TOLLCROSS PRIMARY SCHOOL

Renewal Planning

:Teaching and Learning : Equity and Inclusion : Health and Wellbeing and Resilience

Teaching, Learning and Assessment.

Renewal Aspect 1 Overall Responsibility Lynn Brand

Outcomes Short-Term The school has a clear curriculum rationale for adaptation and renewal including a focus on digital and outdoor learning. All staff are developing the relevant digital skills to deliver learning, teaching and assessment via an online platform.

Medium-Term The school has additional digital resources to meet their needs for blended learning. All learners are developing the skills to access learning via digital when learning at home. All staff are developing the skills and knowledge to plan and deliver high quality learning, teaching and assessment for a blend of face-to-face and remote learning. All learners make expected progress in their learning.

NIF Priorities:- • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young

people

QIs/Themes QI 2.2 Rationale and design QI 2.3 Learning and engagement QI 2.3 Quality of teaching QI 2.3 Effective use of assessment QI 2.3 Planning, tracking and monitoring QI 3.2 Attainment in literacy and numeracy QI 3.2 Overall quality of learners’ achievement

Tasks By Whom Resources Time Progress & Impact

• Carry out Digital Access Audit to ensure families have access to devices for online learning.

• Carry out a Staff Digital needs Analysis.

• Use Digital Needs Analysis to identify staff training needs

• Access/deliver appropriate professional learning for staff to ensure all can use relevant digital platforms and tools

Digital Learning Hubs A hub format will be used to deliver online and face to face digital training

for teaching staff

Fiona Chadwick, DHT Digital Access Audit - all families.

Digital Needs analysis for teaching staff. Sway Training Pathway 1 - Office 365 Pathway 2 - Teams Pathway 3 - Teams for Learners

Apps for teaching and learning.

Use of Sumdog to support learning and teaching in numeracy.

Creat a digital learning and teaching strategy for Tollcross Primary School.

• 6 x 1hour sessions

• Outdoor Learning - to improve the quality of our outdoor learning through use of loose parts play

• Plan outdoor learning opportunities to meet the needs of the curriculum and social distancing.

• Access/deliver appropriate professional learning and resources to support outdoor learning.

Hazel Dripps, PT • Training from Smart Play Nextwork

• Purchase of bikes • Purchase of loose parts

play equipment • Daily Mile - outdoor fitness

resource mapped out in the playground

• Outdoor learning timetable • Risk Asessments for

Outdoor learning

• 3 hours on Inservice Day

• Financial support from Parent Council to support Outdoor learning

Blended Learning - Action Research • Use feedback from the blended

learning survey carried out during and after lockdown to identify effective approaches based on feedback from families and learners

• Ensure all learners can access learning and teaching remotely (technology, skills to access learning)

• Use Digital Access Audit to identify priorities

Fiona Chadwick, DHT • Set up a Short Life Working Group to identify and share what we can learn from our learning experience during lockdown - identify key action points to take forward

• Create a Digital Learning Strategy

• 6 x 1 hour planning sessions for blended learning

• 3 x CAT sessions

• Numeracy - continue to develop our whole school Tollcross Counts approach including building in integrated assessment at each level.

Fiona Chadwick, DHT • Tollcross Counts Assemblies

• update Numeracy Policy • 6 minute SEAL

intervention • Use of Closing the Gap

teacher to support numeracy for target learners

• Skills based assessment for each counts topic - rainbow of numeracy skills

• DHT out of class to lead on this.

• Professional learning - focus on teaching, learning and assessment

• Opportunity to reflect on current approaches at Tollcross Primary, share knowledge, ideas and experiences

Lynn Brand, HT Teachers leading groups.

• Book Group - Rosenshine’s Principles In Action - Tom Sherrington

• Groups meeting via Teams • Impact on Tollcross

Teaching and Learning Cycle through engagement in professional learning

• 6 x 1hour book groups

• Assessment - using effective feedback to improve writing. Building on CLPL training session with James Clements.

• Identifying effective feedback and how feedback supports learners in identifying next steps in their learning.

Lynn Brand, HT Sarah Callachan, CT

Short Life Working Group Review Literacy Policy

• 6 x CAT sessions

Renewal Aspect 2 Overall Responsibility Lynn Brand

Outcomes Short Term: • The Senior Leadership Team and all teaching staff use data and other information effectively to inform planning • There is an increased awareness amongst all staff of Equality and Diversity. • Ensure that the planning of effective interventions and approaches is based on data and evidence.

