Standards and Quality Report 2018-2019Improvement Plan 2019-2020

School: Walker Road SchoolHead Teacher: Emily Story

@WalkerRoadSchhttps://www.walkerroad.aberdeen.sch.uk/

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CONTENTS

PART ONE: Standards and Quality Report 2018-19

School Context; School Vision, Values and Aims

Review of School Improvement Plan Progress 2018-19

Core Quality Indicator Evaluations 2018-2019 Based on Self-Evaluation / Audit Activity

Capacity for continuous improvement statement

PART TWO: School Improvement Plan 2019-20

Key Priorities informing Improvement Planning - National, Local and Service / School 2019-20

School Improvement Plan 2019-20 Action Plans

Pupil Equity Fund Rationale and Planned Expenditure 2019-2020

Professional Learning QI 1.2 Leadership of Learning 2019-2020

Context of the school:

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Walker Road Primary and Nursery School is an inner-city school situated in the Torry area within Aberdeen City. Built in 1897 and extended in 1936, it is a solid Victorian granite school whose main building has three floors of Victorian style classrooms. The school serves an area of predominantly local authority housing.The school roll is 392 children in P1-P7 with an additional 120 place nursery with 88 pupils currently enrolled. The traditional style and age of the building produces challenges but the school makes good use of the space available providing an English as Additional Language room, Nurture Room , Learning Hub, a Library, an art/drama space and one general purpose room which is also used for dining . As a result of our 2017/18 school improvement plan we have created a family room to support parental engagement. The school has a management team consisting of an acting Head Teacher, a Depute Head Teacher and an acting Depute Head Teacher. There are 15 primary classes, 4 nursery classes, a Learning Hub classroom and three support for learning teachers. The full-time equivalent teaching staff allocation is 27. Due to the ongoing staffing shortages in Aberdeen City we have been under staffed for the past 3 years, however this has greatly improved this year within the teaching staff. We currently operate at:

15.0 fte class teachers 2.0fte Nursery Teachers 1.9 fte Specialist teachers 1 fte Enhanced Provision teacher (From August-March this had 1ft PT who has since been

seconded to acting DHT) 0.8 Nurture Room Teacher supported by 0.6 EYP 2.2 fte Support for Learning Teachers (0.6 returned after February) 13 fte Pupil Support Assistants. 0.6fte PEF Champion (Principal Teacher)

During session 2018/2019 the school has experienced staffing changes and shortages within the Senior Leadership Team. From October to end of February, the school ran with one Acting Head Teacher and one Depute Head Teacher. After recruitment, a PEF Champion began in December taking the lead on Literacy and Numeracy developments within the Pupil Equity Fund Plan. A new Acting Depute Head Teacher began post in March 2019. One of the Nursery classes ran without an SEYP and the nursery was supported with two additional EYPs. After a long recruitment process, a new SEYP began in mid-March 2019. Although key progress has been made in the School Improvement Plan and PEF plan, the staff and Senior Leadership Team shortages has had some negative impact on the pace of progress.

The school improvement plan for session 18/19 was ambitious. On reflection, the plan didn’t fully take into account the needs of the staff in terms of their development. Particularly with the curriculum redesign, more development sessions were required to focus on Curriculum for Excellence documentation in order to ensure all staff had a sound understanding. This meant our improvements have happened at a much slower pace than planned and will continue to be a focus. This also had a negative impact on other developments that were planned, particularly assessment and moderation. However, it is hoped that the in depth curriculum development will have a greater impact on both pupils and staff.

The makeup of the school is diverse with 35% of our children coming from out with the UK. Parental engagement is an ongoing area of development as the diversity within the school creates a challenge in communicating and involving our non-English speaking parents. Though parents are encouraged to be fully involved in the life and work of the school and their child’s learning the uptake is in the minority. Our Parent Council meet monthly to discuss educational matters, with the Parent Teacher Association meeting separately to organise social and fundraising events.

The school has close links with the community including local groups and businesses. New links have been forged this session particularly with the Torry Heritage Society as a result of the curriculum development. These are used to support learning and teaching. Our pupils are involved in a range of activities to support their community, such as concerts for senior citizen groups, visits to

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local care homes to support IDL, community initiatives such as planting bulbs and flowers, links with Tesco etc.

The ethos of the school is positive and welcoming with the behaviour of most of the children being very good. The school is friendly and has an inclusive atmosphere. This is commented on frequently by visitors to school, parents, new staff and new pupils. The staffs are committed to working well together and reflecting on practice to provide high quality experiences for our pupils. The school is part of the Lochside ASG and we have close links with all of the schools in the ASG. Our aim is to work together to ensure our pupils have consistent learning experiences and opportunities for partnership events. Lochside Academy, an amalgamation of Torry Academy and Kincorth Academy, opened this session.

Achievements within the school include:

Green Eco Flag Scotland Rights Respecting School Award Bronze Level Enhanced Transition P7 Programme for Lochside Academy Bulb Planting within the City Pupils trained as Mentors for Text Help Raising £747.98 for various charities

The most recent school inspection took place in (March / 2014) and the Care Inspectorate reported on the nursery in September 2018. The reports are available at https://www.education.gov.scot and http://www.careinspectorate.com/index.php/type-of-care (These are the main pages.)

