills, learners researched the opportunities available in local businesses. They identified the skills that are crucial to the world of work and developed core literacy skills through research, presentation and higher order thinking. They linked with businesses in the local area and presented findings to parents/carers.

- Millburn Academy Partnerships

4


This box added to provide initial summary of progress against the NIF priorities. It makes sense to include this as information about progress towards the NIF priorities is gathered at school and authority level to inform the national picture.

Class teachers worked closely with the academy partners for curricular areas i.e collaboration with secondary music staff and primary 7 staff to create valuable lessons whereby senior pupils lead P7 lessons.

- Parent and Community Partnerships Many parents and local community members such as Police Scotland have been involved in elements of Developing the Young Workforce through the Highland Council Guidance: Skills for Learning, Life and Work.

Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☒

Comment:

QI 1.1 Self-evaluation

for self-improveme

nt

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Choose one evaluation from the six options.

Excellent ☐ Very Good ☐ Good ☒Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESETHEMES Collaborative

approaches to self-evaluation

Analysis and evaluation of

CPD Sessions with staff to evaluate learning and teaching. Courses and visiting other professionals

Staff working together as a strong team - peer support, sharing of practice

Staff are involved in improving the life and work of the school:

Attainment Meetings with staff teachers – professional dialogue

School ethos of Teamwork-community café linked to DYW-HNP Assessments are data that we didn’t have before-Pupils understanding different religions

Ensure rigorous profiling and reporting takes place.

Raising staff voice and leadership roles within the school

Further develop shared expectations for standards to be achieved and have robust arrangements for moderation

5


Added for clarity about what should be in this column.


Last year this read “will”. Changed to emphasise this is a stage preceding selection of priorities. The wording last year suggested that there might be an expectation that schools would take on many priorities.






This section put as a row instead of a column to create more space in the other columns. Check boxes for evaluations to encourage decisions to be made (last year we had many evaluated as “3/4” etc but Education Scotland gathers data about specific evaluations based on specific evaluations.


Reformatting of all of these tables to make them clearer.

intelligence and data

Ensuring impact on learners’ successes and achievements

- Numeracy Working Group

- Links to Religious groups (mosque/CoS)

- Developing the Young Workforce

- Extra-Curricular Groups

Staff track and engage with attainment data for literacy and numeracy.

Learning conversations throughout lessons – verbal feedback.

Staff and pupils take a lead role in aspects of school improvement

- Numeracy DM CG FH- Digital Learning DM

-Success in Extra-Curricular areas ie gymfest, shinty

Attainment, Pace and Challenge meetings with staff.

Self-evaluation calendar is in place, shared and adhered to. Ensure consistency in all classes.

Incas , HNP and phonological awareness data is regularly reflected upon.

Evidence through conversations with pupils show increased knowledge in their learning.

Some channels for pupils to give views

Pupil surveysWhat has improved because of

Staff to moderate the assessments across the school and community.

Recording achievements and successes and tracking this across a school year. Staff become more secure at interrogating data, making use of digital technology and systems where appropriate.

Whole school Year Group Individual

Target setting for pupils . Further develop learner voice in self-evaluation for school improvement.

Create more opportunities for Parental involvement in QI 2.7 Partnerships and QI 2.5 Curriculum

6

- Literacy AR MF SR- Health and Well Being

AG AS HD- ECO SA DM- Pupil Council DM- ‘Getting ready for

learning’ AR

Parents have regular opportunities to support improvement by participating in activities such as:Numeracy information EveningSchool Improvement SurveyHWB engagement group

this?

Pupil involvement in learning at class and school level e.g Outdoor Learning

Reponses from parents have improved greatly from previous years with now over 50% response rate from parents compared with 5% last session.

Develop effective mechanisms to consult with stakeholders and show how their views inform change and improvement.

QI 1.3 Leadership of change


Excellent ☐ Very Good ☐ Good ☒

Satisfactory ☐ Weak ☐ Unsatisfactory ☐



school/ELC setting?)

FOCUS ON IMPROVEMENTS FROM LAST YEAR’S

IMPROVEMENT PLAN


learners?


OTHER INFORMATION


forward?


