School: Airyhall School Head Teacher: Alison Thomson · supportive of the school and our Parent...

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Standards and Quality Report 2017-2018

Improvement Plan 2018-2019

School: Airyhall School

Head Teacher: Alison Thomson

@Airyhall.Sch

Website- www.airyhall.aberdeen.sch.uk

http://www.airyhall.aberdeen.sch.uk/

http://www.bing.com/images/search?view=detailV2&ccid=7G89FQ/g&id=6EDB4BABB4E358F7DAA4262B0F9B4971106DCE3F&thid=OIP.7G89FQ_grwyyWWp364EOkQEsEs&q=twitter&simid=608017471955601309&selectedIndex=17&adlt=strict

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CONTENTS PART ONE: Standards and Quality Report 2017-18

• School Context; School Vision, Values and Aims

• Review of School Improvement Plan Progress 2017-18

• Pupil Equity Fund - Evaluation of Intervention Impact 2017-2018

• Core Quality Indicator Evaluations 2017-2018

• Capacity for continuous improvement statement

PART TWO: School Improvement Plan 2018-19

• Key Priorities informing Improvement Planning - National, Local and Service / School

2018-19

• School Improvement Plan 2018-19 Action Plans

• Pupil Equity Fund Rationale 2018-2019

• Professional Learning QI 1.2 Leadership of Learning 2018-2019

• Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity

Funding)

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Context of the school: Airyhall Primary is a co-educational, non-denominational school, which opened in 2010. The school serves an area of private housing, situated in the west end of Aberdeen approximately 3 miles from the city centre. The school has a roll of 367 children with an additional 80 place nursery and the school roll is predicted to consistently grow in the coming years. The school has a management team of a Head Teacher and two Depute Head Teachers. There are 14 primary classes and 4 nursery classes. The full-time equivalent teaching staff is 19.8FTE and the children are supported by 7.4fFTE Pupil Support Assistants. During session 2017/18 the school has had a stable staff compliment and because of this have had the capacity to develop and effectively implement the school Improvement Plan. Parental engagement is a major strength of our school and parents are encouraged and play an active role in the life and work of the school and their child’s learning. Our parents are very supportive of the school and our Parent Council meet monthly to discuss various matters which directly affect our school and local community. Our PTA is very successful and plan exciting events which not only raise money for our school but also act to build and maintain community spirit within the local area. Pupil participation and engagement is a key priority in our school and pupils have many opportunities to be involved in the work and life of the school. Pupils play an active role in driving initiatives forward and the direction of the school. Pupils have a sense of pride in their school and almost all are keen and motivated learners. This is an area that has continued to be constantly highlighted by visitors to school, assessors from various accreditation schemes and parents. The school has close links with the community and businesses within the community. These are used to support learning and teaching and the effective delivery of our curriculum. Our pupils are involved in a range of activities to support their community, such as working with the Slopefield Allotment Association, The Hutton Institute, The Community Council and many others. The ethos of the school is very good. The school is welcoming, friendly and has a positive atmosphere. This is commented on frequently by visitors to school, parents, new staff and new pupils. Following a recent parent and staff survey the positive atmosphere was highlighted as a major strength of our school. The staff are committed to working well together and regularly engage in professional dialogue around practice and attainment to provide a high quality experience for our pupils. We have high staff retention as people enjoy being part of the team at Airyhall School. The school is part of the Hazlehead ASG and we have close links with all of the schools in the ASG and regularly engage in working together to drive initiatives forward. We work very well together to ensure our pupils have consistent learning experiences and provide opportunities for partnership events which aid transition. Achievements within the school include-

• Our work around Eco Schools Scotland and our links with Aberdeen City Councils’ Environmental Team and the Slopefield Allotment Association and The Hutton Institute. We have been awarded our fifth Eco Flag and have received various other awards for our work relating to the Eco Schools agenda.

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• We are a UNICEF Rights Respecting School (Silver Level) and were awarded our first award in 2008 and continue our excellent work in this area linking to the Global Goals.

• We are keen to share our school initiatives/developments both within our ASG and wider within Aberdeen City. This year we have worked on the moderation or writing and building capacity in staff to be confident about their professional judgements. This project has been recognised as excellent practice with the Education Team at Aberdeen City Council.

• Our attainment is very good and children are continuing to succeed beyond the expected levels.

• Offering pupils a wide range of opportunities to develop skills for life learning and work for example- World of Work Week, many school trips, Scottish Beat Box, Christmas and Spring shows, extra-curricular clubs and many more through the varied and innovative learning opportunities which are planned by our staff.

