Standards, Quality and Improvement Plan DEAN PARK PRIMARY ... · Standards, Quality and Improvement...

Standards, Quality and Improvement Plan

DEAN PARK PRIMARY SCHOOL

Dean Park Primary School aims to create a learning community

where everyone has the opportunity to flourish.

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context of The School ‘What you permit, you promote’. Dean Park Primary School is a non-denominational school which serves the village of Balerno in the South West of Edinburgh. Currently the school has a roll of 478 pupils in the main building with an additional 120 pupils in our Nursery. The proportion of pupils who are entitled to free school meals is well below national average. Pupils’ attendance is in line with national average. The school is very well supported by its local community and is ideally situated to take advantage of the natural resources for outdoor learning offered by our school grounds, the Pentlands National Park, Malleny Wood and the Water of Leith. We enjoy excellent links with the other educational providers in our community and work closely with each setting. We also share our ‘curriculum rationale’ with a number of community partners to help ensure we get the depth of learning in our ‘rich tasks’ and that ‘sustainability’ is an integral part of our curriculum. We call our community based experiences our ‘Big Ideas’ and these are based in transdisciplinary learning. More information can be found on our school website: http://deanparkschool.org.uk/position-papers/the-big-ideas/ & http://deanparkschool.org.uk/positionpapers/curriculumrationale-refresh/ The school is based on two sites with an annexe building in the village centre which houses our Nursery Classes and one of the local playgroups. The main school building is approximately 45 years old and is in need of general updates to the fabric to the building and surrounding grounds. In session 20016-17 we had new pupil toilets and windows in A and B blocks of the school and this programme of works is continuing this summer with C and D blocks, which we are delighted about. Our pupils, although mostly living in owner occupied housing, represent a cross section of society, which makes Dean Park a stimulating and culturally rich environment. We pride ourselves in having exceptional links with our community of learners and are proud to hold the following accreditations: Rights Respecting Schools Level 2 Award, Eco Green Flag, Fairtrade Status, RHSA Gardens Level 3 and Health Accreditations, we were runners up in the National Rotary Quiz and have great success at EPSSA we are currently applying for Sportscotland award status. The Headteacher is supported by two Depute Headteachers. There is one Principal Teacher and a visiting teacher for art. The pupil ratio is 24:1. In addition, support staff are allocated to range of whole school responsibilities and learning needs. The budget per pupil cost for 2015-2016 was £2,843. The school has an active Parent Council and Parent Teacher Association. The school management structure allows for Developmental staff to take on roles of responsibility as part of their own teacher leadership and journey.

http://deanparkschool.org.uk/position-papers/the-big-ideas/

http://deanparkschool.org.uk/positionpapers/curriculumrationale-refresh/

School Priority 1: Raising Attainment

NIF Priority Improvement in attainment, particularly in literacy and numeracy NIF Driver Assessment of children’s progress

HGIOS4/HGIOELC QIs/Identified Themes

1.1 Analysis and evaluation of intelligence and data

1.2 Children and young people leading learning

1.3 Strategic planning for continuous improvement

2.3 Quality of teaching

2.3 Effective use of assessment

2.3 Planning, tracking and monitoring

3.2 Attainment in literacy and numeracy

3.2 Attainment over time

Progress and impact: Working group for literacy established. Action plan in place and ongoing. SWST & SWRT has been used to address scores of

90 and below. SCEL teacher Leadership Grant was achieved for developing literacy further next session. Our Attainment in Literacy is very good our professional judgements has been back by authority data. Our mandatory notable groups are tracked in literacy.

Working group for numeracy established. Numeracy was used for all SE observations this session and for teacher professional learning leading to enhance our teaching and learning. SEAL is established up to P3 and into 4. Our attainment data was unpacked with the help of CAT sessions at the start of the session with support of a CEC QIEO. We have fully audited our curriculum and have a planning framework in place which we are currently reviewing in line with CEC planners and our school progression pathways to make sure we are tracking fully.

VSE and SE observations are curricular focus were Numeracy across the school as where learning rounds and peer to peer collaborative self-evaluation and professional learning to enhance teaching and learning.

Next Steps:

Fresh start is being introduced in to P6-7 for children whose SWRT scores are 90 or below.

SCEL teacher leadership grant is being used to develop new approaches to teaching and learning in ‘reflective reading’ and professional learning of staff.

Working group Action plan for literacy highlights assessment and moderation activities in writing and use of benchmarks and teacher observations.

An Efficiency PT has been appointment to make sure we are tracking literacy and numeracy, manage resources effectively and to tackle learning conversations around attainment data with the SMT forum and staff.

Numeracy using the PEF funding we are establishing a very considered Numeracy team in the school next session. In the working group we will have a Numeracy Champion, SEAL Champion, 2 Middle Leadership Masters Numeracy Students as well as a Secondary maths teacher to look at numeracy from Nursery to P7 and make sure we are; embedding systems to examine progress and gaps between current and expected impact, examples of good and bad practice are made available for all staff to analyse, sources of research and evidence are readily available and easily accessed, structures for regular dialogue and knowledge are in place, staff will have the capacity to analyse and uses multiple sources of data for feedback, including though digital technologies to inform teaching and allocation of resources.

