Sciennes School: Standards, Quality and Improvement Plan

Standards, Quality and Improvement Plan for Sciennes Primary School

Vision We will create an excellent educational environment of the highest quality which: • Provides children with the necessary skills for life: Wisdom, Justice, Compassion and Integrity • Values and respects each individual • Works in partnership for the good of all

Standards and Quality Report for session: 2010 - 2011 Three Year Improvement Plan for sessions: 2011 - 2014

Table of contents

Section

Section title

Page

Standards and quality report 1

Purpose of the report

4

2

School aims

4

3

The school in context

4

4

Improvement plan priorities 2010-2011

5

5

Success and achievements

6

6

Work and life of the school

8

7

Vision and leadership

11

Improvement plan 8 9

Key areas for school improvement and Cluster Curriculum for Excellence Implementation Plan Action pages

2

15 16

Standards and Quality Report

3

1.

Purpose of the report

“How good is our school?” is the title of the document produced by Her Majesty’s Inspectorate of Education (HMIE) to assist schools in evaluating their own performance.

This standards and quality report is a summary of the performance of Sciennes Primary School for session 2010-2011.

It has three main purposes: • • •

2.

to report on the progress made by Sciennes Primary School in session 2010-2011; to highlight achievements with pupils, staff, parents and others; to share areas for improvement in session 2011 - 2012

School aims

At Sciennes Primary we aim to: • Provide positive and inspiring learning and teaching experiences ; • Support our children to become; successful learners, confident individuals, responsible citizens and effective contributors; • Promote achievement, attainment and creativity; • Meet the needs of all learners; • Demonstrate a commitment to continuous improvement; • Challenge and combat all barriers to equality and social justice; • Work in partnership with parents; the school and wider community and value the contribution everyone makes; • Encourage high quality leadership at all levels and • Develop skills, knowledge, confidence and self-esteem

3.

The school in context Sciennes Primary School was built in 1892. It stands adjacent to the Royal Hospital for Sick Children and serves the communities of the Grange, Sciennes and Mayfield, on the south side of Edinburgh. The school is co-educational and nondenominational. The catchment area has a small proportion of association homes, the majority of housing being owner occupied. There are 21 classes, and the current roll is 639 pupils. 15% of our pupils are bilingual and approximately 20% come from outwith our catchment area. We celebrate and greatly value the wonderful diversity in the Sciennes family.

Our school is a beautiful example of Victorian architecture, but can provide challenges for learning and teaching in the 21st Century. We have invested resources to create additional teaching areas to support individual and group learning opportunities. The school has a large hall, one general-purpose room, a 2 room library, ICT learning centre and science base. We are very fortunate to have a swimming pool situated in the basement. Three portable units house four classrooms to the rear of the building. An ‘outdoor classroom / garden’ has been created. There is a dining hall and kitchen area where our pupils are provided with school lunches. The dining / small hall is also used for learning and teaching and is the base for the Sciennes After School Care Scheme (SASCS). The small hall was refurbished to create a high quality dance studio / PE area. We consider this development will contribute to helping us reach target for our pupils to enjoy 2 hours of physical education. We have created a beautiful ‘quiet area’ in the playground to enhance experiences for children.

4

The Headteacher (HT) is supported by two Acting Depute Headteachers (DHT), Currently, 2 DHTs are seconded - Mrs Crolla is supporting Initial Teacher Education at Edinburgh University and Mrs Brown is an Acting Headteacher. Ms Gallagher and Ms Anstruther are Acting DHTs. There is 1 full time and 1 part time Support for Learning Teacher (SfL) 2 part time English as An Additional Language teachers (EAL) and a Bilingual Support Assistant. The school also has teachers who provide Science and Modern Languages. In 2010-2011 we had 2 PE teachers 3 days a week and swimming teachers for P3 – P7. All classes benefited from an increase in PE opportunities, including curriculum swimming, tennis, skiing, dance and rugby.

Our Active School Coordinator made a very effective contribution to enhancing experiences during and outwith school. We are fortunate to have good facilities in our local community.