The most recent school inspection took place in 12th January 2010 and the Care Inspectorate reported on the nursery in20th March 2018. The reports are available at https://education.gov.scot/inspection-reports/aberdeen-city/5237629 and file:///C:/Users/AliThomson/Downloads/InspectionReport-295945.pdf Free School Meal Entitlement: For session 2017-2018, 3% (6 out of 205) of pupils of Primary 4 - 7 pupils registered to receive free school meals. SIMD (Scottish Index of Multiple Deprivation):

SIMD Decile Number of children

1 0 0% 2 0 0%

3 6 2% 4 1 0.1 %

5 1 0.1%

6 6 2% 7 3 0.8 %

8 4 1% 9 7 2%

10 335 92% Total 363

Note: All of the children in deciles 3,4,5,6 and 7 are out of zone pupils Curriculum for Excellence Levels 2016-2017 and 2017-2018

Out of zone

In zone

https://education.gov.scot/inspection-reports/aberdeen-city/5237629

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Curriculum for Excellence 2016/17 and 2018/18: percentage of pupils achieving expected levels

by stage

Reading P1-48 P4-59 P7-51

Airyhall Reading

2016- 2017

88.89% 87.5% 92.9%

National Reading

2016-2017 80% 77% 76%

Airyhall Reading 2017-2018

89.5% 93.1% 94.1%

Writing P1 P4 P7

Airyhall Writing 2016- 2017

87% 89.6% 88.1%

Writing National 2016-2017

77% 71% 69%

Airyhall Writing 2017-2018

87.5% 93.1% 86.2%

Listening and Talking P1 P4 P7

Listening &Talking 2016- 2017

96.3% 93.8% 95.2%

Listening and Talking National 2016-2017

85% 83% 81%

Listening &Talking 2017-2018

91.6% 94.8% 94.1%

Numeracy P1 P4 P7

Numeracy 2016- 2017

96.1% 95.8% 88.1%

Numeracy National 16-17

83% 75% 70%

Numeracy 2017-2018

93.8% 93.1% 88.2%

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School vision statement, values and aims:

Airyhall School Vision and Values Revised May 2016

Vision To enable children to become Successful Learners, Confident Individuals, Responsible Citizens and

Effective Contributors who will make a positive contribution to the world.

Values In any school community values are essential for building positive relationships and creating a climate for learning between pupils, staff, parents, partners and the local community. At Airyhall Primary, we share a common sense of values which guides our approaches, relationships, policies and behaviour. We believe these values will guide all that we do. Together we will continue to develop a learning environment and school community-

• Which enables high quality teaching and learning to take place.

• Where children becoming increasingly aware of their learning style as they transition through our

school.

• Which develop higher order thinking skills in children.

• Which creates a wealth of opportunities for children to learn from and through.

• Encourages children to identify to reflect on their learning, identify next steps and apply their

learning to other situations.

• Which instils in children the joy of learning to enable them to become lifelong learners.

• Which encourages all staff to develop professionally.

• Where children, staff and members of the school community are treated fairly and understand

the importance and need for respect and manners.

• Which encourages meaningful partnerships with parents/carers and the local community.

• Which teaches children about sustainability, the importance of their place in the world and how

they can influence change.

• Which teaches children about how they can help those less fortunate by being informed and

active in doing so.

• Which has the resources and knowledge required to deliver a curriculum for the 21st Century.

• Which is inclusive and meets the needs of all learners.

• Which encourages and fosters in pupils self-motivation.

• Where children lead the learning, have voice and are actively encouraged to make a valued

contribution to the learning and opportunities which take place in their school.

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• Which celebrates achievement both in and out of school.

• Where everyone in our school community are proud to members of Airyhall Primary School.

The children drew pictures to represent each of our aims to make them more accessible to younger

children and to make them more ‘child friendly- see below-

The school aims were reviewed during session: May 2016

The school aims will be reviewed during session: May 2020

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Review of School Improvement Plan Progress 2017-2018

2017-2018 Improvement Priority 1: Assessment, Moderation and Wider Achievement

NIF Priority 1. Improvement in attainment, particularly in literacy

and numeracy 2. Closing the attainment gap between the most and

least disadvantaged children 3. Improvement in children and young people’s

health and wellbeing 4. Improvement in employability skills and sustained,

positive school-leaver destinations for all young people

NIF Driver • School leadership

• Teacher professionalism Parental engagement

• Assessment of children’s progress

• School Improvement

• Performance Information

HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and staff 1.5 Management of resources to promote equity 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 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability

Impact and Evidence:

• Almost all Learners are attaining appropriate levels and some have exceeded these in literacy and numeracy (see CfE results on page 5).

• SNSA results for P1,P4 and P7- almost all children are working at or above the expected level

• Staff are more able to effectively track and predict pupil progress (less SMT input at tracking meetings).

• P1 phonics assessment was developed which has ensured pace and challenge and through professional dialogue with staff it is clear that this has developed teacher professionalism and understanding. P1 phonics assessment developed for use at key entry and exit points (replacement for Pips).

• Through monitoring of classroom practice it is evident that teachers are more able to focus on planning high quality learning opportunities for children (holistic tasks) that are measurable, relevant and provide the appropriate assessment information.

• All staff have engaged with and have developed their understanding of the Education Scotland Moderation Cycle and are beginning to plan assessments in line with policy.

• Confident teacher judgements together with Benchmarking and other activities have led to improvements in teacher’s ability to plan for assessments and the results themselves.

• Following the work around AiFL (audit, staff training, engagement with Ross Watson), through monitoring of practice and professional dialogue it is evident that there is a consistency of approach to planning and assessing pupil progress.

• Parents are more aware of AiFL and can support at home using these strategies.

• Nursery staff are using the Highland Trackers and these are being used as a tool for transition into P1. Early Years staff are also more aware of developmental stages of learning. These have been used to identify gaps and allocate support accordingly.

