kirkhill.aberdeen.sch.uk · Web viewTracking of CfE data, assessments and professional dialogue of...

Standards and Quality Report 2017-2018Improvement Plan 2018-2019

School: Kirkhill PrimaryHead Teacher: Shona Milne

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CONTENTS

PART ONE: Standards and Quality Report 2017-18

School Context; School Vision, Values and Aims

Review of School Improvement Plan Progress 2017-18

Pupil Equity Fund - Evaluation of Intervention Impact 2017-2018

Core Quality Indicator Evaluations 2017-2018

Capacity for continuous improvement statement

PART TWO: School Improvement Plan 2018-19

Key Priorities informing Improvement Planning - National, Local and Service / School 2018-19

School Improvement Plan 2018-19 Action Plans

Pupil Equity Fund Rationale 2018-2019

Professional Learning QI 1.2 Leadership of Learning 2018-2019

Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity Funding)

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Context of the school:

Kirkhill Nursery / Primary is a co-educational, non-denominational school. It is situated to the south of Aberdeen City Centre and is within walking distance of the Duthie Park and the local nature reserve, Kincorth Hill, known locally as the “Gramps”. It draws its learners mainly from the local school area where there is a mixture of local authority and private housing. The school is well served by the local community of shops, library, community and health centre, information access point, sports centre, places of worship and 5-a-side football pitches facility. The current school roll is 348. For session 18/19 the learners will be organised across 12 classes with Room 8 providing a nurturing environment for support for learning provision across all stages. This will ensure that the needs of all our learners are provided for. Eighty learners will access the Early Years and Child Care Setting (ELCC) organised in 2 morning classes and 2 afternoon classes. The projected school roll remains stable. 37% of the learners within the school are out of zone, living outwith the school’s current catchment area. 18.1% of our P4-7 families use their entitlement to free school meals. Almost all P1-3 learners use their entitlement to free school meals.

The current leadership team of the school consists of the Head Teacher, Deputising Head Teacher (0.6) with responsibility for Early Years - P3 and Acting Depute Headteacher with responsibility for First Level. The school will have 12 class teachers who lead learning P1 – 7, and 2 teachers (1.4FTE) who have responsibility for support for learning within Room 8. 1 teacher, 1 Senior Early Years Practitioner and 5 early years’ practitioners (3.2 FTE) lead the learning in our ELCC Setting. 1 PSA supports the needs of 2 learners in the ELCC Setting. 3 instrumental instructors enhance the Expressive Arts curriculum. Learners and class teachers are supported by a number of PSAs across the school.

The school’s janitorial service is shared with our neighbouring ASG schools. The school catering supervisor leads her team of 2 assistants and the school cleaning supervisor leads her team of 2 cleaners. We have at present no school crossing patroller.

Parental engagement is a key feature in our school and parents are encouraged to be fully involved in the life and work of the school and their child’s learning. Our parents are very supportive of the school and our Parent Council meet regularly to discuss educational matters as well as social and fundraising events. Our programme for parent consultations allows parents to meet with teachers termly to have focused discussion around different areas of the curriculum.

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Pupil participation is a key priority and learners are encouraged to participate in one of the pupil led groups in school. Pupils have a sense of pride in the school and this is highlighted by visitors to school. The school is inclusive and ensures all learners are supported to fully participate in the life of the school. There are strong links with the senior citizens in the community with events such as St Andrew’s Day, the Christmas Concert, Burns’ Day etc. being held and celebrated by all learners, staff and senior citizens within the school and pupil visiting local care home to sing.

The school has received a large number of certificates for fund raising activities and trophies for active participation in a range of events. Learners are a credit to the school and the school has received very positive feedback from a range of sources.

The ethos of the school is very good. The school is welcoming, friendly and has a positive atmosphere. With visitors to school, parents, new staff and new pupils having the opportunity to comment through our feedback coins. The staff are committed to working well together and reflecting on practice to provide a high quality experience for our pupils. The school is currently part of the Kincorth ASG and we have close links with all of the schools in the ASG . This session we have established joint ASG meeting with Torry in preparation for the establishment of the Lochside ASG. Our aim is to work together to ensure our pupils have consistent learning experiences and opportunities for partnership events.Learners continue to benefit from the wrap around care provided by The Breakfast Club run by the school and the After School Club now operated by Aberdeen Childcare Services.

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School vision statement:We believe that Kirkhill fosters a caring environment in which every individual within our school is and feels valued. We believe in equal opportunities. All members of the community regardless of sex, race, culture, beliefs or ability are regarded as equal and are afforded the same access within education and the opportunities it creates.

We endeavour to promote an atmosphere where there is mutual respect between learners and staff. We value the help and support, which is provided by parents, and aim for maximum communication between home and school. We at all times take account of the views of learners, parents, the wider community and our partner agencies where appropriate, by using a variety of evaluative materials e.g., questionnaires, quality indicators, interviews and workshop discussions.

It is our intention that we develop the individual and encourage a positive attitude towards school and the wider environment. In doing this we aim to develop in our learners:

self-respect, high self esteem and confidence.

tolerance, respect and consideration of the views of others.

self discipline, independence and resilience.

an enterprising attitude creating a sense of ambition, achievement and success.

enthusiasm and motivation for learning

To achieve this we have to:

provide for our learners a happy, secure, safe and healthy environment.

provide well planned, quality learning and teaching experiences which will allow learners according to their ability to work towards attaining national standards or beyond.

provide opportunities for our learners to take responsibility for and celebrate their achievements e.g. at assemblies, in the sports arena, conferences at a local and national level, speaking to visitors about their school and their experiences etc.