The action plans for literacy, numeracy and additional support needs are evidence – informed, based on learning from self-assessment and regularly updated.

The school will regularly evaluate our work, teaching and learning, amending and updating as necessary and Enhanced Teaching Group (ETG)will be established by the school middle leaders with an action plan developed to help with the professional learning community of the school and enhance whole school professional learning.

The school will evaluate via the ETG action plan once developed the impact of our professional learning across the school.

School Priority 2:

NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Parental engagement Performance information School leadership Teacher professionalism


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


2.4 Targeted & universal support

2.4 Removal of potential barriers to learning

3.2 Equity for all learners

3.2 Attainment over time

Progress and impact: Action Plans for Additional Support Needs is in place to make sure all staff were aware of the schools universal ASL support.

Targeting notable groups (mandatory and ASN). The School ASL structure is well established and shared along with our pastoral and notable systems. All staff are clear in their roles in supporting learners and their families. GIRFEC paper work is embedded in school practice. Target support builds on past work for pupils.

The staff are aware of all notable groups in their classes, they know and are building knowledge of each pupils’ particular attainment/ achievement gap. They use notable data to help address the gap.

Staff have an understanding of health and wellbeing of pupils and are up to date on mandatory training. They have a shared understanding of what impact on children’s health and wellbeing.

Staff are aware of the PEF funding and what DPPS are using the fund for to impact on closing the attainment gap.

All children have frequent opportunities to discuss their learning with a key adult who knows them well, encourages high aspirations and helps them to plan next steps.

Task, activities and resources are differentiated and increasingly effectively so to ensure appropriate pace and challenge for all. This has led to the formation of the middle leaders Enhanced Teaching Group and formation of school Enhanced Teaching Staff Meetings in session 2017-18 to address specifically unpacking of success criteria during lessons and planning with pupils during learning.

Good use is made in the school of the CIRCLE document by all staff. The CEC autism tools is used and we have mandatory training for Child Protection, Autism and Dyslexia each session.

Discussion Evenings, Focus Groups and workshops are held for community and parents to support inclusion and addressing pupils needs such as dyslexia and autism, pastoral care and additional support needs. Session 2018 we are participating in Creating confident kids training for the trainers so that the SMT can run courses for parents at DPPS, we have been unable to offer these courses as plan due to no trainers. Our educational physiologist has agreed to run a discussion evening on anxiety.

Next Steps:

The Additional Support needs action plan will continue with the work already identified (attached).

The Enhanced Teaching Study Group Session plan and lead by the middle leaders of the school to specifically unpack teaching and learning and AifL. Focusing in on specifics of our established teaching and learning policy and teaching crib sheet.

Mandatory training in place for ASN, Dyslexia and Autism ongoing use of the CIRCLE document.

Notable and Pastoral systems well used and embedded.

Creating Confident Kids Training for the Trainers being undertaken by SMT in Jan 2018.

Fresh start training being undertaken by ASL and SMT in August 2018.

PT for efficiency has been appointed

DHT T&L and Attainment coordinator have been tasked with understanding the new national assessments.

School Priority 3: To increase awareness of learning for sustainability. To continue to develop the schools wider achievements in Health and Rights Respecting Schools and sustainability.

NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver

School Improvement

School leadership

Teacher professionalism

Parental engagement

Performance information


1.1 Ensuring impact on learners’

successes and achievements



2.1 Arrangements to ensure wellbeing


2.3 Planning, tracking and monitoring

3.1 Wellbeing

Progress and impact: Pupil voice committees are well established and supported. There is a Leadership structure in place which has been shared

with parents.

Action plans are in place for each of the school priority areas, the key areas for NIF 3 are the Creativity action plan, Learning for Sustainability and Additional Support Needs Action Plan. These have all helped increase pupil voice and achieve external accreditations and support for rights respecting work and responsible citizenship.

Pupil wellbeing questionnaires are used with children to help inform our next steps in their learning.

Mandatory training for staff is in place for Child protection, dyslexia and autism. Regular parent workshops run in the school around support and additional support for learning.

Our notable and pastoral paperwork is audited and tracked by staff on a weekly basis.

Policies for pastoral care are clear and there is a need to know document in existence for all staff.

Next Steps:

Dean Park Primary School is participating in the CEC wellbeing academy.

The ASN Action plan will continue to be enhanced.

Notable groups tracking and forum will continue to be built upon and enhanced.

Two hours quality PE, as part of the cluster improvement plan we are enhancing teaching and learning in this area and making sure the benchmarks are in place. We will be using this area to enhance teaching and learning, collaborative self-evaluation across the curriculum to allow for creativity.

We will be using the CEC resource for resilience and have scheduled our assemblies to allow for immersion at DPPS.

We will be reflecting and using the Better Relationships, Better Learning, Better Behaviour strategy to complement our behaviour systems and RRSA work and charters.

School Priority 4: Developing Scotland’s Young Workforce, Creativity & Sustainability.

