St Mary’s RC Primary School

School Improvement Plan

Session 2016-2017

Learning and Growing

Together

Midlothian Council St Mary’s RC Primary School

At St Mary’s we aim to:

Promote a secure and happy Catholic Christian environment, which extends into a close partnership between school, home, parish and the wider community

Show consideration for individuality, promote and celebrate diversity, inclusion and tolerance based on Gospel values

Put your child at the centre of everything we do

Have high aspirations and expectations of everyone

Provide high quality leadership

Provide innovative and inspiring learning opportunities

Meet all learners’ needs

Work in collaboration and partnership

Work together to develop our children holistically within a culture and ethos of mutual trust and respect

St Matthew said, “treat other people

the way you would like to be treated”

Our aspiration for all learners in every learning community in Midlothian is that they develop the attributes, knowledge and skills they need for life, learning and work as they continue to strive to exceed their potential.

What does it look like to achieve a level in the St David’s Learning Community?

Leadership and Management How good is our leadership and

approach to improvement?

Learning Provision How good is the quality of the care and

education we offer?

Successes and Achievements How good are we at ensuring the best possible outcomes for all our learners?

Know Thy Impact

Growing the St David’s learning Community

Moderation

Progression Pathways

Tracking and Monitoring

Closing the Gap in P1

Clear and measurable outcomes

Gather evidence to assess impact

Share ideas/ engage in professional dialogue

Collegiate activities/ QIPs for teachers/ Organise visits to observe practice

Clear guidance including for support staff

Plans for parental engagement

Moderation of Reading, Writing and Numeracy

Consistency across the Learning Community

Learners understand next steps/ Teachers make confident judgements judgejudmentsjudgements

Know what a successful learner looks like at each level

Consistent methods of tracking and monitoring

knowing the data for the whole Learning Community

Clear and consistent criteria for assessment of Reading, Writing and Numeracy

Learner friendly progression pathways

Consistency in teaching and learning in P1

Play at Early Level

Knowing the gap to close the gap at P1

What does it look like to achieve a level in the St David’s Learning Community? IMPACT STATEMENT By June 2017 we aim to have:

developed collaborative expertise and established a stronger learning community

developed in our pupils the attributes of a Midlothian Learner

built confidence in teachers in assessing, tracking and monitoring Literacy and Numeracy, and that teacher

judgements of CfE levels will be based on robust assessments and moderation

established consistent approaches to tracking and monitoring pupil progress

closed attainment gaps, particularly at P1

developed consistent approaches to developing learning through play into P1

improved attainment in Literacy and Numeracy by 2%

made informed changes to pedagogy based on data analysis and professional reading

What does it look like to achieve a level in the St David’s Learning Community? HGIOS 4 INDICATORS AND PROFESSIONAL STANDARDS

FEATURES OF HIGHLY EFFECTIVE PRACTICE – EVIDENCE OF IMPACT

1.1 Self Evaluation for self improvement – collaborative approaches to self evaluation

1 Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.

Professional learning activities for all staff are clearly linked to the results of self evaluation and identified areas for improvement. Across the year there is focused attention on monitoring and evaluating learning and teaching and children’s achievements, and to taking improvements forward. Staff work effectively as a team. There is a strong ethos of sharing practice, and of peer support and challenge Teachers use a range of different assessments to measure children’s progress across the curriculum. They work effectively with colleagues across the learning community to moderate standards. How do we ensure improvement for the learner is central to all self evaluation activity? . How well do we encourage staff to reflect on and share their own practice?

1.2 Leadership of Learning – professional engagement and collegiate working – career long professional learning 1 Professional Values Commitment to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice

All staff participate in individual and collective professional learning which improves outcomes for learners. Staff share regularly in professional dialogue to develop collective understanding. Senior leaders facilitate a range of approaches to professional learning to enable staff to learn with and from each other including across sectors and with partner agencies. Senior leaders build on the skills and talents of individuals to build leadership capacity. To what extent are all staff involved in leading learning across and beyond our school? To what extent do we critically engage with research, policy sources and developments in learning and teaching? How reliable is our evidence of impact on pupil learning?

1.3 Leadership of change – strategic planning for continuous improvement

All staff are committed to change which results in improvements for learners. How effective are our approaches to planning for continuous improvement? How do we ensure a continued focus on improvements in outcomes for learners?

HGIOS 4 INDICATORS AND PROFESSIONAL STANDARDS

FEATURES OF HIGHLY EFFECTIVE PRACTICE – EVIDENCE OF IMPACT

2.2 Development of the Curriculum – learning pathways 2.1.1 have knowledge and understanding of the nature of the curriculum and its development 2.1.3 have knowledge and understanding of planning coherent and progressive teaching programmes 3.1.4 Have high expectations of all learners

All staff and partners are ambitious and expect high levels of attainment and achievement for all learners. Time is protected for professional learning and collegiate working to develop the curriculum and consider its impact on children and young people. Planning for progression in children and young people’s learning is in place for the four contexts and shows how knowledge, understanding and skills are built over time. Do we have a shared understanding of what progression looks like?

