Badcaul and Scoraig PrimarySCHOOL IMPROVEMENT PLANSESSION 2020/21

Summary: Key School Improvement Priorities

Improvement Priority Title What exactly are we going to do?Recovery from Covid-19 School Closures:

1) Health and wellbeingQI3.1 Ensuring wellbeing, equality and inclusionEmbed the language of growth mindset across the school communities.Develop a resilient school communityFurther develop Outdoor Learning

Recovery from Covid-19 School Closures:2) Recovery of learning, teaching and

assessment

Fully embed the use of Wraparound Spelling, Talk for Writing, Emerging Literacy and Shared ReadingBuild on the success of 3D PlanningEmbed the use of Maths Assessments as part of the moderation cycle

Recovery from Covid-19 School Closures:1) Attainment in session 20/21 (focusing on

identifying new or widened gaps caused by the Covid-19 situation)

QI 3.2 Raising attainment and achievementQI3.3 Increasing creativity and employabilityDevelop the use of ‘Realising the Ambition’ in Early YearsFocus on creativity across the curriculumContinue to develop the use of digital learningFocus on outdoor learning across the curriculumBegin to develop knowledge of Metacognition

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In-depth action plan #1

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Improvement Priority Title

Recovery from Covid-19 School Closures – Health and Wellbeing

Linked to QIs/ThemesQI3.1 Ensuring wellbeing, equality and inclusion – Theme 1 – Wellbeing

QI3.1 Ensuring wellbeing, equality and inclusion – Theme 3 – Inclusion and Equality

Linked to National Improvement Framework Priority

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young

people ☐Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information Linked to Highland Council’s 4 Key PrioritiesAspiration, attainment and performance ☒Integration, inclusion and partnerships ☒Curriculum and pedagogy ☐Leadership and career-long professional learning ☐What do we aim to improve for learners?

Health and wellbeing post-Covid-19All children will be supported in the transitions back into school

Measurable targets for success

1) Baseline assessments in place to track HWB, using HWB indicators (Badcaul) and Boxall Profiling (Scoraig) will be updated each term and used to inform interventions and planning.

2) Tracking meetings between teaching staff and HT twice a year to discuss individuals and monitor wellbeing.

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What actions will we undertake?Embed the language of growth mindset across the school communities through classroom talk, assemblies and by sharing with parents as a leaflet.Develop a resilient school communityUse the ‘Action for Happiness’ Resource in both schools.Use of the Resilience Alphabet as a visual aid to support learningTrack HWB using indicators and a Resilience Wheel (Badcaul), Boxall Profiling (Scoraig)All staff to complete Scottish Association for Mental Health (SAMH) training onlineUse of the ‘Place2Be’ resources, one staff member to attend a training day and cascade learning.Further develop Outdoor Learning – storage to be finished (Scoraig), continued development of Loose Parts Play, Woodland Trust Platinum Award (Badcaul), development of Keder House (Badcaul), and introduction of Fire Pits.

Who will lead this?HT – Leaflet and assembliesCTs – Classroom talk

HT/CTs

CTs

HT/CTs

All staff

Susan McSweeney

HT/EYP/CTs

Expected resource needsAction for Happiness Resource - £90Cover for teacher to attend Place2Be training

Monitoring and evaluation procedures for the School Improvement Plan How will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered?

a) Boxall Profiling and use of the Health and Wellbeing Indicatorsb) Self-evaluation during collegiate sessionsc) Learning Journalsd) Informal observations by HTe) Seesaw

Who will lead this monitoring and evaluation?

a) CT/HT – once/termb) Head Teacher - ongoingc) CT/EYP – weekly updatedd) HT – ongoinge) CT/EYP/HT - weekly

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In-depth action plan #2 Improvement Priority Title

Recovery from Covid-19 School Closures – Learning, Teaching and AssessmentLinked to QIs/ThemesQI2.3 Learning, Teaching and Assessment – all themes

Linked to National Improvement Framework Priority

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations

for all young people ☒Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance InformationLinked to Highland Council’s 4 Key PrioritiesAspiration, attainment and performance ☒Integration, inclusion and partnerships ☒Curriculum and pedagogy ☒Leadership and career-long professional learning ☒What do we aim to improve for learners?