NIF Priority Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver Parental engagement Performance information School improvement School leadership Assessment of children’s progress




2.2 Skills for learning, life and work


2.6 Collaborative planning and delivery

3.3 Increasing employability skills

Progress and impact: Big ideas and the pupil journey continue to have huge support from local links and community. This is evidenced in the

galleries of the school website, the children’s PLP, the Currie and Balerno News, assemblies and in the house points.

The House Captains re-established the values for the CfE and defined them in pupil terms to help teachers award house points for the capacities. These have been added to the teacher planners to remind staff of the capacities the children do feel fulfil the outline for the school. This came from the Validated Self Evaluation (VSE) where the House Captain team reported to our inspectors they felt their leadership was not as valued as it could have been and they would like a more prominent role in the school.

Through the various pupil forum in the school the children have helped develop and support the work of the Action plans. They have taken forward many key events from waste management, to grow your £5 with virgin money.

Career education and developing the workforce. A very well run action plan from the Developing Scotland’s Young Work was delivered which demonstrated effective partnerships, learning pathways, collaboration, opportunities to develop and apply skills for learning, life and work in a careers fair, projects which highlighted employability skills. Staff fully engaged in the standards for DYW for career Education. Evidence for this can be found on the school website.

Digital tools and literacy continue to be enhanced.

Next Steps:

STEM – further engagement with the national STEM strategy.

Financial Education

Big ideas to continue

Creativity of teaching and learning to continue and also continue to enhance digital literacy.

Self Evaluation 2016 – 2017

Quality Indicator School Self –

Evaluation 2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 5

2.3 Learning, Teaching And Assessment 4

3.1 Ensuring Wellbeing, Equity And Inclusion 5

3.2 Raising Attainment And Achievement 5

2.7 School’s chosen QI Partnership 5

School’s chosen QI

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020

Comments

1.1 Self-Evaluation for Self-Improvement

1.2 Leadership of Learning

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity

Leadership And Management Overall

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

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability

Successes and Achievements Overall

Key Areas for School Improvement 2017-18

The majority of the work of school improvement in session 2017-18 will be driven by Working Groups. Detailed plans relating to the work of the groups are

attached. Whole school developments that lie outside the scope of the Working Group remits are listed separately below and in the Cluster Improvement Plan.

NIF Priority

1

Improvement in attainment, particularly in literacy & numeracy

QIs Themes

1.1 Analysis & Evaluation of Intelligence & Data 2.3 Effective Use of Assessment 2.3 Planning, Tracking & Monitoring 3.2 Attainment In Literacy & Numeracy

Working Groups

Literacy Numeracy Nursery ASN ETG

Whole School Developments

Tasks By Whom Resources Time Impact/Progress

Cluster QAMSO sessions for literacy and numeracy. School moderation activities and self-evaluation calendar. Unpacking of attainment data, tracking and monitoring as per SE calendar.

All staff, DHT T&L

SE calendar August to May 2018.

ASN Action plan attached, Fresh start training . SMT and ASL team, whole staff.

ASL action plan.

August to May 2018. Working doc live and updated ongoing.

Enhanced Teaching and Learning group. Action plans to be developed to unpack success criteria, planning with pupils, during lessons and embedding the T&L guidelines. Running 4 study group sessions with staff specifically addressing these points.

Middle leaders.

T&L policy CATs ETG sessions

4 planned dates one per term as per SE calendar.

Literacy and Numeracy working group plans updated and enhanced. To include Fresh start, SCEL teacher leadership reciprocal reading grant. Efficiency PT in place to ensure we are targeting groups and tracking all pupils.

Working groups and SMT Whole staff.

CATs x 2 Staff meetings x2 In-service days

August to May 2018 working documents live and updated ongoing.

Mathematics tracking and monitoring of specific data and groups. We will be working with a Secondary colleague to support the learning and teaching of Mathematics. We hope to use our PEF allocation to have a secondary colleague to teach alongside us two mornings per week in N-7. They are working as part of a numeracy team. Which includes SEAL champion, Numeracy Champion, 2 Middle leaders’ master’s numeracy teachers. The school Numeracy working group will update the action plan to reflect and will refresh the school planning and tracking of maths to make sure it is appropriate to learners needs, teacher professional learning and incorporates the benchmarks.

Whole school Numeracy Working Group

Action plan updated in Sept 2018.


NIF Priority

2

Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs Themes

1.5 Management of Resources & Environment For Learning 2.5 Engaging Families In Learning 3.2 Equity For All Learners

Working Groups

Literacy Numeracy Nursery ASN ETG



Additional support needs action plan to be updated - Creating confident kids train the trainers - Wellbeing academy - Fresh start - CIRCLE document to be embedded into practice by all

staff.

ASN working group, All staff, SMT.

CATs In-service Fresh start training Circle docs.


Enhanced teaching study group sessions for all staff on meeting learners needs, unpacking AifL and school T&L guidelines to enhanced teacher professional learning.

All staff/ Middle leaders.

ETG Staff meetings

4 per year and additional work as associated to SE calendar.

Mandatory training in place for Autism, CP and Dyslexia also on ASN action plan.

ASN working group DHT support.