A QIO Learning Walk alongside the SLT in May 2018 found most pupils were well behaved, polite and engaged in lessons but that there was a need to review the curriculum rationale ensuring our curriculum is relevant. This session we have focused on developing our curriculum rationale.

In March 2019, Walker Road School was selected to be part of the National Thematic Inspection for Numeracy and Mathematics. The HMIe inspectors fed back to the Senior Leadership Team that our self-evaluation document was accurate and agreed that our next steps were appropriate. This includes the development of the Stages of Early Arithmetical Learning.

Session 2018-2019Free School Meal Entitlement:19.1% of pupils of Primary 4 - 7 pupils registered to receive free school meals during session 2017-2018.

SIMD (Scottish Index of Multiple Deprivation):The SIMD profile for Walker Road School ranges from SIMD 1 to SIMD 10

In 2017/18 45.9% of children live in homes which are in the lowest 20% on the Scottish Index for Multiple Deprivation.

Aberdeen City vision statement:

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Strong partnerships will ensure that Aberdeen is a high achieving City of Learning which:

Offers nurturing, relevant learning opportunities for all

Strengthens the resilience of all

Celebrates aspiration, ambition and innovation with all

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The school aims were reviewed during session:2017/2018

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The school aims will be reviewed during session:2020/2021

Review of School Improvement Plan Progress 2018-2019

2018-2019 Improvement Priority 1a:To improve attainment in Literacy By June 2019, all staff will have increased confidence and working knowledge of literacy

progressions to inform moderation and professional judgement of levels. In reading, the targeted group of pupils make progress towards achieving expected Tools for

Reading and Finding and Using Information benchmarks for First and Second Level by June 2019. In reading, 100% of P1 pupils and the targeted group of pupils working within Early level make

progress in phonological awareness through the implementation of the emerging Literacy approach by June 2019.

In writing, all pupils will make progress in levels of attainment: P1 at least 80%, P4 at least 60% and P7 at least 50% by June 2019

In Talking and Listening, at least 70% of P1 pupils to have achieved Early Level by June 2019. All teaching staff are confident in the use of AifL strategies to support the raising of attainment

and these are used consistently across the school by December 2018. All teaching staff have the knowledge and understanding of how to create an effective holistic

assessment and these are being implemented in Literacy by June 2019.

NIF Priority1. Improvement in attainment, particularly in literacy

and numeracy2. Closing the attainment gap between the most and

least disadvantaged children3. Improvement in children and young people’s health

and wellbeing4. Improvement in employability skills and sustained,

positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Impact and Evidence: Readingwise is being implemented with targeted groups of pupils to support decoding (56

pupils) and comprehension (28 pupils). All PSAs received training and guidance on using readingwise decoding, and one trained to administer the comprehension module. From December to March, all pupils on the decoding module have increased their reading age by 3 months or more. The majority of these pupils have increased by 12 months or more in this same period. In comprehension, most pupils have increased their reading comprehension age by 6 months or more. The majority of these pupils are now reading

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above their chronological age as measured by GL Single Word Reading Test. In addition to implementing the readingwise programme we also measured attitudes to reading prior to starting the intervention and 3 months later. Almost all pupils found that they learned skills to help them understand what they are reading.

Almost all staff are becoming more confident in using the progression frameworks to support learning, teaching and assessment although further work is required to ensure all staff are using these effectively.

All staff recently had a ‘refresher’ staff development session on Reflective Reading strategies however this was too recent to measure the impact of this and further work is required.

All staff are using Ros Wilson Criterion Scale for assessing pupils’ writing which is providing a more consistent approach to assessment. Almost all staff engaged in moderating writing assessments in a staff development session. In P1 and P7 we have reached our outcome target of 80% and 50% achieving expected levels in writing, however in P4 we are under by around 10%. Further support in order to raise attainment in writing is required, specifically looking at the P4 progress.

The minority of pupils are using Texthelp as a tool to support with literacy skills. This is still in the early stages, mainly being implemented in the P6 classes, but further support and training is being given to all staff in P4-7. The impact of this is still to be measured.

A ‘Come Read with Me’ event was organised to support reading at home for parents. Evaluations indicated that almost all parents enjoyed having time to read with their child and gained advice on how to support with reading at home.

SAFMEDs is being used to support targeted pupils (14 pupils) in their recognition of letters and common words. These results are measured, monitored and adapted in response to progress. All of these pupils are making progress through the speed, accuracy and consistency of recognition. A family learning event recently took place in our family room to support this at home. Almost all families found it useful and interesting.

Talkboost has been implemented with a targeted group of pupils in P1-P4. (14 pupils) The majority of pupils improved in all assessed areas of listening and talking and all improved in at least 3/5 areas. 82.69% of pupils in P1 are on track for achieving early level Listening and Talking.

