Sciennes Primary SQIP 2012-13

2

Standards, Quality and Improvement Plan Sciennes Primary School

BELIEVE ♦ ACHIEVE Vision We will create an excellent educational environment of the highest quality which: • Provides children with the necessary skills for life: Wisdom, Justice, Compassion and Integrity • Values and respects each individual • Works in partnership for the good of all

Standards and Quality Report for session: 2011 - 2012

Improvement Plan for session: 2012 -201

Table of contents Section Section title Page

Standards and quality report 1 The school in context 3-4

2 School’s self evaluation 1.1,2.1,5.3,5.1,5.9 5-12

Improvement plan

3 Key areas for school improvement 13-26

4 Cluster improvement plan (reflecting three year CfE implementation) 27

Standards and Quality Report 1. The school in context

Sciennes Primary School was built in 1892. It stands adjacent to the Royal Hospital for Sick Children and serves the communities of the Grange, Sciennes and Mayfield, on the south side of Edinburgh. The school is co-educational and non-denominational. There are 21 classes, and the current roll is 645 pupils. Around 23% of our pupils are bilingual and approximately 20% come from outwith our catchment area. We celebrate and greatly value the wonderful diversity in the Sciennes family.

Our school is a beautiful example of Victorian architecture, but can provide challenges for learning and teaching in the 21st Century. We have invested resources to create additional teaching and learning areas to support individual and group learning opportunities. The school has a large hall, one general-purpose room, a 2 room library, ICT learning centre and science base. We are very fortunate to have a swimming pool situated in the basement. Three portable units house four classrooms to the rear of the building. An outdoor classroom / garden has been created. There is a dining hall and kitchen area where our pupils are provided with school lunches. The

4

dining / small hall is also used for learning and teaching and is the base for the Sciennes After School Care Scheme (SASCS). The small hall was refurbished to create a high quality dance studio / PE area. We consider this development contributes to helping us reach target for our pupils to enjoy 2 hours of physical education. We have created a beautiful ‘quiet area’ in the playground to enhance experiences for children.

The Headteacher (HT) is supported by three Depute Headteachers. Recently, Carolyn Anstruther was appointed permanent DHT. Morag Crolla who has been supporting Initial Teacher Education at Edinburgh University returned to Sciennes in August. Alice Brown has been appointed permanent Headteacher of Tollcross Primary School. Lucy Gallagher is Acting DHT, Upper Primary. There is 1 full time and 1 part time Support for Learning Teacher (SfL) 2 part time English as An Additional Language teachers (EAL) and a Bilingual Support Assistant. The school also has teachers who provide Science and Modern Languages. In 2011-2012 we had 2 PE teachers 3 days a week and swimming teachers for P3 – P7. All classes benefited from an increase in PE opportunities, including curriculum swimming, tennis, skiing, dance, hockey and rugby. Our Active School Coordinator made a very effective contribution to enhancing experiences during and outwith school. We are fortunate to have good facilities in our local community.

The Youth Music Initiative (NYCOS) provided a music / singing teacher for P3 classes. Small groups of pupils from P4 – P7 received tuition in violin, viola and wind instruments. In session 2012-2013 we will continue to have a PE specialist and increase PE teaching. We will continue learning opportunities in tennis and dance. A teacher of Gaelic has been allocated to P5 classes. The school greatly benefits from a full time Business Manager, Administrator, Clerical Assistants, Learning Assistants and Service Support Officers. We are also fortunate to have very good catering and cleaning staff. A range of services and agencies support the work of the school. Our Active School Coordinator continues to enhance wider achievement opportunities with an increasing number of activities before and after school. The Sciennes After School Club Service (SACS) provides care after school and during school holidays. The holiday club service supports children and families from other local schools.

We are very fortunate to have an active School Council fully involved in the life and work of the school and the Parent Teacher Association provide a wonderful range of clubs for our children.