• Following an audit and feedback for parents - ILD now tailored to the needs of parents.

• ASG Early Years group look at the type observations and comments that are noted in ILD – a consistent approach has been created. More parents are now accessing ILD online.

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• Wider achievement is evident through all of the work and learning developed through - Pupil Council, RRSA, Global Goals, JRSO, Fairtrade and Learning Journeys.

• Learners have more of an understanding of the intended learning and what is expected within each level in writing.

• Almost all pupils receive accurate information on their current strengths and next steps in learning through the consistent moderation of valid, reliable and meaningful assessment activities.

• Through the actions and choices our children make it is clear that our learners are successful, confident, exercise responsibility and contribute to the life of the school, the wider community and global citizens. They are personally and socially adept and have achieved a range of skills and attributes through a wide range of activities.

• We have many examples of involving parents in shaping policy to improve practice.

• Staff support parents to actively engage in their children’s learning, attainment and achievement.

Next Steps

- Continue with ASG moderation activities- writing - In school begin to work on assessment of numeracy and maths and reading skills - All staff to engage in progression frameworks to support planning, assessment and

moderation.

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2017-2018 Improvement Priority 2:

Numeracy Policy, Progression and Family Learning Year 1 of 2

NIF Priority 1 Improvement in attainment, particularly in

literacy and numeracy 2 Closing the attainment gap between the most

and least disadvantaged children 3 Improvement in children and young people’s

health and wellbeing 4 Improvement in employability skills and

sustained, positive school-leaver destinations for all young people


• Teacher professionalism

• Parental engagement




HGIOS?4 QIs




• Based on the audit the effectiveness of current policy and progression significant changes have been made to ensure that pace is ensured at all stages.

• Following an audit resources used in school for the teaching of maths and numeracy, £3000 of PTA funds has been spent to support the new progressions.

• Following analysis of INCAS data, CfE data, SNSA, in house tracking systems, comparisons with comparator schools around attainment in numeracy and most of our children are performing at or above the expected level.

• Following staff training, through formal and informal monitoring it has been noted that teachers are using techniques shared at staff training e.g. the principles of SEAL.

• Our progressions are in line with ACC progression and The Benchmarks.

• Nursery staff have begun to develop a consistent approach in Nursery to enquiry based play with particular reference to Numeracy and maths.

• Increased achievement and attainment for almost all learners this will be evidenced through individual pupil tracking, whole school results.

• Almost all staff are confident in using The Benchmarks to make teacher judgements which is impacting positively on teachers ability to plan for learning and assessment.

• Almost all staff have an increased knowledge and understanding of curriculum progression in maths and numeracy.

• PSA staff are now training in outdoor learning (this will be developed year 2).

• Improved planning of delivery of curriculum enhancing learners’ skills in numeracy due to the increase in understanding of pedagogy in maths and numeracy.

• Whole staff ‘buy in’ developing new progressions in particular development opportunities through distributive leadership.

Next Steps:

• We will continue to develop a consistent approach in Nursery to enquiry-based play with particular reference to Numeracy and maths.

• Outdoor learning in maths and numeracy (PSA involvement in this).

• Continue to develop approached to the delivery of curriculum enhancing learners’ skills in numeracy due to the increase in understanding of pedagogy in maths and numeracy (models).

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• Audit the effectiveness of new progressions and make changes as appropriate.

• Family learning- Parents are more able to support learning at home as the support/information they receive will be dovetailed to our approaches and also tailored to their needs.

• Research and professional folder to be created for sharing current thinking and pedagogy around the teaching of maths and numeracy. Encourage staff to engage with this as part of their PRD.

• All staff to engage in progression frameworks to support planning, assessment and moderation.

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2017-2018 Improvement Priority 3:

ASG Improvement for 2017-2018- Mental Health Year 1 of 2

NIF Priority 1. Improvement in attainment, particularly in literacy and

numeracy 2. Closing the attainment gap between the most and

least disadvantaged children 3. Improvement in children and young people’s health

and wellbeing 4. Improvement in employability skills and sustained,

positive school-leaver destinations for all young people

NIF Driver • School leadership (Leadership – SAC)

• Teacher professionalism (Learning and Teaching – SAC)

• Parental engagement (Families and Communities - SAC)




HGIOS?4 QIs




Impact

• Staff received training from ‘SPARK’ around mental health and how to support children and families in this area. Staff now have a much clearer understanding of mental health issues in young children.

• All staff trained in using Bounce Back materials although the expected impact has not been achieved due to difficulties in obtaining resources.

• EP delivered training to teaching staff, PSAs and parents around resilience which has increased staff understanding of this area.

• Feedback from training delivered to our parents by Nicola Logan (ESW) and our EP around Emotion Coaching was very positive and parents now feel more informed about supporting their children’s emotional development.

• PSA staff attended training in Seasons For Growth (this will be rolled out 2018-2019).

• Effective partnership working with stakeholders through the ASG Partnership e.g. Counselling Service has highlighted the positive outcomes for children struggling to cope with mental health issues.

• Through effective partnership working (ASG Partnership) we have improved our learning provision and secured positive impacts for children, young people and families in our community.

• In our school the majority of our children are resilient when dealing with playground issues.

• Through professional dialogue and feedback, staff are using the language gained from the inputs when working with and supporting children.