The Youth Music Initiative (NYCOS) provided a music / singing teacher for P3 classes. A singing instructor provided singing and instrument experiences to P3 – P7. Small groups of pupils from P4 – P7 received tuition in violin, viola and wind instruments. In session 2011-2012 we will continue to have a PE specialist and increase PE teaching. We will increase learning opportunities in tennis and dance.

A teacher of Gaelic who taught P5 in 2010 – 2011 has been allocated again to P5 classes. The school greatly benefits from a full time Business Manager, Administrator, Clerical Assistants, Learning Assistants and Service Support Officers. We are also fortunate to have very good catering and cleaning staff. A range of services and agencies support the work of the school. The Sciennes After School Club Service (SACS) provides care after school and during school holidays.

The holiday club service supports children and families from other local schools.

The School Council is fully involved in the life and work of the school and very supportive and innovative.

4.

Improvement plan priorities 2010-2011 This session staff have worked effectively individually and in teams to progress the implementation of Curriculum for Excellence. Aspects of CfE are now embedded in learning and teaching. Staff have planned work at Early, First, Second and Third Level to support and challenge learners. Personal Learning Planning (PLP) involves pupils, parents and staff sharing targets and achievements. There is very good capacity within staff to take forward next steps and improvements.

We worked in partnership to develop CfE through projects with cluster primaries and James Gillespie’s High School.

• • •

To progress implementation of Curriculum for Excellence Learning and Teaching – Active learning and Cooperative learning Continue to develop Growing Confidence project – year 2

5

5.

Successes and achievements

How are we doing? / How do we know?

We value the many opportunities our learners have to experience achievement in and out with school. Our learners and parents actively share their successes and some of these are recognized in Achievement Board, Sciennes Newsletters – Spotlight and Flyer and in the community through the Southsider.

There were many events that reflected the principles of Curriculum for Excellence in terms of learning. Primary 1 and 2 performed the Nativity. P3 worked with students to present an outstanding dance show, our P4 Scots’ Night was highlighted as excellent by staff and parents, P5 worked with Scottish Opera and P6 led our Eco and Fairtrade events. Our P7 Graduation reflected excellent learning and teaching and was an outstanding tribute to the work of the children, parents and staff. The event itself demonstrated all the principles and purposes of CfE and was an excellent success, highlighting high standards and immense creativity.

Although our Victorian school building is greatly loved, it provides significant challenge for learning and teaching in 21st century. The ambition to ensure all our learners receive 2 hours of PE has provided opportunity for us to reflect on our timetable and the use of areas within school and the local community.

Our development groups are working to ensure we meet the design principles of CfE and we will continue to focus on this in the future. Staff have made good progress developing active learning and Assessment is for Learning. We will work together to ensure consistency throughout the school. We have invested in computer technology and we are keen to further enhance experiences using ipads. GLOW will continue to be a focus for development.

We have harnessed the opportunities of being in the city centre and our learners continue to greatly benefit from experiences and visits to places of interest within the city and wider community.

The whole school Eco and Fairtrade initiatives were very successful and in addition to supporting our learners to become responsible citizens and effective contributors, we enjoyed highly creative opportunities. We are in the process of providing evidence for our 2nd green flag. Citizenship is very well developed and children, parents and staff supported a number of fund raising projects, including – Pakistan Appeal, Japanese Red Cross, Jeans for Genes and many more.

The PTA and Active School initiative provide numerous clubs before and after school.

Some of the very popular clubs have ensured our children are competing at local and national events. Wider achievement is greatly encouraged and celebrated. Leadership opportunities for children are available in a range of ways at Sciennes and the New Pupil Council will be supported to further develop Pupil Voice experiences.

The cluster schools are looking forward to working together in the new session on a range of priorities. The most successful ‘Build A Better Scotland’ was highly commended at the Edinburgh Learning Festival.

Staff have worked most effectively in development groups and the following progress and next steps were highlighted. We monitor the progress of initiatives and evaluate the impact for our learners. There is a tremendous commitment by staff to successfully implement all aspects of Curriculum for Excellence..