August – Dec 2017

Breakfast club being introduced August 2017. HT. August 2017

As per working time agreement out of class activities and supported study to be introduced. 16 half hours have been allocated per teaching staff member.

All teaching staff.

August – September 2017

DHT Teaching and Learning and Attainment coordinator to understand the new national assessments and the schools attainment data across the school and share this information widely.

All staff. SMT meetings and dep meetings.

Monthly updates.

NIF Priority

3

Improvement In Children And Young People’s Health And Wellbeing

QIs Themes

1.1 Ensuring impact on learners’

successes and achievements



2.1 Arrangements to ensure wellbeing


2.3 Planning, tracking and monitoring 3.1 Wellbeing

Working Groups

CLUSTER ASN Nursery Creativity ETG



CEC wellbeing academy. ASN teacher, Pastoral team and DHT support.

August – May 2018.

Asn Action plan to continue and be enhanced – attached.

ASN team, working group.


Notable groups tracked. Notable group forum will continue to be built upon and enhanced.

ASN team and SMT

Weekly meetings.

Two hours’ quality PE – cluster IP. Cluster IP and all staff.

2 cluster CATS and In-service day 4.


CEC resource for resilience embedded and assemblies in place to allow immersion. Unpacking of Better Relationships, Better Learning, Better Behaviour Strategy to complement out RRSA work.

DHT T&L and All staff.


NIF Priority

4

Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People

QIs Themes



2.2 Skills for learning, life and work


2.6 Collaborative planning and delivery 3.3 Increasing employability skills

Working Groups

Creativity DSYW



STEM engagement – with the national STEM strategy.

DSYW working group.

Edinburgh University


DSYW & Creativity Action Plans to be ongoing and up dated. Financial education.

DSYW working group, creativity group and all staff.

Action plans – attached.


Big Ideas to continue – See pupil journey, Blue Sky folders for information. Work to be ongoing and enhanced.

All staff and community partners.

Pupil journey, curriculum rationale.


Creativity in teaching and learning to continue and also to enhance digital literacy.

Creativity working group and enhanced teaching and learning group.

ETG action plan. Creativity action plan.


WORKING GROUPS DEAN PARK PRIMARY SCHOOL 2017-2018

Numeracy

AustinLowe

Sandra Donan

Yasmin Ahmed

Mairi Lawrie

Helen Milne

Creativity

Sally Gartside

Brian Speedie

Probationer

Kathryn Foley

DSYW

Jackie Sinclair

Alex Parsley

STEM

Rachel Lytolis (Ratho

PS)

LFS

Sustainability

Lindsay

Coull

Matt Grieve

Saria Collins

Roslyn Campbell

Additional Support Needs

Kathryn Wright

Rehana Shanks

Katie Rae

Caroline Hartley

Ann-Lisa

Wilson Literacy

Kathryn Foley

Janey Ross

Probationer

Mhairi Thomson

The Nursery Team Action Plan is Also Attached

NUMERACY ACTION PLAN

3. Key areas for school improvement

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

QIs 1.1 Analysis and evaluation of intelligence and data

2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 3.2 Attainment in literacy and numeracy

Priority: To raise attainment in numeracy

Outcomes:

1. All staff will have a shared understanding of numeracy across levels and improved moderation in school. 2. Better attainment in numeracy and ability to evidence that.

Challenge Question 1:

To what extend do we make effective use of available support materials and information to inform the development of our curriculum. Tasks By Whom Resources Timescale Impact

Resources Group sets of resources for SEAL & Maths Topics Use of ipads Active Heinemann (Early) Teejay (Upper) Challenge for able pupils

Numeracy working group Whole staff Department staff S.H: Early Active Heinemann A.L: Sample Teejay

WSM:

Numeracy working group

Audit of resources (dept)

Clear/sort maths cupboard

Purchases boxes for each dept for resources

Purchase new resources as required

ipads (number/maths apps)

Purchase Active Heinemann Early Level /In house training (dept) /Active Heinemann Passwords for all staff

Sample of Teejay textbooks

Resources for challenge

August to May 2017. Possible future CAT session

3x meetings made a good start (more time needed) SEAL teacher resources well used DHT taking challenge groups


To what extent does our curriculum promote equity and raise attainment for all children and young people?

Tasks By Whom Resources Timescale Impact Assessment & Moderation Look at current provision for assessment & moderation Use benchmarks Plan for observations

Numeracy Working Group Whole Staff (Moderation) Department staff (Peer Observation/ 3 Pronged App.)

WSM: Numeracy working group • SAL’s New benchmarks are out Need to look at maths tracking – Edinburgh Planners / DPS trackers Link to HAM

August to May 2017.

Moderation of numeracy attainment Numeracy based observations focus for VSE


Do we have a shared understanding of what progression looks like? Tasks By Whom Resources Timescale Impact

Open Afternoon Plan for Numeracy / Maths Open afternoon Sharing Learning Hall Numeracy Display Feedback form

Numeracy Working Group Whole Staff (Open Afternoon)

WSM: Numeracy working group • Set a date • Prepare feedback form • Plan activities

Term 3

Whole school hall display

Next Steps:

- Need to meet more often/time to do tasks (CAT session?) - Budget for resources/time to source resources

CREATIVITY ACTION PLAN

3. Key areas for school improvement NIF Priority 4 - Improvement in employability skills and sustained, positive school leaver destinations for all young people. NIF Priority 3 – Improvement in children’s health and wellbeing.

