Standards, Quality and Improvement Plan Sciennes Primary School
BELIEVE ♦ ACHIEVE 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: 2011 - 2012 Improvement Plan for session: 2012 -201 2
Table of contents Section
Section title
Page
Standards and quality report 1
The school in context
3-4
2
School’s self evaluation 1.1,2.1,5.3,5.1,5.9
5-12
Improvement plan 3
Key areas for school improvement
13-26
4
Cluster improvement plan (reflecting three year CfE implementation)
27
Standards and Quality Report 1.
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 non-denominational. There are 21 classes, and the current roll is 645 pupils. Around 23% 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 and learning 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 contributes 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. The Headteacher (HT) is supported by three Depute Headteachers. Recently, Carolyn Anstruther was appointed permanent DHT. Morag Crolla who has been supporting Initial Teacher Education at Edinburgh University returned to Sciennes in August. Alice Brown has been appointed permanent Headteacher of Tollcross Primary School. Lucy Gallagher is Acting DHT, Upper Primary. 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 2011-2012 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, hockey 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. Small groups of pupils from P4 – P7 received tuition in violin, viola and wind instruments. In session 2012-2013 we will continue to have a PE specialist and increase PE teaching. We will continue learning opportunities in tennis and dance. A teacher of Gaelic has been allocated 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. Our Active School Coordinator continues to enhance wider achievement opportunities with an increasing number of activities before and after 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. We are very fortunate to have an active School Council fully involved in the life and work of the school and the Parent Teacher Association provide a wonderful range of clubs for our children.
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2. School’s self evaluation 1.1 Improvements in performance Standards of attainment over time
Overall quality of learners’ achievement
Impact of improvement plan
Overall most of our learners are achieving very well across the curriculum. While there is evidence of good progress in standards of attainment and we have improved our analysis of data we will continue to focus on strategies to raise attainment. An increase in Standardised Assessment provided opportunity for us to reflect on areas to improve. We introduced Number Counts and will further develop strategies and approaches to raise attainment in Maths and Numeracy. Almost all of our learners are successful and confident and a significant number demonstrate responsibility and contribute to the wider life of the school. We continue to increase opportunities to develop Pupil Voice through a range of groups including; Pupil Council, Eco and Fairtrade Committees, JRSO and House and Sport Captains. Achievements are regularly celebrated in class, Assemblies, newsletters and website. This year we celebrated a whole school Wider Achievement Day and the event is recorded in a permanent display. Our PTA, Active Schools and community provide an impressive range of clubs and activities. Some of our children have achieved success at local and national level. We take advantage of the many opportunities the city provides to enhance and enrich learning experiences. JASS is very effectively implemented at P6 and P7 and P1-3 record achievements in ‘Achievement Book’. We are developing a log to document Achievement in Primary 4 and 5. Almost all staff have attended Cooperative Learning Academy and our school champions continue to demonstrate and share best practice. We have made good progress in Priority 1 and worked in teams to develop a curriculum that reflects the purposes and principles of CfE. Common approaches in Learning and Teaching and planning are evident across stages of the school. Pupils, staff and parents are engaged in Personal Learning Planning and our learners are more confident in discussing, identifying and evaluating their learning. Big Writing was introduced this session and although at early stages of implementation, staff consider approaches are having positive impact. Good progress in Priority 2 to develop Assessment, Moderation and Tracking but this will be continued in session 2012- 2013 to ensure we are effectively tracking all individual learners. Our Support for learning teams assess, track, monitor and support individuals. Priority 3, Growing Confidence has had a measurable impact and the ethos in school is very good. Health and Wellbeing is well developed in a number of areas and we have continued to build on success. Almost all staff have attended CSCC; Season’s For Growth courses for several groups of children has been very positively evaluated by learners and parents. RCWC courses have been popular with parents. This year we established Restorative Approaches and Circle of Friends. Outdoor Education at P6 and P7 makes an excellent contribution to HWB and cycle training at P6 was extended to P5. Active Travel - our Big Cycle Day saw the school celebrate the new quality bike corridor in south Edinburgh with over 350 children cycling to school with their families. Marking our school’s 120 years provided a range of learning experiences and opportunities, including a virtual tour, an e-book and a party in the playground for the whole school community to gather and celebrate together.
