Section 1: Our Curriculum in Bishop Eden’s - Web viewAs a community, we endeavour to ensure these values are part of everyday within the school and utilise them to encourage our

BISHOP EDEN’S SCHOOL IMPROVEMENT REPORT AND PLAN

School: Bishop Eden’s Primary School

Head Teacher: Beth Rodgers

Date submitted:

School Vision, Values and Aims:

Section 1: Our Curriculum in Bishop Eden’sVisionBishop Eden’s Succeeds Together

ValuesAt Bishop Eden’s Primary School, the values we have chosen as most important in our school community are: Happiness, Hard work, Team work, Honesty, Positivity and Fun.

As a community, we endeavour to ensure these values are part of everyday within the school and utilise them to encourage our pupils to reach their full potential through our curriculum for excellence.

Aims

To be a safe place where everyone is happy To have a wide curriculum with lots of activities so everyone has the opportunity to make good choices in the future To be an ECO friendly school helping other people around the world For the Episcopal church to help and support the school and the school enjoy getting involved with the services at the Cathedral Where the parents and the local community are helpful in the wellbeing of the school That all at Bishop Eden’s School are learners in a caring, sharing environment

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Donald Paterson, 31/01/17,

New front page, with Vision statement cut and pasted from Curriculum rationale. Page numbers added.

Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

Collegiate meeting on 4.5.17 with all staff – Planning, tracking and assessmentStaff session on self-evaluation HGIOS – Core Q.Is , all teaching staff- 10.5.17Meeting with Literacy Development Officer – Review steps in SIP 15.5.17

Parents Parent Council Meeting – May 2017 and school BLOG

Pupils Pupil Council Meeting on 25.5.17School assembly on 30.5.17

Volunteers working in school

Cathedral volunteers

Other partners

Associated Schools Group

Shared at ASG

Full details of engagement activities can be found in the school’s self-evaluation records.

PART TWO – Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

Context of the school: Bishop Eden’s Primary School is a small, placing request school in the centre of Inverness, 84% of pupils are SIMD 1 and 2. The school does not have its own catchment so all pupils at the school have placing requests from other schools and usually have additional needs to be met. Parents see the small school

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This phrase and exemplar bullet points in the table above added to emphasise that this page does not require huge amounts of detail.


This changed from “Parent Council” to allow inclusion of a wider range of parental engagement.

setting as advantageous in giving more time to their children if they are finding life difficult in a larger school. Consequently additional support needs at the school are very high and behaviour can be very challenging. We are linked to the Episcopal Church and the Cathedral. This link is very important to us and we have a strong history and partnerships with the Cathedral and the clergy there. Bishop Mark Strange regularly visits school, as do other members of the ministerial team and we often attend services at the cathedral. We have congregation members in school, supporting and helping the children with reading. We also have a monthly assembly led by Reverend Sarah Murray to compliment the school led ones.We are an improving school and have positive relationships with our partners, with high expectations on ourselves and others. Currently (May 2017) we have 43 pupils enrolled P1-7, with a P123, P4/5 and P6/7 composite classes working with 4 members of teaching staff. Following inspection in 2016, we were revisited this year (Apr 2017) and will be revisited again next session. We have an improvement agenda set out from this and are being supported by our Quality Improvement Manager to take the necessary steps to take forward these improvements.Due to falling numbers we are moving to two classed in August 2017 and will have a P1-4 and a p5-7. This means that one of our current teachers is moving on. However, we have a stable staffing model with the remaining two teachers having been in post all of this session and know our children very well. This will support us in moving forward. Using our PEF funding to allow the Head Teacher to be out of class will further support this drive for improvement. Due to the number of children in SIMD 1 and 2, Bishop Eden’s is one of the schools identified and being supported by extra funding from the Scottish Attainment Challenge.

What have we done to close the attainment gap?. A literacy development officer was appointed 0.12fte to support the school in raising attainment in Literacy. Since Dec 2016 a review of the schools approach to literacy has taken place and we are focusing on raising attainment through targeted support, more rigorous assessment and the tracking of data. Staff, including the SAC literacy PSA, are supported by the LDO. There has been a particular focus on where the gaps in reading skills are, and these areas have been a focus for staff training and teaching.