6

Literacy – HGIOS level 5 – Very Good progress and impact  Created a vision, short term and long term Literacy Action Plan and position statement  Whole staff CPD CEC progression pathways  Whole staff CPD to Develop Higher Order Thinking skills approaches  Developed story sacks project and partnership with parents  Active Spelling approaches researched with view to implementation and policy development  Development group attended several high quality CPD courses – Reading Conferencing, Big Write, Writing Strategies, EAL and developing literacy through Cooperative learning  Developed literacy checklist for tracking Next Step • Develop policy, programme of study and whole school Inservices for key messages in Literacy. In session 11-12 a focus on Writing Numeracy - HGIOS level 5 – Very Good progress and impact • Effective organization of resources • High level of staff involvement; the needs that were expressed by staff have been taken into account – tracking and planning. Plan very well received by staff • The impact on learners was key to the development.

Next Step • Effective Assessment, Moderation and Tracking implemented • Develop policy and review implementation of programme of study Citizenship – HGIOS level 4 – Good progress and impact • Views of staff sought on global link to help inform next steps • Whole school participation in outstanding learning and teaching experiences – Build A Bettter Scotland, Comic Relief, Pakistan Appeal • Global Citizenship Audit of existing and potential links to curriculum areas Next Step • Develop programme linked to Curriculum for Excellence Experiences and Outcomes • Work with cluster colleagues to develop cohesive programme Sustainable Development HGIOS level 5 – Very good progress and impact • Eco teams meet regularly • Link with School Council Sustainable Development Group • Eco Folder – effective organization of evidence • Plan evaluated regularly by children and staff • Displays highlighting achievements • Whole school involvement in projects • Element of Sustainable Development in almost all stages and embedded with curriculum (Mind Map – evidence) • Successful whole school Fair Trade initiative Next Step • Continue to embed in Curriculum for Excellence and develop programme Library HGIOS level 4 – Good progress and impact • Effective group established and audit completed • Refurbishment of library • Excellent fundraising and high quality resources purchased – technology and books • Junior Librarians from each class appointed to support developments • CPD for staff Next Step 7

•

Develop area to support high quality learning and teaching and raising attainment

Health and Wellbeing HGIOS level 4 – good progress and impact • Very effective development group • CPD for staff • Procedures up-dated • Draft policy developed • House system profile raised • Several initiatives developed • Very successful ‘End of Term’ event • Seasons for Growth - excellent outcomes • Seasons for Growth CPD • Health & Wellbeing Coordinator appointed • Shona Pearmain becoming trainer for Growing Confidence • Several staff attended Confident Staff Confident Children CPD Next Step • New Coordinator will lead improvement group to support developments in school and cluster What are we going to do next?

• We will continue to focus on improving learners’ attainment and achievement and develop security of learning in all aspects of the curriculum • We will develop assessment, moderation and tracking in line with Curriculum for Excellence • We will continue to improve learning and teaching through cooperative learning, critical skills, active and engaging learning, personal learning planning and interdisciplinary learning • We will work effectively with cluster colleagues to share standards and develop consistency

6.

Work and life of the school

How are we doing? / How do we know?

S trengths: Learning and Teaching: • High standards of learning and teaching • Pupils in the school are happy, confident and engaged and display good behaviour • Thinking Skills Group embedded for several years • Successful sharing of the ‘I can’ statements with the pupils • Self-esteem developed through pupil council, ECO work, citizenship activities • Shared learning intentions, success criteria and other AifL strategies in place • Enjoyable and realistic contexts for learning used across the school • Use of personal learning planning • Cross-curricular contexts used to promote pupils’ learning experiences • Collegiate approach to planning • Leadership opportunities provided for individual staff and improvement groups • Almost all staff have been trained in cooperative learning • Good use of Standardised Assessments for reading and spelling Literacy and Numeracy: 8