2. School’s self evaluation 1.1 Improvements in performance

Standards of attainment over time

Overall quality of learners’ achievement Impact of improvement plan

Overall most of our learners are achieving very well across the curriculum. While there is evidence of good progress in standards of attainment and we have improved our analysis of data we will continue to focus on strategies to raise attainment. An increase in Standardised Assessment provided opportunity for us to reflect on areas to improve. We introduced Number Counts and will further develop strategies and approaches to raise attainment in Maths and Numeracy. Almost all of our learners are successful and confident and a significant number demonstrate responsibility and contribute to the wider life of the school. We continue to increase opportunities to develop Pupil Voice through a range of groups including; Pupil Council, Eco and Fairtrade Committees, JRSO and House and Sport Captains. Achievements are regularly celebrated in class, Assemblies, newsletters and website. This year we celebrated a whole school Wider Achievement Day and the event is recorded in a permanent display. Our PTA, Active Schools and community provide an impressive range of clubs and activities. Some of our children have achieved success at local and national level. We take advantage of the many opportunities the city provides to enhance and enrich learning experiences. JASS is very effectively implemented at P6 and P7 and P1-3 record achievements in ‘Achievement Book’. We are developing a log to document Achievement in Primary 4 and 5. Almost all staff have attended Cooperative Learning Academy and our school champions continue to demonstrate and share best practice. We have made good progress in Priority 1 and worked in teams to develop a curriculum that reflects the purposes and principles of CfE. Common approaches in Learning and Teaching and planning are evident across stages of the school. Pupils, staff and parents are engaged in Personal Learning Planning and our learners are more confident in discussing, identifying and evaluating their learning. Big Writing was introduced this session and although at early stages of implementation, staff consider approaches are having positive impact. Good progress in Priority 2 to develop Assessment, Moderation and Tracking but this will be continued in session 2012- 2013 to ensure we are effectively tracking all individual learners. Our Support for learning teams assess, track, monitor and support individuals. Priority 3, Growing Confidence has had a measurable impact and the ethos in school is very good. Health and Wellbeing is well developed in a number of areas and we have continued to build on success. Almost all staff have attended CSCC; Season’s For Growth courses for several groups of children has been very positively evaluated by learners and parents. RCWC courses have been popular with parents. This year we established Restorative Approaches and Circle of Friends. Outdoor Education at P6 and P7 makes an excellent contribution to HWB and cycle training at P6 was extended to P5. Active Travel - our Big Cycle Day saw the school celebrate the new quality bike corridor in south Edinburgh with over 350 children cycling to school with their families. Marking our school’s 120 years provided a range of learning experiences and opportunities, including a virtual tour, an e-book and a party in the playground for the whole school community to gather and celebrate together. What are we going to do next?

• Identify and implement more effective tracking and monitoring of attainment of individual learners. • Further develop strategies for raising attainment with an increased focus on Maths and Numeracy. • Embed sharing practice, standards and moderation approaches in school and across cluster

2.1 - Learners’ Experiences Learners are motivated, eager participants in their learning.

Learners make good progress in their learning.

Learners know their views are sought and acted upon. They feel valued.

Learners feel safe, nurtured, healthy, achieving, active, included, respected.

Our pupils are eager, motivated, enthusiastic and contribute to their learning. Almost all of our learners work effectively individually, in pairs and groups. They are actively involved in learning and are demonstrating increasing confidence in discussing their learning and next steps for success. Personal Learning Planning is embedded. We introduced Big Writing and evaluations from children and staff are positive. Almost all staff have implemented cooperative learning approaches and strategies. CPD in critical skills was very positively evaluated and some staff have developed approaches. Almost all pupils, including those with additional needs, have made good progress from prior levels of attainment and achievement. Effective transition from over 25 pre school establishments is very well managed to ensure learners progress in early level and continue a positive learning journey from nursery to Sciennes. Learners’ experiences and progress are shared at Parent Consultations, through Personal Learning Planning and at showcase events throughout the year. Pupils are responsible and contribute effectively to the work and life of the school and community. Pupil Voice is valued and encouraged in a variety of ways. Pupil Council, House Captains, Sports Captains, Eco and Fairtrade Committees make an excellent contribution to decisions. Pupils have initiated many events to demonstrate a clear understanding of Responsible Citizenship. Fundraising and events have been encouraged and supported by parents, staff and community. Our pupils have participated in a variety of events and enjoyed success at school, local authority and national level. Our PTA, Active Schools and community provide a wide and increasing range of clubs. We encourage all children to participate and the PTA provide support to lower income families to ensure there are no barriers to participation. Responses to the recent Pupil Wellbeing Questionnaire were very positive. Pupils experience a range of positions of responsibility and successes are celebrated in a number of ways including Assemblies, Achievement books / displays, PLP, newsletters and website. What are we going to do next?