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

• Successful engagement with EP service and ESW to plan and share professional learning for staff and parents.

Next Steps:

• An ASG staff group will be set up to work on a parent leaflet and presentation for schools to use/modify to suit the needs of their school community. The group will also work on a progression for the programme.

• We will have well-embedded systems in place to promote wellbeing across all aspects of the life of the school.

• Whole school progression for mental health incorporating the Bounce Back materials.

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• Our children and young people will be eager and active participants who are fully engaged, resilient, highly-motivated and interact well during activities.

• Roll out Seasons for Growth programme.

• As part of PRD all staff engage will engage in professional learning around mental health to ensure they are fully up-to-date with local, national and, where appropriate, international legislation affecting the rights, wellbeing and inclusion of all children and young people.

• Launch ‘You can say’ app for measuring mental health and wellbeing.

• EP will work alongside HT to EBPU Wellbeing Measurement tools to use with children which will measure a range of areas related to mental health.

• Develop the resilience of our young people in dealing with playground issues (Bounce Back Materials).

Pupil Equity Fund 2017-2018 - Budget £4800

Evaluation of Intervention Impact

Plan 1: Focus: Increase reading attainment in identified children

Impact and Evidence Impact: Out of the 8 children targeted, 6 have improved significantly and 2 have made some improvements (identified ASN for which further interventions will be put in place). How do we know: A range of formative and summative assessments (INCAS, Jolly Phonics assessment, SWRT, Elementary Attitudes reading survey), teacher judgement and pupil work and CfE tracking information. Details and breakdowns can be provided.

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Core Quality Indicator Evaluations – School

Quality Indicator School Self-Evaluation

1.1 Self-evaluation for self-improvement

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1.3 Leadership of change 5

2.3 Learning, teaching and assessment 5

3.1 Ensuring wellbeing, equity and inclusion 5

3.2 Raising attainment and achievement 5

Core Quality Indicator Evaluations – ELCC (where appropriate)

Quality Indicator ELCC Self-Evaluation

1.1Self-evaluation for self-improvement

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1.3 Leadership of change 4

2.3 Learning, teaching and assessment 5

3.1 Ensuring wellbeing, equity and inclusion 5

3.2 Securing Children’s Progress 5

6 Excellent outstanding sector leading

5 Very Good major strengths

4 Good important strengths with some aspects for improvement

3 Satisfactory strengths just outweigh weaknesses

2 Weak important weaknesses

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1 Unsatisfactory major weaknesses

Capacity for continuous improvement statement

Evaluations from the Improvement Planning 2017-2018 and a focus on the core QIs indicate attainment is very high and exceeds expected levels both for Aberdeen City and Scotland. The interventions which we have made are having a positive impact on learners and will continue to as they are developed. Staff are increasingly confident and skilled in thinking about and planning learning and the expected impact on learners. We have highly developed programmes and policies in place to enable staff to effectively deliver a high quality learning experience to the children in our care which not only focuses on attainment but wider achievement. We have a culture in our school of distributive leadership and manage the pace of change that is suited to the needs of our school and unique setting (staff, pupils and parents). Our systems for developing family learning are in place and this will continue to be built upon in the coming year. Our pupils are actively engaged in all aspects of school life and we have created a Pupil Participation Policy this year to ensure that engagement is meaningful and not merely tokenism. Through the actions and choices our children make it is clear that they are successful, confident, exercise responsibility and contribute to the life of the school, the wider community and global citizens. They are personally and socially adept and have achieved a range of skills and attributes through a wide range of activities. We are acutely aware that in order to meet the needs of all learners effectively we must continue to engage Aberdeen City Council in ensuring that resources are equitable and fair across all city schools. Our school has a high level of staff retention and is therefore well-placed to continue to improve and deliver excellence and equity for all learners during 2018-2019.

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IMPROVEMENT PLAN 2018-2019

Airyhall Primary School

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PART TWO: School Improvement Plan 2018-2019 - Key Priorities informing Improvement Planning (National, Local and Service

/School)

National Priorities Local Authority Priorities Agreed service / school priorities

Cross cutting themes • Expand Early Learning and Childcare by 2020.

• Utilise Partnership Forums to address the 4 NIF priorities.

• Establish Aberdeen as a UNICEF Child Friendly City.

• Continue to refine approaches to GIRFEC to improve the outcomes of children and young people

• Expansion of Early Learning and Childcare

• Increased collaboration across schools and ASGs

• Improvement Methodology

NIF Priority 1:

Improvement in attainment, particularly in literacy and numeracy

• Locality Plans seek to increase attainment of children in Priority Areas on entry to P1.