Literacy and numeracy coordinators lead improvement groups developing plans using HOTS and Progression Pathways • Staff involved in developing opportunities and contexts in which to develop literacy and numeracy Health and Wellbeing: • Healthy lifestyles explored through the use of a variety of strategies i.e. Seasons for Growth, Confident Kids, Fruit Friday • Wide variety of opportunities to be active and healthy • HWB incorporated into planning • PLP focus on HWB • HWB Coordinator in place • Increased staff confidence in delivery of HWB Transitions: • Good P1 induction process • Strong links with the pre-school centres • P7 – S1 initiatives i.e. Transition Support Group in liaison with Canongate Youth Project, curriculum workshops • Cluster developments nursery – P1 and P7 – S1 • Additional Support for Learning transition is effective • Stage planning sessions are valuable • Communication with parents is effective Learners’ Experiences: • The school has a positive ethos • Individual achievements are celebrated • Existing practice in planned and joined-up learning is very good • Stage planning is strong • Home/school partnership is good • Wide variety of opportunities given to develop personal achievement • CPD is successful and motivating Paced Progression through Experiences and Outcomes: • Communication with parents and carers • Good coordination, planning and progression with the Es and Os in the Early Years and within stages • PLPs, use of learning logs and SMT liaison procedures are in place Pupil Experience of the Es and Os: • An audit of the Es and Os takes place termly • Stage planning ensures consistency across a stage • Support for Learning is effective with strong links and good communication with staff members • Progression Pathways in Literacy • Pupils’ successes are celebrated •

Wider Achievements: • Wide range of strategies used to promote and encourage wider achievement i.e.

Sciennes Spotlight, wall of achievement, Junior Award Scotland, Achievement books, Assemblies and Flyer Skills for Learning, Life and Work: • Evidence of an enterprising attitude to learning 9

Curriculum structure facilitates skills development Learners have good enterprise experiences i.e. Barry Hewitt’s ‘Money Project’ Variety of strategies used to develop skills for life and work i.e. Creating Confident Kids programme, cooperative, collaborative and interdisciplinary learning, citizenship work • Life skills taught in context • P7 published a book ‘On the Line’ Enterprise: • Enterprising approach to learning • Wide variety of enterprise activities including whole school projects • Fair Trade school Opportunities to Review Learning and Set Goals: • Staff very well aware of their responsibilities for delivering personal support • Good use of AifL strategies • Personal Learning Planning approaches with pupils well established and Parent Consultations at P7 involve pupil, parent and teacher • Good involvement/liaison and consultation meetings with parents and partners Individual Needs: • A wide range of strategies in place to identify individual needs • Strong parental involvement • Most staff are aware of the school’s staged intervention policy • Baseline testing is very useful • Staff are skilled at identifying social and emotional needs of pupils • Regular liaison with an very effective Support for Learning department • SfL and LAs provide excellent pastoral care • The school has an ‘open door’ policy for parents Partnerships: • SMT and SfL knowledgeable about pupils and their progress and have good liaison with CTs • Liaison with parents is strong • Effective use is made of parental opinions and advice • • •

What are we going to do next?

7.

•

We will continue to develop Curriculum for Excellence

•

We will continue to develop self evaluation to identify our next steps for improvement

Vision and leadership

How are we doing? / How do we know?

There is a strong sense of common purpose throughout the work of our school community and we work effectively together to implement improvements and support initiatives and developments. Our vision, values and aims are focused on positive attitudes to inclusion,

10

diversity and equality. We work very effectively with parents, carers, staff and community to ensure our work impacts positively and brings benefits to our children.

Acting DHTs, Lucy Gallagher and Carolyn Anstruther have demonstrated excellent leadership skills, knowledge and a professional and personal commitment to our vision and aims. Their work has been highly valued by school community.

The very good initiatives in PE and Health Education have been further developed and we are making very good progress implementing Health and Wellbeing. P.E. Specialist, Beth Walker, PE teacher Katherine Clark, Jonathan Wallace, Active Schools Coordinator and Depute Headteachers have made a very good contribution to learning experiences for our community.

The second year of Growing Confidence Project has been successful. Several staff attended Confident Staff, Confident Children courses and Creating Confident Children courses. The Seasons For Growth course, very well led by Support For Learning Teacher, Rhona Kennedy, supported by class teacher Vivienne Black, was very positively evaluated by children and parents. The P4 Friendship Squad, which has been a feature of Sciennes for many years, contributed to enhancing playground experiences.