Highland Phonological Awareness Programme is being implemented in P1 and with targeted groups of pupils throughout the school. Almost all pupils have increased in their phonological awareness since August 2018. The minority of Primary 1 pupils have achieved 100% in their recent phonological assessment in March with most of Primary 1 pupils achieving 9 or more out of 12.

All Nursery staff have engaged in the use of the Aberdeen City Council Developmental Overviews to support the creation of individual pupil targets.

Next Steps: Continue to use the readingwise programme for targeted groups of pupils (both decoding and

comprehension). Consider the use of implementing a writing programme to support the teaching of writing

alongside the progression frameworks. Engage in moderation with the ASG for writing. Talkboost to be implemented with targeted groups of pupils in Nursery (Early Talkboost) and

continued to be used with targeted groups of pupils in P1-P4. Aberdeen City Council developmental overviews to be used in Nursery with preschool children. Nursery staff to attend Emerging Literacy Training and begin to use the pedagogy behind this

to inform practise. Staff development sessions will be delivered to improve teacher judgement of level achieved.

These will focus on:o AifL Strategieso Creating holistic assessmentso Moderation

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2018-2019 Improvement Priority 1b:To improve attainment in Numeracy By June 2019, all staff will have increased confidence and working knowledge of Numeracy

progressions to inform moderation and professional judgement of levels. In Numeracy, the targeted group of pupils make progress towards achieving expected Number

and Number Processes benchmarks for Early, First and Second Level by June 2019. In Numeracy, all pupils will make progress in levels of attainment: P1 at least 85%, P4 at least 65%

and P7 at least 50% by June 2019 All teaching staff are confident in the use of AifL strategies to support the raising of attainment

and these are used consistently across the school by December 2018. All teaching staff have the knowledge and understanding of how to create an effective holistic

assessment and these are being implemented in Numeracy by June 2019.

NIF Priority5. Improvement in attainment, particularly in literacy

and numeracy6. Closing the attainment gap between the most and

least disadvantaged children7. Improvement in children and young people’s health

and wellbeing8. Improvement in employability skills and sustained,

positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS4 QIs1.6 Self-evaluation for self-improvement1.7 Leadership of learning1.8 Leadership of change1.9 Leadership of management and staff1.10 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Impact and Evidence: Planning for progression in children’s learning has become more robust through the

introduction of progression pathways. Quality Assurance processes evidence that the majority of staff are using them effectively, alongside the Es and Os and benchmarks, when planning learning. Almost all staff have increased confidence in using these.

Almost all staff have been trained in using the Stages of Early Arithmetical Learning with it

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being implemented with all learners in P1 and P2, and with targeted pupils in P3 and P4. Most P1 and P2 staff are increasingly confident in their understanding of the pedagogy behind this approach. Following the first session this term, almost all staff feel more confident in assessing pupils using SEAL approaches and all staff are more confident in their knowledge of what SEAL looks like in the classroom.

SAFMEDS (an intervention to support the recall of number bonds) is used to support targeted pupils (40 pupils) in their learning. These results are measured, monitored and adapted in response to progress. Almost all pupils have increased their speed and accuracy in two areas of mental maths, for example, 2x, addition within 10. A Family Learning event recently took place in our Family Room supporting this at home. Almost all families found this useful and interesting.

Development sessions on Holistic Assessments took place to deepen teachers’ knowledge and understanding. All staff engaged in a traffic lighting activity of Numeracy Holistic Assessments. Staff created their own holistic assessment in Numeracy and Mathematics however almost all staff found this challenging. In response, we moved to create ‘Moderation Trios’ to support teachers planning and assessing high quality lessons. The majority of staff have indicated that they are becoming more familiar in planning using the Es and Os, progression frameworks and benchmarks. Once staff are more confident, it is planned to revisit holistic assessments.

Through professional dialogue with teachers in tracking meetings and evaluations, there is an increased confidence in staff using the benchmarks. However, inconsistencies in tracking have been identified and further support is given through professional dialogue with SLT and the targeted support team. Staff still require additional support in order to improve.

PEF PT is using Plus 1 and Power of 2 with a targeted group of pupils in P4-6 (14 pupils) who have significant gaps in their learning and are not on track to achieve their next CfE level in Numeracy. Class ‘Maths on Track Baseline assessments’ have been used as a pre assessment and will form a measure of the impact on attainment alongside CfE predictions and SNSA results. Early results indicate that all pupils are making progress within their level.

Next Steps: Embed SEAL within P1 and P2 and implement within classes and targeted groups of pupils

throughout the school. Staff development sessions will be delivered to improve teacher judgement of a level achieved.

These will focus on:o AifL Strategieso Creating holistic assessmentso Moderation

Attainment Group assessments to be carried out by SLT and teachers using the benchmarks to assess and support teachers understanding of achievement of a level. This will be included in the self-evaluation and quality assurance calendar for the year.

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2017-2018 Improvement Priority 2:Curriculum

All staff to have an increased knowledge and understanding of curriculum pathway progression across all levels by June 2019.

All children to increase engagement (by and motivation in learning through the delivery of an improved curriculum rationale and design ensuring equity of opportunity and the totality of the curriculum by June 2019.

