Standards, Quality and Improvement Plan DEAN PARK PRIMARY ... Standards, Quality and Improvement Plan

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  • Standards, Quality and Improvement Plan

    DEAN PARK PRIMARY SCHOOL

    Dean Park Primary School aims to create a learning community

    where everyone has the opportunity to flourish.

    Standards and Quality Report for session: 2016 - 2017

    Improvement Plan for session: 2017 - 2018

  • Context of The School ‘What you permit, you promote’. Dean Park Primary School is a non-denominational school which serves the village of Balerno in the South West of Edinburgh. Currently the school has a roll of 478 pupils in the main building with an additional 120 pupils in our Nursery. The proportion of pupils who are entitled to free school meals is well below national average. Pupils’ attendance is in line with national average. The school is very well supported by its local community and is ideally situated to take advantage of the natural resources for outdoor learning offered by our school grounds, the Pentlands National Park, Malleny Wood and the Water of Leith. We enjoy excellent links with the other educational providers in our community and work closely with each setting. We also share our ‘curriculum rationale’ with a number of community partners to help ensure we get the depth of learning in our ‘rich tasks’ and that ‘sustainability’ is an integral part of our curriculum. We call our community based experiences our ‘Big Ideas’ and these are based in transdisciplinary learning. More information can be found on our school website: http://deanparkschool.org.uk/position-papers/the-big-ideas/ & http://deanparkschool.org.uk/positionpapers/curriculumrationale-refresh/ The school is based on two sites with an annexe building in the village centre which houses our Nursery Classes and one of the local playgroups. The main school building is approximately 45 years old and is in need of general updates to the fabric to the building and surrounding grounds. In session 20016-17 we had new pupil toilets and windows in A and B blocks of the school and this programme of works is continuing this summer with C and D blocks, which we are delighted about. Our pupils, although mostly living in owner occupied housing, represent a cross section of society, which makes Dean Park a stimulating and culturally rich environment. We pride ourselves in having exceptional links with our community of learners and are proud to hold the following accreditations: Rights Respecting Schools Level 2 Award, Eco Green Flag, Fairtrade Status, RHSA Gardens Level 3 and Health Accreditations, we were runners up in the National Rotary Quiz and have great success at EPSSA we are currently applying for Sportscotland award status. The Headteacher is supported by two Depute Headteachers. There is one Principal Teacher and a visiting teacher for art. The pupil ratio is 24:1. In addition, support staff are allocated to range of whole school responsibilities and learning needs. The budget per pupil cost for 2015-2016 was £2,843. The school has an active Parent Council and Parent Teacher Association. The school management structure allows for Developmental staff to take on roles of responsibility as part of their own teacher leadership and journey.

    http://deanparkschool.org.uk/position-papers/the-big-ideas/ http://deanparkschool.org.uk/positionpapers/curriculumrationale-refresh/

  • School Priority 1: Raising Attainment

    NIF Priority Improvement in attainment, particularly in literacy and numeracy NIF Driver Assessment of children’s progress

    HGIOS4/HGIOELC QIs/Identified Themes

    1.1 Analysis and evaluation of intelligence and data

    1.2 Children and young people leading learning

    1.3 Strategic planning for continuous improvement

    2.3 Quality of teaching

    2.3 Effective use of assessment

    2.3 Planning, tracking and monitoring

    3.2 Attainment in literacy and numeracy

    3.2 Attainment over time

    Progress and impact:  Working group for literacy established. Action plan in place and ongoing. SWST & SWRT has been used to address scores of

    90 and below. SCEL teacher Leadership Grant was achieved for developing literacy further next session. Our Attainment in Literacy is very good our professional judgements has been back by authority data. Our mandatory notable groups are tracked in literacy.

     Working group for numeracy established. Numeracy was used for all SE observations this session and for teacher professional learning leading to enhance our teaching and learning. SEAL is established up to P3 and into 4. Our attainment data was unpacked with the help of CAT sessions at the start of the session with support of a CEC QIEO. We have fully audited our curriculum and have a planning framework in place which we are currently reviewing in line with CEC planners and our school progression pathways to make sure we are tracking fully.

     VSE and SE observations are curricular focus were Numeracy across the school as where learning rounds and peer to peer collaborative self-evaluation and professional learning to enhance teaching and learning.

    Next Steps:

     Fresh start is being introduced in to P6-7 for children whose SWRT scores are 90 or below.

     SCEL teacher leadership grant is being used to develop new approaches to teaching and learning in ‘reflective reading’ and professional learning of staff.

  •  Working group Action plan for literacy highlights assessment and moderation activities in writing and use of benchmarks and teacher observations.

     An Efficiency PT has been appointment to make sure we are tracking literacy and numeracy, manage resources effectively and to tackle learning conversations around attainment data with the SMT forum and staff.

     Numeracy using the PEF funding we are establishing a very considered Numeracy team in the school next session. In the working group we will have a Numeracy Champion, SEAL Champion, 2 Middle Leadership Masters Numeracy Students as well as a Secondary maths teacher to look at numeracy from Nursery to P7 and make sure we are; embedding systems to examine progress and gaps between current and expected impact, examples of good and bad practice are made available for all staff to analyse, sources of research and evidence are readily available and easily accessed, structures for regular dialogue and knowledge are in place, staff will have the capacity to analyse and uses multiple sources of data for feedback, including though digital technologies to inform teaching and allocation of resources.

     The action plans for literacy, numeracy and additional support needs are evidence – informed, based on learning from self- assessment and regularly updated.

     The school will regularly evaluate our work, teaching and learning, amending and updating as necessary and Enhanced Teaching Group (ETG)will be established by the school middle leaders with an action plan developed to help with the professional learning community of the school and enhance whole school professional learning.

     The school will evaluate via the ETG action plan once developed the impact of our professional learning across the school.

  • School Priority 2:

    NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Parental engagement Performance information School leadership Teacher professionalism

    HGIOS4/HGIOELC QIs/Identified Themes

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

    2.3 Quality of teaching

    2.4 Targeted & universal support

    2.4 Removal of potential barriers to learning

    3.2 Equity for all learners

    3.2 Attainment over time

    Progress and impact:  Action Plans for Additional Support Needs is in place to make sure all staff were aware of the schools universal ASL support.

    Targeting notable groups (mandatory and ASN). The School ASL structure is well established and shared along with our pastoral and notable systems. All staff are clear in their roles in supporting learners and their families. GIRFEC paper work is embedded in school practice. Target support builds on past work for pupils.

     The staff are aware of all notable groups in their classes, they know and are building knowledge of each pupils’ particular attainment/ achievement gap. They use notable data to help address the gap.

     Staff have an understanding of health and wellbeing of pupils and are up to date on mandatory training. They have a shared understanding of what impact on children’s health and wellbeing.

     Staff are aware of the PEF funding and what DPPS are using the fund for to impact on closing the attainment gap.

     All children have frequent opportunities to discuss their learning with a key adult who knows them well, encourages high aspirations and helps them to plan next steps.

     Task, activities and resources are differentiated and increasingly effectively so to ensure appropriate pace and challenge for all. This has led to the formation of the middle leaders Enhanced Teaching Group and formation of school Enhanced Teaching Staff Meetings in session 2017-18 to address specifically unpacking of success criteria during lessons and planning with pupils during learning.

     Good use is made in the school of the CIRCLE document by all staff. The CEC autism tools is used and we have mandatory training for Child Protection, Autism and Dyslexia each session.

  •  Discussion Evenings, Focus Groups and workshops are