And this is encompassed in our mission statement of ‘Be All You Can Be’This will be reviewed session 2018/19

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School values and aims:1. We aim to provide a welcoming, nurturing, safe and secure environment for learners, families,

staff and the wider community.

We will achieve this by:-

receiving all learners, families, staff and visitors into the school in a warm, supportive manner.

having bright, tidy, well organised stimulating environments which will have a range of learners’ work mounted and attractively displayed.

displaying, using a variety of media e.g. school website / blog important information about the work of the school.

all families, learners and staff are informed of the Child Protection Coordinator, Named Person for the school and are issued with the Child Protection Policy at enrolment and are aware they can access a hard copy from the school office.

having regular fire drills and fire procedures which are well displayed, known by all and shared publicly at appropriate events.

having a standing Health and Safety item on all staff meeting agendas.

risk assessments being undertaken by the Head Teacher, the janitor and the school’s Health and Safety Officer as appropriate.

completing and monitoring, in line with Aberdeen City Council policy and the Care Inspectorate, all accident and incident forms.

recording and monitoring access and egress of all visitors to school, in line with the school’s security policy.

having procedures in place to ensure that all learners’ absences are recorded and accounted for.

having procedures for administration of medical treatment which are known, adhered to and communicated to all.

providing training and resources for a range of playground activities to encourage positive behaviour.

providing a forum for meetings and support for staff in order to ensure consistency in the delivery of our whole school approach to positive behaviour.

having an approachable, accessible leadership team leading a supportive team of staff.

2. We aim to deliver quality learning experiences which provide opportunities for consistently high

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standards of attainment and achievement for all our learners.


providing high quality staff development for the implementation of the School Improvement Plan in order to enhance learning and teaching approaches.

having detailed forward plans which specify learning outcomes, differentiated activities and take account of different learning styles enabling learners to achieve and attain to the best of their ability.

having well maintained, appropriate resources which enable the effective delivery of Curriculum for Excellence.

employing within our classrooms a variety of teaching styles, providing opportunities for learners to exercise choice and be active in their learning.

using where appropriate other agencies to support learners e.g. Psychological Service, Children’s Services, Inclusion Team, Outdoor Education Team etc.

effectively identifying learners with additional support needs and providing appropriate individual educational programmes which are reviewed regularly by all stakeholders, and take account of the ASL Act and Aberdeen City Council’s Inclusion Policy.

having evidence of transition and progression, EYCC – P7. The levels attained should be clear from detailed record keeping.

reporting to parents regularly regarding learners’ progress, achievements and their child’s next steps in learning.

monitoring attainment and learners’ progress through the school’s tracking system and using baseline assessments conducted in EYCC - P7

enabling all teaching staff to participate in Aberdeen City Council's Professional Review and Development (PRD) programme which supports the GTCS Professional Update process.

enabling all non teaching staff to participate in the Aberdeen City Council's Corporate Appraisal Scheme.

using rigorous self evaluation procedures to monitor continuous improvement.

monitoring classroom practice and learners’ work on a regular basis giving feedback which will impact on the quality of learning and providing opportunities for peer monitoring observations and learning conversations.

providing opportunities for our learners to participate in a range of activities to develop personal achievements.

effectively managing the school’s budget allocation to ensure best value and improve and improve outcomes for our learners, taking account of the local and national agenda.

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3. We aim to value, seek the opinions of, and involve our learners, families, staff and the wider community in the life of the school.


having clearly displayed Golden Rules, which are known by all.

having clearly displayed classroom routines negotiated with the learners and reviewed regularly.

actively promoting a healthy lifestyle through Early Years snack, healthy tuckshop, healthy snack weeks, health weeks, sporting opportunities, Golden Time activities and after school clubs depending on teachers’ skills and expertise.

having weekly timetabled Circle Times EYCC – P7.

having regular assemblies where all achievements are shared and celebrated.

encouraging learners to be tolerant and respectful of themselves and others through weekly assemblies and working together within and outwith the school.

having regular meetings with groups of learners e.g. Pupil Council, Eco Group etc.

ensuring all learners are included and given equal opportunities within the school environment and wider community to participate in activities that will enhance and develop the 4 capacities.

offering learners the opportunity to participate in Bubble Time.

communicating regularly with parents by newsletter, questionnaire, market place events ,Groupcall, website and Twitter.

continue to forge and maintain links with our business partners and local businesses via the Aberdeen and Grampian Chamber of Commerce.

holding Open Days, Parent Update Meetings and regular marketplace events.

holding community events i.e. St. Andrew’s Day, Christmas Concert, Burns’ Day, School Fayre.

involving specialists in events where appropriate and available e.g. Anti-Bullying, Vandalism, Solvent Abuse, Alcohol Abuse, Drug Misuse and Internet Safety.

inviting the chaplain to become involved in assemblies, services and the wider work of the school and community.

encouraging parent helpers to be active within the school.

encouraging parents to become active partners in their children's learning, keeping them engaged with the school via the parent council, events, regular newsletters, information meetings etc.

working with health visitors, the school nurse, doctor, child development team, inclusion team and Educational Psychologist to support the needs of all our learners.