Increased achievement and attainment across the curriculum for all learners by June 2019. Staff to have increased confidence in planning of delivery of curriculum enhancing learners’ skills in

literacy, numeracy, health and wellbeing, creativity, digital and employability in a progressive way across the curriculum by June 2019.

NIF Priority1 Improvement in attainment, particularly in

literacy and numeracy2 Closing the attainment gap between the most

and least disadvantaged children3 Improvement in children and young people’s

health and wellbeing4 Improvement in employability skills and

sustained, positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s progress School Improvement Performance Information

HGIOS4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

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Impact and Evidence: 3 development meetings this session have focused on Building the Curriculum 3 to further

develop staff knowledge and understanding of the 7 principles. Staff have an increased understanding of these.

Progression pathways in place for all curricular areas and the majority of staff use these effectively.

All staff have an increased confidence in using the progression pathways. All staff have an increased confidence in their understanding of the 7 principles, the

entitlements, the four capacities and the four contexts for learning and how this influences our curriculum.

All staff have an increased confidence in using the Es and Os and benchmarks to support planning and assessments.

Staff inset days have focused on bundling the E and Os to plan a year progressive theme planner. Discussions took place throughout this to ensure that the experiences and outcomes were bundled appropriately and that relevant themes were timetabled for appropriate lengths of time. This is forming the curriculum for 2019/2020. The impact of this will be measured next session.

These sessions were taken at a slower pace to suit the needs of the staff however they have provided a more concrete foundation to build a successful curriculum with a clear vision and rationale to raise attainment.Next Steps: Devise a curriculum rationale document in term four of 2019/20 session. Complete 1 year whole school theme planner and implement in the 2019/2020 session. Develop planning format including a skills progression to implement in the 2019/2020 session.

2017-2018 Improvement Priority 3: Health and Wellbeing Improved learning experiences in health and wellbeing for all pupils through

discrete learning opportunities by July 2019 Increased attendance of a targeted group of pupils from 85% to at least 90%

by June 2019. Increased time targeted children engage in learning from a 1, 2 or 3 on the

Leuven Scale to a 4 or 5, leading to increased attainment in literacy and numeracy by June 2019.

NIF Priority5 Improvement in attainment, particularly in

literacy and numeracy6 Closing the attainment gap between the most

and least disadvantaged children7 Improvement in children and young people’s

health and wellbeing8 Improvement in employability skills and

sustained, positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s progress School Improvement Performance Information

HGIOS4 QIs1.6 Self-evaluation for self-improvement1.7 Leadership of learning1.8 Leadership of change1.9 Leadership of management and staff1.10 Management of resources to promote

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion

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equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Impact and Evidence: AFCCT breakfast club has increased the attendance of all 5 pupils participating by an

average of 2%. For the pupils who were targeted for lateness there has a significant improvement. For example, one pupil was recorded as having 50 late arrivals term one and two and is now down to 15 late arrivals over term three. Whilst these results are positive, careful consideration needs to be given to the number of pupils benefitting in comparison to the cost. Management time from the PEF PT has also had to be allocated to try to increase numbers however this has had little effect.

5 pupils were identified initially for the Better Playground Play initiative run by AFCCT. This has improved the majority of targeted pupils’ engagement within the classroom by one point on the Leuven scale. The minority have remained the same. A second Better Playground Play group was identified in term three. The impact of this is still to be measured.

6 Families took part in the Dons Family and Training. All families made positive changes in their wellbeing. More families were identified to benefit from the programme however even with support in attending these families did not engage.

Through the counselling provision with Liz Garrick, ACIS Youth Counsellor we found:o Almost all pupils identified difficulties which had improved with the counselling

service, for example, one pupil reflected that the counselling provision has made him feel less angry which has allowed him to spend more time in class.

o All parents noticed improvements in behaviour, attitude to school and that their child is happier. All parents found this service helpful.

o Teachers of the pupils receiving 1:1 counselling provision noticed increased attendance, pupils being more resilient, are able to identify their feelings, an increased confidence, increased focus and that they are more included in school life.

o All staff who have been supported through the counsellor (group of PSAs and teachers of the pupils receiving counselling) found that they had an increased knowledge of pupils mental health and well being and the ability this has on learning; increased confidence in supporting children who are experiencing difficulties.

The Barnardos worker was employed in November ’18. She began gradually working with families and currently supports 6 families. This is still in the early stages so it is difficult to report impact. Data from a case study evidences that there has been an increase in; the child’s ability to express feelings, ability to solve conflict constructively, increased attainment/behaviour at school and an increased choice of activities/opportunities.

Pupils receiving specific support from PEF PT were observed in class in January and March 2019 pre and post intervention. There have been increases in children at 3, 4 and 5 of the Leuven’s Scale. 11% more at 3, 30% more at 4 and 5% more at 5. This is still very early to measure the impact, however most have increased engagement.

Next Steps: A working group was established to develop the Health and Wellbeing curriculum through

bounceback. This is still in the early stages and requires further support. DHT to have responsibility of this.

Through the Pupil Equity Fund, we will continue with school counsellor, Barnardos worker and PEF PT.