• Continue to develop and improve learners’ experiences through effective questioning, quality feedback and cooperative learning • Implement more opportunities for Personalisation and Choice

5.3 - Meeting Learning Needs Tasks, activities and resources Identification of learning needs The roles of teachers and

specialist staff Meeting and implementing the requirements of legislation

There is an appropriate pace of learning to support and challenge learners to make good progress. Activities and resources are very well matched to meet learners’ needs. Authority progression pathways are effectively supporting planning. Teachers work very effectively in stage teams and plan collaboratively. Very good partnerships have been developed with a number of parents and organisations who make a good contribution to enhancing and enriching learning experiences. Staff have implemented the use of Bloom’s Taxonomy and this has improved questioning. Pupils receive very good support from our Support for learning team. Following Baseline assessment, clear programmes of support are developed and pupil progress monitored. There is very good liaison between support for learning teachers, class teachers, learning assistants and management team. Support for learning teachers provide individual programmes to enable learning assistants to effectively support learner in class. A variety of assessment information is discussed and effective strategies to ensure learning needs are met. Services and Agencies work with school staff to support learners and partnership meetings between parents and staff to ensure all contribute to learners’ plans, which contain appropriate learning targets. At recent meetings, many parents expressed their great appreciation of care and support. The support for learning team perform their roles very effectively and their knowledge and understanding of new ideas, approaches and strategies are shared with staff. Staff know children and families very well and the very good relationships support effective partnerships. Profiles are developed through assessment, observation and discussion. Children who have received additional support make good progress towards targets and some return to class groups and no longer require additional support. Our school community demonstrates high expectations and standards and promotes achievement. Our pastoral care is very good with attention to child’s welfare. The 2012, P3 – P7 Pupil Wellbeing Questionnaire responses highlighted children agreeing or strongly ageing in the following areas. I think my teacher cares about me (86%) I feel safe at school (86%) I enjoy being at school (85%). What are we going to do next?

• Develop use of standardised assessment, ongoing assessment, pupil profiles and meetings to ensure we are meeting learners’ needs • Develop use of SEEMIS to record attainment and ASL information

8

5.1 The Curriculum The rationale and design of the curriculum

The development of the curriculum

Programmes and courses Transitions

Our vision and shared values were agreed by staff, children and parents and our 120 year celebrations included a new school motto. We are in the process of up-dating policies based on principles and practice from CfE guidance from local authority and national advisers. Planning in all curricular areas is focused to promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our pupils. We have made very good progress implementing Health and Wellbeing. We recently completed the three year Growing Confidence Project and this provided many opportunities to further develop HWB. Almost all staff have attended Confident Staff Confident Children training and 2 members of staff have delivered Seasons for Growth programme to groups of children who have experienced loss. The programmes were very positively evaluated by children and parents. Creating Confident Kids programme contributes to learning in class and Assemblies. Our HWB Coordinator delivered CSCC courses and these were also very positively evaluated by staff. In addition, working with cluster colleagues and through audits with staff, a very clear programme for Health and Wellbeing has been developed. Raising Children With Confidence courses for parents were very popular and well attended. All staff use ICT to enhance and enrich learning and teaching. This year 1:1 mobile technology was further developed and we were invited to participate in a national pilot. Staff and children recognise the benefits and impact to learning and teaching and we will continue to prioritise this in 2012 – 2013. Science learning and teaching is very good and planning is ensuring continuity, progression and opportunities to develop other areas of the curriculum in Interdisciplinary Learning. Our 120 year celebrations included many exciting learning experiences for our whole school community and these are documented on our website. We work closely with cluster colleagues and this session a showcase event involving pupils from nurseries, primaries and high school provided opportunity to celebrate diversity through the Expressive Arts. Some staff at Early Level had the opportunity to shadow and share practice. All Primary 7 pupils completed a profile and this process will be evaluated and developed. We implemented a system to ensure children transferring from pre-school establishment shared their Personal Learning Plan. In addition, staff attended meetings in pre schools to share information and support progress in learning. Our induction process included children attending an early year’s assembly, an afternoon in school with class teacher and pupils, information session for parents and a curriculum meeting to help parents support learning.