• Numeracy

• Early Years’ Literacy

• Curriculum Design and Rationale (continued)

NIF Priority 2:

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

• Close the Gap through effective multi-agency working

• Increase data literacy at all levels of the system

• Closing the Poverty Related Gap – Measures and Outcomes

NIF Priority 3:

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

• Improve mental health services, decrease rates of teenage pregnancy and reduce instances of bullying

• Increase access to high quality play experiences and effectively utilisation of outdoor space

• Reduce youth crime

• Embed UNCRC Rights agenda across the City and increase pupil participation in decision making

• Adverse Childhood Experiences

NIF Priority 4:

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

• Provide age appropriate employment skills for children and young people in schools

• Survey aspirations to sharpen our pre and post school supports

• Expand and improve post school learning and employment opportunities for children and young people

• Learner Pathways

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2018-2019 Improvement Priority 1: Improvement in attainment, particularly in literacy and numeracy

NIF Priority 1. Improvement in attainment, particularly in literacy and numeracy 2. Closing the attainment gap between the most and least

disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-

leaver destinations for all young people





• School Improvement • Performance Information

LOIP ‘Prosperous People’ partially realised through the ICS ‘Children are our Future’ theme identifies 3 primary drivers: • Children are safe and responsible • Children are getting the best start in life

• Children are respected, included and achieving

The ICS primary drivers have guided the formation of 4 key priorities for action:

• Closing the Gap

• Youth engagement and inclusion

• Health and wellbeing

• Community safety and environment

HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and staff 1.5 Management of resources to promote

equity

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

3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people

1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18. 2. Every child and young person is entitled to experience a broad general education. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.

4. Every child and young person is entitled to develop skills for learning, life and work, with a continuous focus on literacy and numeracy and health and wellbeing. 5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.

6. Every young person is entitled to support in moving into a positive and sustained destination.

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Improvement Priority 1:

Improvement in attainment - literacy

Improvement in Literacy

Lead Responsible: Alison Thomson

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much?

• By June 2019, almost all staff will have increased confidence and working

knowledge of literacy progressions to inform moderation and professional

judgement of levels.

• In listening and talking, all pupils will make progress with attainment in P1, P4

and P7 reaching at least 90% by June 2019.

• In reading, 90% of pupils make progress towards achieving expected Tools for

Reading benchmarks for First and Second Level by June 2019.

• In writing, all pupils will make progress in levels of attainment: P1 at least 90%,

P4 at least 90% and P7 at least 90% by June 2019

Impact Measures How will we know? Attainment Engagement Participation Consultation; Professional Dialogue Self-Evaluation; HGIOS 4; HGIOURS Audit tools Pupil work Professional dialogue

Specific Actions QI 1.5 Management of resources

to promote equity

QI 1.3 Leadership of

change

Timescale Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 1

PEF/ SAC Resource Who? By When?

Literacy- Highland Literacy- Emerging Literacy

• Classroom monitoring

• Teacher’s planning

• Pupil attainment

• Staff confidence in their approach to early literacy, language and communication

• Children will experience a more developmentally appropriate curriculum in early literacy, language and communication.

• Children will have secure foundational skills which enable them to listen, talk, read and write and make appropriate progress within and through the Early Level in listening and talking, reading and writing this will be evidenced through a range of assessment activities.

• Staff Meetings and subsequent training where staff members take on leadership opportunities to drive forward Highland literacy – Emerging Literacy programme - See James Cook’s Plan for detail.

• Dovetail EL programme with current phonics policy.

CLPL

HT/ DHT led Staff leadership Group (SEYP to be part of the leadership group)

Actions stated in the plan will take place throughout the session.

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• Staff will be able to articulate the impact the professional learning and collaboration is having on their practice.

Literacy- closing the attainment gap – reading

• Staff confidence in their approach to meeting the needs of all learners in literacy and in particular reading comprehension Teacher confidence questionnaire will be used at the beginning and at the end of the session.

• Children experience a developmentally appropriate curriculum which supports their learning needs.

• Children’s attainment improves in reading- SNSA, teacher judgement of CfE levels, children ability to apply their learning in other and unfamiliar situations.

• Baseline and post intervention data to record pupil progress e.g. YARC assessment

• Classroom monitoring.

• Based on the information which comes back from the YARC assessment will determine expected value added.

• YARC – comprehension assessment use with target group to identify next steps and measure impact (GL Assessment).

• Anaylisis of AR scores before, during and after interventions.

• Dyslexia Screener, portfolio and guidance (GL Assessment) to be used to identify children from the target group who may have Dyslexia and the aspects which they need to work on.

• Staff training for SLT, teaching and support staff from D Dingwall.

• Resources purchased to support and meet the needs of identified children. These will target reading comprehension and decoding skills.

£4200 PEF CLPL -Liaison with Deborah Dingwall (Dyslexia Unit) -PSA staff to work with the target group daily basis. -DHT to manage the programme and track attainment (PEF Champion).

All throughout the session 2018-2019

Literacy- ASG- moderation of writing

• Professional dialogue linked to moderation of pupils’ writing linked to benchmarks. (Recorded at key points across a range of genre).

• Tracking of pupils’ technical skills in writing linked to targets.

• Tracking of progress of all pupils on CfE levels in writing identifying those who require support and challenge.

• Tracking of progress of targeted groups in for CfE levels in Writing.

• ASG literacy Group meet to discuss the core and genre criteria and moderation template

• ASG literacy Group members disseminate and share information with staff in their school regarding expectations (especially new staff).

• All ASG teaching staff attend a moderation event building on the 2017/2018 event.

-CLPL- All ASG Staff and ASG Literacy Group -Link to ACC DO for Assessment and Moderation

Activities and evidence gathered throughout the session to be used at the moderation event- Wednesday 6th

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• Teacher professional judgement is developed.