Our SAC literacy PSA works 5 days in school and supports literacy across all stages. Particular focus has been on assessing phonics and then using the information to target support and fill any gaps in knowledge. She supports writing lessons in classes and takes selected small groups for targeted spelling and reading support. This has been a valuable appointment which allows for targeted, regular support for children and making better use of assessment data in order to raise attainment in literacy and track progression. Breakfast club was run by a member of PSA staff and was available from 8-9am 4 days a week. We had a higher numbers to start, with but these dropped significantly. The member of staff resigned from the post in March and this has yet to be replaced. We are now looking at more creative ways of offering breakfast to our children, as often those without breakfast, also did not attend breakfast club.

We have 2 after school clubs which have had a big uptake and are full on both days. These have been supported by two PSAs and are skills based clubs focussing on sports and craft.

A Positive Relationships Co-ordinator took up post ion January 2017 and has spent 0.12fte getting to know the children and staff and developing knowledge and engagement with the SHANARRI wellbeing indicators across the school.

A Children’s Support Worker was just appointed and will start on the 24th April focusing on supporting children with low attendance.

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This box added following advice from Education Scotland at Pupil Equity Fund event on 7 February

One member of staff attends Seasons for Growth training and have another place registered. Once both staff are fully trained we will be looking at starting these workshops with identified children next term.

The Head teacher led the development of literacy and nurture, whilst posts were waiting to be filled. Specifically this involved developing support material for staff and supporting the implementation of this and working alongside the PSA Literacy to develop a new school approach. Developing a nurturing ethos, researching this and planning how this can be taken forward was also a priority.As a result of the interventions this year;

• Approaches to the teaching of literacy is improving• We have a clearer picture of where the children are in their literacy are where they need to be Diagnostic assessments are noting progress in numeracy attainment A clearer picture of where children are in their numeracy and where they need to be• We know where targeted support is required and which areas need to be a focus• Targeted support is being implemented across all stages where needed• Staff confidence in supporting literacy is increasing• Behaviour is improving, which is in turn impacting on engagement in learning• Increased opportunities for children to take leadership roles• Additional support for parents in respect of afterschool clubs and breakfast club • Some progress in writing and reading and numeracy noted from assessment data, however this requires much more work

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

We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐

Comment: We have clear action plans set out by ourselves and following on from our recent Education Scotland inspection. As a staff, we know where we are now, what our priorities are for the future and what we need to do to get there, improving the learning experiences for all of our children. We work well collaboratively to support us in getting where we want, and need to go.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

We work as a staff to evaluate different aspects of school life and learning using collegiate times to share views and look at next steps

o Pupil engagement,

Staff now know where the children are and their next steps. Able to use the information to target specific children and we are beginning to see an improvement in the literacy attainment and specific aspects of

Develop our assessment data and the analysis of this, to make improvements for our learners. We will gather evidence from a wide range of resources, including quantitative data, observations and

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Ensuring impact on learners’ successes and achievements

participation and behaviour

o Planning teaching and learning

o Assessment of teaching and learning

Reading baseline Phonological

awareness Diagnostic

numeracy assessments

We collectively revised our behaviour policy, following input from pupils and parents, and introduced a new positive behaviour scheme to school

We are developing pupil participation in the form of focus groups, Pupil Council, Eco Committee and Houses, which every pupil is a member of.

We work effectively as a team supporting each other and offering peer support and challenge

the curriculum – i.e. comprehension (we are now focusing on the teaching of comprehension). Staff feedback suggests that confidence is building in literacy and numeracy.

A collective approach to our behaviour policy, which included pupil and parent focus groups, has led to a significant improvement in the overall behaviour in the school, noted by staff, parents and pupils. This in turn is leading to better engagement and a better learning environment.There has been a reduction in recoded incidents of violence in the playground.Tracking of incentives.