Standard Life is supporting coaching approaches. We consider the health and wellbeing of staff to be very important. This year again, several members of staff participated in sporting events in the city. Commendably, a number of staff have embraced the ‘bike to work’ initiative and are now cycling regularly. A Growing Confidence community project will be developed in 2011 – 2012.

The long established Fruit Group continues to provide the most delicious fruit platters for all classes on a Friday and for social events throughout the year.

Many children in the upper stages competed successfully in several local and national events.

The School Council, Parent Teacher Association, has continued to increase opportunities for our children in clubs before and after school. There are currently 15 clubs available, all affording experiences to recognize our learners’ wider achievement. There were many notable successes in chess with several children competing in local, national and international events and returning with trophies and awards. Both the boys and girls football teams experienced success participating in competitions. The whole school community recognizes these achievements.

Throughout the year the many social events organized by the PTA provide excellent opportunities for children, parents, carers and staff to gather together. Although severe weather impacted on The Christmas Fair, the Summer Fair was well supported by families, staff and members of the local community. The swimathon fundraising event was very popular with children and supported by parents and staff. A magnificent total was realized thanks to great generosity of families and friends.

The school has greatly benefited from the support and active involvement of the School Council, Parent Teacher Association and a great number of parents who generously give their time and skill to contribute to school improvement and fundraising. This year parents and staff convened sub groups to take forward a number of initiatives. Members of the communication group have been most effective in leading improvements and the Sustainable Development group is working closely with staff to further develop curriculum for excellence. The building and facilities group has an inspiring vision to increase learning and teaching areas. Angela Christie, Neil Scott and John Reid, made an outstanding 11

commitment to ensure a significant programme of work to improve property was completed to a high standard.

There were many excellent examples of A Curriculum for Excellence. School staff have demonstrated leadership, individually and collaboratively to effectively implement aspects of the new curriculum and further develop high quality learning and teaching at Sciennes.

Many notable developments have been acknowledged and reported. However all staff recognize the cluster citizenship project, Build A Better Scotland, led enthusiastically by class teacher, Sharon McGhee, had an excellent impact on learners. Despite challenges during severe weather, all classes experienced the wonderful opportunity to visit The Travelling Art Bus in the playground. Our whole school, ‘Scotland’, Interdisciplinary Learning week was a highlight as were the performances by choir and orchestra to raise funds to re-establish our link with Hillview School in South Africa.

Despite severe weather our Primary 1 and 2 Nativity performances went ahead and acknowledged by families as excellent. Primary 3 worked with professional and student dancers and Primary 4 Scots Night was a great success and demonstrated high quality learning and teaching. The children performed for government minister and elected members and their standard of work was appreciated and acknowledged. Primary 5 performed with Scottish Opera. Primary 6 showcased their work and led Eco and Fairtrade initiatives. They also attended their first outdoor residential experience at Benmore.

Primary 7 visited Lagganlia and treated the whole school community to an exceptional Graduation performance. It was a learning experience for all. A pupil’s comment ‘Keep dancing on the tables’ reflected one aspect of the challenge and enjoyment the opportunity provided.

This report is written in summer days. However in terms of success and achievement we reflect on the severe weather in November and December and recall the outstanding commitment and dedication of the whole school staff team to ensure the school was open to learners. Parents have acknowledged their great appreciation to staff in terms of ‘being open for business’ and the very effective use of communication systems.

What are we going to do next?

•

Continue to improve the outcomes for all our learners

•

Ensure our vision and aims impact in all we do

•

Ensure we have the well being at the heart of all we do with and for our children, Get It Right For Every Child In Sciennes and work in partnership to help all our children to be safe, healthy, achieving, nurtured, active, respected, responsible and included

•

Provide opportunities for staff to develop leadership and manage change and improvement

•

Ensure we continue to develop rigorous and robust systems for self evaluation to support improvement

Conclusion At Sciennes, we are committed to planning and implementing strategies for improvement and understand the need for support and challenge. We set demanding targets for improvement and aim to manage change effectively and improve learning.