9

Primary 7 pupils visited High School for a series of PE lessons and a well established Transition Festival allowed children to meet other members of their S1 class in a day of sports and activities. The planned opportunities to visit the High School had a positive impact. The Transition Writing jotter was implemented and will be evaluated and developed in the new session. There are good transition arrangements, including meet the teacher, class teacher and support for learning liaison, from stage to stage within school. What are we going to do next?

• Develop a clear vision for our curriculum • Develop position statements / up-date policies to ensure they meet the purposes and principles of Curriculum for Excellence and

implement consistently • Monitor literacy and numeracy across learning • Evaluate use of significant aspects posters and reporting guidance • Ensure the ICT Refresh and current 1:1 technology supports learning and teaching • Continue to improve transitions

5.9 Improvement through self-evaluation Commitment to self-evaluation Management of self-evaluation School improvement We are committed to self evaluation and have developed strategies to lead to improvement. A plan is developed to monitor and evaluate many aspects of the work of the school. Shared classroom experience, pupil work, weekly planning, assessments. pupil, parent and staff views. All staff are involved in audit for school improvement plan and contribute to the identification of priorities. Discussions with parents, pupils and the results of questionnaires inform school improvements A range of strategies to engage with children, parents, carers, staff and community are used by the school to evaluate and support improvement, The results from staff questionnaire include: ‘Staff buy into a common purpose and work well together’ (95%) ‘I believe that I make a positive difference to the children I work with’ (92%). Inservice and Collegiate Activity sessions are planned to support professional development and improvement. Through professional development and review, staff identify strengths and development needs. Staff have been supported and encouraged to attend professional development opportunities and to lead initiatives. We make good use of accreditation schemes and this session we gained our 2nd Green Flag. Personal Learning Planning is well established and pupils, parents and staff make effective contributions. Children are developing skill to reflect and articulate learning. Our 2011 – 2012 improvement plan was discussed with staff, parents and wider community. It was also discussed with pupils but next session we hope to develop a child friendly improvement plan. We consider we have made good progress in our priorities and additional experiences have had an impact on school improvement. We will continue to develop self evaluation to ensure there is progress in learning and teaching and a significant impact on attainment and achievement. What are we going to do next?

• Engage our whole school community in evaluating our work, identify areas for improvement and develop a plan • Build on good practice in Personal Learning Planning and report in additional areas of curriculum • Involve Pupil Council in developing a child friendly SQIP

Improvement Plan 3. Key areas for school improvement Priority 1 – To continue to progress the implementation of Curriculum for Excellence (CfE) and further develop assessment, moderation and tracking.

Overall Responsibility

QIs 2.1, 5.1, 5.3, 5.4, 5.5, 5.7, 5.9, 9.1, 9.3, 9.4

Outcome and impact for learners (a) • Assessment is supporting learning, helping to plan next steps and informing learners’ and families of progress

• Staff are working together to encourage a focus on literacy and numeracy to raise attainment

• We are increasing the sources of information that we use to understand progress and confident that these are robust and fit for purpose

• We are developing robust approaches to moderation and self evaluation

• Learners’ are making strong progress at each stage and pace of progress is maintained

• We are increasing the ambition, aspiration and expectations for every learner and we take action early and intervene appropriately when attainment should be better

• We track each learners’ progress and they understand the progress they are making and need to make

• SEEMIS is being used effectively to record and track attainment and ASL information

Tasks By Whom Resources Timescale Progress/Evaluation

Analyse attainment – online standardised assessment results and standardised assessment P1-P7 and CfE levels

SMT SEEMIS Sept / Oct ‘12

Compare standardised assessment results with similar schools. Share information with staff and discuss how this can be used to support raising attainment

SMT & CT Attainment data Staff Meeting / ISIS

Oct ‘ 12

12

Further develop tracking system to monitor pupil progress

SMT and CT CPD Sept - June

Investigate use of SEEMIS to record CfE attainment

SMT CPD SEEMIS training

June ‘13

Literacy and Numeracy groups to identify opportunities to develop moderation

Improvement Groups CAT Sept - June

Outcome and impact for learners (b)