Children are taking and asking for more responsibility and are becoming more actively involved in the life of the school. (Pupil council minutes / focus group)

Prioritising school collegiate times attending less ASG CAT sessions until main school priorities are met

views, to develop and respond to this by making evidence based decisions that have a positive impact on classroom practice and overall achievement (including NIF agenda). The Head Teacher will use time to analyse the data and use this to track and monitor pupil progress and attainment and develop a more targeted approach. (0.1 fte additional management time)

o Es and Os tracking – traffic lighting, moderation, next steps

o Literacy and numeracy assessments

Further develop pupil participation with the introduction of a Learning Council and other pupil groups around leadership and playground games. These will be led by the Head Teacher (0.1fte additional management time)

Develop further opportunities for parents to be involved in the evaluation of the school. Increased opportunities for workshops and focus groups led by the Head Teacher and staff

Further develop a climate and culture that involves whole school community in the self-evaluation processes to improve outcomes for all.

Create agreed timetable of collegiate times focusing on BE priorities

Increase time for Learning conversations (moderation)



How do we know?





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1.3 Leadership of Change

Developing a shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

We have a shared commitment to improving the school. We have looked opportunities for achievement and success which will have a positive impact on school ethos

We use our collegiate time effectively to engage in professional dialogue

Teaching staff have all taken on leadership roles including the TLC, Eco Committee and Pupil Council. Some of our Pupil Support Assistants are starting to develop confidence and leadership in certain areas

Head Teacher presence in playground at playtime and lunchtime to model positive behaviour management with staff and build positive relationships with children

Staff have implemented a new awards system in the school with a focus on positive behaviour – weekly HT award and behaviour rewards and achievements form home are now recognised. (PC minutes)

Use of HQIOS 4 questions to elicit discussion and identification of steps for improvementReview the planning and tracking systems in place

Some staff are undertaking training (TLC tapestry, Seasons for growth) and staff are sharing this and leading other staff in the school. (Minutes from regular pupil council and Eco meetings)

Reduced incidents of violence and aggression, reduction in the number of referrals to HT, feedback from pupil focus groups

Review our school aims and values ensuring that we take into account the views of our stakeholders and also the social, economic and cultural context of the local community.

Continue rewards

Implementation of the agreed planning and tracking systems . Regularly reviewing progress and effectiveness

Continue to develop expertise for some staff in Seasons for Growth and Nurture in order for this to be developed throughout the school. (HT to take forward 0.2fte)

Continue to support staff and pupils in playground

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How do we know?





2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

Increased pupil ownership and leadership in the life of the school is having a significant impact on engagement in learning

Staff are organising their teaching well and are developing their use of collaborative and active approaches.

We are currently using the TLC to look at formative assessment

Improved attendance for most pupils. Better participation in class – pupils are staying in their classroom, not wandering around the corridors. Teacher and PSA feedback regarding engagement in class is increasing positive.

Through classroom observations, feedback and discussions teachers are reflecting on their own practice and identifying their next steps for improvement

We have used our analysis of the

Increase engagement further by developing pupil ownership and leadership of learning – target setting, profiling, recording own achievements, learning journeys – ultimate involvement of parents in this.

Continue to engage with TLCs and continue to monitor classroom practice particularly in the area of pace and challenge.

Need to identify a consistent approach to the quality of teaching across the school – TLCs,

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We are beginning to use assessment information to guide our planning and to target appropriate support particularly in Literacy, using our Literacy officer and Literacy PSA to support.

We are in the process of reviewing our planning practises, to look at how best we can ensure that there is sufficient coverage of the level and that children meet the expected benchmarks.

assessments to identify where the gaps in Literacy learning are and are working with targeted children to address this. PSAs is supporting gaps in spelling and phonics and teachers focusing on reading skills which need to be addressed.

In early stages so limited learner impact

moderation, consistent use of school/ authority / national policy and guidance

Continue to use the Literacy data to inform planning of targeted support

All teaching staff to further develop school approaches to planning and tracking of the experiences and outcomes. Supporting staff through this and ensuring appropriate pace and challenge.