What are we going to do next? • Identify and implement more effective tracking and monitoring of attainment of individual learners. • Further develop strategies for raising attainment with an increased focus on Maths and Numeracy. • Embed sharing practice, standards and moderation approaches in school and across cluster
2.1 - Learners’ Experiences Learners are motivated, eager participants in their learning.
Learners make good progress in their learning.
Learners know their views are Learners feel safe, nurtured, sought and acted upon. They healthy, achieving, active, feel valued. included, respected. Our pupils are eager, motivated, enthusiastic and contribute to their learning. Almost all of our learners work effectively individually, in pairs and groups. They are actively involved in learning and are demonstrating increasing confidence in discussing their learning and next steps for success. Personal Learning Planning is embedded. We introduced Big Writing and evaluations from children and staff are positive. Almost all staff have implemented cooperative learning approaches and strategies. CPD in critical skills was very positively evaluated and some staff have developed approaches. Almost all pupils, including those with additional needs, have made good progress from prior levels of attainment and achievement. Effective transition from over 25 pre school establishments is very well managed to ensure learners progress in early level and continue a positive learning journey from nursery to Sciennes. Learners’ experiences and progress are shared at Parent Consultations, through Personal Learning Planning and at showcase events throughout the year. Pupils are responsible and contribute effectively to the work and life of the school and community. Pupil Voice is valued and encouraged in a variety of ways. Pupil Council, House Captains, Sports Captains, Eco and Fairtrade Committees make an excellent contribution to decisions. Pupils have initiated many events to demonstrate a clear understanding of Responsible Citizenship. Fundraising and events have been encouraged and supported by parents, staff and community. Our pupils have participated in a variety of events and enjoyed success at school, local authority and national level. Our PTA, Active Schools and community provide a wide and increasing range of clubs. We encourage all children to participate and the PTA provide support to lower income families to ensure there are no barriers to participation. Responses to the recent Pupil Wellbeing Questionnaire were very positive. Pupils experience a range of positions of responsibility and successes are celebrated in a number of ways including Assemblies, Achievement books / displays, PLP, newsletters and website. What are we going to do next? • Continue to develop and improve learners’ experiences through effective questioning, quality feedback and cooperative learning • Implement more opportunities for Personalisation and Choice
5.3 - Meeting Learning Needs Tasks, activities and resources
Identification of learning needs
The roles of teachers and specialist staff
Meeting and implementing the requirements of legislation
There is an appropriate pace of learning to support and challenge learners to make good progress. Activities and resources are very well matched to meet learners’ needs. Authority progression pathways are effectively supporting planning. Teachers work very effectively in stage teams and plan collaboratively. Very good partnerships have been developed with a number of parents and organisations who make a good contribution to enhancing and enriching learning experiences. Staff have implemented the use of Bloom’s Taxonomy and this has improved questioning. Pupils receive very good support from our Support for learning team. Following Baseline assessment, clear programmes of support are developed and pupil progress monitored. There is very good liaison between support for learning teachers, class teachers, learning assistants and management team. Support for learning teachers provide individual programmes to enable learning assistants to effectively support learner in class. A variety of assessment information is discussed and effective strategies to ensure learning needs are met. Services and Agencies work with school staff to support learners and partnership meetings between parents and staff to ensure all contribute to learners’ plans, which contain appropriate learning targets. At recent meetings, many parents expressed their great appreciation of care and support. The support for learning team perform their roles very effectively and their knowledge and understanding of new ideas, approaches and strategies are shared with staff. Staff know children and families very well and the very good relationships support effective partnerships. Profiles are developed through assessment, observation and discussion. Children who have received additional support make good progress towards targets and some return to class groups and no longer require additional support. Our school community demonstrates high expectations and standards and promotes achievement. Our pastoral care is very good with attention to child’s welfare. The 2012, P3 – P7 Pupil Wellbeing Questionnaire responses highlighted children agreeing or strongly ageing in the following areas. I think my teacher cares about me (86%) I feel safe at school (86%) I enjoy being at school (85%). What are we going to do next? • Develop use of standardised assessment, ongoing assessment, pupil profiles and meetings to ensure we are meeting learners’ needs • Develop use of SEEMIS to record attainment and ASL information
5.1 The Curriculum The rationale and design of the curriculum
The development of the curriculum
Programmes and courses
Transitions