FROM THESE

THEMES (HGIOS?4) There has been contact with each stakeholder about

Our vision evolves through ongoing reflection and debate

Parents, pupils and staff creating new vision, values and

7

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

Strategic planning for continuous improvement

Implementing improvement and change

THEMES (HGIOELC?)

Developing a shared vision, values and aims relevant to the ELC setting and its community

Strategic planning for continuous improvement

Implementing improvement and change

developing Vision, values and Aims.

Has been further engagement in SIP through the year with staff and pupils – engaging staff and further involving them in continuous improvement.

Numeracy assessment calendar and tracker fully in place and allows for in depth analysis.

Staff are clearer on school strengths and developments having regularly engaged with school improvement planning and evaluations. There is better consistency across years groups and CfE levels due to moderation approaches.

Opportunities for learners and staff to regularly engage in critical and creative thinking.

across the school and community.

Pupil friendly priorities have encouraged greater engagement from pupils.

Numeracy tracker is referred to and used regularly – including in attainment meetings – to encourage in depth planning that caters for all.

Through protected time for professional dialogue, collegiate learning and self-evaluation:-Attainment meetings between SMT and CT allow discussions to ensure consistency-Stage meetings allow discussions to ensure consistency-Child friendly SIP useful as a reference point

Through Professional Learning Partnerships:

aims around school motto ’Teamwork makes the dream work’-Parent information evening for VVA-Staff inservice for VVA-Pupil assemblies for VVA-Data collected analysed and shared-Child friendly aims

Pull gathered information together to create our vision, values and aims which will be a sustainable reality. Through effective leadership at all levels embed this into our approaches and continue to develop all aspects of existing community links.

Ensure everyone in the school has a clear understanding of our collective strengths and areas for development using a wide range of data and evidence.-increased engagement with all stakeholders-staff to have ongoing and regular engagement with SIP

To create and support collaborative conditions for

8

Moderation and assessment of Numeracy / Literacy / Health and Well Being.

-Moderation of literacy as a school and ASG-Creating Key Assessment Tasks-HNP assessments and tracking tools and Millburn Milestones and Benchmarks-Emerging Literacy assessments-High 5 HWBConsistent planning

staff to learn with and from others through critical enquiry.

QI 2.3 Learning, Teaching

and Assessmen

t








learners?


OTHER INFORMATION


forward?


FROM THESETHEMES Learning and

engagement

Quality of teaching

The learning environment and culture of the school reflects our nurturing ethos.-SHANARRI-Welcoming schools and parent relationships

Staff and learners are involved in whole school developments.

The nurturing approach to the ‘getting ready for learning’ group led by the ASN teacher. Trained staff members in Nurture

Learning assemblies, pupil groups – citizenships.

. Develop Nurture Room with targeted equipment and visitors.

Develop pupil voice within the school. Include children in

9

Effective use of assessment

Planning, tracking and monitoring

Highland Numeracy Progression has upskilled teachers and support staff to support learners.

Tracking and monitoring in Numeracy and Maths for whole school is informing practice.

Teachers are aware of data and are beginning to use baseline assessments to inform next steps for learners.

Abundance of resources used across the curriculum and specifically well-resourced with Numeracy and reading scheme.

Sharing practice across levels and schools. PSA’s HNP trained

Attainment in numeracy has been improving as the second year progresses.

Formative assessments are becoming more embedded across the school.

AFE, HNP, INCAS, SPP, emerging literacy all in place to assess pupils. This in turn informs planning and next steps.

Children are engaged and motivated in their learning.

target setting, profiling and leaders of learning.

Further develop robust arrangements for moderation across stages and across the curriculum.

Higher order thinking and questioning developments for staff.

Pace and challenge to be improved – more efficient planning from teachers, attainment, tracking and monitoring to be well understood by teachers and learners, pace and challenge meetings with Teacher and SLT.

High quality resources and equipment including digital technologies to support planning to make it appropriate, proportionate, manageable and clear.

10

QI 3.1 Ensuring wellbeing, equality

and inclusion



How are we doing? What’s working well for our

learners? What are the features of effective

practice in our school?)FOCUS ON

IMPROVEMENTS FROM LAST YEAR’S

IMPROVEMENT PLAN


learners?

MAKE BRIEF REFERENCES TO

SUPPORTING DATA AND OTHER INFORMATION

What could we do now? What actions would move

us forward?