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Core Quality Indicator Evaluations based on Audit / Self-Evaluation Activity

SchoolQuality Indicator School Self-Evaluation

1.3 Leadership of change 3

2.3 Learning, teaching and assessment 3

3.1 Ensuring wellbeing, equity and inclusion 3

3.2 Raising attainment and achievement 3

ELCC (where appropriate)Quality Indicator ELCC Self-Evaluation

1.3 Leadership of change 3

2.3 Learning, teaching and assessment 3

3.1 Ensuring wellbeing, equity and inclusion 3

3.2 Securing Children’s Progress 3

Excellent

Capacity for continuous improvement statementOur overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement * We have a few concerns about our capacity for continuous improvement

Comment:Although we are confident in our capacity for continuous improvement, it is important to note that this will take time in order to achieve quality and consistency.

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IMPROVEMENT PLAN 2019-2020

Walker Road School

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PART TWO: School Improvement Plan 2019-2020 - Key Priorities informing Improvement Planning (National, Local and Service / School)

National Priorities Local Authority Priorities

Cross cutting themes Expand Early Learning and Childcare by 2020. Establish Aberdeen as a UNICEF Child Friendly City. Implement the recommendations of the child protection inspection Improvement Methodology

95% of children (0-5years) will reach their expected developmental milestones by the time of their child health reviews by 2026

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

Locality Plans seek to increase attainment of children in Priority Areas on entry to P1. Senior phase /Learner Pathways Increase data literacy at all levels of the system

NIF Priority 2:Closing the attainment gap between the most and least disadvantaged children.

Close the Gap through effective multi-agency working 95% of care experienced children and young people will have the same levels of attainment in education,

emotional wellbeing, and positive destinations as their peers by 2026.

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

Improve mental health services and understanding of the affects of trauma Reduce youth crime Increase pupil participation 85% of children and young people will report that they feel mentally well by 2026.

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

Provide age appropriate employment skills for children and young people in schools Survey aspirations to sharpen our pre and post school supports Expand and improve post school learning and employment opportunities for children and young people 95% of children living in our priority localities will sustain a positive destination upon leaving school by 2026.

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Overview

NIF Priority1. Improvement in attainment, particularly in literacy and numeracy2. Closing the attainment gap between the most and least

disadvantaged children3. Improvement in children and young people’s health and wellbeing4. Improvement in employability skills and sustained, positive school-

leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s progress School Improvement Performance Information

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

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

Closing the Gap Youth engagement and inclusion Health and wellbeing Community safety and environment

HGIOS?4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote

equity

2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships

3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18.2. Every child and young person is entitled to experience a broad general education.3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.

4. Every child and young person is entitled to develop skills for learning, life and work, with a continuous focus on literacy and numeracy and health and wellbeing.5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.6. Every young person is entitled to support in moving into a positive and sustained destination.

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Improvement Priority 1a: Improvement in attainment, particularly in literacy

Lead Responsible: Sarah Dent and Gemma Grieve (PEF Literacy Interventions)

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? In reading, all pupils will make progress in levels of

achievement- at least 80% of P1 pupils, 65% of P4 pupils and 65% of P7 pupils.

All pupils who are not on track with their reading, to engage in readingwise by March ’20 to support progress in achieving expected tools for reading and finding and using information benchmarks.

A targeted group of pupils to engage in the talkboost programme and make progress towards CfE levels in listening and talking by June '20. In P1, at least 80% of pupils will achieve early level.

All teaching staff to have an increased confidence in the use of AifL strategies to support raising attainment and these are used consistently by October ’20.

All teaching staff to have a sound knowledge and understanding of how to create an effective holistic assessment and these are implemented in Literacy by June ‘20.

All teaching staff are engaging in moderation across the ASG to increase the accuracy of teacher judgement by June ’20.

Parents of targeted pupils to have greater confidence in supporting their children with reading by March ’20.

Impact Measures How will we know?

QI Specific Actions QI 1.5Management of resources

to promote equity

QI 1.3 Leadership of change

Who?

Timescale

By When?

ProgressOn Track

Time Resource

School Budget

Resource£

Behind Schedule

Not Actioned

Readingwise- reading age of targeted pupils recorded at the beginning and end of intervention.Readingwise- Targeted pupils have increased level of engagement, participation and accuracy.Readingwise comprehension- targeted pupils have improved levels of comprehension measured through PM benchmarking tool.Tracking of progress of targets set for targeted pupils in CfE levels in Reading.

Parental Questionnaire/ Voting Tokens- All parents to have an increased understanding of decoding

2.23.2

Readingwise resource (decoding module) to be used for targeted pupils in P3-P7.

Readingwise resource (comprehension module) to be used with targeted groups of pupils in P5-P7. Extend this to being used within class reading lessons.

Teaching staff to be trained in the implementation of readingwise (comprehension).

All parents of targeted pupils to be given the opportunity to take part in a readingwise decoding

Licence paid by PEF

PEF PT to manage

intervention.