Track attainment for individual children using the assessments we have done , INCAS and benchmarks

Develop a whole school approach to listening and talking, developing higher order thinking schools through the use of the Blooms Taxonomy. Implementing talking and listening debate time in all classes.



How do we know?





3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

We have appointed a CSW (0.5fte) to address attendance and emotional support and to work with children facing a variety of challenges and support them to be fully included and engaged in school life. SHANARRI work with the PRC, to an extent the PSA literacy has been supporting this work stream.

We are working within the Shanarri framework and have

Despite the CSW being in post for a very short time children are now able to access more emotional support and are building trust and secure relationships with staff and peers.

Teachers now recognise the importance of the work the PRC has been doing and are more confident in taking this forward

Children are now more aware

Head Teacher to lead this key area of development (0.2fte) – From August 2017 - by cultivating a consistent approach to social and emotional wellbeing through leading the whole school through ongoing reflection, training, evaluation and support.

With the CSW - One to one sessions for children identified as needing additional emotional support will be developed along with a whole school ‘bubble time’ to offer 1:1 support using the Shanarri indicators as a focus. (0.5fte currently ongoing increased to 1fte

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had support from our positive relationships co-ordinator to deliver workshops around the indicators in all classes in school.

We have revisited values and expectations through school assemblies and pupil and parent focus group, looking at relationships, behaviour and participation.

of the SHANARRI indicators and are able to verbalise their own experiences within these making staff more aware of individual situations and the needs arising from this.

Improvement in behaviour evident across the school – pupils more engaged in class, less referrals to HT following playtime and lunchtime, positive feedback from staff and pupils.

of CSW time from August 2017) We are going to introduce a whole

school approach to breakfast club, enabling all children to have access to breakfast during a whole school soft start which will focus on emotional check ins and emotional literacy. (Continuation of SC funding)

We plan to further develop the children’s knowledge and confidence around Shanarri and will have a wholes staff introductory training session to support our plans for adopting a nurturing approach.

Further training and using support from the education psychologist will allow the Head teacher to develop this approach across all staff and the school.

Use the HWB survey to identify areas for development and then review impact based on further results.

Review our school aims and values (Aug 2017) ensuring that we take into account the views of our stakeholders and also the social, economic and cultural context of the local community.

Further develop After School Club opportunities using third party support



How do we know?


What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)


3.2 Raising attainment and achievement Attainment in literacy and

numeracy

Attainment over time

Overall quality of learners’ achievement

A 0.12 fte Literacy development officer has been supporting literacy since the beginning of December 2016. She has been involved in training our Literacy PSA in interventions, organisation of literacy resources, book banding, research and development of

Work of the LDO and Literacy PSA has given us a clear picture of where the teaching focus should be to fill gaps in learning. Targeted support for specific children has been provided by the PSA. Further support for teachers in the teaching of reading skills has improved teacher confidence.

Continue the work of the LDO and the Literacy PSA (1fte) to further develop a rigorous approach to reading across the stages; improve tracking, monitoring and sharing progress across the school.

With the LDO’s support begin to develop a whole school approach to listening and talking focusing on higher order thinking

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Equity for all learnersdevelopmental comprehension skills closely linked to New South Wales Comprehension model. The LO is currently compiling comprehensive guidance for teachers on teaching reading which will support teachers when teaching reading using the newly purchased resources

Staff are using the New Zealand resources to support the teaching of strategies. All children have now been assessed using the NZ diagnostic assessments to inform groupings and next steps. However we need a consistent approach to the planning and teaching of numeracy and maths and the documentation that supports this

Increased pupil ownership and leadership in the life of the school is having a significant impact on engagement in learning this has included the renewal of the Green Eco Flag award, engagement with the John Muir award and links with other agencies, including the countryside ranger to support outdoor learning and Ground for Learning support with the pollination project.

Progression is evident in phonics and spelling although more time to produce statistics to back this is required.

Staff and HMIe feedback highlighted the need for a consistent approach and better links to curriculum levels. The children will know where they are within the learning, so will be able to identify their next steps and staff will be clear about where they are within CfE levels.