• Children have an increased awareness of their next steps in learning and can articulate these by referencing core and genre criteria.

• Targeted group -Digital technologies being used effectively to support pupils who find writing challenging

February (After school staff meeting)

Literacy- ASG- promoting reading and reading skills

• Pupils’ participation in evaluation of learning linked to reading and supporting increased engagement in learning (Leuven Scale and pupil survey).

• Children’s attainment improves in reading- SNSA, AR, teacher judgement of CfE levels, children ability to apply their learning in other and unfamiliar situations.

• Staff engagement in HGIOURS

• ASG group to meet to discuss ideas to encourage and promote reading. The agenda for this will be based around the ideas shared at the ASG meeting 19.6.18.

• Kimberley Robinson from Hazlehead Academy could support this development.

PEF funded from Hazlehead Academy

CLPL Professional

Dialogue

SLT / Teaching staff (Primary

and Secondary) and Pupil Council

ASG group to meet by September

2018

Focus Week- 7th

March 2019

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Improvement Priority 2: Improvement in attainment – Numeracy and maths

NIF Priority 1. Improvement in attainment, particularly in literacy and

numeracy 2. Closing the attainment gap between the most and least

disadvantaged children 3. Improvement in children and young people’s health and

wellbeing 4. Improvement in employability skills and sustained, positive

school-leaver destinations for all young people









• Closing the Gap




HGIOS?4 QIs


equity







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Improvement Priority 2: Improvement in attainment-

Numeracy and Maths


Partnership Forum (where appropriate):


• By June 2019, all staff will have increased confidence and working

knowledge of Numeracy progressions to inform moderation and professional

judgement of levels.

• In numeracy and maths, all pupils will make progress in levels of attainment:

P1 at least 90%, P4 at least 90% and P7 at least 90% by June 2019

• All staff will have a greater understanding of using the models for the

teaching of numeracy concepts.

Impact Measures How will we know? Attainment Engagement Participation Consultation; Professional Dialogue Self-Evaluation; HGIOS 4; HGIOURS Audit tools Pupil work

Specific Actions QI 1.5 Management of resources

to promote equity

QI 1.3 Leadership of change

Timescale Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 2 PEF/ SAC Resource Time / People /

CLPL

Who? By When?

Numeracy- progressions and pedagogy

• Increased achievement and attainment for almost all learners this will be evidenced through individual pupil tracking, whole school results.

• Almost all learners are attaining appropriate levels, and some have exceeded these.

• Confident teacher judgements together with Benchmarking and other lead to improvements in teacher’s ability to plan for assessments and the results themselves. This will be audited by using a staff confidence questionnaire.

• Increased engagement and motivation in learning of all 100% of learners.

• Staff increased knowledge and understanding of curriculum progression in maths and numeracy

• In Service Day August 2018 staff training and development will focus on- - Staff confidence audit. - Research around models and

images for CLPL. - Sharing planners devised by the

leadership group. - Sharing the new resources

purchased. - Identify new leadership group for

numeracy and maths- focusing on progressions and mental maths audit

Monitoring of classroom practice will focus on the use of the models and images highlighted in the plans. Assessing of maths

PTA funds

CLPL Leadership Group

June 2019

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• Curriculum developed to take account of pupils’ entitlements

• Improved planning of delivery of curriculum enhancing learners’ skills in numeracy due to the increase in understanding of pedagogy in maths and numeracy.

• Staff audit before and after to measure confidence

• Recalling facts each week (Big Maths Beat That) results improve.

Maths assessments- using Assessment and moderation Hub (holistic assessments). Homework Targeting recall of facts

Outdoor Learning Using knowledge and learning from the course the PSAs attended in 2017-2018, we will form a leadership group to work with teaching staff on devising an approach for the school.

Numeracy- Family Learning

• Parents are more confident in supporting numeracy and maths at home.

• Feedback from parents regarding information that has been produced as to how relevant/useful it is.

• Children’s attainment is increased

• Children are more enthusiastic/confident about maths both in school and at home.

• Parents are more able to support learning at home as the support/information they receive will be dovetailed to our approaches and also tailored to their learning needs.

• Audit the information parents currently receive in terms of how to support maths at home (Google Survey).

• Focus group is established to work on the information which parents want/need as highlighted through the survey.

• Parental workshops/videos to support the above.

• Family learning in nursery will take the form of – workshops, ‘lending library’ for children to use and information being shared on a ‘making maths fun’ noticeboard.

-- CLPL SMT and Parent Focus

Group

April 2019

Numeracy- closing the attainment gap

• Staff confidence in their approach to meeting the needs of all learners in maths and recall. A teacher confidence questionnaire will be used at the beginning and at the end of the session.

• Children experience a developmentally appropriate

• Identify the gaps using children identified as not achieving at expected level using ‘The Basic Number Screening Test’.

• Directing SfL support and the use of the following resources such as SEAL, Numeracy Boxes and power of 2 and plus 1 for example.

PTA funds

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curriculum which supports their individual needs.

• Children’s attainment improves in reading- SNSA, teacher judgement of CfE levels, children ability to apply their learning in other and unfamiliar situations.

• Classroom monitoring- SLT and peer

• Challenging the more able pupils -current progression, maths challenges and purchasing new resources.