Our vision and shared values were agreed by staff, children and parents and our 120 year celebrations included a new school motto. We are in the process of up-dating policies based on principles and practice from CfE guidance from local authority and national advisers. Planning in all curricular areas is focused to promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our pupils. We have made very good progress implementing Health and Wellbeing. We recently completed the three year Growing Confidence Project and this provided many opportunities to further develop HWB. Almost all staff have attended Confident Staff Confident Children training and 2 members of staff have delivered Seasons for Growth programme to groups of children who have experienced loss. The programmes were very positively evaluated by children and parents. Creating Confident Kids programme contributes to learning in class and Assemblies. Our HWB Coordinator delivered CSCC courses and these were also very positively evaluated by staff. In addition, working with cluster colleagues and through audits with staff, a very clear programme for Health and Wellbeing has been developed. Raising Children With Confidence courses for parents were very popular and well attended. All staff use ICT to enhance and enrich learning and teaching. This year 1:1 mobile technology was further developed and we were invited to participate in a national pilot. Staff and children recognise the benefits and impact to learning and teaching and we will continue to prioritise this in 2012 – 2013. Science learning and teaching is very good and planning is ensuring continuity, progression and opportunities to develop other areas of the curriculum in Interdisciplinary Learning. Our 120 year celebrations included many exciting learning experiences for our whole school community and these are documented on our website. We work closely with cluster colleagues and this session a showcase event involving pupils from nurseries, primaries and high school provided opportunity to celebrate diversity through the Expressive Arts. Some staff at Early Level had the opportunity to shadow and share practice. All Primary 7 pupils completed a profile and this process will be evaluated and developed. We implemented a system to ensure children transferring from pre-school establishment shared their Personal Learning Plan. In addition, staff attended meetings in pre schools to share information and support progress in learning. Our induction process included children attending an early year’s assembly, an afternoon in school with class teacher and pupils, information session for parents and a curriculum meeting to help parents support learning.
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Primary 7 pupils visited High School for a series of PE lessons and a well established Transition Festival allowed children to meet other members of their S1 class in a day of sports and activities. The planned opportunities to visit the High School had a positive impact. The Transition Writing jotter was implemented and will be evaluated and developed in the new session. There are good transition arrangements, including meet the teacher, class teacher and support for learning liaison, from stage to stage within school. What are we going to do next? • Develop a clear vision for our curriculum • Develop position statements / up-date policies to ensure they meet the purposes and principles of Curriculum for Excellence and implement consistently • Monitor literacy and numeracy across learning • Evaluate use of significant aspects posters and reporting guidance • Ensure the ICT Refresh and current 1:1 technology supports learning and teaching • Continue to improve transitions
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5.9 Improvement through self-evaluation Commitment to self-evaluation
Management of self-evaluation
School improvement
We are committed to self evaluation and have developed strategies to lead to improvement. A plan is developed to monitor and evaluate many aspects of the work of the school. Shared classroom experience, pupil work, weekly planning, assessments. pupil, parent and staff views. All staff are involved in audit for school improvement plan and contribute to the identification of priorities. Discussions with parents, pupils and the results of questionnaires inform school improvements A range of strategies to engage with children, parents, carers, staff and community are used by the school to evaluate and support improvement, The results from staff questionnaire include: ‘Staff buy into a common purpose and work well together’ (95%) ‘I believe that I make a positive difference to the children I work with’ (92%). Inservice and Collegiate Activity sessions are planned to support professional development and improvement. Through professional development and review, staff identify strengths and development needs. Staff have been supported and encouraged to attend professional development opportunities and to lead initiatives. We make good use of accreditation schemes and this session we gained our 2nd Green Flag. Personal Learning Planning is well established and pupils, parents and staff make effective contributions. Children are developing skill to reflect and articulate learning. Our 2011 – 2012 improvement plan was discussed with staff, parents and wider community. It was also discussed with pupils but next session we hope to develop a child friendly improvement plan. We consider we have made good progress in our priorities and additional experiences have had an impact on school improvement. We will continue to develop self evaluation to ensure there is progress in learning and teaching and a significant impact on attainment and achievement. What are we going to do next? • Engage our whole school community in evaluating our work, identify areas for improvement and develop a plan • Build on good practice in Personal Learning Planning and report in additional areas of curriculum • Involve Pupil Council in developing a child friendly SQIP
Improvement Plan 3. Key areas for school improvement Priority 1 – To continue to progress the implementation of Curriculum for Excellence (CfE) and further develop assessment, moderation and tracking.