2.3 Quality of teaching – effective use of assessment – planning, tracking and monitoring 2.1.5 Have knowledge and understanding of the principles of assessment, recording and reporting 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice

Staff access and apply relevant findings from educational research to improve learning and teaching. Assessment approaches are matched to the learning needs of learners and are used to support them and demonstrate where they are in their learning. A quality body of evidence is used to support assessment judgements and decisions about next steps. Processes for assessment and reporting are manageable and very effective in informing improvements in learning and teaching. Tracking and monitoring are well understood and used effectively to secure improved outcomes for all learners, including the most deprived children and those who are looked after. How well do we apply the principles of planning, observation, assessment, recording and reporting as an integral part of learning and teaching? How well do we record, analyse and use assessment information to identify development needs for individual learners and specific groups? How effectively do we involve learners and parents in planning and evaluating learning?

HGIOS 4 INDICATORS AND PROFESSIONAL STANDARDS

FEATURES OF HIGHLY EFFECTIVE PRACTICE – EVIDENCE OF IMPACT

2.6 Transitions – collaborative planning and delivery – continuity and progression in learning 3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of all learners

There are planned opportunities for staff to come together to develop a shared understanding of progress across levels and into the senior phase. There are clear, shared processes in place for the transfer of information about all children and young people’s learning and achievements across the curriculum. Information about children and young people’s learning and achievements is used effectively to ensure continuity in learning across the curriculum. How effectively do we use transition information to plan progressive learning pathways for all children and young people? To what extent do staff have opportunities to develop a shared understanding of: progress in learning across levels and into the senior phase; and effective approaches to learning and teaching?

3.2 Attainment in literacy and numeracy, attainment over time 3.3.1 Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning

Almost all children and young people are attaining appropriate levels and a few have exceeded these. Attainment levels in literacy and numeracy are a central feature of the school’s priorities for improvement and are raising attainment. Very good progress is demonstrated through robust tracking of attainment over time in all curriculum areas and at all stages. Confident teacher judgements together with benchmarking and an appropriate range of assessments are leading to improvements in attainment. How well are we removing barriers to learning and ensuring equity for all?

DATES PLANNED ACTIVITIES PROFESSIONAL READING

CLPL 1 – 30th Sept 2016

Initial launch of ASG plan and to plan working groups. Meet at central location – set scene of why these are current priorities. Establish working groups and create QIPs for teachers. Set professional reading for next session Establish P1 Network of teachers. Establish 2 people per stage group to take on leadership role

NIF HGIOS 4 Achieving a Level – Education Scotland John Hattie – Politics of Distraction - Developing collaborative expertise Alma Harris - Distributed Leadership

Friday 7th October – ASG CAT

Meet at central location - Audit current practice across ASG schools in CFE groups.

How do you plan, assess, track progress in literacy and numeracy at your level?

How do learner’s know where they are and where they are going next? Progression pathways.

Identify consistent practice.

Identify practice you want to learn more about via QIPs and school visits

Education Scotland suite of materials – Achieving a Level

Friday 4th November – NETWORK MEETING

QIPs to meet and or visit each other’s schools - share information about Breadth, Depth and Application in talking and listening Share learning from professional reading – challenge questions P1 teachers to explore learning through play in P1 – materials/data from Linda Sinclair and Joe Walker FOR NEXT MEETING Each teacher to bring examples of how progression pathways are planned in schools in talking and listening. What are collaborative conversations?

DATES PLANNED ACTIVITIES PROFESSIONAL READING

CLPL 2 - Friday 25th November 2016 LISTENING AND TALKING FOCUS

Meet at central location - Audit current practice across ASG schools in CFE groups. P1 Group – closer look at teaching phonics, rhyme and rhythm – collaborative conversations - what is breadth, depth and application at Early Level? First and Second Level Groups take a closer look at planning for talking and listening

• what common criteria is being used to plan and assess talking and listening? How is feedback given? How do learners know where they are and where they are going in learning? Progression pathways?

• A closer look at SAOL • How do you plan for breadth, depth and application?

What does it look like in each school? • • Identify consistent practice

Facilitating Feedback – feedback at all levels peer to peer, student to teacher, teacher to student Hattie – feedback article Formative Assessment – Shirley Clarke Dylan William Teaching systematic synthetic phonics https://education.gov.scot/improvement/Pages/assess7-achievement-of-a-level.aspx

Friday 13th January 2017 CLPL 3 - WRITING FOCUS BRING BODY OF WRITING FOR 3 PUPILS – INCLUDE WRITING ACROSS THE CURRICULUM

P1 Group – closer look at teaching writing, early mark making- what is breadth, depth and application at Early Level?