Develop assessment and moderation framework as part of up-dated learning and teaching policy

HT / DHT / Improvement Group

Revisit key ideas in Assessment is for learning

SMT and teaching staff

Priority 2 - To Up-date policy documents and develop position statements to reflect Curriculum for Excellence, providing opportunities for leadership

Overall Responsibility QIs 1.1, 2.1, 5.3, 5.9, 9.4

Outcome and impact for learners (a) •All staff contribute to and apply policy consistently

•Learners’ experiences will be consistent

•Learners will be highly motivated and eager participants in their own learning

•Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children

•We have improved our curriculum and resources through shared leadership and self evaluation

NUMERACY & MATHEMATICS


To update the current maths policy in line with Curriculum For Excellence To review and provide a clear outline of the structure of a maths lesson To review and improve the current tracking system for maths To provide an outline of

All CA with RMcV SG CA MR

Previous maths policy; existing policies; attendance at Co-ordinators CPD in December (CA +) CA to research and provide examples Filming of good practice shared with staff? Research into electronic tracking systems being used e.g. JGHS, SEEMIS; adapt our system if appropriate CPD courses,

By June 2013 By June 2013 By March 2013 By August 2013

There will be a clear maths policy for all staff There will be a heightened awareness of what a good maths lesson looks like There will be a more consistent approach to the delivery of maths lessons Information regarding progress and achievement in maths will be transferred quickly and easily Financial education will be embedded into the

15

Financial Education as part of the maths curriculum at all stages To review and improve our assessment procedures in maths To increase our awareness understanding of Number Counts To provide targeted support for the less able pupils in Numeracy and Mathematics

WF LY FS KW KW

background information Progress testing and review procedures for implementation; CA and FS – early; LY first; WF second. TG Maths, Mathletics looked at amongst others Whole staff attendance at Number Counts CAT session CA and KW to work on second session / implementation KW to be released from class to deliver support for P5 and P6 less able pupils weekly

By March 2013 16 November 2012 June 2012 Ongoing throughout session 2012/2013

maths curriculum Staff will have access to a wider range of assessment material All staff will have a good knowledge of Number Counts and be able to apply the strategies to support learning and teaching There will be an effective support system for the less able pupils at P5 and P6

Outcome and impact for learners (b) Children will feel confident about maths. There will be a consistent approach to learning and teaching in numeracy and mathematics. Staff will be aware of current thinking and support strategies. Assessment procedures will be used effectively and support and challenge will be appropriate to the learners needs. Effective tracking and monitoring will ensure that information is passed on at transition times.

16


Overall Responsibility QIs 1.1, 2.1, 5.3, 5.9, 9.4

Outcome and impact for learners (a) ·All staff contribute to and apply policy consistently

·Learners’ experiences will be consistent

·Learners will be highly motivated and eager participants in their own learning

·Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children

·We have improved our curriculum and resources through shared leadership and self evaluation

LEARNING AND TEACHING


To review material collected by the group in session 2011/12 To source a framework for writing the learning and teaching policy To examine other learning and teaching policies To create a checklist using the Journey To Excellence improvement guides To write the first draft of the learning and teaching policy for Sciennes SMT read, revise and redraft as appropriate To share the draft with staff and discuss at CAT session To agree a final learning and

CA CA AN CA CA CA SMT SMT

Collection of notes and ideas; mind maps and flipcharts Framework for policy writing Examples of existing L and T policies Journey to Excellence improvement guide – learning and teaching Allocation of CAT session Final version of the policy

By January 2013 By January 2013 By February 2013 By January 2013 By March 2013 By March 2013 By June 2013

Previous work will be sorted and arranged A good framework for writing the policy will be found Existing policies will be considered There will be a good understanding of what excellence in learning and teaching looks like and how it can be aimed for at Sciennes The first draft of the policy will reflect all of the above SMT will read and provide feedback on the policy Staff will read and provide feedback on the policy There will be a clear learning and teaching policy for Sciennes PS

17

teaching policy with all stakeholders To make a learning and teaching video exemplifying / evidencing our policy

All CA LG

produced and issued IPad Visit to classes throughout the school

August 2013 August 2013

There will evidence of the implementation of the policy in good practice in the classrooms on video for training purposes.

