Athelstaneford improvement plan 2014 15 ver 1

Improvement Plan 2014 -2015 This document outlines those priorities we identified for improvement in session 2014-15. The aim of this document is to set out a shared vision for the way forward for our school community over the coming session and beyond.

Athelstaneford Primary School Improvement Plan Session 2013/14

Priority 1 – Assessment To develop our approaches to assessment and recording achievement across the school, recognising the central importance this has to making a positive impact on learning and teaching How are we going to get there?

Timescales

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Refine and refresh Cluster Writing Tracker

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Engagement with Profiling Assessment and Achievement –

August In-Service Day 1PM and Day 2 AM

Improvements  Fit for purpose early stage writing tracker ready to use from beg of year.

Overarching Paper 

Engagement with Assessing progress and achievement

-Literacy

and English alongside Significant Aspects of Learning (SAoL) 

opportunities for learning across all 4 aspects of curriculum.

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Shared understanding of process of learning from early through to second ensuring appropriate experiences and expectations for achievement at each age and stage Clear progression evident across classes from early to second

Established common language of assessment and shared understanding of a learners journey from early -second

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Assessments utilised in class meet national standard, are fit for purpose

Creation of a school progression framework to include assessment strategy. Reflects Breadth, Challenge and Application and

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Use of progression framework to support joint planning and development of key questions and assessment tasks.

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SAoL considered jointly to exemplify experiences and evidence for each level.

CAT 1 and 2

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Use progression frameworks for sampling exercises

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Discussion around how we engage our children in assessment

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Process above to be completed for Numeracy and Maths, Health and Wellbeing.

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In-School Moderation

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Cluster Moderation activities - Moderation Team will visit us at

EEEK I’ll let you do this bit!!:) Oct/Nov Oct/Nov On-Going

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least once over the year to moderate Writing and maths experiences from early to second level. 

Individually and collectively to investigate how other small schools engage with assessment procedures.

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Continued use of Seemis tracking (Numeracy, Literacy, HWB, Sciences)-3 x year

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PT Time Oct Jan, April

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CAT 8 (1/2 for Literacy)

Assurance that children’s experiences across school are in line with those within our cluster, teacher assessments validated, opportunity for professional dialogue with teachers out-with our school Opportunity to utilise models that work in similarly situated schools, adopt and adapt to meet our needs Clear picture builds through year for individuals, ongoing tracking that can be discussed and used for formative purposes

Evaluate effectiveness of established Progression and Assessment Frameworks.

Is if fit for purpose?

Athelstaneford Primary School Improvement Plan Session 2013/14

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Priority 2 – Profiling Learning and Achievement To develop our approaches to assessment and recording achievement across the school, recognising the central importance this has to making a positive impact on learning and teaching How are we going to get there?

Timescales Improvements 

Formalise use of Talking and Thinking Floorbooks

In-Service Day 2/3

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throughout school 

Re-establish tools for recording and profiling individual

By October shared with parents/carers

achievements from Early –Second (Learning Stories –EProfiles).’Latest and Best’ 

Professional Dialogue: Shared understanding of the central importance this has as part of Learning?

 Term 1 before October 

Do our children

have ownership of these? How do we create the time? 

Continue to develop children’s and parental understanding of what constitutes achievement as part of learning.

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Parental Workshop for P1-3 parents –development of reading

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Athelstaneford TV to showcase individual and class achievements

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 August class time, On-Going

September

Records reflect classroom experiences, children views and thinking is documented throughout the learning process, learners involved in planning and documenting experiences Learners are aware of progress, can identify and discuss next steps and keyed in to looking for evidence of their learning and success Regular timetabled time in class to reflect and discuss latest and best examples of achievement, progress with next steps and the journey the class/children are on with their learning Children and parents continue to develop view of achievements holistically, working towards securing idea of latest and best

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Parents in early stages have better understanding of road to reading and writing, learners receiving higher quality support and reinforcement at home

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Learners are able to use visual tool to reflect on their learning – what does achievement look like? What does it look like when we are focused on doing well?