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4. We aim to provide opportunities for learners to develop their global awareness through the promotion of social and environmental responsibility.


ensuring learners explore real local issues and undertake research linked to IPC themes which have an environmental focus and a global dimension e.g. litter campaign, recycling projects, Fairtrade etc.

providing learners with opportunities to explore the diversity of cultures, values and customs in Scotland and draw comparisons with other countries in order to explore and develop international mindedness.

undertaking planned activities outwith the school building e.g. use of Kincorth Hill, Duthie Park, local shops, local library, Maritime Museum, Satrosphere, Gordon Highlanders’ Museum etc.

undertaking residential field trips in P7 and pursuing links with other countries through etwinning.

encouraging learners to care for animals, property and plants within our own grounds and the surrounding environment.

participating in the ECO schools’ programme , Primary Science Quality Mark and Rights Respecting School .

using where appropriate, other agencies including the police, the ranger service, fire service, outdoor education etc.

The school aims were reviewed during session:17/18

The school aims will be reviewed during session:18/19

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Review of School Improvement Plan Progress 2017-2018

2017-2018 Improvement Priority 1: Increase pace and challenge across the curriculum (Year 1 Literacy Reading)

NIF Priority 1. 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

HGIOS?4 QIs 1.1 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:

Professional dialogue linked to inter-disciplinary learning and audit documentation indicate all staff have an increased understanding of the teaching of reading.

Collegiate activities indicate all staff have been supported in developing an improved understanding of the teaching of reading through rigorous use of PM benchmarks.

Monitoring of classroom practice confirms learners are engaging in an improved curriculum experience in relation to reading provides opportunities to deepen learning with increased pupil led learning.

Improved staff engagement with progression frameworks is evident as these are being implemented across all curriculum areas in all classes

Increased engagement with families. 40 families attended a parent and child workshop in June

Increase in reading ages for all learners involved in Readingwise programme

Next Steps Reading attainment has increased this session for all learners in the targeted group using

Readingwise. Next session the plan is to increase the group, with learners from P3– 7 using the programme daily for 30 minutes. In addition to this we will test the use of IDL to support a group of 10 identified learners with spelling difficulties in P4 and P5.

Use support base to provide weekly targeted support for learners Develop the model for parent engagement evenings to include evenings for Science and

maths – providing parents and carers with support materials for use at home. To develop progression frameworks to support planning, assessment and moderation to

evidence reading across the curriculum and create progression frameworks for all curricular areas based on the ACC frameworks.

Fully digitalise planning for all curricular areas.

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2017-2018 Improvement Priority 2: Increase staff knowledge of the development of speech and language in order to close the gap for our more vulnerable learnersNIF Priority 1. 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




Classroom monitoring evidences increased teacher confidence when supporting learners with SALT difficulties

Professional dialogue and self-evaluation indicates increased teacher confidence of all in professional judgement in CfE levels in listening and talking attained evident through professional dialogue and moderation (Pre and Post Self-Evaluation)

Evaluations of training provided by SALT team very positive and all staff have increased confidence in completing SALT referrals resulting in more successful referrals and better targeted support for our learners.

Next Steps: Teacher learning community within school to monitor work on listening and talking. Ensure all early stages staff are trained in either early talkboost or talkboost in order to support

learners effectively in the classroom. Continue to develop collaboration with stage partners to support planning and the use of AiFL

strategies, assessment and moderation Link professional judgement of CFE levels achieved to a more robust evidence base. Staff to

develop holistic assessments

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2017-2018 Improvement Priority 3: To further develop effective practice in supporting learners’ emotional development to increase engagement and develop resilienceNIF Priority 1 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





Evaluations show increased engagement in Yoga and mindfulness practices over the 12 week period.

Through weekly evaluations targeted support groups have shown increase in engagement over the year with a number of learners using practices to help them regulate their behaviours causing a reduction in children leaving class or incidents being escalated to SLT.

Use of ASG Bounceback resources is evident in monitoring of class circle times. Parents attended family workshops along with their children

Next Steps: Continue to offer Mindfulness and Yoga sessions to the Nursery to P2 stages, offer

sessions for Golden Time to P4 – 7 classes and increase the number of learners accessing the targeted support sessions.

Train 2 members of staff as Mindfulness trainers to provide us with local skill set to use in session 19/20.

Upskill the PSA staff to offer more structured activities in the playground at break and lunchtime

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Pupil Equity Fund 2017-2018 (Budget £62,500)Evaluation of Intervention Impact

Plan 1: Early Talk Boost / Talk Boost (Word Aware) Increase acquisition and use of vocabulary of Primary 1 pupils by June 2018, ensuring at least 70% of

targeted pupils attain CfE Early Level in Listening and TalkingImpact and Evidence Tracking of CfE data, assessments and professional dialogue of the targeted group indicate pupils are

making average to significant progress with 79% of the targeted group pupils in P1 (46) attaining Early Level Listening and Talking

The intervention also supports our developmental approach to phonics, using Emergent Literacy approaches. Evidence from Emergent Literacy baseline assessments indicates improved literacy skills in literacy across all targeted P1 pupils.

Plan 2: ReadingWise Increase word attack skills of all targeted pupils with at least 70% attaining expected levels of attainment in

reading by June 2018Impact and Evidence The ReadingWise programme, implemented by one PSA and managed by a teacher, has been used with 15

targeted pupils from P3-P7 where data indicated pupils were not on track with identified gaps in Reading CfE levels.