Outcome and impact for learners (b) Learners will receive high quality teaching. Learners will be actively involved in their learning through target setting and by having one to one dialogue with their teacher. There will be a more consistent approach to learning and teaching. There will be a clear, shared understanding of what good teaching and learning is and how to evaluate on our practice to improve our skills. Sharing good practice will be encouraged and will take place on a regular basis. The policy will be a true reflection of what happens in the classrooms.

18



QIs 1.1, 2.1, 5.3, 5.9, 9.4

Outcome and impact for learners (a) • All staff contribute to and apply policy consistently

• Learners’ experiences will be consistent

• Learners will be highly motivated and eager participants in their own learning

• Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children

• We have improved our curriculum and resources through shared leadership and self evaluation HEALTH AND WELLBEING


To up-date the current HWB policy in line with CfE To complete and share parent/ carer HWB booklets To complete and distribute HWB matrix to school staff To take programme of studies

And see where it fits on the

Tracking grid for each level and

Yearly overview

SP & MC SMT SP & SMT SP SP & Staff

Previous policies Health folders (MC) Positive Behaviour Policy HWB matrix Tracking grids KMS programme of study SP to work with cluster HWB Coordinators to prepare a parent booklet Ideas from cluster group and staff to input / evaluate Programme of Studies Stage group Tracking grid

By June 2013 By March 2013 Sept 2012 June 2013

Up-dated policy developed Get feedback from parents – how best to distribute Share with Pupil Council and School Council Launch at Parent Consultation Evening – display and hard copy available Launch on website and provide copy/ information at P1 Induction All staff will have copy of matrix to support planning All staff have relevant tracking grids by Aug 2013



To evaluate 2012 HWB questionnaire and compare with previous years and discuss with staff KMS programme of study Reintroduce Health Week and devise programme of study (similar to Scotland Week) Healthy Schools Accreditation

SP P1- 3 CA P4-5 MC P6-7 SP SP & MC Improvement Group Health Week Working Party MC

Questionnaires KMS materials Various

May 2013 Aug 2012 June 2013 June 2013 June 2013 2013 - 2014

Staff will be aware and discuss results and implications A cohesive KMS programme of study for Sciennes Sciennes launch Health Week Sept 2013 Gain level 3

19



QIs 1.1, 2.1, 5.3, 5.9, 9.4

Outcome and impact for learners (a) • All staff contribute to and apply policy consistently

• Learners’ experiences will be consistent

• Learners will be highly motivated and eager participants in their own learning

• Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children

• We have improved our curriculum and resources through shared leadership and self evaluation


Complete and submit Vision Statement for ICT Service Redesign. Produce ICT Policy including Responsible Use Policies Submit requirements for Service Redesign Pilot 1:1 iPads in two classes for Hull University Evaluation Study. (Timetable shared access to additional class set of iPads -virtual 1:1 - in four classes) Set up plan for Profiling and

LG LG AN, LG, AC AN, LG, AC, Wendy French, Fiona Barker, Jenny Gaffney, Forrest Howie, Shona Pearmain, Barry Hewitt, Iain Kearton

DigITal Team, CEC Internet research BT and DigITal Team Advice and support from CEC, Education Scotland, Scottish Government, Hull University, Apple, XMA Ltd, Basecamp for Project Management. Funding from school and from CEC. CAT Session

April 2012 April 2012 April 2012 April – September 2012 Sept 2012– June

Completed and submitted. Also submitted 5 year projection plan for mobile technologies and bid for Authority support in expansion of 1:1. Vision Statement, ICT Policy and Responsible Use Policies (RUPs) produced for staff and pupils, to be adopted within Technologies Policy following consultation with staff. Submitted. Refresh of estate due May- Sept 2013 Successful pilot, informing practice in Sciennes and beyond. Invited to share practice at Association of Directors or Education Technology Conference and National Literacy Network. Leadership opportunities for Wendy French and Fiona Barker at Edinburgh Learning Festival, Dynamic Earth Technology Roadshow, City of Edinburgh Twilight Courses and with colleagues visiting from other schools. Hull University Evaluation Report published. Personalisation and choice for pupils greatly enhanced. ICT embedded within curriuculum. Planning for profiling has taken place P1-P7. Moderation of Technologies to occur within year