Digital Photo frames to record achievements

Priority 3 – Health and Wellbeing To develop resilience To prioritise how we are meeting the needs of our school community How are we going to get there? 

Timescales

Continued use of Barriers to Learning as a tool for ensuring

Updated Sep 2014 and in

we are meeting needs of all learners

conjunction with seemis

Improvements 

presented by our children and the role we all have in collectively responding to potential

tracking 

Our Village Then and Now.

Project to run all year

Athelstaneford Primary School Improvement Plan Session 2013/14

Implementation from August

Staff team more aware of the range of needs

barriers to their learning. 

Develop resilience and emotional maturity 2

culminating in 2015 Village Fete (include interdisciplinary

2013

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the role we all play as a member of our

learning) 

community.

Learning opportunities.

Positive difference made to school

community.

Glebe Project – Working with local community to make use of

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land with village to enhance and provide new Outdoor

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Raised awareness of the wider community and

Closer links between all groups and residents within village

By 12 September

Pupil Parliament identifying key priorities for each Pupil voice Group to take forwards

August to October

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by adults within school 

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Garden Project –Parents and Early Years Staff

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Pupil Voice Groups meet monthly with key members of staff

Greater Impact from all Pupil voice Groups led Increased opportunities for use of outdoors for learning.

September –June 2014

during curriculum time. (Pupil Council/HWB and ECO/Literacy) 

Each Group establish Action Plan for the year.

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Sharing Priorities with parents and inviting offers of help – august coffee morning.

Continue to identify means of

involving parents as partners in their child’s learning and the life of the school. 

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Improved empathy for others and understanding of each other’s strengths

Tracking of Es and Os from August reflects those Es and Os that are addressed as part of the Ethos and Life of the School

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How do we promote resilience amongst our children – cluster Priority

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Revisit Paired Reading, Buddy readers etc. – expectations and purpose

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Re-establish Play Team and Active Schools to provide Training on playground games etc.

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Better Eating, Better Learning Audit

Other areas: Science –

Improved coverage of Science curriculum ensuring breadth, challenge and application.

Audit and resources Science Equipment Parent Council to fund additional Science Resources Use of Tig Tag on Glow Develop skills of scientific enquiry and Higher Order Thinking Establish Science Lab within additional classroom.

Athelstaneford Primary School Improvement Plan Session 2013/14

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RME –Audit outcomes from 3-18 Curriculum Impact Report Technologies –Cluster Priority Modern Languages –Cluster Priority

Athelstaneford Primary School Improvement Plan Session 2013/14

2 x Cluster CATs for French 1 + 2 pilot

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Priority 4 – Assessment and Career Long Professional Learning To engage collectively in changes to the Professional Review and Development process and the commitments of Career Long Professional Learning

How are we going to get there? 

Timescales

Individual pupils learning Targets inside Maths and Literacy jotters, owned by children and ‘alive’ as part of self-assessment.

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Are our children able to identify our next steps?

Improvements Improved use of a variety of assessment data to improve outcomes for learners.

Do they know where

they are as a learner?

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Collegiate time and CPD time spent on revisiting use of NAR and LAAR.

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Seemis Tracking introduced and refresher training for all staff. Tracking

Increased staff capacity to moderate learners experiences across the levels.

Greater opportunities for cluster networking

carried out using Seemis – Oct, Feb and May. 

Highlights Sheet –home to parents and shared with children.

This

termly overview provides the key learning experiences across all 4 aspects of the curriculum.

(Learning in Subject Areas, Interdisciplinary

Studies, Ethos and Life of The School and Opportunities for Personal Achievement) 

What assessment information do we share with parents?

Children re-established at the heart of their learning with Increased pupil ownership of their learning and target setting.

Development

of Parental Information Booklets as part of Collegiate Time and SGP. PRD and CLPL 

Up to date picture of whole school attainment Increased clarity over pace and minimum expectations of progress through levels.

Continued engagement with new approaches and expectations for Career Long Professional Learning and PRD Process

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All teaching staff to update on-line profile recording CLPL experiences

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Athelstaneford Primary School Improvement Plan Session 2013/14

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