PEF PT to train

teachers

Gemma Grieve PEF PT

March ‘20

Pupil Equity Fund Budget Allocation April 2019 - £96,120

Pupil Equity Fund Rationale 2019-2020‘All our work to interrupt the cycle of deprivation and its impact on children’s progress’.

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

Five Key Areas: Attainment; Attendance and Punctuality; Exclusion / Inclusion; Engagement; ParticipationAchieving Equity - Identified gap(s) to raise attainment; Targeted Interventions; Quintiles / Deciles

Analysis of data indicates Pupil Equity Funding will be used to provide additional resources to support gaps in:

AttainmentAbove school % - GreenEqual to school % - AmberBelow school % - Red

SIMD 1 and 2 and pupils in receipt of FSM2018/2019

On Track to Achieve the CfE Level by End of P1/P4/P7Year Group Listening and

TalkingReading Writing Numeracy

Primary 1 93.10% 86.21% 79.31% 93.10%Primary 2 84.62% 80.77% 73.08% 73.08%Primary 3 65.00% 84.00% 76.00% 76.00%Primary 4 58.82% 47.06% 52.94% 44.12%

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Primary 5 71.43% 38.10% 42.86% 33.33%Primary 6 78.38% 54.05% 43.24% 51.35%Primary 7 61.76% 47.06% 50.00% 61.76%

SIMD 1 and 2 in Comparison to National Averages2017/2018

On Track to Achieve the CfE Level by End of P1/P4/P7Year Group Listening and

TalkingReading Writing Numeracy

Primary 1 87% 81% 78% 85%Primary 4 85% 77% 72% 76%Primary 7 84% 79% 73% 75%

Listening and TalkingIn P2, 4, 6 and 7 pupils in SIMD 1 and 2 and in receipt of Free School meals are below the whole school average in Listening and Talking. In P4 and P7 we are significantly below the national average for Listening and Talking. From the success last year in P1 and with targeted groups of pupils, we are going to continue with the talkboost programme. The talkboost requires no additional spend, however this will be managed and implemented by PEF PT and PSA. Whilst it is expected that the talkboost programme will have an impact on attainment as these pupils progress through the school, it is important to address the gap in P6 and P7 where pupils are below the school average. SHMU has been identified as an appropriate intervention to support with raising attainment in listening and talking. From discussion in tracking meetings, many of the pupils who are not on track for listening and talking are also affected by poor self-esteem and a lack of confidence in new or unfamiliar contexts. The SHMU programme also addresses these outcomes.

ReadingWithin P4, 5 and 6 pupils in SIMD 1 and 2 and in receipt of school meals are below the whole school average in reading. In P4 and 7 we are significantly below national average. After the success of the readingwise programme in raising both pupils’ reading age and their CfE level we will extend this programme and ensure pupils who are not on track with their learning are on the decoding or comprehension module. Readingwise comprehension also supports pupils with their listening and talking so it is anticipated that this will have a positive impact on the CfE levels. This will be managed and implemented by PEF PT and PSA. To further support with the identification of needs, the PEF PT will train all staff in using the PM Benchmarking Tool. Further to this, more time will be allocated through the working time agreement for individual class teachers to meet with the PEF PT. At the moment this is done on an ad hoc basis. This will support teacher’s confidence and knowledge in using data to support teaching and learning in a measured way whilst also ensuring that interventions are timely and appropriate.

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WritingP5 and 6 pupils in SIMD 1 and 2 and in receipt of Free School meals are below the whole school average in writing. In P4 and P7 pupils are significantly below the national average. Further assessments will be carried out to identify specific gaps within curriculum organisers. PEF PT, supported by the PEF PSA, will be responsible for planning and assessing progressive blocks of learning to address these gaps. Confirmed by staff consultation, the pupils have a poverty of experience which has an impact on their engagement in writing and ability to produce sufficient content. This year, the PEF PT will organise trips, in conjunction with the class teacher, as a stimulus and context for writing. This will be further supported by the DHT through upskilling teachers in writing development sessions.

NumeracyIn P2, 4, 5, and 6 pupils in SIMD 1 and 2 and in receipt of Free School meals are below the whole school average in Numeracy, and significantly below the national average in P4 and P7. SEAL is beginning to have an impact on CfE levels in P1 and P3 so we will continue to embed this programme. It is in the early stages of being rolled out up the school, and this will be further developed and overseen by the PEF PT to ensure that pupils are given support in Numeracy to develop their understanding of mathematical concepts. The PEF PT will give further training to new staff and support PSAs in further developing their confidence in implementing SEAL strategies with pupils. Through staff consultation, staff felt that SEAL will address the gaps in pupils’ understanding of the concept of number.

Last year we purchased Plus One and the Power of 2 to address significant gaps in learning which has been caused due to poor attendance. This will continue to be implemented and managed by the PEF PT.