INCAS data suggests that there needs to be a continuing focus in this area

skills. (Teacher to lead and manage Literacy development with the support of LDO – 0.1fte time for development )

Identification and purchase of literacy resources to fill identified gaps in reading programme

Ensure that we have a comprehensive and consistent approach using frameworks across all stages in order to raise attainment and Bridge the Gap.

We would like to adopt the same model of intervention as literacy with the Head Teacher taking overall responsibility for the development of numeracy (0.2fte additional management time) and the appointment of a 1fte numeracy PSA.

From August teachers across the school will use the Highland Numeracy Progression (which is based upon the New Zealand project) to support planning around the experiences and outcomes and the benchmarks. Moderation using the benchmarks will ensure a consistent approach and expectations.



How do we know?





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Additional QI(s) – please specify (include themes as in tables above for other QIs)

2.7

We support our learners and develop relationships with volunteers from the cathedral by supporting reading in all classes.

Developing partnerships with local businesses e.g. Tesco’s, however there is scope for much more work in this area.

Increased pupil ownership and leadership in the life of the school is having a significant impact on engagement in learning and partnerships. This has included the renewal of the Green Eco Flag award through Keep Scotland Beautiful, engagement with the John Muir award and links with other agencies, including the countryside ranger to support outdoor learning and Ground for Learning support with the pollination project.

Pupils developing relationships with the wider school community and are becoming more confident working with other adults.

Support for other partners like the ranger, John Orr and Claire Rooney for the pollination Project is supporting a variety of learning and approaches to learning which are benefiting some of our less engaged pupils.

Build links with the STEM hub and the science centre that are in close proximity to the school.

Tap into our school context by engaging with partners in the area, specifically with regard to the river and aspects of life around this.

Develop links with our local care home

Continue to engage with parents and invo0lve them as fully as possible in the life of the school.

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2.2 Curriculum: Theme 3 Learning Pathways

• We are working hard within literacy and numeracy to try and raise attainment. Also, using authority documentation to support other curricular pathways and taking local and nation advice to support. This documentation supports progression by using progression pathways

• We plan for IDL• A curriculum map is being

developed.• Differentiation is planned

for, to ensure learning is personalised according to needs

• We use the benchmarks to inform planning

• Some progress made in literacy and numeracy attainment, noted in tracking documentation and assessment information. Staff are more aware of links within CFE

• Further develop pathways for all curricular areas and embed these in practice, supporting staff throughout using appropriate documentation and advice. Look at developing the skills for DYW through partnerships and curricular programmes. Embed outdoor learning practice, identified in weekly planning and school ethos.

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May Beaton, 04/06/17,

, Our C provides progression within N and L


The final column has been removed from this table and the next one: themes should not be evaluated using the 6-point scale: that should be reserved for QIs.

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

See above – 2.7

PART TWO – School Improvement Plan Summary: Key School Improvement Priorities

Improvement Priority Title Relevant QI(s) and Theme(s)

Moderation within Literacy and Numeracy1.1 Collaborative approaches to Self-

evaluation1.2 Professional engagement and

collegiate working2.3 Planning, tracking and monitoring/effective use of assessment3.2 Attainment in literacy and numeracy

Raising attainment in Literacy through the teaching of reading and comprehension skills 2.3 Quality of teaching2.4 Targeted support3.2 Attainment in literacy and numeracy

Improvement Priority Detailed Action Plans In depth action plan #1

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Some reformatting of the boxes to make them clearer

Improvement Priority title: Moderation within Literacy and NumeracyLinked to QI/Theme: 1.1, theme Collaborative approaches to self-evaluation, 1.2, theme – professional engagement and collegiate working, 2.3, theme, planning, tracking and monitoring, 3.2, theme- Attainment in literacy and numeracyLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒

What difference will it make for learners? (What impact do we expect to see?): Clearer understanding from staff and pupils of where they are in their learning and where they are within the levels Increasingly confident teacher judgements together with benchmarking and an appropriate range of assessments will lead to improvements in attainment.