Monitoring Progress and Evaluating Impact (To be completed during the course of the session to inform the audit for SQUIP 2019-2020)

Impact and Evidence: Priority 2

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Improvement Priority 3: Improvement in children and young people’s health and wellbeing.


disadvantaged children 3. Improvement in children and young people’s health and

wellbeing 4. Improvement in employability skills and sustained, positive

school-leaver destinations for all young people









• Closing the Gap




HGIOS?4 QIs


equity







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Improvement Priority 3: Improvement in the mental wellbeing of our pupils Improvement in children and young people’s health and wellbeing


Partnership Forum (where appropriate): Tracey O’Neill (School Counsellor)


• Improved learning experiences in health and wellbeing for all pupils through discrete learning by July 2019

Impact Measures How will we know?

E.g. Attainment Inclusion / Exclusion Engagement Participation Consultation; Professional Dialogue Self-Evaluation; HGIOS 4; HGIOURS

Specific Actions QI 1.5 Management of resources to

promote equity


Timescale Progress

On Track

Behind Schedule

Not

Actioned

Tasks to Achieve Priority 3 PEF/ SAC Resource Time / People / CLPL

Who? By When?

Seasons for Growth

• Dialogue with staff delivering the programme.

• Dialogue with participants of the programme.

• Children who have suffered loss will feel more at ease in school.

• PSA staff who have been trained in Seasons will attend a meeting at Hazlehead Primary to share good practice with each other (Term1)

• PSA staff at Airyhall to deliver the programme in an 8 week block – January 2019

----- PSA staff (8 sessions)

AT to oversee this

April 2019

Health and Wellbeing Progression

• Monitoring of learning (SLT and peer) demonstrates an improvement in the teaching of the HWB curriculum and engagement of pupils. (Leuven scale and planning).

• Dialogue with pupils indicates improved learning across HWB (pre and post intervention).

• Monitoring of teaching of PE (SLT and peer) demonstrates an improvement in the teaching of PE skills and the engagement of pupils.

• Staff engage in audit of HWB curriculum. (Early Level to Third Level)

• Discrete programme to be created to support progressions based on IDL already identified for example Sexual Health and relationships.

• Use of Measuring mental wellbeing programme to ascertain our pupil’s mental health and wellbeing.

• Use ACC progressions to develop a programme for our school.

• PE- ASG progressions for PE to be devised by the group of ASG PE teachers to ensure a consistent

----

----

CLPL LH DHT to lead on this with PT Barbara Jones HT at Hazlehead Primary

October 2018 April 2019

28

approach to the delivery of PE across the ASG.



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2018-2019 Improvement Priority 4: Improvement in employability skills and sustained, positive school-leaver destinations for all young people.


disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-

leaver destinations for all young people









• Closing the Gap




HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and staff 1.5 Management of resources to promote equity







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Improvement Priority 4: Continued curriculum development (Year 2) with a focus on Developing the Young Workforce Improvement in employability skills and sustained, positive school-leaver destinations for all young people

Lead Responsible:

Partnership Forum (where appropriate)


• All children increase their engagement in curriculum planning linking with skills and attitudes across the 4 contexts for learning and 4 capacities by June 2019

• All children increase their digital skills to support learning across the curriculum by June 2019

• All staff have an increased confidence in planning and delivering the curriculum for children linked to the world of work by June 2019

Impact Measures How will we know? Inclusion / Exclusion Engagement Participation Consultation; Professional Dialogue Self-Evaluation; HGIOS 4; HGIOURS Audit tools Pupil work

Specific Actions QI 1.5 Management of

resources to promote equity


Timescale Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 4 PEF/ SAC Resource Time /

People / CLPL

Who? By When?

Learning for Sustainability and Creativity Skills Pupil Engagement – Leuven Scale and Pupil Consultation – HGIOURS

• Professional Dialogue – Term planning (IDL / Overarching curriculum themes) / Links with world of work / Progression Frameworks and Benchmarks

• Monitoring – SLT / Peer


• The level of engagement and participation of the school with our business partners- Slopefield Associations, The Hutton Institute etc. Will be establish an audit based around the challenge questions in HGIOS4.

• GTCS standards for CLPL

• Eco Activities

• RRSA maintain Silver Level

• Pupil Council

• JRSO

• Fairtrade

• Greenpower project

• LFS audit

• Business/community links and breakfast

• Charity work is relevant to our IDL and Pupil Group activities.

• Looking at our policy for pupil engagement and ensure that we are planning meaningful

----- CLPL All Teaching Staff SLT

December 2018

31

• Monitoring- to what extent are children able to link learning to real life and see a purpose to what they are learning.

• Staff and pupils will have an increased understanding of creativity skills and we will begin to weave these into current practice- see below.

engagement and not merely tokenism for example.

• Develop electronic suggestions system for pupil voice.

• In classroom teaching staff make references as to how learning links to real life and will be used in real life.

• Review IDL bundles and incorporate sustainability and creativity more explicitly into curricular topics (3year cycle).

• Eco topics will have a literacy focus this year e.g. writing letters to various organisations.

• HGIOURS – Staff engagement in Theme 2 ‘Our learning and teaching’ leading to a strategy to develop with pupils.

• Creativity Skills –exploring these with staff and a leadership group will develop this.