Outcome and impact for learners (a)
Tasks
QIs 2.1, 5.1, 5.3, 5.4, 5.5, 5.7, 5.9, 9.1, 9.3, 9.4
•
Assessment is supporting learning, helping to plan next steps and informing learners’ and families of progress
•
Staff are working together to encourage a focus on literacy and numeracy to raise attainment
•
We are increasing the sources of information that we use to understand progress and confident that these are robust and fit for purpose
•
We are developing robust approaches to moderation and self evaluation
•
Learners’ are making strong progress at each stage and pace of progress is maintained
•
We are increasing the ambition, aspiration and expectations for every learner and we take action early and intervene appropriately when attainment should be better
•
We track each learners’ progress and they understand the progress they are making and need to make
•
SEEMIS is being used effectively to record and track attainment and ASL information
By Whom
Resources
Timescale
SMT
SEEMIS
Sept / Oct ‘12
SMT & CT
Attainment data Staff Meeting / ISIS
Oct ‘ 12
Analyse attainment – online standardised assessment results and standardised assessment P1-P7 and CfE levels Compare standardised assessment results with similar schools. Share information with staff and discuss how this can be used to support raising attainment
Overall Responsibility
Progress/Evaluation
SMT and CT
CPD
Sept - June
SMT
CPD SEEMIS training
June ‘13
Improvement Groups
CAT
Sept - June
Further develop tracking system to monitor pupil progress
Investigate use of SEEMIS to record CfE attainment
Literacy and Numeracy groups to identify opportunities to develop moderation
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Outcome and impact for learners (b)
Tasks Develop assessment and moderation framework as part of up-dated learning and teaching policy
By Whom HT / DHT / Improvement Group
SMT and teaching staff Revisit key ideas in Assessment is for learning
Resources
Timescale
Progress/Evaluation
Priority 2 - To Up-date policy documents and develop position statements to reflect Curriculum for Excellence, providing opportunities for leadership Outcome and impact for learners (a)
Overall Responsibility
QIs 1.1, 2.1, 5.3, 5.9, 9.4
•All staff contribute to and apply policy consistently •Learners’ experiences will be consistent •Learners will be highly motivated and eager participants in their own learning •Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children •We have improved our curriculum and resources through shared leadership and self evaluation
NUMERACY & MATHEMATICS Tasks
By Whom
Resources
Timescale
Progress/Evaluation
To update the current All maths policy in line with Curriculum For Excellence
Previous maths policy; existing policies; attendance at Coordinators CPD in December (CA +)
By June 2013
There will be a clear maths policy for all staff
To review and provide a CA with RMcV SG clear outline of the structure of a maths lesson
CA to research and By June 2013 provide examples Filming of good practice shared with staff?