Success criteria (how will we know if the change has been an improvement?): Staff confidence will increase, knowledge of levels and use of documentation to support this will improve, better understanding of where children are in their learning, improved targeted support.What exactly are we going to do?

Moderating listening and talking, reading and writing using the benchmarks within school and the ASG Moderate numeracy using the benchmarks to support- within school and within the ASG

Who will lead this?

• Head Teacher to lead• 8 collegiate over the course of a session

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

Staff to come to agree standards within the numeracy and literacy levels Develop portfolios with evidence of expected standards Share/understand and agree standards Observation in classrooms by peers and SMT observation teams

Who will lead this? (detail of responsibilities and timescales)

Head teacher with the support of the Literacy Development Officer and a member of staff with leadership responsibility for numeracy/literacy

Collegiate sessions/inset

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?) Aims to support all children across the school.

Staff wellbeing and pastoral support implications – Staff will become more confident in the levels.

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils?) – Looking at the approaches to teaching and the range of assessments used

Expected resource needs (including costings if applicable): LDO support, funded through the SAC, along with the PSA literacy and time allocated to develop a literacy working group in school, again through SAC funding. HT time to lead, supported by PEF funding to allow tie out of class.

In depth action plan #2Improvement Priority title: Raising attainment in Literacy through the teaching of reading and comprehension skills

Linked to QI/Theme: 2.3, theme- Quality of teaching 2.4 , theme - Targeted support, 3.2, theme - Attainment in literacy and numeracy

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Further advice about the level of detail and accountability for any PEF spend will be provided.


This box is specifically for schools that have opted into the “Creativity Champions” network and can be deleted by oth.er schools (unless deciding to retain it)


New box to reflect the importance of this area. There is an expectation that schools and LAs will actively seek to minimise additional workload.


This will be your rationale for spending your PEF funding. The “Expected resource needs” box should include a breakdown of any PEF money being spent in relation to this action plan.


Note that evidence will be needed to show that you have addressed both the excellence and the equity agenda through work done with this plan

Linked to National Improvement Framework Priority (check any that apply): Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☐

What difference will it make for learners? (what impact do we expect to see?): Focused teaching on the 6 skills that lead to secure comprehension and reading work

Success criteria (how will we know if the change has been an improvement?): Raising attainment in reading across the school Increased teacher confidence and skill in the teaching of reading

What exactly are we going to do? 6 collegiate sessions over the session of 1.5 hours, looking at the 6 skills to

secure reading and comprehension Literacy Develo0pment Officer to lead sessions and provide ongoing support for

staff Professional dialogue and moderation in house and as an ASG

Who will lead this?

HT, Literacy Development Officer, Literacy working group

Monitoring and evaluation procedures Assessment and tracking will identify improvements in literacy attainment Teacher and staff feedback Pupil and parental feedback

Who will lead this?

HT and Teaching staff

Equity implications: Aims to support all children across the school

Staff wellbeing and pastoral support implications: Support sand training during collegiate sessions as identified in collegiate calendar, informed by the Working Time Agreement. Planning in personal planning time.

Creativity opportunities: Developing transferrable skills to support across all areas.

Expected resource needs (including costings if applicable): LDO support, funded through the SAC, along with the PSA literacy and time allocated to develop a literacy working group in school, again through SAC funding. HT time to lead, supported by PEF funding to allow tie out of class.

In depth action plan #3Improvement Priority title: Raising attainment in Numeracy through targeted support and clear planning and progression pathways

Linked to QI/Theme: 2.3, theme- Quality of teaching 2.4 , theme - Targeted support, 3.2, theme - Attainment in literacy and numeracy

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Linked to National Improvement Framework Priority (check any that apply): Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☐

What difference will it make for learners? (What impact do we expect to see?): Focussed planning and assessment within numeracy, developing teacher confidence and skills.

Success criteria (how will we know if the change has been an improvement?): Raising attainment in numeracy across the school Increased teacher confidence and skills in the teaching of numeracy

What exactly are we going to do? Collegiate sessions looking at planning, pathways and progression, along with

links to the numeracy moderation Numeracy Development officer to be appointed to support new numeracy PSA Professional dialogue and moderation in house Links with the TLC sessions in school

Who will lead this?