Data from tracking of the external and internal assessments, professional dialogue and CfE data indicates all targeted pupils have made progress some progress with 60% of the targeted group increasing their reading age by over 12 months.

One member of the group has been assessed as dyslexic and is now able to access the outreach service.Plan 3: Yoga and Mindfulness Increase attendance at school from 75% to at least 80% by June 2018 of a targeted group of pupils Increase the length of time engaged in learning from a 1 or 2 on the’ Leuven Scale of Engagement’ to a 3 or

4Impact and Evidence Data indicates the increased length of time engaged in learning of targeted group of pupils from a 1 or 2 on

the ‘Leuven Scale of Engagement’ to 3 or 4. Data from Yoga and Mindfulness tutors indicates almost all pupils have improved concentration Individual targets for each pupil indicate pupils are better prepared for school, are more ready to learn and

there has been an improvement in the completion of homework. Staff indicate dialogue with the Yoga and Mindfulness tutors has helped develop individual 5 point scales to

help learners better manage their behavioursPlan 4: New Reading Scheme Increase in range of reading materials available for learners Benchmarking using the scheme to improve the assessment and teaching of readingImpact and Evidence Increased engagement in reading from parent – 40 families attended a keep reading skills alive evening.

Previously only 10 families attended. Increased attainment at P2 and P3 stage as wider range of texts available. Increased engagement in reading – more learners sharing reading experiences and staff noticing higher

engagement with texts. Evaluations from input from Sue Ellis show staff more confident in using texts to increase engagement with

reading across the school and improved confidence in using running records. Twitter being used to encourage families to share reading experiences over the summer holidays and into

the new session with the school using #kirkhillreads

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0.2 Additional SFL teacher Increased focused support for learners

Impact and Evidence Targeted learners are more engaged in learning as per the leuven scale moving from 1 and 2 to 3 and 4 Staff indicate that discussing progress with another teacher has helped develop strategies for use in the

classroom. Members of the targeted learning group have been assessed using visual screening and are now receiving

the support they require.

Core Quality Indicator Evaluations – School

Quality Indicator School Self-Evaluation1.1 Self-evaluation for self-improvement

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1.3 Leadership of change 4

2.3 Learning, teaching and assessment 4

3.1 Ensuring wellbeing, equity and inclusion 4

3.2 Raising attainment and achievement 3

Core Quality Indicator Evaluations – ELCC (where appropriate)

Quality Indicator ELCC Self-Evaluation1.1 Self-evaluation for self-improvement

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1.3 Leadership of change 4

2.3 Learning, teaching and assessment 4

3.1 Ensuring wellbeing, equity and inclusion 4

3.2 Securing Children’s Progress 4

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Capacity for continuous improvement statement

Evaluations from the Improvement Planning 2017-2018 and a focus on the core QIs indicate attainment is beginning to increase and interventions are having a positive impact on learners. The current P6 year group has a number of children with specific difficulties and these are being addressed through working with other agencies. Staff have agreed whole school AiFL strategies.

Staff are increasingly confident and skilled in the teaching of reading and developing resilience in learners through the quality circle time approach.

All stakeholders are involved in the school improvement process Parents – through termly questionnaires, involvement in working parties and conversationsPupils – through questionnaires, pupil dialogue conversations, Pupil Council meetings and involvement in working parties

Next session pupil involvement will increase through creating focused groups to support learning across all curricular areas based on pupil interest and current developments in school.

We currently have 2 teaching vacancies which are being advertised over the summer holidays.

The Senior Leadership Team is stable with the Head Teacher being appointed in November 2017 and the DHT in June 2018 and therefore the school is well-placed to continue to improve and deliver excellence and equity for all learners during 2018-2019

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IMPROVEMENT PLAN 2018-2019

Kirkhill Nursery /Primary

PART TWO: School Improvement Plan 2018-2019 - Key Priorities informing Improvement Planning (National, Local and Service /School)

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National Priorities Local Authority Priorities Agreed service / school priorities

Cross cutting themes Expand Early Learning and Childcare by 2020. Utilise Partnership Forums to address the 4 NIF priorities. Establish Aberdeen as a UNICEF Child Friendly City. Continue to refine approaches to GIRFEC to improve the outcomes of

children and young people

Expansion of Early Learning and Childcare

Increased collaboration across schools and ASGs

Improvement Methodology

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.

Numeracy Early Years’ Literacy Curriculum Design and Rationale

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

Close the Gap through effective multi-agency working

Increase data literacy at all levels of the system Closing the Poverty Related Gap –

Measures and Outcomes

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

Improve mental health services, decrease rates of teenage pregnancy and reduce instances of bullying

Increase access to high quality play experiences and effectively utilisation of outdoor space

Reduce youth crime Embed UNCRC Rights agenda across the City and increase pupil

participation in decision making

Adverse Childhood Experiences

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

Learner Pathways

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2018-2019 Improvement Priority 1: Improvement in attainment, particularly in literacy and numeracy

NIF Priority 1. 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


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 - Literacy Improvement in LiteracyLead Responsible: Kerry Reith Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? By June 2019, all staff N – P7 will have increased confidence and working

knowledge of literacy progressions to inform moderation and professional judgement of levels.

In listening and talking, all pupils will make progress with attainment in P1, P4 and P7 reaching at least 85% by June 2019.

In reading, the targeted group of pupils make progress towards achieving expected Tools for Reading benchmarks for First and Second Level by June 2019.