IMPROVEMENT PRIORITIES

HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED FROM THESE

THEMES Wellbeing

Fulfilment of statutory duties

Inclusion and equality

Children feel respected and there is a shared understanding of behaviour that promotes and supports the wellbeing of all.

Staff and partners feel valued and supported.All staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning community.

Ethos of Emotional Daily Check ins. Resilient Kids programme delivered to 3 year groups.

- Less behaviour difficulties in the school

Strong partnership working with other agencies. CSW input robust and targeted. Relationships across the school community are very positive and supportive,

Various working groups within the school-Healthy living group involves learners, staff and canteen staff.

Raise awareness for Learners, Parents and Staff training and involvement in Equalities and Diversity policy.

GIRFEC Process fully embedded across whole school

- Using SHANARRI trackers for PEF pupils

11

Relationships across the school community are positive and supportive, Inclusion is successful at many levels throughout the school and all stake holders value this highly.-Links to partners are strong

We have some strategies in place to improve attainment and achievement for children facing challenges.

Attendance level is high and inclusion is successful for all.

The whole learning community has a shared understanding of wellbeing and works to ensure our children feel safe and nurtured.

Many opportunities to promote Physical Health and Wellbeing in place

High 5 programme is becoming more embedded across the school. Programme links with wider community.

Ethos of Emotional Daily Check ins.

Support staff highly skilled and utilised to target need.

Ensure pupil voice continues to be a key element of how we plan for and ensure wellbeing, equality and inclusion. Parent and Carer involvement of HWB frameworks/benchmarks.

Creating links and developments with equity promoting groups:-Healthy Ambitions Project-Art Therapy Group-HLH-Pets As Therapy

QI 3.2 Raising attainment

and achievement/

Ensuring children’s



How are we doing? What’s working well for our

learners? What are the features of effective

practice in our school?)


learners?

What could we do now? What actions would move

us forward?

12

progressFOCUS ON


IMPROVEMENT PLAN




HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED FROM THESE

THEMES (HGIOS?4) Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

FOR ELC (delete if not applicable)THEMES (HGIOELC?) Progress in

communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

HNP Assessments are directly used to inform next steps in learning. Evidence is used to create fluid Maths groupings.

Staff make good use of formative assessment to make professional judgements of learner’s progress.

Literacy attainment has stayed around 70-80% consistently for the last two years.

Events such as Community

HNP Assessments are strong and most learners attaining correct levels.

All learners assessed weekly in numeracy.

HNP embedded into whole school planning.

Wraparound Spelling, Words Up and Emerging Literacy used in the ELC, Early and First Years – in particular Phonological Awareness Assessments.

All teachers in P1 – P5 and ASN Teacher will be trained in Emerging Literacy strategies and assessments.

Phonological assessments in P1 show excellent progress.

Community Café is an

All learners to be aware of where they are in their learning and their next steps. Learners to set targets in their learning. More robust achievement tracker to be created.

More robust system for tracking whole school attainment to be developed.

Increase rather than stay at same attainment levels.

Continue Emerging Literacy Programme across ELC/P1/P2 /ASN

All stakeholders to be involved in deciding how to

13

Ensuring equity for all children

Café are allowing learners to apply and increase their achievements through active participation in their local community and DYW.

Outdoor learning is given a high priority.

Developing Young Workforce is well embedded in Drakies and Millburn ASG equipping pupils with necessary skills and experiences for the world of work.

ELC

excellent initiative for children to use their DYW skills. It is highly successful and has been running for 36 months – also gaining 3 Social Enterprise Awards.

Outdoor classroom and area used weekly by all classes.

Outdoor Learning – Daily Mile/Outdoor Classroom Day/Gardening/Numeracy Lessons.

Outdoor learning space developed

Skills development focus through planning linked to DYW- encouraging the use of specific skills language to be used/referenced more regularly in class setting.

Increased use of WoW and SDS resources – leading to full parental involvement in presentations.

celebrate achievement at Drakies.

Ensuring progress and achievement is gained and tracked in Outdoor learning.

Teachers to become more confident at judgements of levels using benchmarks, frameworks and appropriate assessments through moderation CPD.