Through our self evaluation we believe there is a very good capacity for improvement and staff have time to consider and embed changes. We are innovative and guide and manage the pace of change. We work individually and in teams to improve the outcomes for our 12

learners. We endeavour to prioritise and focus on a manageable number of high priority initiatives and support staff to develop leadership. In session 2010 – 2011 an increasing number of staff were keen to lead and manage initiatives. In session 2011- 2012 we will continue to explore and support opportunities to develop the talents and skills of staff.

Leadership at all levels plays a very strong role in fostering improvement and innovation in learning and teaching, with a focus on the impact and outcomes for our children.

At Sciennes we will develop as skilled, creative practitioners, able to capitalize on the flexibility of broader guidance to develop exciting and relevant experiences for our learners. Staff are reflective, with a commitment to their own development, learning collaboratively and sharing effective practice with each other, improving practice through self evaluation, in partnership with our children, parents, carers and members of the community. This session Lorraine Whiteman, Learning Assistant achieved a BA. Degree in Childhood Practice. Her success demonstrates a commitment to lifelong learning and to enhancing skills to support learners.

In this report we have aimed to illustrate some of the learning experiences we believe have impacted on our learners. During the session, pupils, parents and staff are invited to reflect on the work of the school and provide feedback to support improvement. We are committed to further developing partnerships with parents, the local and wider community to improve learning opportunities.

At Sciennes we aim to support all our learners achieve their full potential and as a community we will focus on continuing to improve the outcomes and experiences for our children.

13

Improvement Plan

14

8 . Key Areas for school improvement August 2011 - June 20 14 Key Priority Curriculum for Excellence: Learning and Teaching Curriculum for Excellence: Planning, Assessment, Moderation and Tracking Curriculum for Excellence: Curriculum Policies Getting It Right For Every Child (GIRFEC)

2011-2012

2012-2013

2013-2014

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

Curriculum for Excellence : Cluster Implementation Plan Curriculum Area Technologies RME Expressive Arts Science Social Studies Modern languages

2011-2012

2012-2013

2013-2014

Health and Wellbeing

Modern Languages

RME

Literacy and Numeracy

Social Studies

Science

Expressive Arts

Technologies

Literacy and Numeracy

15

Action Page Priority 1. To progress the implementation of Curriculum for Excellence(CfE) Key area(s) Delivery of Education Impact on Learners Leadership

Quality indicator(s) 2.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.9, 9.1, 9.3, 9.4

Outcomes and impact on learners • Learners will be highly motivated and eager participants in their own learning.

• Pupils, staff and parents will be involved in Personal Learning Planning • Curriculum will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all pupils.

• Staff will have a clear and shared understanding of what is involved in providing high quality education for learners, including Active Learning • Common approaches in learning and teaching and planning will be evident across all stages of the school • Increase parental involvement and in partnership develop high quality literacy and numeracy resources • Effective policies in Literacy, Numeracy, Social Studies and Health and Wellbeing, will be supporting learning and teaching Resources (including CPD) • DSM Budget £2000 for development groups • Staff time (incl. ISIS days, CAT programme, CPD, cluster initiatives, including moderation) • Staff will share good practice • Learning Outcomes and Experiences for curricular areas • Materials on CfE LTS & CEC Websites & GLOW • The Journey to Excellence • HGIOS Monitoring and evaluation of impact • Leaders of each development group will monitor progress of team in preparing and implementing strategies and approaches to meet all criteria identified in ‘outcomes and impact for learners.’

• In discussion with staff, pupils and parents, SMT will monitor process and progress • Sharing classroom experience • QIO will monitor progress from local authority perspective