QIs 1.1 Self-evaluation for self – improvement 2.2 Curriculum 2.7 Partnerships 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.3 Increasing creativity and employability

Priority: To increase creativity skills.

Outcomes:

1. All staff will have a good awareness of the creativity skills we want to develop and will have begun to highlight and target these skills in learning and teaching, particularly in the context of our ‘Big Ideas’.

2. Examples of creative learning will be recognised and celebrated.


Do learners and practitioners engage in dialogue about the development of creativity skills? Tasks By Whom Resources Timescale Impact

Self-Evaluation - How good is our creative learning presently

Identifying and recognizing good practice - Meet with Lorna Macdonald (CEC) to discuss good practice across the City.

Produce a draft strategy for developing creativity skills.

Support teachers’ understanding and confidence

- share information from the creative learning networks and the creativity portal. (E.g provide examples of creative learning activities across the curriculum.)

Identify how our creative learning experiences impact on achievement - how might we assess and record this?

- S.G. in consultation with staff. - S.G.

- S.G. - S.G. S.G. in consultation with staff.

- Self assessment tools in "How good is our Creative Learning" developed by Edinburgh's Art and Creative Learning Team and the

HGIOS 4 questions.

End of Academic year (20016-17)

Ditto August 2017-June 2018 2017-ongoing August 2017-June 2018

Hope to achieve within set timescale – may slip into next year Perhaps involve the Pupil Council Extend to staff for feedback


Are opportunities to develop creativity skills evident across all areas of the curriculum?

Tasks By Whom Resources Timescale Impact Self–evaluation (as above)

- As above - As above


Do we make the best use of our partners, to provide opportunities for young people to develop skills and achieve? Tasks By Whom Resources Timescale Impact

Big Ideas - Identify how we use these effectively to enable pupils to develop creative skills as they work together to explore themes. All staff should have the (local) knowledge and confidence to exploit this to the full.

S.G. - in consultation with others

Create questionnaire to find out how Bid Ideas developed

August 2017 and ongoing

DSYW ACTION PLAN

3. Key areas for school improvement NIF Priority 4 –

To improve employability skills and sustained positive school leaver destinations for all young people.

QIs : 2.2 Skills for learning, life and work.

2.3 Learning and engagement. 2.6 Continuity and progression in learning. 3.3 Digital innovation. 3.3 Digital literacy. 3.3 Increasing employability skills.

Priority: To improve skills for learning, life and work for all learners.

Outcomes:

1. All staff will have a clear understanding and be able to identify the skills for learning, life and work and understand how to promote these skills in the classroom.

2. All staff will understand how to effectively assess and moderate these key skills and plan for progression and improvement.


How do our approaches to profiling develop children’s and young people’s awareness of themselves as learners and support them to recognize the skills for learning, life and work they are developing to inform the planning of future learning. Tasks By Whom Resources Timescale Impact

Identification of key skills within ID curriculum. Planning for profiling, assessment and moderation to ensure progression.

DSYW Working Group. SMT Whole Staff

Career and Young People’s Career Education Standard Entitlements, Career Education: A World of Possibilities.

The Career Education Standard (3-18).

Developing the Young Workforce (Sept. 2015).

August 2016 – June 2017

█ Next Steps How do we profile? How do we extend beyond P7?


Does the use of digital technologies enhance learning and give young people the skills to understand, apply and create new digital solutions of their own.

Tasks By Whom Resources Timescale Impact

Development of a digital skills development programme from 5-11.

Enhanced digital training for all staff.

Training of digital leaders

DSYM Working Group (AP)


The Career Education Standard (3-18).

Developing the Young Workforce (Sept. 2015).


█ Not resourced and not off the ground yet █ Using leaders to help PSAs and SMT


How well are we working with learners, parents and carers, employers, colleges and other partners to develop an effective approach to careers education which supports them into sustained positive destinations.


Development of a clear skills ID curriculum programme to enhance possible career awareness and progressive career pathways.

To experience an information gathering in-house school careers fayre.

DSYW Working Group. SMT Whole Staff


The Career Education Standard (3-18). Developing the Young Workforce (Sept. 2015).


█ DPPS Career Fayre with parents and the local community

LFS SUSTAINABILITY ACTION PLAN 3. Key areas for school improvement

LfS has potential to address all 4 NIF Priorities.

In line with school development plan particularly NIF priority 3: Improvement in children and young people’s HWB.

QIs 1.1 Self evaluation for self-improvement

2.2 Curriculum. 3.1 Ensuring well-being, equality and inclusion 3.2 Raising attainment and achievement

Priority: To increase awareness of Learning for Sustainability, and develop a whole school approach to LfS.

Outcomes: To continue to build on the school’s wider achievements in Health and RRSA and to develop a robust,

demonstrable LfS whole school approach. 1. All staff will know what LfS entails and begin to weave it through curricular subjects in a cross-cutting way, across

the 4 contexts for learning. 2. Every learner will receive their entitlement to LfS as set out in the GTC standards.