ELCNursery to use Stepping

14

Progress in communication with staff, pupils and parents.-observations-I can sheets

Developmental overviews were positive with most children achieving milestones.

ELCParents are able to view learning journeys with their children.-stay and play-Displays-photos on blog-learning wall

stones to ensure the children are fully immersed in their learning.

ADDITIONAL QI



How are we doing? What’s working well for our learners? What are

the features of effective practice in our

school?)FOCUS ON


IMPROVEMENT PLAN


learners?




forward?


FROM THESE

1.4Leadership and Management of staff

Effective and professional staff team in place with strong leadership and strategic direction.

Leaders at all levels but not all have led initiatives.

Productive staff development sessions with all staff contributing.

Pupil Feedback.

Ensure all school staff take ownership of area they choose to lead on and that this has an impact for learners.

Ensure transition of new senior leaders (PT, DHT and HT)

od

15

Classroom observations.assists the strategic direction and pace of change to further secure positive and sustainable outcomes for all

QI 2.2 Curriculum: Theme 3 Learning Pathways






learners?


OTHER INFORMATION


forward?


FROM THESE

NB – This theme does not need to be evaluated using the six point scale.

- Parents are more aware of our school community values.

- There is a clear and progressive plan for Literacy, Numeracy and HWB.

Our learners experience a wealth of learning opportunities across a range of contexts.

- Revise School Vision, Values and Aims.

- Raise Pupil and Parent Voice in development of rationale and design of curriculum.

- Further develop digital learning.

QI 2.7 Partnershi



school?)


learners?


forward?


16

ps – theme 3 Impact

on Learners

FOCUS ON IMPROVEMENTS FROM LAST YEAR’S

IMPROVEMENT PLAN MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESENB – This theme does not need to be evaluated using the six point scale. Remember to focus on parental involvement.

Increased use of Google Classroom in some classes has developed access parents have.

Parent partnership with Eco group – liaising and discussion around school grounds improvement.

Online profiles are set up (If we aren’t [proceeding then we could say that we have explored profiling approaches in preparation for greater use going forward?)

Parental engagement via child’s account on Google classroom.

Large response from parents in preparation for use

Increase use across school.

Further opportunities to discuss curriculum development with parents.

Continue developing use of profiles regularly engaging parents.

PART TWO – School Improvement PlanSummary: Key School Improvement Priorities (add further rows if required). The priorities selected should be drawn from the possible improvement activities identified in the Standards and Quality Report.Improvement Priority Title Relevant QI(s) and Theme(s)

1. Staff Team 1.4 LEADERSHIP AND MANAGEMENT OF STAFFBuilding and Sustaining a professional staff team2.7 PARTNERSHIPS

17


Added – see comment above about the process of selection of improvement priorities. Also see completion advice in Appendix 1. Again, the purpose is to reinforce the point that the selection of improvement priorities should be proportionate and manageable.


This phrase added, as many schools did not focus on parental engagement. The self-evaluation paper for HMI visits focuses on “The impact of parental involvement on improving children and young people’s learning”, so it is useful to ensure that is covered fully here.

Collaborative Learning and improvement3.1 ENSURING WELLBEING, EQUALITY AND INCLUSIONInclusion and Equality

2. Pupil Voice(3. Including Moving towards continuous Profiling and Reporting)

1.2 LEADERSHIP OF LEARNINGChildren and young people leading learning2.3 LEARNING, TEACHING AND ASSESSMENTEffective use of assessmentPlanning, tracking and monitoring2.2 THE CURRICULUM2.3 PERSONALISED SUPPORT

2.6 TRANSITIONS4.A Structured Approach to Teaching Literacy

1.2 Leadership of Learning1.3 Leadership of Change2.2 Curriculum2.3 Learning, Teaching and assessment3.1 Ensuring Wellbeing, Equality and Inclusion3.2 Raising Attainment and

Achievement5.Raising attainment and contribute to the continuing improvement of STEM learning and teaching.