Identify consistent practice First and Second Level Groups take a closer look at planning for writing

what common criteria is being used to plan and assess writing? How is feedback given? How do learners know where they are and where they are going in learning? Progression pathways?

A closer look at SAOL

How do you plan for breadth, depth and application? What does it look like in each school?

Identify consistent practice

Facilitating Feedback – feedback at all levels peer to peer, student to teacher, teacher to student Hattie – feedback article Formative Assessment – Shirley Clarke Dylan William Teaching systematic synthetic phonics https://education.gov.scot/improvement/Pages/assess7-achievement-of-a-level.aspx

DATES PLANNED ACTIVITIES PROFESSIONAL READING

Friday 10th March 2017 NETWORK MEETING - READING FOCUS

QIPs to meet and or visit each other’s schools - share information about teaching reading – acknowledge good practice – identify what is Breadth, Depth and Application in reading Share learning from professional reading – challenge questions

Building an Outstanding Reading School – suite of resources Teachers guide to Reading Comprehension strategies

Friday 24th March 2017 – ASG CAT - READING FOCUS

Meet at central location - Audit current practice across ASG schools in CFE groups. P1 Group – closer look at early reading skills

what is breadth, depth and application at Early Level?

Identify consistent practice First and Second Level Groups take a closer look at teaching reading

what common criteria is being used to plan and assess reading? How is feedback given? How do learners know where they are and where they are going in learning?

A closer look at SAOL How do you plan for breadth, depth and application? What does it look like in each school?

Identify consistent practice

Building an Outstanding Reading School – suite of resources Teachers guide to Reading Comprehension strategies

DATES PLANNED ACTIVITIES PROFESSIONAL READING

Friday 12TH May 2017 CLPL 4 – MATHS FOCUS

Meet at central location - Audit current practice across ASG schools in CFE groups. P1 Group – closer look at SEAL – sharing practice – learning through play?

what is breadth, depth and application at Early Level?

Identify consistent practice First and Second Level Groups take a closer look at numeracy skills development – SEAL/maths in context/Numeracy Hub GLOW materials

what common criteria is being used to plan and assess numeracy? How is feedback given? How do learners know where they are and where they are going in learning? Progression pathways?

A closer look at SAOL

How do you plan for breadth, depth and application? What does it look like in each school?

Identify consistent practice

Developing Number Knowledge – Wright, Ellemor- Collins, Tabor Teaching Number – Wright, Martland, Stafford, Stanger Teaching Number in the Classroom with 4-8 year olds – Wright, Stanger, Stafford, Martland http://www.educationscotland.gov.uk/Images/NNPF_stage4_tcm4-871375.pdf

Friday 2nd June 2017 NETWORK MEETING

Audit and evaluation of SIP Evaluate impact of teacher QIPs Take a closer look at CfE teacher judgement data gathered across schools. Have outcomes been achieved – what are our next steps as a learning community – establish SIP for next session.

MAINTENANCE PLANS

EMBED SEAL APPROACHES AND ASSESSMENTS IN TEACHING OF MATHS AND NUMERACY

INFORM TEACHERS OF ABLE (ADDRESSING BARRIERS TO LEARNING)

EMBED 1+2 LANGUAGES PROGRAMME

Update all teachers on SEAL training and where it fits within revised MUMP programme CAT session 26th August

Re write school Maths and Numeracy Policy

Ensure all MUMP and SEAL assessments are available for teachers

Support staff trained in using SEAL games and support materials

SEAL approaches observed during classroom visits

Plan series of teacher observations during Numeracy lessons - Term 1

Tracking and Monitoring of individual pupil progress in November/March/May

Review the Numeracy Hub on GLOW to support pathways in learning and ensure progression

CAT session 26th August – all staff made aware of the checklist and resource materials available for supporting children at Level 1 – log in and resources stored on school server

All staff using Stage 1 Referral forms consistently to monitor pupils against well being indicators appropriately

SfL consultations planned for throughout the year

SfL Audit 6th September

Sfl and HT weekly meeting to monitor referrals and IEP progress

Pupils identified for Seasons for Growth groups to run in P7 and P4/5

Emotional Literacy established as a key feature in well being programme

Monitor teaching of French in all classes via weekly plans

Establish French display in school and encourage staff to label classrooms and corridors in French and English

Book Margaret Ballantyne to complete a day of classroom observations followed by refresher CPD session for all staff

Use consistent approaches for tracking pupil progress and transition forms for High School

EMBED VISIBLE LEARNING APPROACHES IN ALL CLASSES REVIEW RESOURCES FOR TEACHING CORE LITERACY SKILLS – AS PART OF ASG SIP

Revisit the use of Learning Pit to explore Curriculum Pathways /steps to success

Use Midlothian Learner poster to revisit reward cards and encourage use of language of learning – classroom observations

Further develop and give more prominence to developing a Growth Mindset through HT Teamtime and Assembly

Evaluate use of Read Write inc in other schools as main literacy/grammar resource or used as SfL tool