There will be a heightened awareness of what a good maths lesson looks like There will be a more consistent approach to the delivery of maths lessons
To review and improve the CA current tracking system for maths
Research into electronic By March 2013 tracking systems being used e.g. JGHS, SEEMIS; adapt our system if appropriate
Information regarding progress and achievement in maths will be transferred quickly and easily
To provide an outline of
CPD courses,
Financial education will be embedded into the
MR
By August 2013
Financial Education as part of the maths curriculum at all stages
background information
maths curriculum
To review and improve our WF LY FS assessment procedures in maths
Progress testing and By March 2013 review procedures for implementation; CA and FS – early; LY first; WF second. TG Maths, Mathletics looked at amongst others
Staff will have access to a wider range of assessment material
To increase our awareness KW understanding of Number Counts
Whole staff attendance 16 November at Number Counts CAT 2012 session CA and KW to work on second session / June 2012 implementation
All staff will have a good knowledge of Number Counts and be able to apply the strategies to support learning and teaching
To provide targeted support KW for the less able pupils in Numeracy and Mathematics
KW to be released from There will be an effective support system for the class to deliver support Ongoing less able pupils at P5 and P6 for P5 and P6 less able throughout pupils weekly session 2012/2013
Outcome and impact for learners (b)
Children will feel confident about maths. There will be a consistent approach to learning and teaching in numeracy and mathematics. Staff will be aware of current thinking and support strategies. Assessment procedures will be used effectively and support and challenge will be appropriate to the learners needs. Effective tracking and monitoring will ensure that information is passed on at transition times.
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Priority 2 - To Up-date policy documents and develop position statements to reflect Curriculum for Excellence, providing opportunities for leadership Outcome and impact for learners (a)
Overall Responsibility
QIs 1.1, 2.1, 5.3, 5.9, 9.4
·All staff contribute to and apply policy consistently ·Learners’ experiences will be consistent ·Learners will be highly motivated and eager participants in their own learning ·Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children ·We have improved our curriculum and resources through shared leadership and self evaluation
LEARNING AND TEACHING Tasks
By Whom
To review material collected by the group in session 2011/12 CA To source a framework for writing the learning and teaching policy
CA AN
To examine other learning and teaching policies CA To create a checklist using the Journey To Excellence improvement guides
CA
Resources
Timescale
Progress/Evaluation
Collection of notes and ideas; mind maps and flipcharts
By January 2013
Previous work will be sorted and arranged
Framework for policy writing
By January 2013
A good framework for writing the policy will be found Existing policies will be considered
Examples of existing L and By February 2013 T policies Journey to Excellence improvement guide – learning and teaching
To write the first draft of the learning and teaching policy for CA Sciennes
By January 2013
There will be a good understanding of what excellence in learning and teaching looks like and how it can be aimed for at Sciennes The first draft of the policy will reflect all of the above
By March 2013 SMT will read and provide feedback on the policy
SMT read, revise and redraft as appropriate SMT
By March 2013
To share the draft with staff and discuss at CAT session SMT
Allocation of CAT session
To agree a final learning and
Final version of the policy
Staff will read and provide feedback on the policy
By June 2013 There will be a clear learning and teaching policy for Sciennes PS
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teaching policy with all stakeholders To make a learning and teaching video exemplifying / evidencing our policy
All
produced and issued
CA LG
IPad Visit to classes throughout the school
Outcome and impact for learners (b)
August 2013 August 2013
There will evidence of the implementation of the policy in good practice in the classrooms on video for training purposes.
Learners will receive high quality teaching. Learners will be actively involved in their learning through target setting and by having one to one dialogue with their teacher. There will be a more consistent approach to learning and teaching. There will be a clear, shared understanding of what good teaching and learning is and how to evaluate on our practice to improve our skills. Sharing good practice will be encouraged and will take place on a regular basis. The policy will be a true reflection of what happens in the classrooms.