In writing, all pupils will make progress in levels of attainment: P1 at least 80%, P4 at least 70% and P7 at least 60% by June 2019

Impact Measures How will we know?E.g.AttainmentAttendanceInclusion / ExclusionEngagementParticipationConsultation; Professional DialogueSelf-Evaluation; HGIOS 4; HGIOURS

Specific Actions QI 1.5Management of resources

to promote equity

QI 1.3 Leadership of

change

Timescale

Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 1a PEF/ SAC Resource Who? By When?

Staff confidence in literacy audit – curriculum progressions, benchmarks and moderation (challenge questions) completed Aug’18 and May ’19 to measure impact

Collegiate Meeting – Further engagement in literacy progressions and benchmarks to support staff in planning relevant learning and assessments across reading, writing and listening and talking.

QI 1.3 Collective responsibility in the process of change to implement and evaluate the impact – Existing Staff Leadership Group

CLPL DHT ledStaff leadership Group Literacy

May ‘19

Teacher’s planning Self-evaluation: HGIOS4; HGIOELCC Nursery / Classroom monitoring

Collegiate Meeting –Working across Kirkhill and Abbotswell.

Upskill all staff in emergent Literacy strategies

Use of literacy progressions in partnership with Es and Os for planning, benchmarks for assessment to support moderation and professional judgement of a level.

CLPL HT/ DHT ledAll staff

Oct’ 18

Tracking of all pupils’ progress in CfE listening and talking

Listening and TalkingContinue to engage in Early Talk Boost and Talk Boost (Early Years)

PEFResource

£1000

CLPL Literacy LeaderAll staff

Professional dialogue linked to differentiation across literacy.

Tracking of pupil technical skills in writing

Emerging LiteracyAll staff to engage in the programme as part of CPD sessions

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Improvement Priority 1b:Improvement in attainment - NumeracyImprovement in NumeracyLead Responsible: Fiona RitchiePartnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? By June 2019, all staff N – P7 will have increased confidence and working

knowledge of numeracy progressions to inform moderation and professional judgement of levels.

By June 2019, all staff to have a shared understanding of the approaches and methods to be used to teach numeracy across the school.

In numeracy, all pupils will make progress with attainment in P1, P4 and P7 reaching at least 70% by June 2019.

Impact Measures How will we know?E.g.AttainmentAttendanceInclusion / ExclusionEngagementParticipationConsultation; Professional DialogueSelf-Evaluation; HGIOS 4; HGIOURSVoting Tokens


to promote equity


change

Timescale

Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 1b PEF/ SAC Resource Who? By When?

Staff confidence in– curriculum progressions, benchmarks and moderation (challenge questions) completed Aug’18 and May ’19 to measure impact

Collegiate Meeting – Further engagement in numeracy progressions and benchmarks to support staff in planning relevant learning and assessments across all areas of numeracy


CLPL DHT ledStaff leadership

Group Numeracy

May ‘19

Teacher’s planning Self-evaluation: HGIOS4; HGIOELCC Nursery / Classroom monitoring Peer monitoring TLC

Collegiate Meeting –Use of numeracy progressions in partnership with Es and Os for planning, benchmarks for assessment to support moderation and professional judgement of a level.


Oct’ 18

Pupils’ engagement in numeracy lessons (Leuven Scale) Pre and Post intervention

Mental Maths Pre and post intervention assessments

Tracking of all pupils’ progress in CfE Numeracy

Professional dialogue linked to differentiation in Numeracy.

Tracking of pupil mental maths skills August, Dec, May

Jotter sampling and holistic assessments created

NumeracyNursery – P7 staff inservice to ensure all staff are familiar with the SEAL approaches to teaching numeracy.Purchase resources to support the teaching of SEAL approaches at all levelsCreate agreed teaching approaches to be used within numeracy shared with parents through information evenings and examples on the school website.

PEFResource

£4000

CLPL Numeracy LeaderAll staff

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

NIF Priority 1. 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





HGIOS?4 QIs

1.1 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



Curriculum for Excellence – Entitlements for all children and young people

1. 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 2: Closing the attainment gap between the most and least disadvantaged children Lead Responsible:Shona MilnePartnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much?1. By June 2019 all staff N – P7will have awareness of Outcomes

and Measures and how these are used to track progress of the most disadvantaged

2. In numeracy, all targeted pupils will make progress with attainment in P1, P4 and P7 reaching at least 70% by June 2019.

3. In reading, the targeted group of pupils make progress towards achieving expected Tools for Reading benchmarks for First and Second Level by June 2019.

4. By June 2019 staff in targeted classes have increased confidence in supporting learners to use Mindfulness Routines.

Impact Measures How will we know?E.g.AttainmentAttendanceInclusion / ExclusionEngagementParticipationConsultation; Professional DialogueSelf-Evaluation; HGIOS 4; HGIOURS; HGIOELCCVoting Tokens


to promote equity

QI 1.3 Leadership of change

Timescale

Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 2 PEF/ SAC

Resource Time / People /

CLPL

Who? By When?

Increased understanding of ‘Outcomes and Measures’ through Staff Professional dialogue and self-evaluation.

Attendance of members of SLT to attend HT Improvement Event(s) focusing on ‘Outcomes and Measures’ Disseminate to class teachers

CLPL SLT December 2018

SLT engagement and increased confidence in ‘Improvement Methodology’ through professional dialogue.