Overall responsibility Headteacher and Senior Management Team

Priority timescale 2011 - 2014

16

Action Page Priority 2 Learning and Teaching – Develop Assessment, Moderation and Tracking in Curriculum for Excellence Key area Quality indicator(s) Work & Life of the School 2.1, 5.2, 5.3, 9.4 Leadership Outcomes and impact on learners  Learning and Teaching policy will enhance experiences  Opportunities for success in learning – increase attainment and achievement  More personalisation and choice for Learners  Differentiation of tasks  Enjoyment and real context for learning  Opportunities for pupils to achieve as Confident individuals  Greater enjoyment of learning for all pupils  Further engagement with experiences and outcomes for pupils through Interdisciplinary Learning  Revisit AifL strategies in learning for pupils  Increased engagement with group work  Improved collaborative skills through Cooperative Learning and Critical Skills  Assessment is supporting learning, helping to plan next steps, informing learners and parents of progress Resources (including CPD) CPD 5XCAT session for all staff - £500 Sharing Classroom Experience Establishment of Critical Friends £1000 Budget to release development teams Staff Meeting time Monitoring and evaluation of impact Leaders of groups will track progress Monitoring and tracking pupil progress Sharing Classroom Experience Pupil Council consultation and evaluations Staff evaluations Overall responsibility Headteacher and Senior Management Team Priority timescale August 2011-June 2014

17

Action Page Priority 3 To continue to develop Growing Confidence project (Year 3) Key area Work & Life of the School Successes and Achievements

Quality indicator(s) 5.1 5.5 5.6 5.7 5.8 2.2

Outcomes and impact on learners • Pupils will demonstrate enthusiasm and motivation in becoming healthier citizens.

• The pupils will demonstrate high levels of self-esteem.

• Students will be confident individuals with clear self-respect, a sense of physical, mental and emotional well-being, secure values, beliefs and ambition.

• Students will be responsible citizens with respect for others and a commitment to participating responsibly in the school and the community.

• Pupils will demonstrate that they are effective contributors with an enterprising attitude, resilience and self-reliance.

• The pupils will continue to demonstrate positive behaviour and respond positively to the reward system.

• Pupils will identify strongly with the school and be proud to be associated with it.

• The pupils will relate effectively to others and manage their own behaviour.

• Raising Children With Confidence courses for parents will impact positively Resources (including CPD) Growing Confidence CPD courses - Confident Staff Confident Children, Raising Children with Confidence Standard Life - Coaches £1500 per year for community art project CEC Creating Confident Kids books for teachers(one complete set per stage group) DSM CPD funding for BeCo, Health&Wellbeing Coordinator & development groups Monitoring and evaluation of impact Whole school project monitored by staff Evaluation carried out by teachers in ICT suite (Growing confidence electronic evaluation for pupils) Staff evaluation carried out by independent audit All staff monitoring impact of CCK programme in class Overall responsibility Headteacher and Senior Management Team Priority timescale 2009 - 2012

Year 3 2011-2012

18

Cluster Action Page-Expressive Arts Priority To share and raise awareness of developments across the Cluster in Expressive Arts,within the theme of ‘One Scotland, many Cultures.’event To share the standard in expressive arts outcomes and experiences Key area Impact on Learners Delivery of Education Policy, Development and Planning Partnership and Resources

Quality indicator(s) 2.1 Learners’ experiences 5.1 The Curriculum 5.7 Partnership with Parents and Learners 6.1 Policy Review and Development

Outcomes and impact on learners • Pupils within JGHS Cluster will develop skills and be more motivated to engage with Expressive Arts • Expressive Arts planning will reflect learning across the curriculum • Significant aspects of Expressive Arts within the Experiences and Outcomes will be included in planning across the cluster • Staff will have a common understanding of the standard within Expressive Arts • Parents will have a better understanding of the role of Expressive Arts in developing the four capacities • Staff, pupils and parents will come together in celebratory event at JGHS with an focus on Expressive Arts Resources (including CPD) • JGHS will provide S6 pupils to facilitate performances • The Cluster will seek the advice of David Leslie, QIO Expressive Arts • CoE Expressive Arts essential outcomes and experiences document Monitoring and evaluation of impact • Placemat audit at outset of project conducted by staff and JGHS pupils.

• HT and staff will monitor effectiveness of Expressive Arts programmes at PRD. • Focus groups led by S6 JGHS pupils will evaluate improvements in the programme.

Overall responsibility Ann Moore, HT Preston Street PS and Marie Chetty, DHT JGHS. Priority timescale May 2012 with Expressive Arts Cluster Working Party using termly meetings to evaluate progress and feedback to Cluster HT group.