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Priority 2 - To Up-date policy documents and develop position statements to reflect Curriculum for Excellence, providing opportunities for leadership
Outcome and impact for learners (a)
Overall Responsibility
QIs 1.1, 2.1, 5.3, 5.9, 9.4
•
All staff contribute to and apply policy consistently
•
Learners’ experiences will be consistent
•
Learners will be highly motivated and eager participants in their own learning
•
Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children
•
We have improved our curriculum and resources through shared leadership and self evaluation
HEALTH AND WELLBEING
Tasks
By Whom
Resources
Timescale
Progress/Evaluation
To up-date the current HWB policy in line with CfE
SP & MC SMT
By June 2013
Up-dated policy developed
Tasks
By Whom
Timescale
Progress/Evaluation
To evaluate 2012 HWB questionnaire and compare with previous years and discuss with staff
SP
Previous policies Health folders (MC) Positive Behaviour Resources Policy HWB matrix Questionnaires Tracking grids KMS programme of study
May 2013
Staff will be aware and discuss results and implications
To complete and share parent/ carer programme HWB booklets KMS of study
SP & SMT P1- 3 CA P4-5 MC P6-7 SP
SP to work with cluster HWB materials Coordinators to KMS prepare a parent booklet
By March 2013 Aug 2012 June 2013 June 2013 Sept 2012
To complete and distribute HWB matrix to school staffand Reintroduce Health Week devise programme of study (similar Scotland Week) To take to programme of studies
SP SP & MC Improvement Group SP & Staff Health Week Working Party
Various Ideas from cluster group and staff to input / evaluate
June 2013
Get feedback from parents – how best to distribute Share with Pupil and of School A cohesive KMS Council programme studyCouncil for Sciennes Launch at Parent Consultation Evening – display and hard copy available Launch on website and provide copy/ information at P1 Induction All staff will have Health copy ofWeek matrixSept to support Sciennes launch 2013 planning
Programme of Studies Stage group Tracking grid
2013 - 2014
Outcome and impact for learners (b)
And see where it fits on the Tracking grid for each level and Healthy Schools Accreditation Yearly overview
MC
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June 2013 All staff have relevant tracking grids by Aug 2013
Gain level 3
Priority 2 - To Up-date policy documents and develop position statements to reflect Curriculum for Excellence, providing opportunities for leadership Outcome and impact for learners (a)
Overall Responsibility
QIs 1.1, 2.1, 5.3, 5.9, 9.4
•
All staff contribute to and apply policy consistently
•
Learners’ experiences will be consistent
•
Learners will be highly motivated and eager participants in their own learning
•
Our curriculum design will promote challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice in learning for all our children
•
We have improved our curriculum and resources through shared leadership and self evaluation
Tasks
By Whom
Resources
Timescale
Progress/Evaluation
Complete and submit Vision Statement for ICT Service Redesign.
LG
DigITal Team, CEC
April 2012
Produce ICT Policy including Responsible Use Policies
LG
Internet research
April 2012
Completed and submitted. Also submitted 5 year projection plan for mobile technologies and bid for Authority support in expansion of 1:1. Vision Statement, ICT Policy and Responsible Use Policies (RUPs) produced for staff and pupils, to be adopted within Technologies Policy following consultation with staff.
Submit requirements for Service Redesign
AN, LG, AC
BT and DigITal Team
April 2012
Pilot 1:1 iPads in two classes for Hull University Evaluation Study. (Timetable shared access to additional class set of iPads -virtual 1:1 - in four classes)
AN, LG, AC, Wendy French, Fiona Barker, Jenny Gaffney, Forrest Howie, Shona Pearmain, Barry Hewitt, Iain Kearton
Advice and support from CEC, Education Scotland, Scottish Government, Hull University, Apple, XMA Ltd, Basecamp for Project Management. Funding from school and from CEC.
April – September 2012
CAT Session
Sept 2012– June
Set up plan for Profiling and
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Submitted. Refresh of estate due May- Sept 2013 Successful pilot, informing practice in Sciennes and beyond. Invited to share practice at Association of Directors or Education Technology Conference and National Literacy Network. Leadership opportunities for Wendy French and Fiona Barker at Edinburgh Learning Festival, Dynamic Earth Technology Roadshow, City of Edinburgh Twilight Courses and with colleagues visiting from other schools. Hull University Evaluation Report published. Personalisation and choice for pupils greatly enhanced. ICT embedded within curriuculum. Planning for profiling has taken place P1-P7. Moderation of Technologies to occur within year
Moderation in Technologies
Develop ICT Planners using Bloom’s Taxonomy and share then implement with staff.
SMT, Teaching Staff
CAT Session
2013
groups and with assistance from Mark McKenna and LG to ensure breadth, coherence and challenge.