How well do all stakeholders know and understand what is meant by the term Learning for Sustainability? How well are we doing in Global citizenship, sustainable development education and outdoor learning? Tasks By Whom Resources Timescale Impact

█Increase awareness and understanding of LfS throughout whole school.

█Develop a coherent, unifying vision for LfS.

█Begin to make strategic connections between Lfs and other priorities (e.g. raising attainment)

█Gather baseline information and evidence to provide clear picture of our starting point.

Working group. All staff. ECO group.

Pupil journey to look for connections across 4 contexts for learning.

Make links with 2016 UN Sustainable Development Goals. (Planning)

Survey/information gathering of all staff/pupils. What sort of support/resources would staff use? E.g. outdoor learning lessons, planning pro-formas? (Still to complete)

WSM sharing information (Still to complete)

August 2017- August 2018

Working group still need a unifying vision Connection to other priorities (not achieved) Starting points: - Eco group - Rights groups

Challenge Question 2: To what extent are we meeting our learners’ entitlement to Learning for Sustainability? Are we joining

up the different aspects of LfS in our curriculum?


█Integrate LfS more effectively into our planning. █Ensure curriculum rationale reflects LfS themes and approaches. Link the 3 main areas systematically and ensure LfS contexts are supporting interdisciplinary learning. █Increase progressive outdoor learning. █Roadshow/whole school display or sharing of learning with the community.

Working group All staff

Forward plans to reflect LfS themes. Pupil journey – each year group to look at a theme and integrate it through the curriculum – not an add on this way but a focus for planning. Children should be involved in choice of theme, pupil journey suggests ideas relating to Big Ideas, but not necessary to stick with this idea. End of year roadshow/sharing of knowledge/learning showing how they have used this theme through the curriculum. Playgrounds, ECO garden, Vegetable garden, areas outwith school grounds. Make links with UN Sustainable development goals (Shared at Assembly)

August 2017

In plans: - Pupil journey - Global goals - Rights planner

Outdoor learning: - Active Friday - Daily mile - Need to have

consistent approach to outdoor learning (survey)

LITERACY ACTION PLAN

3. Key areas for school improvement NIF Priority 1 - Improvement in attainment, particularly in literacy and numeracy.

QIs 1.1 Analysis and evaluation of intelligence and data

2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 3.2 Attainment in literacy and numeracy

Priority:

Outcomes:

1. All staff will have a shared understanding of reading for enjoyment across levels with consistency across the school. 2. Better attainment in reading and ability to evidence that. 3. More effective collegiate working and teacher professional learning on children’s progress and achievement


To what extend do we make effective use of available support materials and information to inform the development of our curriculum?

Is the level of personalisation and choice improving outcomes for children? Tasks By

Whom Resources Timescale Impact

█ Register school for First Minister’s Reading Challenge, order reading passports and distribute to classes. █ Arrange author visit to help promote reading challenge for 03.10.16. █ Write article for school website re author visit and raise profile of challenge. █ Provide guidance for P4-7

teachers on ways to encourage pupils to engage with reading challenge – to include information on keeping visual record of reading events taking place. █ Book Week Scotland 21-27 Nov █ Whole school author event to promote Book Week and to up-date on Reading Challenge, children from stages P4-7 to share some of their success █ Book Gifting event for P2-3 Read Write Count Bags Book Bugs P1 –book gifting event █Provide opportunity for

shared reading experiences across stages.

KF Literacy working group

Scottish Book Trust – personnel and web-site – e-mail contact person Thomas Jefferson [email protected]

Sets of First Minister’s Reading Challenge Passports) rebranded as Dean Park’s Reading Challenge

Edinburgh Library Service – contact person Calum Brooks

[email protected]

School Library Service – fiction box loans

Dean Park Library

Sept – Nov 2016

█ Variable

depending on class, need for greater consistency, more celebration and checking in at assemblies etc. Sharing of ideas how to record reading in passports. There was more shared reading across stages – further develop next session (evident also at World Book Day)

Challenge Question 2

Do we have a shared understanding of what progression in writing looks like?

How well do we make use of a range of valid, reliable and relevant assessment tools and approaches to support the improvement of children and young people’s learning


Assessment & Moderation

Look at current provision for teaching of writing, (staff questionnaire and audit of resources) Assessment & moderation Use benchmarks Plan for observationsx Share best practice Create progression pathway for school. █Celebrate pupil writing achievements - in school assemblies, hall displays, competitions.

Literacy Working Group Whole Staff (Moderation) Department staff (Peer Observation/ 3 Pronged App.)