Attendance and Punctuality

Year Group Percentage of SIMD ½ FSM Pupils with <85% attendance

Percentage of SIMD ½ FSM Pupils with >10 late arrivals

P1 14% 14%P2 8% 8%P3 10% 10%P4 27% 27%P5 0% 0%P6 6% 6%P7 6% 6%

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Attendance and lateness can have a significant impact on pupil attainment. In comparison with the whole school, pupils in SIMD 1 and 2 and in receipt of free school meals are more likely to be late. Looking deeper into the data, certain pupils within these year groups are significantly below 85%, or arrive more than 30 minutes late for school on a regular basis. Results from the AFCCT Breakfast Club running on a Wednesday has improved the attendance and punctuality of targeted pupils however this is a very small number. Therefore we will no longer run AFCCT but build on the success of the breakfast club provided by the PEF PT and PEF PSA.

The Barnardo’s worker will target specific pupils to increase attendance and reduce lateness by supporting families in developing routines and increasing parental confidence in managing challenging behaviour.

The school counsellor will continue to support non-attenders through individual sessions and provide support for families in managing this.

Exclusion / Inclusion

Although data at Walker Road is low for exclusion, further support is required to ensure that pupils affected by the poverty related attainment gap who are at risk of exclusion are included within the school. A few pupils are unable to fully participate within their class. Alongside SLT both the school counsellor and Barnardos worker offer intense support to families and pupils in managing challenging behaviour and regulating emotions with the aim of these pupils being able to fully participate within their class. The school counsellor will continue to provide training and support to ensure that pupils are included and exclusion rates remain low.

Engagement

Pupils receiving interventions from PEF PT were observed in class in January and March 2019 pre and post intervention. The following table shows the % of pupils assessed at each level of the Leuven’s Scale in Jan and March.

Leuven 1 Leuven 2 Leuven 3 Leuven 4 Leuven 5 Leuven 6Jan Mar Jan Mar Jan Mar Jan Mar Jan Mar Jan Mar0% 0% 55% 21% 33% 44% 0% 30% 0% 5% 0% 0%

There have been increases in children at 3, 4 and 5 of the Leuven’s Scale. However, pupils within the poverty related attainment gap still score low in terms of engagement. Further interventions are required to increase this further, particularly the pupils at 2 and 3. This is planned

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through increasing motivation through writing, participation in SHMU, engagement with Barnardos worker and school counsellor, and attending breakfast clubs. Further data will be gathered to support this through SHANARRI wellbeing indicator questionnaires.

Robust tracking systems are now in place for all Literacy and Numeracy, attendance, lateness, wider achievement, engagement (through Leuven Scale), interventions, and assessments. Further development of the tracking system is required to provide more information on specific curriculum organisers. This will highlight gaps and should make it easier to address areas which require focused input for individuals/ targeted groups. This is being tightly monitored and will continue to be utilised by the PEF PT to ensure that all pupils affected by the poverty related attainment gap receive adequate support in order to progress. Further work is required to ensure that these pupils are participating within the wider life of the school and community. To further develop the effectiveness of the tracker, class teachers are to have more input and ownership of it. The PEF PT will continue to host events to ensure that families have greater confidence in supporting their children. Again, the effectiveness of this will be measured and included within the tracker.

ConsultationConsultation was undertaken on the 2017/18 PEF Plan with parents, pupils and staff. Parents spoke particularly highly of Readingwise and Talkboost. It was felt that continued development of the SEAL approaches to Numeracy was required as a few parents felt their children were not secure in their number knowledge. Parents spoke about mental health being a priority with the school counsellor identified to address this. Staff recognised the importance of readingwise decoding and comprehension and the significant impact it has had on attainment. Again staff feel we need to continue to roll out SEAL as a Numeracy initiative to support pupils in their conceptual understanding of number and to raise attainment.

The Pupil Equity Fund plan runs through the school improvement plan within Literacy, Numeracy and Closing the Attainment Gap Priorities.

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Improvement Priority 2: Closing the attainment gap between the most and least disadvantaged children / young people

Lead Responsible:(See PEF Spending Plan for continuation items)

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? Increased attainment in Literacy and Numeracy for targeted

pupils by June 2020. Increased attendance of a targeted group of pupils from 80% to

above 85% by June 2020. Decrease late arrivals of a targeted group of pupils to below 10

by June 2020. Increased time targeted children engage in learning from a 1, 2

or 3 on the Leuven Scale to a 4 or 5, leading to increased attainment in literacy and numeracy by June 2020.

Impact Measures How will we know?

QI Specific Actions QI 1.5Management of resources

to promote equity

QI 1.3 Leadership of change

Who?

Timescale

By When?

ProgressOn Track

Time Resource

PEF£

Behind Schedule

Not Actioned

Questionnaire- Increased confidence in staff tracking and analysing a range of data.Data used effectively to increase attainment in specific area of literacy and numeracy.

3.13.2

Meeting with class teacher and PEF PT to analyse data and track pupils.

2 additional tracking

hours from WTA

PEF PT Gemma Grieve June ’20

Targeted group of pupils to have positive improvements in their behaviour and relationships, attitude to school and appear happier/ more confident.

Staff professional dialogue indicates increased awareness and understanding of ACEs and the effect of trauma.

3.1 Teaching Staff to engage in training with school counsellor. (3 cycles- Early Stages, Middle and Upper)

Targeted group of pupils and parents to work on weekly 1:1 sessions with the school counsellor.