Sept 2012-June 2013
ICT Planners produced and shared with staff to achieve coherence, breadth and progression. To be modified in light of feedback/consultation and reissued. (Well received - and subsequently being trialled - by three other schools.)
Jan 2013
Will be developed in light of feedback from ICT Planners.
LG
Develop self assessment booklets for ICT (in line with those produced for Science, Technologies and P.E.) and introduce to pupils
LG
Policy completion leading to consistent approaches throughout school.
LG
CAT Session – share with staff
Jan 2013
Share finalised policy with pupils and parents by end of session 2012-13
DoBeIT online resource package purchased to support use of ICT Planners. Trialled by key pilot staff before introduction to whole staff inservice ahead of wider use with pupils.
LG, DoBeIT representatives
CAT Sessions and DoBeIT Resource purchase
Jan and Feb 2013
Hands on sessions with iPads arranged.
Preparation for Service Redesign, including readiness to move from Mac to PC platforms
SMT
Staff meetings, CAT session
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Outcome and impact for learners (b)
Tasks
By Whom
Produce Position Statement for Technology.
Mark McKenna
Implement new self assessment and tracking format, developed by Mark McKenna, in Technology (and in Science)
Mark McKenna
Resources
CAT Session. Mark McKenna leading and sharing his innovative developments.
Timescale
Progress/Evaluation
June 2012
Completed by Mark McKenna and will form part of Technologies policy, following consultation with staff.
May 2012
Mark McKenna implementing self -assessment booklets for Science and Technology with all pupils. Consistent approach to curriculum delivery achieving progression and breadth. System for tracking of progress by staff, pupils and parents in place.
Underway Moderation and self assessment in Technologies to inform formative assessment within Personal Learning Planning and Reporting.
SMT, Mark McKenna, all staff
Introduced at CAT Session – moderation in year groups
By June 2013
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Improving outcomes for learners with ASL needs Action Page for Educational Establishments: 2012-13 Priorities: 1. Ensure needs are accurately identified and that this is reflected in the quality of information stored in SEEMIS. 2. Develop more comprehensive and robust partnership working between ASL Services and educational establishments. 3. Strengthen self evaluation processes in the area of ASL. 4. Ensure compliance with ASL and related legislation. C& F Strategic Objectives and Children’s Services Priorities HGIOS SO2; SO6; SO7; CSP2; CSP6 1.1; 1.2; 5.3; 5.9; 6.3; 8.1; 8.4; 9.1 Outcomes and impact on learners/others Information collected and stored about learners with ASL needs will be accurate, relevant and accessible. It will be used to inform learning and teaching and will reflect the fact that learners’ needs and factors giving rise to them are correctly identified learners’ needs change over time All establishments and ASL Services will be clear about what information should be collected and take steps to ensure this is done consistently across all groups of learners with ASL needs, taking appropriate account of sector and learning contexts and agreed child planning approaches. Effective partnership working will help to secure continuous improvement. Schools and ASL Services/agencies will plan together to target resources to address the needs of individuals/groups and contribute to school improvement priorities. Information about the progress of learners with ASL needs, along with feedback from ASL Services, parents and learners will be used to inform self evaluation, improvement planning and report on the impact of additional support. Staff will consistently comply with ASL and related legislation and act in accordance with relevant guidance and codes of practice. Key policies will reflect current legislation and locally agreed approaches to meeting needs. Monitoring and evaluation of impact Quality assurance systems will be developed to monitor the accuracy of data, the progress of learners with ASL needs and the impact of support from ASL Services on establishment improvement. Overall responsibility: Martin Vallely Priority timescale: 2011-14 (tasks below for 2012-13)
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Tasks 1) Further improve the accuracy and accessibility of information collected and stored about learners with ASL needs by: Regularly checking, updating and sharing information with ASL Service & other staff Ensuring the needs of Looked After learners are identified and addressed via proportionate planning processes