2.2 Curriculum2.3 Learning, Teaching and assessment3.2 Raising attainment and achievement

In depth action plan #1Improvement Priority title: Staff TeamLinked to QI/Theme:1.4 LEADERSHIP AND MANAGEMENT OF STAFF Building and sustaining a professional staff team2.7 PARTNERSHIPS Collaborative learning and improvement3.1 ENSURING WELLBEING, EQUALITY AND INCLUSION Inclusion and Equality

18

Linked to National Improvement Framework Priority (check any that apply) 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 ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young

people ☐Linked to National Improvement Driver (check any that apply):School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☐What difference will it make for learners? (what impact do we expect to see?):

The children will experience high quality outcomes

The ethos and culture of the school will remain positive and focused on the need of all learners, staff and partners.Success criteria (how will we know if the change has been an improvement?):

All staff will actively take part in a leadership project All staff will learn from each other New leadership team effective - approachable and supportive of staff

19

What exactly are we going to do? (detail of specific actions) Appointment and induction of permanent HT All staff sign up for area of leadership – curricular or other area Termly personal target set and reviewed Working groups set up for teaching staff leading on curricular areas

Who will lead this? (detail of responsibilities and timescales)August INSET DayCAT SessionsSupport Staff MeetingsSeptember INSET Day

Monitoring and evaluation proceduresEvidence will be in the form of level of staff engagement, shared professional learning and the impact on learners.

Who will lead this?HT over the session

Equity implications:Close partnership with parents to ensure ease of access to information and support with engagement

Staff wellbeing and pastoral support implications:‘All staff are involved in the design and on-going development of the curriculum and everyone understands what the school is trying to achieve. Time is protected for professional learning and collegiate working to develop the curriculum and to evaluate its impact on children. The time implications are reflected in the Working Time Agreement for the school.’

Creativity opportunities:This will be dependent on the leadership projects chosen by the staff.

Expected resource needsResource costs will be dependent on leadership projects chosen by staff. It will be updated on an ongoing basis.

20

In depth action plan #2Improvement Priority title: PUPIL VOICELinked to QI/Theme: 1.2 LEADERSHIP OF LEARNING Children and young people leading learning2.3 LEARNING, TEACHING AND ASSESSMENT Planning, tracking and monitoring3.1 ENSURING WELLBEING, EQUALITY AND INCLUSION Wellbeing

21

Linked to National Improvement Framework Priority (check any that apply): 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 ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young

people ☐Linked to National Improvement Driver (check any that apply):

School Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners?Pupils as learners will have a pupil voice across more aspects of the life of the school including their own learning

Success criteria There is evidence of a range of strategies in use to support children in taking responsibility for their learning Children regularly engage in a learning dialogue with others and about their progress and are able to set themselves

targets Children receive high quality feedback Children play an active role in the school and the wider community and regularly take on leadership roles, including

leading learning Children will experience an environment where they feel listened too and secure and will have some understanding of

the wellbeing indicators Outdoor spaces are used to promote positive relationships and wellbeing

22

What exactly are we going to do? Have robust profiles in place to promote pupil voice in learning Establish Pupil Council based on best practice in conjunction with

Eco Committee Engage with pupils on relevant aspects of HGIOS 4

Who will lead this?DHTPT supported by CTTerm 1 – Audit pupils view and elect councilTerm 2 - Audit staff and parent view

Monitoring and evaluation procedures Survey parent views on profiling Pupil Voice Survey Ongoing evaluation of Pupil Council Views

Who will lead this?

Equity implications: Close partnership with all parents to ensure ease of access to information and support with engagement

Staff wellbeing and pastoral support implications:

‘All staff are involved in the design and on-going development of the curriculum and everyone understands what the school is trying to achieve. Time is protected for professional learning and collegiate working to develop the curriculum and to evaluate its impact on children. The time implications are reflected in the Working Time Agreement for the school.’

Creativity opportunities:

Expected resource needsPT management time£200 budget for PC

23

Improvement Priority 3 title: Moving towards continuous Profiling and Reporting

Linked to QI/Theme: 2.2 – The Curriculum 2.3 – Learning, teaching and assessment 2.4 – Personalsed Support 2.6 – Transitions

Linked to National Improvement Framework Priority (check any that apply):

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

Linked to National Improvement Driver (check any that apply) School Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s

Progress ☒

What difference will it make for learners? (what impact do we expect to see?):

Pupils as learners will: have a profile which demonstrates ‘Who I am in my learning?’, ‘Where I am in my learning?’ and ‘Where do I want

to get to?’