Staff questionnaire

Audit of current resources in school

Big Writing

50 Shared Text

Edinburgh’s Case for Writing

On-line resources – including readwritethink.org site, BBC Bitesize

Spelling progression beond end of Dean Park progression

Jan – June 2017

Observation focus was on numeracy. It would be helpful if staff are on board an do what is required or being suggested by the group.

mailto:[email protected]

mailto:[email protected]

Challenge Question 3

Do we have a shared understanding of what makes a good reader and readers’ best next steps? Are we using higher order thinking skills during questioning in reading sessions? Are reading tasks engaging learners’ thinking and offering challenge at the right level? Tasks By whom Resources Timescale Impact

1. Organise ‘Reflective Reading’ course for teaching staff inset day

2. Engage with resources as part of the course

3. Create a book club for upper school 4. Create resource folder and example

resources linked to the benchmarks 5. Develop library (books, space, Junior

Librarian training) 6. Library cards for each teacher/class

at Balerno Village library 7. eBook and audio book app for the

iPad 8. Observe use of resource at another

school

MT/PW Whole School MT/Other volunteers Whole School Literacy Group MT/AP/Balerno Library

Reflective Reading course resources

Staff questionnaire and pupil questionnaire re. library

Ros Wilson’s Big Writing (to link with Reflective Reading course docs)

IPads

Overdrive (or other) app for iPads

Balerno Village Library

Feb 2017 and ongoing

ADDITIONAL SUPPORT NEEDS ACTION PLAN

3. Key areas for school improvement NIF Priority 3 – Improvement in children and young people’s health and wellbeing.

Qis: 2.1, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2

Priority:

Outcomes:

1. All staff will be aware of the schools universal ASL support. Target support and removals of barriers to learning. 2. All staff will be aware of the arrangements to support learners and their families 3. Collaborative planning and delivery 4. Continuity and progression in learning 5. The development and promotion of partnerships 6. Collaborative learning and improvement 7. Impact on learners 8. Fulfilment of statutory duties 9. Inclusion and equality – equity for all learners 10. Attainment overtime & attainment in literacy and numeracy.


How well do staff know learners as individuals? Tasks By Whom Resources Timescale Impact

Both universal and targeted support is in place and having a positive impact on children’s learning.

There are high expectations of all learners across the school.

Learners’ needs are identified through robust moderation, teachers professional judgements, pastoral care and notable meetings.

All staff

ASL team

Parents

Partners

Pupils

CPD mandatory training in ASD, Dyslexia, child protection and child protection updates.

ASL team and Partners school training: SALT, Movement & Emotions, Sign a long.

GIRFEC & Pastoral Care training in house.

Welfare concern forms

Pastoral care meetings and minutes

Notable Pupils meetings and minutes

CPD agreed school schedule for teaching and learning.

Pathways 1,2 & 3 identified

SIMD 1-3 children highlighted and tracked

EAL children highlighted and tracked

Notable pupils tracked.

PLPs & pupils views & reports

School Planners

Pupil voice

. May 2016.

Asthma, allergies training Diabetes training


How good is our understanding of differentiation? Do staff and partners use a range of approaches that meet the needs of

learners?


Does our curriculum planning meet the needs of different groups of learners?

Do staff consider whether their learning and teaching assessment approaches meet the needs of diverse learners.

All staff

Teachers

DHT T&L

DHT support

Partners

Pupils

Staged innervations are taken using the school pastoral and notable pupils proformas

Pupils views are sought in class.

AifL resources’ and techniques’

Daily planners

Pupil journeys

Forward Planners

PRD

Practitioner enquiry.

May 2016

Attainment meetings with staff and pupils Parent workshop Creating Confident Children Fresh start

Reflective practice and evaluation.

Moderation across school and cluster.

Stage and Departmental meeting

Whole staff meetings and working groups.

Forward plan feedback

Learning chats

Attainment data considered and used meaningfully

Pupil voice committees

Preparation for High School

NURSERY ACTION PLAN

3. Key areas for school improvement NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy. NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children and young people. NIF Priority 3 - Improvement in children and young people’s health and wellbeing. NIF Priority 4 - Improvement in employability skills and sustained, positive school leaver destinations for all young people

QIs 1.1 Self-evaluation for self-improvement

1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Ensuring wellbeing, equality and inclusion

3.3 Securing children’s progress

LEADERSHIP AND MANAGEMENT

QI: 1.1 Self-evaluation for self-improvement

1.3 Leadership of change

Priority: NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy

Outcomes and impact on learners:

1. Ensure professional learning activities for all practitioners are clearly linked to the results of self-evaluation and identified areas for improvement.

2. Ensure practitioners continually reflect on and develop their practice to improve outcomes for learners. 3. Involve children and their families in regularly reviewing learning and progress 4. Sharing good practice

Challenge Questions:

To what extent do we look inward, outward and forward in our evaluation and improvement activities?

How do we know that our professional learning is making a difference for children and families?

How effective are our approaches to planning for continuous improvement?