Recovery of learning, teaching and assessment (including new opportunities with digital learning revealed by the Covid-19 situation/school closure)

Attainment in session 20/21 (focusing on identifying new or widened gaps caused by the Covid-19 situation)

Measurable targets for success

a) Talk For Writing, Wraparound Spelling and Shared reading will be consistently used as strategies to support learners.

b) Use of the NZ Maths Assessments will inform numeracy planning, highlighting next steps for learners.

c) Writing moderation will inform planning and provide a scaffold for planning, highlighting next steps for learners.

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What actions will we undertake?Embed and monitor the impact of Wraparound Spelling, Shared Reading and Talk for Writing following training last session and their impact on overall literacy.

Talk For Writing to be extended to non-fiction writing. CTs to complete Highland Council online training.

Moderation of Writing scheme to be trialled with progress recorded in moderation jotters. Writing to be moderated three times each year and will inform planning.

Continue to use Highland Maths Assessments, using the results to inform planning.

All Early Years staff to undertake Emerging Literacy training online, linking this to the Realising the Ambition document using challenge questions.

Who will lead this?HT/CTs

HT/CTs

HT/CTs

HT/CTs

EYPs/HT

Expected resource needsCover for teacher to attend Place2Be trainingPurchase Talk for Writing – Across the Curriculum 2 copies £60

Monitoring and evaluation procedures for the School Improvement Plan

How will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered?

a) School assessment schedule and trackingb) Self-evaluation during collegiate sessions

Who will lead this monitoring and evaluation? HT/CTs - Monitored and discussed each terma) Head Teacher - ongoingb) HT - ongoing

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In-depth action plan #3

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Improvement Priority Title

Recovery from Covid-19 School Closures – Raising AttainmentLinked to QIs/ThemesQI1.3 Leadership of Learning – Theme 1 – Professional engagement and collegiate workingQI3.2 Raising Attainment and Achievement – all themesQI3.3 Increasing Creativity and Employability – Theme 1 – Creativity skillsQI3.3 Increasing Creativity and Employability – Theme 2 – Digital innovationQI3.3 Increasing Creativity and Employability – Theme 3 – Digital literacy

Linked to National Improvement Framework Priority

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all

young people ☒Linked to National Improvement DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information Linked to Highland Council’s 4 Key PrioritiesAspiration, attainment and performance ☒Integration, inclusion and partnerships ☒Curriculum and pedagogy ☒Leadership and career-long professional learning ☒What do we aim to improve for learners?

1) Health and wellbeing post-Covid-192) Recovery of learning, teaching and assessment (including new opportunities with digital

learning revealed by the Covid-19 situation/school closure)

Attainment in session 20/21 (focusing on identifying new or widened gaps caused by the Covid-19 situation)

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Measurable targets for successGiven the size of the schools it would be inappropriate to set percentage based targets for attainment. Attainment data, particularly though not exclusively in literacy and numeracy, will compare favourably with previous levels and with comparator data provided by Scottish Government.

Almost all of the children will be able to talk about the process of learning.

All nursery staff will be familiar with the structure of Realising the Ambition and how it impacts their practice.

Creativity will be evident across the curriculum during informal classroom visits.

Initial survey of staff’s attitudes to Enquiry Mindset will be repeated in May. Each of the teaching staff will have completed a Practitioner Enquiry and have the opportunity to share their learning.

3D planning will be increasingly driven by the pupil’s passions and interests. The schools will be moving towards enquiry based learning for IDL.

What actions will we undertake?

Introduce ‘Realising the Ambition’, management time for nursery to be used for this, engaging with the challenge questions. Summary to be provided to parents.

Develop digital links between EYPs in ASG.

Embed Creativity in the school’s ethos through professional dialogue, sharing good practice and celebrating success. Highlight creativity across the curriculum, deciding what this means in school.

Develop and Enquiry Mindset for staff and pupils:

Extending the use of 3D Planning Teaching Staff to undertake small scale individual Practitioner Enquiries.

Classroom ‘rules’ to be co-constructed in each setting and framed with positive language.

Learning Conversations to be extended and used as the basis for parent meetings.

Who will lead this?

EYP/HT

HT/EYP

All staff

HT/CTs/EYP

CTs

HT/CTs

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Expected resource needsNone

How will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered?

a) HT informal observationsb) Self-evaluation during collegiate sessionsc) HT – Professional Enquiry on introducing an Enquiry Mindsetd) Practitioner Enquiry sharing session

Who will lead this monitoring and evaluation?a) Head Teacher - ongoingb) Head Teacher - ongoingc) Head Teacher – by May 2021d) HT/CT/EYP May 2021

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