SLT attendance at authority led training events

SLT Term 1 Session 2018-2019

Reading ages and baseline numeracy assessments August, December and June. Regular profession dialogueAnalysis of feedback from readingwise

Weekly evaluations in Yoga and mindfulnessProfessional dialogue with trainers and teachersObservations of learners using Leuven scale

0.6 teacher to provide SFL in literacy and numeracy to targeted group in order to raise attainment – Linked to Raising attainment Plan Literacy and Numeracy plans 1A and 1B

Yoga and Mindfulness focus N-P2to ensure routines are embedded and targeted learners begin to use them to help regulate behaviour. Linked to HWB plan

Various Numeracy Resources

Grampian Training Services First Aid Training

£27438

£14000

£4000

£504.55

£1500

£1000 SLT/Teacher

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Monitoring Progress and Evaluating Impact (To be completed during the course of the session to inform the audit for SQUIP 2019-2020)

Impact and Evidence: Priority 2

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










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




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

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sustained destination.

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Improvement Priority 3: Improvement in attendance and engagement in learningImprovement in children and young people’s health and wellbeing Lead Responsible: Isla Duncan

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? By June 2019 staff in targeted classes have increased confidence

in supporting learners to use Mindfulness Routines. Increased attendance of a targeted group of pupils from 80% 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

Impact Measures How will we know? E.g.AttainmentAttendanceInclusion / ExclusionEngagementParticipationConsultation; Professional DialogueSelf-Evaluation; HGIOS 4; HGIOURS; HGIOELCC


to promote equity

QI 1.3 Leadership of change

Timescale

Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 3 PEF/ SAC Resource Time / People /

CLPL

Who? By When?

Monitoring of learning (SLT and peer) demonstrates an improvement in the teaching of the HWB curriculum and engagement of pupils. (Leuven scale and planning)

Dialogue with pupils indicates improved learning across HWB (pre and post intervention)

Staff engage in audit of HWB curriculum. Early Level to Third Level) Discrete programme to be created to support progressions based on IDL already identified.QI 1.3 Collective responsibility in the process of change to implement and evaluate the impact. Creation of a Staff Leadership Group

CLPL All staff Leadership

group established

July 2019

Continue dialogue with pupils re Yoga and Mindfulness. Issue pre and post intervention questionnaires for new year groups.

Staff to engage in blocks of Yoga N – P2 sessions to ensure approaches are embedded in the classroom. Mindfulness will be in targeted classes and provide staff with training alongside input. Staff Identified to undertake training in order to provide in school support for Mindfulness practices

All staff Leadership

group

Staff professional dialogue indicates increased awareness and understanding of ACEs (Adverse Childhood Experiences)

N – P7 staff attend ASG screening of Resilience Film.Staff engage in follow up discussions linked to Equity Agenda challenge questions.Continued poverty proofing of school, engaging with parents (screen film – movie night) and raising awareness

CLPL HT November 2018

Targeted pupils stay on task for longer periods of time (Leuven Scale measurement)

Collegiate Staff Meeting – Pupil Engagement (all pupils) (Leuven Scale)/ Relevant Learning (Sharing planning / links with curriculum progression frameworks)

CLPL HT / DHT October 18

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Monitoring Progress and Evaluating Impact (To be completed during the course of the session to inform the audit for SQUIP 2019-2020)

Impact and Evidence: Priority 3

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










HGIOS?4 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 equity




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

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sustained destination.

32

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Improvement Priority 4: Improvement in employability skills and sustained, positive school leaver destinations for all young peopleImprovement in attainment IDL and DYWLead Responsible: Fiona RitchiePartnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much? By June 2019, all staff will have increased confidence and working knowledge of

IDL planners, skills progressions and links to DYW. All stakeholders have an increased understanding of the Curriculum Rationale

in Kirkhill. By June 2019, all staff to have a shared understanding of the approaches and

methods to be used to teach IDL across the school. In social studies, science and Technology, all pupils will make progress with

attainment in P1, P4 and P7 reaching at least 70% by June 2019. Establish links with at least 2 new business partners to support DYW by June

2019.

Impact Measures How will we know?E.g.AttainmentAttendanceInclusion / ExclusionEngagementParticipationConsultation; Professional DialogueSelf-Evaluation; HGIOS 4; HGIOURS.HGIOELCCVoting Tokens


to promote equity


change

Timescale

Progress

On Track

Behind Schedule

Not Actioned

Tasks to Achieve Priority 4 PEF/ SAC Resource Who? By When?

Staff confidence in– curriculum progressions, benchmarks and moderation (challenge questions) completed Aug’18 and May ’19 to measure impact

Collegiate Meeting – Further engagement in social studies, technologies and science progressions and benchmarks to support staff in planning relevant learning and assessments across all areas of IDL.


CLPL DHT ledStaff leadership

Group IDL

May ‘19

Teacher engagement through professional dialogue

Parental engagement through google forms and parental dialogue at Parent Update Meetings

Collegiate Meeting - Updating the Curriculum Rationale reflecting the uniqueness of Kirkhill and ensuring it reflects a commitment to Children’s Rights, wellbeing and learning for sustainability

Teacher’s planning Self-evaluation: HGIOS4; HGIOELCC Nursery / Classroom monitoring Peer monitoring TLC

Working group to revise existing plans to focus on skills development and make links to DYW

Collegiate Meeting –Use of social studies, technologies and science progressions in partnership with Es and Os for planning, benchmarks for assessment to support moderation and professional judgement of a level.