PEF Counsellor

PEF Counsellor

Targeted groups of pupils to have increased attendance and decreased lateness by 10%.Targeted pupils to have

3.1 Barnardos worker to engage with families both within school and the family home.

Barnardos worker to engages with families and consider planned events within the school for example workshops on supporting learning

Barnardos Worker

PEF Emily Story and Gemma Grieve

Overall Pupil Equity Funding Planned ExpenditureDetails – Resources and Staffing Approximate Cost £

LiteracyReading Readingwise £1500

Readingwise Comprehension Module £250

Writing Experiences for Contextual Writing- 2 trips per class £5000

Listening and Talking

SHMU Further discussions to be had to firm up costs. £5200

NumeracyNumeracy SEAL Resources £3800

HWBHWB Barnardos Worker (6 months from this PEF and 6 months from last) £11,750

School Counsellor £32,550

Staffing PEF PT (0.6) £35, 411.02PEF PSA (0.8) plus Breakfast Club £12,357.20

Additional Resourcing for Breakfast Club £225.23

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Total £108,043.45Underspend from last session £11,923.45

New Allowance £96,120Total £108,043.45

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

Lead Responsible: Lindsay Duncan and Leadership of Change- Gavin McKay and Kirsty Griffin.

Partnership Forum (where appropriate):

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

Improved learning experiences in health and wellbeing for all pupils through discrete learning opportunities by July 2020.

Impact Measures How will we know?

QI Specific Actions QI 1.5Management of resources

to promote equity

QI 1.3 Leadership of

change

Who?

Timescale

By When?

ProgressOn Track

Time Resource

School Budget

Resource£

Behind Schedule

Not Actioned

Increased score through Pupil SHANARRI Questionnaire.Increased teacher confidence in using bounceback.Monitoring of learning demonstrated an improvement in the teaching of the HWB curriculum and engagement of pupils.

3.2 Working group to form and support implementation of bounceback throughout the school. Staff to engage in audit of Health and Wellbeing. Discrete programme to be created.

Working Group Hours

allocated through WTA

(12 hours) plus 4 hours

staff development

sessions

Lindsay Duncan with working

group

July 2020

Monitoring Progress and Evaluating Impact(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)

Impact and Evidence:

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

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? All children to have increased engagement in curriculum

planning linking with skills and attitudes across the four context for learning and four capacities by June 2020.

All staff have an increased confidence in planning and delivering curriculum for children linked to the World of Work by June 2020.

All staff to have an increased knowledge of high quality learning and teaching through creation and implementation of Learning and Teaching Policy by June 2020.

Impact Measures How will we know?

QI Specific Actions QI 1.5Management of resources

to promote equity

QI 1.3 Leadership of change

Who?

Timescale

By When?

ProgressOn Track

Time Resource

School Budget

Resource£

Behind Schedule

Not Actioned

Teacher questionnaire in confidence and knowledge of high quality teaching and learning.Lesson observations and pupil focus groups- Evidence of consistent and improved approach to teaching and learning.

2.22.3

Creation of Learning and Teaching policy through staff development sessions.

6 hours None SLT June ‘20

Teacher confidence questionnaire- IDL/ curriculum developmentSelf-evaluation/ Professional dialogue through use ofHGIOUS4/ HGIOELCC/ HGIOURS

2.2 Evaluate curriculum progress to date: Nursery and SchoolIdentify key tasks for continued development of progressions and relevant themes linking the uniqueness of the school and world of work.

3 Hours None SLT November 2019

Pupil engagement- Leuven scaleProfessional dialogue- termly planning (IDL/ Overarching curriculum themes/ links with world of work/ progression frameworks and benchmarks)

2.2 Collaborative curriculum planning of learning and assessment across overarching themes developed 2018/2019 with a focus on world of work.Planned moderation linked to planned teaching and learning using curriculum progressions and frameworks.

Weekly stage

planning meetings

SLT June 2020

QI 1.2 Leadership of Learning 2019-20Professional Engagement and Collegiate Working – Leadership at all Levels

Whole School Initiatives / Maintenance Areas Leader(s)Promoted and Unpromoted Staff

Literacy Working GroupNumeracy Working GroupHealth and Wellbeing Group

Sarah Dent, Kate Tees, Stacey Stewart, Victoria LethbridgeEmily Story and Gemma Grieve, Briony McKay and Carla HillLindsay Duncan, Gavin McKay and Kirsty Griffin

Curriculum DevelopmentDYWDiscrete Subjects (RME and Science)

Emily StoryLouise Hull and Louise DavidsonAlison Charles and Liz Gilchrist

PEF- including SAFMEDs, Plus One and Power of Two Gemma Grieve and Emily Story

1 plus 2 Modern Languages Louise Hull

Rights Respecting School Award Ruth Brannan and Nicola King

Eco Schools Adam Dalgleish and Helene Giffen

Pupil Participation: Pupil Council continue to engage with HGIOURS Lindsay Duncan

Nursery and Early Years Sarah Dent

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Digital Technologies Development Paul Donald and Vani Maganti

Date uploaded onto website:

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