Staff as learners will: understand the principles of continuous profiling and reporting through:

- the curriculum,- skills for learning, life and work,- key assessment tasks and- effective feedback and learning conversations.

24

Success criteria (how will we know if the change has been an improvement?):

Pupils as learners will: be able to articulate where they are in their learning, who they are in their learning and where they are going

next, sharing this with their peers, their families and staff within the school use the language of skills when reflecting on their learning

Staff as learners will: share each learner’s progress with the learner and their families build key assessment tasks at the planning stage identify each learner’s achievement through understanding the principles of the NAR Flowchart use learning conversations to support continuous dialogue between:

- learner teacher - learner learner - learner family

- teacher family- teacher teacher- teacher learner family.What exactly are we going to do? (detail of specific actions) Who will lead this? (detail of

responsibilities and timescales)1. Introduce continuous Profiling and Reporting model to staff supported

by Highland Council - Profiling and Reporting Support Resources

Term 1

2. Complete the Highland Council and the HGIOS 4 Profiling and Reporting Audits to highlight key action points following on from current profiling processes

Term 1

3. Introduce continuous Profiling and Reporting to families supported by Highland Council - Profiling and Reporting Support Resources

Term 2

25

https://tinyurl.com/April17PR



4. Key Assessment Task collegiate sessions to develop key assessment tasks at the planning stage

28th August

7th November

16th January

20th March

5. Learning Conversations and Feedback collegiate sessions to develop learning conversations with learners, their families and staff

3rd October

12th December

27th February

1st May

6. Agree on a Profile format(s) to encompass Highland’s Council key ingredients for effective profiling and reporting

Term 3?

7. Create and share family engagement calendar Term 3/4?

8. Liaise with Quality Improvement Officer re ‘sign-off’ to use summative report format

Term 3 / 4

26

Improvement Priority 4: A Structured Approach to Teaching Reading ComprehensionLinked to QI/Theme:1.2 Leadership of Learning 1.3 Leadership of Change2.2 Curriculum 2.3 Learning, Teaching and assessment3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising Attainment and AchievementLinked to National Improvement Framework Priority (check all that apply):

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

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School

Improvement Performance Information What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):

Learners will become independent, strategic and metacognitive readers who are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what is read.

As strategic readers they will have a purpose for their reading and use a variety of strategies and skills as they construct meaning. As adaptable readers they will change the strategies they use as they read different kinds of texts or as they read for different

purposes. As metacognitive readers they will monitor their understanding and employ fix-up strategies when meaning breaks down. Learners will use the strategies cross the curriculum.

Staff will be aware of best practice pedagogy and utilise the Gradual Release of Responsibility Model during the delivery of comprehension lessons.

Staff will have an in-depth knowledge/understanding of the 8 main comprehension strategies. Staff will utilise a variety of texts such as short films, images to overcome barriers to learning.

On average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. – Education Endowment Foundation Reciprocal Reading – Has the potential to considerably accelerate student achievement – John HattieSuccess criteria (how will we know if the change has been an improvement?):Pupils as learners will:

Make text to self, text to text and text to world connections to compare similarities/differences in characters, setting, plots, conflicts and resolutions.

Justify and modify predictions throughout reading. Draw and justify conclusions by using the clues in the text.

29

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/reading-comprehension-strategies/

Understand, ask and answer literal (on the lines), inferential (between the lines) and evaluative questions (beyond the lines). Self-monitor to identity when meaning breaks down and employs fix-up strategies. Create mental images as they read and describe these images in words. Summarise and explain the main point in the text, referring back to the texts to support and clarify summaries. Use their knowledge of text structures and characteristics of various text types to enhance their comprehension.

Staff as learners will: Teach the main 8 comprehension strategies utilising the 4 stages within the Gradual Release of Responsibility model.

1. Name, explain and model the strategy by thinking out loud - teach2. Shared Instruction – teach3. Guided Practice – Collaborative4. Independent Practice - Independent

Use a variety of different texts during the delivery of comprehension such as short clips, images, poems … Apply the 8 main comprehension strategies to fiction and non-fiction texts.

30

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

Quantitative Data SNSA Establish a benchmark by using a standardised test e.g. PM Benchmark or NGRT.