HT, Numeracy Development Officer

Monitoring and evaluation procedures Assessment and tracking will identify improvements in numeracy attainment Teacher and staff feedback Pupil and parental feedback

Who will lead this?

HT and Teaching staff, PSA numeracy

Equity implications: Aims to support all children across the school

APPENDIX 2: Scottish Government’s 3-Step Improvement Framework for Scotland’s Public Services

In considering your Improvement Planning process, it is useful to bear in mind the Scottish Government’s 3-Step Improvement Framework for Scotland’s Public Services. The full document can be obtained from your Quality Improvement Officer.

Step 1 is ensuring that there is clarity about the vision and strategy for the planned improvement (including understanding of how the change will work and who will drive it).

Step 2 is about ensuring the conditions are right to allow the improvement to flourish. These six questions should be asked of every planned improvement:

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Step 3 is the implementation phase. The focus should always be on the simple formula of aims, measures, testing and changes. The underlying principle in the recommended improvement methodology is “Aim big, start small”.

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APPENDIX 5: Glossary of terms

Attainment The measurable progress which children and young people make as they progress through and beyond school. This progress is in relation to curriculum areas and in the development of skills for learning, life and work.

Achievement The totality of skills and attributes embedded within the four capacities of Curriculum for Excellence and developed across the curriculum in school and through learning in other contexts.

Creativity The process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh eye, examining problems with an open mind, making connections, learning from mistakes and using imagination to explore new possibilities.

Closing the attainment gap Working to reduce the gap in progress, attainment and achievement between those living in Scotland’s least and most disadvantaged homes. Many children and young people from lower-income households do significantly worse at all levels of the education system than those from better-off homes.

Disadvantage This is a term used to describe the extent to which children experience socio-economic barriers to their progress. It is commonly measured using the Scottish Index of Multiple Deprivation (SIMD), which was used to determine which schools received Scottish Attainment Challenge funding, or by considering Free School Meal entitlement, which was used to calculate Pupil Equity Funding allocations.

Equity Treating people fairly, but not necessarily treating people the same. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background are not obstacles to achieving educational potential and that all our young people are well supported to secure wellbeing, skills for learning, life and work and the best possible post-school destination.

Family learning This is a powerful method of engagement and learning which can foster positive attitudes towards life-long learning, promote socio-economic resilience and challenge educational disadvantage. Engagement with families is going to be crucial in addressing the equity gap.

Partners Partners include all individuals or organisations that deliver learning and contribute to the life and work of the school. These may include CLD services, colleges, universities, employers, third sector, community organisations, and libraries. GIRFEC partners are the professional partners you work with who help you to address the GIRFEC agenda (e.g. Educational Psychology service, CSWs, Speech and Language Therapy and so on.)

Pupil Equity Funding The Pupil Equity Funding is additional funding allocated directly to schools and targeted at closing the poverty related attainment gap. The Scottish Government has committed to this funding as part of the Scottish Attainment Challenge programme from 2017-18. The Pupil Equity Funding forms part of the £750m Attainment Scotland Fund. It is allocated on the basis of Free School Meal entitlement.

Safeguarding This is a much wider concept than child protection and refers to promoting the welfare of children. It encompasses: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children are growing up in circumstances consistent with the provision of safe and effective care, and taking action to enable all children and young people to have the best outcome. Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or likely to suffer, significant harm.

School community This means all children and young people, staff, parents/carers, families and partners who are connected to the school.

Volunteers This means everyone who contribute to the school’s curriculum (in the widest sense) by offering activities and opportunities for children, but who are not employed to do this. Parents running after school clubs or school chaplains offering lunchtime drop-in sessions would be two examples of volunteers.

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Added in response to request in consultation. Of course we could add any number of terms into a glossary but I think it would be best to limit it to the ones included here (as the key terms in this context).

Documents

Section 1: Our Curriculum in Bishop Eden’s - Web viewAs a community, we endeavour to ensure these values are part of everyday within the school and utilise them to encourage our