19

Internal to cluster Priority To raise awareness of developments across the Cluster in Curriculum for Excellence Expressive Arts, within the theme of ‘One Scotland, many Cultures.’

To share the standard in expressive arts outcomes and experiences Tasks By whom Timescale

• • • •

Establish a Cluster Expressive Arts Groups.

HT’s to send names to Ann Moore Contact David Leslie and seek his support re priority outcomes for expressive arts Working group to meet 1 x termly. Dates to be agreed Group will look at outcomes and experiences early, 1st, 2nd and 3rd stages( summary document) for all 4 areas of expressive arts and provide exemplification from their own schools

All HT’s

August 2011

Ann Moore

August 2011

Ann Moore

September 2011

Cluster working group

April 2012

•

Working group will design workshop to share Cluster the standard across the 4 stages for May working 22nd in service day group

May 2012

•

Marie will provide each primary and nursery school with 6th year students who can work with school on an expressive arts activity

Marie Chetty

September 2012

•

Each school will produce a performance piece ( music, drama, dance,art) to show at “One Scotland, Many Cultures” event ( Friday 25th November 3-4.30 at JGHS)

All HT’s

TBC

•

JGHS students will liaise with feeder schools in term 1

Marie Chetty

September 2011

20

Action Page- Priority 3 Health and Wellbeing Priority To review current provision for Health and Wellbeing in the JGHS cluster and develop a cohesive, progressive, relevant and exciting programme of study for all pupils Key area Impact on Learners Delivery of Education Support for Learners Partnerships and Resources

Quality indicator(s) 2.1 Learners’ Experiences 5.3 Meeting Learning Needs 5.8 Care, Welfare and Development 5.4 Assessment is for Learning 8.4 Managing Information

Outcomes and impact on learners • All pupils will be motivated and enjoy Health and Wellbeing( HWB) activities and feel actively involved in their own learning and development.

• Our HMB programme will be designed to promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice of learning for all pupils • Tasks and activities will be well planned and involve all learners as effective contributors, working independently and with others co operatively in solving problems • Our HMB programme will promote active learning, whole class and group work, collaboration and role play • Learning activities for HWB are relevant and meaningful for pupils and use a variety of approaches and methodologies • Teaching approaches will be based as far as possible on an understanding of pupils health needs and previous learning, making use of pupils’ own evaluation of their health needs where appropriate.

• Parents will feel appropriately involved in our approaches to learning and teaching of HWB particularly in relation to sensitive health- related issues Resources (including CPD) • Working group of cluster staff will be formed • QIO Cathy Stewart’s HWB essential HWB outcomes document will be used as a starting point.

• Questionnaires and focus groups will gather information from all user groups Monitoring and evaluation of impact • Focus groups of staff pupils will review current position in each school and suggest any improvements • Head teacher cluster group and HWB working party will monitor effectiveness of HWB programme at termly meetings.

Overall responsibility Anthea Grierson Head Teacher JGPS Priority timescale May 2012

21

Internal to school Priority 3 To review current provision for Health and Wellbeing in JGHS cluster and develop a cohesive, progressive, relevant and exciting programme of study for all pupils Tasks

By whom

Timescale August 2011

•

HWB working party will be formed

All HT’s

•

Group will audit current provision for HWB and highlight strengths and weaknesses of the current provision in their own schools ( PMI will be administered)

Working Party October 2011

•

Group will begin looking at HWB document

by QIO and JGPS programme of study

•

Individual members of working party will look at putting together a draft programme for their school based on their own resources

•

• •

•

Anthea Grierson Working Party

December 2011 Working Party

Working Party will look at each others programme and ensure all outcomes and experiences are covered at early, 1st, 2nd and 3rd stages

Working Group

Working group will produce parental leaflets for Health and Wellbeing for JGHS cluster

Working party

Working party members will produce leaflets for pupils ( made with pupils from individual schools) Working group will design workshop to share the standard across the 4 stages for May 23rd in service day

22

November 2011

February 2012

April 2012

Working Party May 2012

May 2012

23