By whom
Resources
Timescale/By
ASL team leader
Liaison time CPD Admin time
June ‘13
2) Review plans/arrangements for joint working to ensure they are: Outcome focussed Linked to establishment improvement priorities Reflect an appropriate balance between meeting individual needs and progressing whole school improvement/enhancing capacity
Senior managers Liaison time
June ‘13
Senior manager time
June ‘13
Strengthen self-evaluation processes so that they routinely: Involve feedback from ASL Services/ other agencies Provide information about the impact of additional support across all groups of learners by seeking the views of parents of learners with ASL needs, learners, relevant staff. Review Key policies (i.e. ASL and Equality) to ensure they reflect changes in legislation and guidance on approaches to Child Planning CPD and induction programmes, particularly for those in leadership and key roles, to support the continued development of skills and knowledge of all staff, and their compliance with legislation
Senior managers
Senior managers ASL Team Leader/CPD coordinator
Senior Manager time
Dec ’12 (Equality) Mar ’13 (ASL)
CAT & CPD resources June ‘13
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4. Cluster Improvement Plan Priority 1 Modern Languages
Overall Responsibility Anthea Grierson and Ryan Irving
Outcome A
QIs 5.1, 5.3, 2.1, 1.1
To improve standards and consistency in Modern Language learning and teaching in P6-P7 across the cluster To improve Transition arrangements and reporting in Language teaching and learning
Success Criteria Tasks
By Whom
Resources
Timescale
Impact
MLPS Group
Cluster HT to e-mail names to Ryan
Thursday 31 May 2012 1.30-3.30pm
ML Steering Group
Cluster HT to e-mail names to Anthea
Staff delivering French and Spanish to P6-P7 classes Session 12-13 Staff Member to represent each school
MLPS Group will meet termly to moderate and share the standard
AG and RI to set dates by June 2012
CPD
August –June 2013
Shared expectations across the Cluster at point of P7-S1 Transition Consistent approach to teaching and learning across all schools Moderation of pupil work. Staff competence in reporting within the levels.
Outcome B
August 2012
Share the diversity of Language within the cluster with Parents/Carers
Success Criteria Tasks
By Whom
Resources
Timescale
Impact
Each Cluster Primary School to prepare an item which showcases the Language diversity in the cluster.
Primary Staff
JGHS Pupils to work with Primary schools to support
October 2012
All members of the school community to have increased awareness of language diversity within the cluster.
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Priority 2 Social Studies
Overall Responsibility Alice Brown
Outcome A
QIs 5.1, 5.3, 2.1, 1.1
To share the standard across Experiences and Outcomes in Social Studies
Success Criteria Tasks
By Whom
Resources
Timescale
Impact
Co-operative Learning Sharing the Standard Session
All Primary and Nursery Staff Curriculum Leaders from JGHS
22 October 2012 In-Service Day
October 2012-March 2013
Working Group established with representatives from all Cluster Primary Schools and JGHS Assessment and Moderation in Social Studies Cluster Document compiled
All HT’s
Staff released two half days
October 2012-March 2013
All staff to gain increased confidence in moderation of the standard in Social Studies. School Reps to cascade information to all staff.
Working Group
CPD
October2012-June 2012
Outcome B
All staff gain increased confidence in moderation of the standard in Social Studies,
To enable staff to feel confident reporting within the experiences and outcomes in Social Studies
Success Criteria Tasks
By Whom
Resources
Timescale
Impact
Feedback Session
All Primary and Nursery Staff Curriculum Leaders from JGHS
CAT Session on Friday ? March
March to June 2013
All staff to gain increased confidence reporting within the levels in Social Studies.
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Summary of evaluations against key indicators Evaluation key: Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Excellent Very Good Good Satisfactory Weak Unsatisfactory
Outstanding or sector leading Major strengths Important strengths with areas for improvement Strengths just outweigh weaknesses Important weaknesses Major weaknesses
Primary School 1.1 2.1 5.3
Evaluation Improvements in Performance Learners’ experience Meeting learners’ needs
4 5 4
Improvements in Performance Learners’ experience Meeting learners’ needs
N/A N/A N/A
Nursery Class 1.1 2.1 5.3
School and Nursery Class 5.1 5.9
The Curriculum Improvement through self-evaluation
5 4
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