20

Moderation in Technologies Develop ICT Planners using Bloom’s Taxonomy and share then implement with staff. Develop self assessment booklets for ICT (in line with those produced for Science, Technologies and P.E.) and introduce to pupils Policy completion leading to consistent approaches throughout school. DoBeIT online resource package purchased to support use of ICT Planners. Trialled by key pilot staff before introduction to whole staff inservice ahead of wider use with pupils. Preparation for Service Redesign, including readiness to move from Mac to PC platforms

SMT, Teaching Staff LG LG LG LG, DoBeIT representatives SMT

CAT Session CAT Session – share with staff CAT Sessions and DoBeIT Resource purchase Staff meetings, CAT session

2013 Sept 2012-June 2013 Jan 2013 Jan 2013 Jan and Feb 2013

groups and with assistance from Mark McKenna and LG to ensure breadth, coherence and challenge. ICT Planners produced and shared with staff to achieve coherence, breadth and progression. To be modified in light of feedback/consultation and re-issued. (Well received - and subsequently being trialled - by three other schools.) Will be developed in light of feedback from ICT Planners. Share finalised policy with pupils and parents by end of session 2012-13 Hands on sessions with iPads arranged.

21



Produce Position Statement for Technology. Implement new self assessment and tracking format, developed by Mark McKenna, in Technology (and in Science) Moderation and self assessment in Technologies to inform formative assessment within Personal Learning Planning and Reporting.

Mark McKenna Mark McKenna SMT, Mark McKenna, all staff

CAT Session. Mark McKenna leading and sharing his innovative developments. Introduced at CAT Session – moderation in year groups

June 2012 May 2012 By June 2013

Completed by Mark McKenna and will form part of Technologies policy, following consultation with staff. Mark McKenna implementing self -assessment booklets for Science and Technology with all pupils. Consistent approach to curriculum delivery achieving progression and breadth. System for tracking of progress by staff, pupils and parents in place. Underway

22

Improving outcomes for learners with ASL needs Action Page for Educational Establishments: 2012-13 Priorities: 1. Ensure needs are accurately identified and that this is reflected in the quality of information stored in SEEMIS. 2. Develop more comprehensive and robust partnership working between ASL Services and educational establishments. 3. Strengthen self evaluation processes in the area of ASL. 4. Ensure compliance with ASL and related legislation. C& F Strategic Objectives and Children’s Services Priorities SO2; SO6; SO7; CSP2; CSP6

HGIOS 1.1; 1.2; 5.3; 5.9; 6.3; 8.1; 8.4; 9.1

Outcomes and impact on learners/others Information collected and stored about learners with ASL needs will be accurate, relevant and accessible. It will be used to inform learning and teaching and will reflect the fact that learners’ needs and factors giving rise to them are correctly identified learners’ needs change over time All establishments and ASL Services will be clear about what information should be collected and take steps to ensure this is done consistently across all groups of learners with ASL needs, taking appropriate account of sector and learning contexts and agreed child planning approaches. Effective partnership working will help to secure continuous improvement. Schools and ASL Services/agencies will plan together to target resources to address the needs of individuals/groups and contribute to school improvement priorities. Information about the progress of learners with ASL needs, along with feedback from ASL Services, parents and learners will be used to inform self evaluation, improvement planning and report on the impact of additional support. Staff will consistently comply with ASL and related legislation and act in accordance with relevant guidance and codes of practice. Key policies will reflect current legislation and locally agreed approaches to meeting needs. Monitoring and evaluation of impact Quality assurance systems will be developed to monitor the accuracy of data, the progress of learners with ASL needs and the impact of support from ASL Services on establishment improvement. Overall responsibility: Martin Vallely Priority timescale: 2011-14 (tasks below for 2012-13)