EYPs, EYO and Nursery Teacher will engage fully in PRD process with Business manager and Head Teacher Self-evaluation activities will take place on 3 Wednesdays each month Ensure documentation is kept up-to-date and records kept in Self-evaluation folder Meet once a month to evaluate impact of SQIP Staff to visit other nurseries and book on CPD courses linked to their PRDs and areas highlighted through self-evaluation Lead and evaluate ELC focus group sessions for local and cluster nurseries: moderation, self-evaluation and quality assurance activities PLP/Stay-and-play sessions (literacy & numeracy focus) each term and assess with parents

Nursery Team Business Manager RS Nursery Team Nursery Teacher Nursery Team Nursery Team Nursery Teacher Staff from other settings Children, parents, carers, nursery team

PRD documentation

GTCS

Professional research and enquiry

HGIOELC

Building the Ambition

CEC toolkits

Loose Parts toolkit

Self-evaluation folder

CEC Key Strategic Priorities 2016-19

National Improvement Hub

SQIP

Other nurseries

HGIOELC

Building the Ambition

A Blueprint for 2020

National Improvement Hub

PLPs

Jun 17 – Jun 18 Jun 17 – Jun 18 Aug 17 – Jun 18 Aug 17 – Jun 18 Jun 17 – Jun 18 Sept 17 – Jun 18

LEARNING PROVISION

QI: 2.3 Learning, teaching and assessment

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


1. To ensure high-quality learning experiences for our young children. 2. To develop children’s involvement in planning for their own learning. 3. To ensure high-quality observations take place naturally during everyday activities and interactions.


How well do we motivate and engage all children? How can this be consistent for children every day?

How well are we enabling children to become independent learners and develop the four capacities?

How do we ensure that processes for planning, assessment and reporting are manageable and effective in improving learning and teaching?


Develop Area Rota to increase amount of time for free flow with access to outdoors for longer. Reduce group size for music sessions Improve Children’s Voice in our planning: Each keyworker will plan each week with their group using a talking and thinking floorbook. Floorbooks must show Possible Lines of Development (PLODs) and show evidence of learning (photos, etc) Assess and develop our observation techniques: Staff will examine different forms of ethical observation. New observation sheets to focus on the 4 capacities. New responsive planning sheets to support high-quality observations. Staff will have three focus children for each session with a clear focus for their observations Updated trackers for literacy and numeracy to be used Children will be provided with more open-ended activities with natural materials where possible. Improve ‘writing for a purpose’ with book/card-making station. Consult children about display and develop more areas for children to display their work.

Nursery Staff Children Nursery Staff Nursery Staff Nursery Staff Children Nursery Staff Children Nursery Staff

Area rota

Talking and Thinking Floorbooks by Claire Warden

Talking and Thinking floorbooks for all groups

Ipads

Cameras

National Improvement Hub: Effective observation leading to effective assessment

Trackers

Keyworker folders

Loose Parts toolkit

Creativity Hub

HGIOELC

Designated areas to display children’s work and ideas

Jun 17 Aug 17 – Oct 17 Aug 17 – Oct 17 Aug 17 Aug 17 – Jun 18 Sept 17

SUCCESS AND ACHIEVEMENTS

QI: 3.1 Ensuring wellbeing, equality and inclusion

3.2 Securing children’s progress

NIF Priority 3 - Improvement in children and young people’s health and wellbeing. NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children and young people.


1. Within and beyond our setting there is a shared understanding of wellbeing and children’s rights. Full account is taken of children’s rights and is considered in respect of their stage of development including when planning across the curriculum.

2. Through exploratory play, all children have the opportunity to develop and apply investigative, problem solving and thinking skills.

3. There is an emphasis on talk and shared thinking. Practitioners support the development of children’s thinking skills through scaffolding, modelling, questioning and making their own thinking explicit.

4. Approaches to learning and teaching enable children to become immersed in activities that interest them and to play for extended periods. Practitioners take care not to rush children.


To what extent are the GIRFEC principles reflected in the work of our setting? What actions do we need to make to bring about further improvements? How well do we use information about children’s wellbeing to support their care, learning and development?

How explicitly is the United Nations Convention on the Rights of the Child understood and embedded within our practice?

How well are natural materials and open-ended resources used to support sensory play, exploratory play and creativity?

In what ways and to what extent do children make choices and decisions about their play and learning?


Key staff will attend Up Up & Away training and cascade to team All staff will use the revised resource to assess & support children causing concern Further develop awareness of wellbeing indicators through new reward system SHANARRI Supertars. Link this will celebrating success from home. Further develop Celebrating Success display to include this. Inform parents Research ways in which we can further embed Rights of the Child in our Early Years practice. Child-friendly charter displayed on low board in main room. Develop with all classes. Develop an ethics policy for observing children and share with parents and carers Develop open-ended play experiences inside and out

Nursery Teacher Nursery Team Nursery Teacher Nursery Team Nursery Teacher EYO Nursery Teacher Nursery Team

CPD training

Revised Up Up & Away resource

Edinburgh Wellbeing Outcomes

The Right to Be Me by Claire Warden

SHANARRI Superstars charts and stickers

www.unicef.org.uk/rights-respecting-schools/

Global citizenship for Young Children by Margaret Collins

The Right to Be Me by Claire Warden

Observation, Assessment and Planning in the Early Years by Kathy Brodie

Loose Parts Play: Toolkit from

Scottish Government

Aug 17 – Jun 18 In place by end of Aug 17 Aug 17 – Oct 17 By Oct 17 Aug 17 – Jun 18

http://www.unicef.org.uk/rights-respecting-schools/

http://www.unicef.org.uk/rights-respecting-schools/

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