Options:1. assess all children using the assessment2. assess a sample of children throughout the school

Children to be assessed before and after the implementation of the comprehension training. For consistency if possible it is best if an individual or a small group of individuals undertake the testing.

Direct Observation: Monitoring visits by SLT Peer observations Observations of the children by class teachers

People’s Views: Questionnaires to be completed by learners before and after the comprehension

training. Comprehension checklist to be completed by teachers before and after. Graffiti wall from the first training session and from the last training session.

Who will lead this? (detail of responsibilities and timescales)

DHT to lead data collection

Target group to be decided by HT

HT and DHT

HT,Comprehension Leads HT, Anne Rose and Shanaz Rashid

What exactly are we going to do? Who will lead this?Louise Kinnear SAC Literacy Development Officer and May Beaton QIO

1. Comprehension training offered to individual schools and ASG representatives2. Establish a benchmark using a standardised assessment3. Compilation of data onto a spreadsheet

4. TRAINING SESSION 1 – MAKING CONNECTIONS 7 th September 2018

5. Training session 1 delivered to schools/ ASG Comprehension Leads – Term 1

6. Teachers to complete the comprehension checklist All teaching staff

31

7. Pupils to complete questionnaire before the implementation of the comprehension All pupils

8. Set up comprehension working group across ASG 1 ASG Comprehension Lead

9. TRAINING SESSION 2 – PREDICTING & INFERENCE 5 th October 2018

10. Training session 2 delivered to school/ ASG Comprehension Leads – Term 1/2

11. TRAINING SESSION 3 – QUESTIONING 23 rd November 2018

12. Training session 3 delivered to school/ ASG Comprehension Leads

13. ASG Working Group Meeting 2 ASG Comprehension Lead

14. TRAINING SESSION 4 – MONITORING 25 th January 2019

15. Training session 4 delivered to school/ ASG Comprehension Leads16. TRAINING SESSION 5 – VISUALISING 1 st March 2019

17. Training session 5 delivered to school/ASG Comprehension Lead

18. TRAINING SESSION 6 – SUMMARISING 3 rd May 2019


20. ASG Working Group Meeting 3 ASG Comprehension Lead

21. TRAINING SESSION 7 – GRAPHIC ORGANISERS AND RECIPROCAL TEACHING 31 st May 2019


23. Reassessment of the children using the standardised assessment24. Data recorded spreadsheet25. Teachers to complete the comprehension checklist after the implementation26. Pupils to complete questionnaire at the end of the implementation of the

comprehension training27. All data to the training coordinatesEquity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)

32

This improvement project has been designed with inclusion in mind. To remove the barrier to learning that text can present to some children this training utilises short films and images. The clips and images are highly engaging and do not have written or spoken language. This means that the comprehension strategies are the focus and not the written word. This enables children with literacy difficulties to develop comprehension at the same time as their peers in a non-threatening way.

In addition, the pedagogy (the Gradual Release of Responsibility Model) at the core of this training has been proven to be inclusive for all.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)

A major consideration during the writing up of this training was teacher workload. Therefore, this training has been designed in such a way that it is easy to implement with minimal time required to for resourcing etc. The focus is on the pedagogy of comprehension and understanding the components of the 8 main comprehension strategies.

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)

Learners will have opportunities within this project to develop their problem-solving and imagination when they create clips/images for their peers to use within comprehension lessons.

Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)

Standardised assessment to assess reading

33

In depth action plan #5Improvement Priority title: STEM SSERC Primary Cluster Programme in Science and Technology (ASG priority)Linked to QI/Theme: Address the challenge of raising attainment and contribute to the continuing improvement of STEM learning and teachingQI 2.2 , 2.3 , 3.2Linked to National Improvement Framework Priority (check all that apply):

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

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School

Improvement Performance Information

What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes): The Scottish Government and STEM Learning are providing funding for 2018/19 to continue the Primary Cluster Programme in Science and Technology. Through this Programme, SSERC will collaborate with our ASG to provide a programme of professional development in science and technology that aims to: provide opportunities for every primary teacher within our ASG to raise their levels of confidence and expertise in science and technology,

thereby increasing pupil engagement in, attitude towards, understanding and knowledge of, science and higher order problem solving skills

develop further the range of pedagogic and assessment skills of all primary teachers within the cluster in science and technology contexts. Teachers to become more accurate in assessing children’s progress and identifying next steps in learning.

develop the individual professional practice of participants. Improve quality of learning and teaching. establish collegiality between schools within a cluster and, where appropriate, between clusters.