23

Tasks 1) Further improve the accuracy and accessibility of information collected and stored about learners with ASL needs by: Regularly checking, updating and sharing information with ASL Service & other staff Ensuring the needs of Looked After learners are identified and addressed via proportionate planning processes 2) Review plans/arrangements for joint working to ensure they are: Outcome focussed Linked to establishment improvement priorities Reflect an appropriate balance between meeting individual needs and progressing whole school improvement/enhancing capacity Strengthen self-evaluation processes so that they routinely: Involve feedback from ASL Services/ other agencies Provide information about the impact of additional support across all groups of learners by seeking the views of parents of learners with ASL needs, learners, relevant staff. Review Key policies (i.e. ASL and Equality) to ensure they reflect changes in legislation and guidance on approaches to Child Planning CPD and induction programmes, particularly for those in leadership and key roles, to support the continued development of skills and knowledge of all staff, and their compliance with legislation

By whom ASL team leader Senior managers Senior managers Senior managers ASL Team Leader/CPD co-ordinator

Resources Liaison time CPD Admin time Liaison time Senior manager time Senior Manager time CAT & CPD resources

Timescale/By June ‘13 June ‘13 June ‘13 Dec ’12 (Equality) Mar ’13 (ASL) June ‘13

24

4. Cluster Improvement Plan Priority 1 Modern Languages

Overall Responsibility Anthea Grierson and Ryan Irving

QIs 5.1, 5.3, 2.1, 1.1

Outcome A To improve standards and consistency in Modern Language learning and teaching in P6-P7 across the cluster

To improve Transition arrangements and reporting in Language teaching and learning

Success Criteria

Tasks By Whom Resources Timescale Impact

MLPS Group

Cluster HT to e-mail names to Ryan

Staff delivering French and Spanish to P6-P7 classes Session 12-13

Thursday 31 May 2012 1.30-3.30pm

Shared expectations across the Cluster at point of P7-S1 Transition

ML Steering Group Cluster HT to e-mail names to Anthea

Staff Member to represent each school

August 2012 Consistent approach to teaching and learning across all schools

MLPS Group will meet termly to moderate and share the standard

AG and RI to set dates by June 2012

CPD August –June 2013 Moderation of pupil work. Staff competence in reporting within the levels.

Outcome B Share the diversity of Language within the cluster with Parents/Carers

Success Criteria


Each Cluster Primary School to prepare an item which showcases the Language diversity in the cluster.

Primary Staff JGHS Pupils to work with Primary schools to support

October 2012 All members of the school community to have increased awareness of language diversity within the cluster.

25

Priority 2 Social Studies

Overall Responsibility Alice Brown

QIs 5.1, 5.3, 2.1, 1.1

Outcome A To share the standard across Experiences and Outcomes in Social Studies

Success Criteria


Co-operative Learning Sharing the Standard Session

All Primary and Nursery Staff Curriculum Leaders from JGHS

22 October 2012 In-Service Day

October 2012-March 2013 All staff to gain increased confidence in moderation of the standard in Social Studies.

Working Group established with representatives from all Cluster Primary Schools and JGHS

All HT’s Staff released two half days October 2012-March 2013 School Reps to cascade information to all staff.

Assessment and Moderation in Social Studies Cluster Document compiled

Working Group CPD October2012-June 2012 All staff gain increased confidence in moderation of the standard in Social Studies,

Outcome B To enable staff to feel confident reporting within the experiences and outcomes in Social Studies

Success Criteria


Feedback Session All Primary and Nursery Staff Curriculum Leaders from JGHS

CAT Session on Friday ? March March to June 2013 All staff to gain increased confidence reporting within the levels in Social Studies.

26

Summary of evaluations against key indicators Evaluation key: Level 6 Excellent Outstanding or sector leading Level 5 Very Good Major strengths Level 4 Good Important strengths with areas for improvement Level 3 Satisfactory Strengths just outweigh weaknesses Level 2 Weak Important weaknesses Level 1 Unsatisfactory Major weaknesses

Primary School Evaluation

1.1 Improvements in Performance 4 2.1 Learners’ experience 5 5.3 Meeting learners’ needs 4

Nursery Class

1.1 Improvements in Performance N/A 2.1 Learners’ experience N/A 5.3 Meeting learners’ needs N/A

School and Nursery Class

5.1 The Curriculum 5 5.9 Improvement through self-evaluation 4

Sciennes Primary SQIP 2012-13

Documents

Transcript of Sciennes Primary SQIP 2012-13