Oct’ 18

Pupil Equity Fund Budget Allocation April 2018 - £61,200

Pupil Equity Fund Rationale 2018-2019‘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)

5 Key Areas: Attainment; Attendance and Punctuality; Exclusion / Inclusion; Engagement; Participation

Achieving Equity - Identified gap(s) to raise attainment; Targeted Interventions; Quintiles / Deciles

Analysis of data indicates that The trend continues to show the gap widening as our learners move through the school. The planned additional support for learning was not as effective as predicted due to the fact we were unable to secure staffing until February 2018. All 100%Almost All 91-99%Most 75-90%Majority 50-74%Minority 15-49%A few Less than 15%

CfE Data 2016-2017 All Pupils Year Group Numeracy-

Achieving and Talking and Listening –

Reading – Achieving and

Writing- Achieving and Exceeding

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Exceeding Total Percentage

Achieving and Exceeding Total Percentage

Exceeding Total Percentage

Total Percentage

16/17 17/18 16/17 17/18 16/17 17/18 16/17 17/18Primary 1 84% 65% 84% 87% 80% 65% 78% 63%Primary 4 68% 63% 87% 73% 66% 67% 68% 64%Primary 7 74% 57% 81% 86% 84% 54% 74% 62%

P1 session 17/18 has a number of learners who have been identified as having specific difficulties 2 boys are currently undergoing assessment for autism, 1 boy has been given a place at the language unit, 4 learners are receiving support from the EAL outreach service however further referrals for 2 of these learners have been made to the educational psychologist. P4 session 17/18 Targeted learners have received support in reading and writing and this should impact on their future attainment particularly in the area of reading where the new reading scheme and reading wise have had impact on attainment for targeted learners.P7 session 17/18 Targeted learners received some support in literacy and numeracy and this was beginning to have an impact on attainment. This year group has a higher percentage of learners with additional and complex needs than the previous year.

SNSA Data Percentage of learners attaining high in the national assessmentYear Group Numeracy-

Achieving and Exceeding Total Percentage

Talking and Listening – Achieving and Exceeding Total Percentage

Reading – Achieving and Exceeding Total Percentage

Writing- Achieving and Exceeding Total Percentage

Primary 1 57% 59%Primary 4 15% 47% 44%

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Session 2017-2018Percentage of FSM / vulnerable pupils (P1, P4 and P7) achieving national expectations

of CfE

Number of Pupils FSM / Vulnerable

Numeracy- Achieving and Exceeding

Talking and Listening – Achieving and Exceeding

Reading – Achieving and Exceeding


No. % No. % No. % No. %Primary 1 6 pupils 5 83.3% 5 83.3% 5 83.3% 5 83.3%Primary 4 8 pupils 2 25% 2 25% 2 25% 2 25%Primary 77 pupils 4 57% 5 71% 4 57% 4 57%

Session 2017-2018Percentage of FSM / vulnerable pupils P1, 4, 7 achieving national expectations of CfE

Total No of FSM / Vulnerable Pupils

Numeracy- Achieving and Exceeding

Talking and Listening – Achieving and Exceeding

Reading – Achieving and Exceeding


No. % No. % No. % No. %21 11 52% 12 57% 11 52% 11 52%

Session 2017 – 2018 Percentage comparison whole year group /vulnerable learners

Primary 1VulnerableLearners P4

VulnerableLearners P7

VulnerableLearners

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Numeracy 65% 83.3% 63% 25% 57% 57%T&L 84% 83.3% 73% 25% 86% 71%Reading 65% 83.3% 67% 25% 54% 57%Writing 63% 83.3% 64% 25% 62% 57%

Biggest gaps are evident in reading and numeracy between the whole year group and our more vulnerable learners .

AttainmentThe trend emerging is as learners move through the school the gap in attainment widens. This would suggest that interventions are not happening early enough. The majority of our vulnerable learners with low levels of attainment for literacy and numeracy face challenges with developing and maintaining positive relationships.

52% of the pupils within this group are achieving expected CfE level and beyond within Numeracy and therefore 48% are not on track to achieve expected levels.

These are figures for the learners currently in P1, P4 and P7 predictions and would indicate that the greatest need is in P6 with only 51% on track to achieve national standards in numeracy and therefore 49% are currently not on track. In reading 64% are on track and in writing only 46% are on track. We require to focus on the teaching of reading and numeracy in order to raise attainment in these areas and in order to facilitate this the year group has been split across 3 classes.

Attendance & Punctuality The majority of the group have 90 – 100% attendance. Attendance is above 80% for almost all pupils with a few extreme exceptions (4 pupils in total with 1 currently on a part time timetable and another previously on a part time timetable) . There is no significant pattern to attendance and in almost all cases attendance has improved following a visit from the HSLO. Punctuality is a factor for of the cohort with 15% having 40 or more lates in session 17/18.

ExclusionAlthough exclusions have increased this session only one out of the 11 learners was part of the PEF group. In order to reduce exclusion we have created 3 P6/7classes each receiving support from a PSA and additional support for learning. Three families have been referred to priority families and the school is

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working closely with the service to provide support for the families involved.

WellbeingParents and learners were issued with a questionnaire based on the Shannari indicators. Learners identified that they did not always feel that their achievements were fully recognised and they wanted more opportunities to contribute to planning their own learning. Achievement Board has been created outside the Management Hub and all achievements are celebrated through Twitter.