• Along with discreet planning opportunities through IDL, activities to develop skills for life will be developed, learning and work- Christmas Enterprise, Business Breakfast, Greenpower, Pupil Group activities.



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Pupil Equity Fund Budget Allocation April 2018 - £4203

Pupil Equity Fund Rationale 2018-2019 ‘All our work to interrupt the cycle of deprivation and its impact on children’s progress’.

Rationale

1. Meet the needs of pupils who are not reaching expected milestones in reading 2. Use sophisticated tools for assessing levels and identifying next steps in learning to address the deficit. 3. Build capacity in staff to have a greater understanding of how to meet the needs of pupils who are not reaching the expected milestones

and effective interventions. This will be achieved through joint working and collaboration with Dyslexia Service and EP Service. 4. Build new ways of working to meet the needs of all our learners into our current ways of working.

Rationale of how you plan to use Pupil Equity Funding to provide ‘additionality’ to core service delivery in new or enhanced activity to close the poverty related gap. A clear contextual analysis which identifies the poverty related attainment gap and plans must be based on evidence of what is known to be effective at raising attainment for children affected by poverty. E.g. EEF (Education Endowment Foundation)

5 Key Areas: Attainment; Attendance and Punctuality; Exclusion / Inclusion; Engagement; Participation

Achieving Equity - Identified gap(s) to raise attainment; Targeted Interventions; Quintiles / Deciles • YARC – comprehension assessment use with target group to identify next steps and measure impact (GL Assessment).

• Analysis of AR scores before, during and after interventions.

• Dyslexia Screener, portfolio and guidance (GL Assessment) to be used to identify children from the target group who may have Dyslexia and the aspects which they need to work on.

• Staff training for SLT, teaching and support staff from D Dingwall.

• Resources purchased to support and meet the needs of identified children . These will target reading comprehension and decoding skills.

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Analysis of data indicates At present we have used CfE tracking and professional judgement to identify the targeted learners. We have analysed FSM and SIMD information and identified children within SIMD deciles 3-6 children who are not yet reaching expected milestones or at risk of not achieving as they move through the level in which they are currently working on. When the PEF plan has been agreed we will be able to complete a more in depth analysis of data and plan interventions to implement the plan.

*Identified areas for PEF Funding 2018-19 identified from our self-evaluation:

• Reading comprehension and decoding

*Please refer to detail of areas identified for Pupil Equity Funding in Improvement Plan Priority 1 – Literacy (Section 2)

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QI 1.2 Leadership of Learning 2018-19

Professional Engagement and Collegiate Working – Leadership at all Levels

Whole School Initiatives E.g. Working Group; Pupil Groups; Maintenance Areas- Please refer to whole school staff remit document for greater detail

Leader(s)

Promoted and Unpromoted Staff

Curriculum Development – Health and Wellbeing

Lead- Leigh Houston DHT HWB Co-ordinator- Leigh Houston DHT Leadership Group- tbc at first staff meeting

Curriculum Development – Numeracy

Lead- Donna Polson DHT Numeracy Co-ordinator- Donna Polson DHT Leadership Group- tbc at first staff meeting

Curriculum Development – Literacy

Lead- Alison Thomson HT Literacy Co-ordinator- Leigh Houston DHT Leadership Group- tbc at first staff meeting

Pupil Equity Fund PEF Champion- Leigh Houston DHT

Continuing 1+2 Modern Languages Leigh Houston DHT

Pupil Participation:

• Pupil Council

• Eco School

• RRSA

• Fairtrade

• JRSO

• Buddies

• Greenpower

• Pupil Council- Alison Thomson HT

• Eco School- Leigh Houston DHT

• RRSA- Emma Currie PT

• Fairtrade- tbc at first staff meeting

• JRSO- tbc at first staff meeting

• Buddies- tbc at first staff meeting

• Greenpower- Emma Currie PT

Nursery and Early Years (Including Transition)

Donna Polson DHT Kathleen Massie SEYP

Development of Digital Technologies - including website,Twitter account, Google Classroom

All staff

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Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity Funding)

Participants

Engagement Event Date

Staff

May In-Service day

Staff meetings - ongoing discussions at each staff meeting regarding next steps in terms of development for our school through discussion or progress of developments and self evaluation.

8.5.18, 16.5.188.5.18, 31.1.18, 13.2.18, 14.2.18, 31.1.18, 17.1.18, 29.11.17, 22.11.17, 17.11.17, 27.9.18 and 21.8.17

Children / Young People

Pupil Council Meeting – ongoing discussions at each Pupil Council meeting regarding next steps in terms of developments for our school. Pupil Friendly Plan – August 2018

14.5.18 15.2.18, 19.1.18, 15.9.17 and 12.12.17

Parents

Parents – Consultation Parent Council Parent Friendly Version – website- August 2018

20.6.18 and 16.5.18

Partners and Volunteers

Feedback sheet issued for responses on Improvement Planning

August 2018

Associated School Group

ASG Meeting 29.5.18 and 21.6.18

Partnership Forum Group

ASG Partnership discussing ASG School Priorities 21.6.18

Date uploaded onto website: August 2018

School: Airyhall School Head Teacher: Alison Thomson · supportive of the school and our Parent...

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