Through the above, our ASG will address the challenge of raising attainment and contribute to the continuing improvement of STEM learning and teaching.

34

Success criteria (how will we know if the change has been an improvement?):• a cohort of science mentors within our ASG trained and providing advice, guidance and support for colleagues across our ASG increased levels of confidence and expertise for all primary teachers in each school more science and technology activities in classrooms more varied approaches to learning and teaching• greater engagement of learners around STEM, possibly with aspirations to pursue a career in science, technology or engineering• sharing of experiences amongst our schools within our ASG at all levels• evolving greater collegiality between our ASG schools• improved understanding of the work of SSERC and STEM Learning

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?)

Teacher’s individual self-assessment tool to be done June ’18 and June ’19 to measure impact (linked to HGIOS 4)

School to use self-assessment tool at beginning and end of priority to measure impact and identify next steps for future priority.

Observation/monitoring of lessons beginning and end of priority. Opportunities for peer observations.

Moderation of Key Assessment tasks across ASG.

Who will lead this? (detail of responsibilities and timescales)ASG Head Teachers to:

Collegiate calendar to have at least 4 sessions for this priority

Allow for twilight sessions to take place within their schools

Together with Mentors plan and deliver Inset to ASG staff, Feb ‘19

Work with ASG HTs to source resources to support priority

Observe/monitor lessons across ASG for moderation

35

What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)Residential Part 1: The programme in Part 1 of the residential will be largely experiential and aims to improve participants’ confidence and expertise in science and technology, widen their portfolio of learning and teaching approaches, and develop mentoring skills and reflective practice. Resources up to the value of £200 will be provided to each mentor for use back in schools with other teachers and learners (funded by SSERC).

Beyond Part 1 of the residential: Beyond Part 1 of the residential event, the mentor teachers will work with their mentor group to design and start to implement a programme of professional development to suit the specific needs of our ASG. Mentors will be informed at Part 1 of the residential how to access funding that is available to each cluster to support this part of the Programme. SSERC will also offer interactive electronic CPD sessions to all teachers within the cluster.

Residential Part 2: The mentor teachers, as a cluster group, will prepare a Showcase to share their experiences and discuss the impact of participation in the Programme with colleagues from their associated secondary school and Local Authority, and others attending the Showcase. The event programme will also contain a number of hands-on workshops to extend the experiences gained previously.

Beyond Part 2 of the residential: The non-residential, professional development programmes to continue to June 2019.

Who will lead this? (detail of responsibilities and timescales)SSERC Mentors to:

Attend a two-part residential event -June ’18 and Jan ’19

To raise levels of engagement in science and technology through working with each other, liaising with other colleagues

Developing a professional learning programme for ASG and supporting colleagues

Deliver training sessions for staff (collegiate meetings and twilights)

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)All pupils to engage in STEM activities within correct level of the curriculum. Exposure of STEM subjects in a variety of contexts.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)As part of collegiate calendar and training opportunities for staff (PRD/CPD).Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Cross curricular learning, parental and community engagement.Encourage and promote HOTs .

36

Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)The Primary Cluster Programme in Science and Technology is supported by funding from the Scottish Government and STEM Learning. Through the Programme, SSERC will provide professional development in the form of two-part residential courses, interactive e-learning and / or face-to-face, experiential workshops at no net charge to our ASG or Local Authority. All costs of accommodation and meals will be covered. The Programme will not provide the costs of teacher cover. The Programme will provide resources to the school to the value of up to £200. In addition, each participating school will have opportunity to apply to The Edina Trust, through their Science Resources for Schools scheme, for a one-off grant of up to £350 for resources to use in the classroom.Any additional funding to be covered by schools individual budgets.

37

drakiesprimaryschoolblog.files.wordpress.com€¦ · Web viewUsing the SEEMiS Risk matrix as...

Documents

Transcript of drakiesprimaryschoolblog.files.wordpress.com€¦ · Web viewUsing the SEEMiS Risk matrix as...