Engagement (in every lesson and beyond)It is recognised that in each class the majority of pupils engage well in their learning. However, within each class a minority of pupils (FSM and vulnerable) find it challenging to fully engage and are frequently off task despite the additional support of PSAs and other interventions. Transitions are particularly challenging with learners in this group finding it difficult to move from outdoor play situations into the more formal class situation. This session we will be working with Sport Aberdeen to offer focussed activities in the playground during lunch and break.

Participation and Poverty ProofingSchool trips and excursions are subsidised by the parent council and the school fully subsidises a few learners on all trips out of school. Finance is not a barrier to participation and all learners are offered support to attend all activities. Use the data gathered to identify most popular choices for extra curricular activities and source tutors or teachers to deliver for the target group.

In summaryKirkhill has had a mixed picture of attainment in the last 5 years. There has been a high turnover of staff and this has affected the learning of the minority of learners in the school. Reading resources did not provide enough practice at the first level. Targeted interventions have ensured that there resources to support learners at all reading levels. Initial indications are that the attainment in reading across the early stages is increasing and learners are more fluent. Data for Numeracy indicates that there are still learners who are not performing to their ability and this is a focus for session 18/19. Targeted interventions have been used this session however the data identifies the need for further interventions to meet the varied needs of our learners. Learners are coming to school from often chaotic homes and are unable to recognise or manage their emotions making it difficult to focus on learning. We believe whole school approaches to enhance the learning and teaching will have the biggest impact on learners in the target group. Seasons for Growth groups with learners from Abbotswell and Kirkhill proved successful in support vulnerable learners at transition to secondary and those requiring support around bereavement and loss and these will continue next session.

There are 3 key improvement areas identified from the data analysis:

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1. Support pupil’s wellbeing through equipping them with strategies to help them recognise and manage their emotions

2. Improve teaching and learning for all pupils leading to improved attainment in literacy and numeracy

3. Improve pupil engagement and participation

Analysis of Consultations:Parents have told us:

In a questionnaire to parents with a 50% return ( 81 families)24% felt that cost was a barrier to accessing outside activities. 24%felt that their child would benefit from support to manage anxiety and 13% felt they too required support. 16% identified sleep patterns as a concern. These questionnaires were not anonymous and as such parent groups will be formed to help support the identified areas.

They feel that their children are safe at school and that the school provides support in managing relationships

Pupils have told us: They continue to feel safe in school and know how to access help. They feel staff are more aware of their outside school achievements They want to learn more about their feelings and how to make friends They want to have more responsibility for their learning.

*Identified areas for PEF Funding 2018-19 identified from our self-evaluation: Increased SFL to support the specific difficulties of individual learners across the school – Plan B to involve Home Start to work with targeted

families Continue with Readingwise to try and close the gap in reading for learners in the upper stages Further SEAL maths training and resources to increase teacher skills in teaching numeracy across the school

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Emerging literacy supported by Northern Alliance training for all staff to enhance the teaching of phonics and support provided for learners further up the school.

Practical resources to support the teaching of phonics and phonological awareness. Consultancy from Jenny Mosley to support changes in the playground. Mindfulness and Yoga to continue to develop self awareness and provide learners with additional strategies to manage their behaviours. Work with Sport Aberdeen and Adventure Aberdeen to provide support for targeted learners. Work with Homestart to support our most vulnerable learners.

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*Please refer to detail of areas identified for Pupil Equity Funding in Improvement Plan Priority 2 - Closing the attainment gap between the most and least disadvantaged children / young people in Kirkhill School

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QI 1.2 Leadership of Learning 2018-19 Professional Engagement and Collegiate Working – Leadership at all Levels

Whole School Initiatives E.g. Working Group; Pupil Groups; Maintenance Areas

Leader(s)Promoted and Unpromoted Staff

Literacy Co-ordinatorNumeracy Co-ordinatorHWB Co-ordinator

Andrea Nicholson / Kerry Reith Fiona Ritchie/ Rachel MeldrumIsla Duncan /Shona Milne

Curriculum Development – Discrete Science Gemma Morrison

My world of work – continue to develop DYW – Enhance links with the community and develop our business partnerships.

Fiona Ritchie

Continuing 1+2 Modern Languages Fiona Ritchie

Pupil Participation: Pupil Council – Pupil Forum Engaging in HGIOURS (Pupil Version)

Kerry Reith

Nursery and Early Years (Including Transition) Kerry Reith/Anna Collins

Global CitizenshipRights Respecting Schools Award Fairtrade

Lynda Findlater/ Jessica Russell/Anna Collins

Inclusion:Development of targeted support practices Autism training and support for teachers and PSAs

Katie McPhee Educational Psychologist / Shona Milne

Development of Digital Technologies - including website,Twitter account, Google Classroom

Lauren O’Neil/ Shona Milne

Summary of Improvement Plan 2018-19 Consultation Process (Including Pupil Equity Funding)

Participants Engagement Event Date

Staff February In-Service dayStaff meetings in March - June- School ImprovementOn-going discussions with SMT

Children / Young People

Pupil Council Meeting - Date: MayPupil Friendly questionnaire

May 2018May 2018

Parents Parents – Consultation through questionnaire on line April 2018

Partners and Volunteers

Feedback sheet issued for responses on Improvement Planning May 2018

Associated School Group

Sharing at improvement events and ASG meetings to identify commonality

Partnership Forum Group

ASG Partnership discussing ASG School Priorities

Date uploaded onto website August 2018

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