Medium Term: • Review and implementation of revised school procedure for preventing and responding to bullying and prejudice • Improved reporting, recording and monitoring incidents of bullying and prejudice • Implementation and ongoing evaluation of interventions through managing resources to support equity of access for all to

learning, attainment and achievement post-COVID 19, particularly for those affected by poverty. Long Term:

• Reduction in the poverty related attainment gap in literacy and numeracy.

NIF Priorities:- • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young

people

QIs/Themes QI 1.1 Analysis and evaluation of intelligence and data QI 1.3 Strategic planning for continuous improvement QI 1.5 Management of resources to support equity QI 2.3 Learning and engagement QI 2.3 Quality of teaching QI 3.2 Attainment in literacy and numeracy QI 3.2 Overall quality of learners’ achievement

Tasks By Whom Resources Time Progress & Impact

Provide opportunities for staff engagement in the effective use of data in identifying the poverty related attainment gap post-COVID-19

Lynn Brand

Termly Tracking and Attainment meetings with teaching staff to identify target learners and provide support and interventions. Attainment data shared with teaching staff.

Termly Meetings

Equalities, Equity and Inclusion.

Pupil Participation Improve pupil participation groups across our school.

Lynn Brand Teacher Leads

• Inservice session with QIEO Alison Humphries

• Short Life Working Group - focus on pupil participation across our school

• 6 x CAT sessions

• Inservice Day 26/10/20

Identifying target groups for additional numeracy support based on attainment data and SIMD information.

Closing the Gap Teacher

Class Teachers

Working with attainment groups to support gaps in numeracy. Use of SEAL assessments to provide evidence of attainment gaps

4 weekly sessions each term.

Purchase additional devices to support learning in school and at home. Use Digital Access Audit to target support.

Fiona Chadwick, DHTPurchase and allocation of additional ipads November 2020

Pupil Support Assistants in both P1 classes to support early intervention strategies at Early Level.

Lynn Brand, HT Hazel Dripps, PT

Use of Leuven Scale to measure engagement in learning. SEAL Interventions. Early Literacy interventions.

Session August 2020 toJune 2021

Establish a pupil led Equalities Group

Lynn Brand, HT • Equalities and Anti-

Bullying Policy to be reviewed

Weekly Meeting with Equalities

Group

Health, Wellbeing and Resilience.

Renewal Aspect 3 Overall Responsibility Lynn Brand Jade Anderson

Outcomes Short term Staff are provided with appropriate CLPL and planned opportunities to debrief regarding their own HWB Staff feel supported in relation to their own health and wellbeing Systems are put in place to ensure children’s rights and participation are the heart of school life The curriculum is adapted, through learner voice to meet the needs of our learners in a post-covid context Medium term Relationships have been reconnected across the school community All learners feel listened to, reassured and supported Nurture underpin the learning environment All learners feel more resilient

NIF Priorities:- Improvement in children and young people’s health and wellbeing

QIs/Themes QIs/Themes

1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching & Assessment 2.4 Personalised Support 2.6 Transitions 3.1 Ensuring Wellbeing, Equality and Inclusion

Tasks By Whom Resources Time Progress & Impact

• Planning for Resilience across our campus - nursery to P7

• P7 resilience toolkit to support transition and pupil wellbeing

• H&W Co-ordinator Resilience Programme introduced in September 2019. Planned for next 3 years - nursery to P7. Leadership of Resilience - Jade Anderson CT.

• 4 Assembly slots • Time for sharing in

classes • CEC Resilience

resource

2019 - 2023

Appointment of Pupil Support Officer to support pupil wellbeing across our school community by providing additional targeted support.

Identify additional personalised support approaches which may be required.

• Pupil Support Officer

Appointment of a Pupil Support Officer officer to support home/school links.

Identify and implement targeted interventions to support learner wellbeing.

Nov 2020

CEC Relationships,Sexual Health and Parenthood programme to be implemented across our school .

Jade Anderson Short Life Working Group to review the Relationships, Sexual Health and Parenthood programme and feedback recommendations for implementation in our school context.

Parent and carer Information session.

6x CAT sessions

Digital safety for parents and carers . Fiona Chadwick, DHT Parent and Carer Information session.

Respect Me Parent Zone

1x 1hour session for parentsKey

Information Leaflet for

Parents

Review whole school Health and Wellbeing Planner introduced in August 2019

Jade Anderson CT

• Review and adapt Health and Wellbeing Planner in session 2020 -2021

• June 2021

Develop plans to support staff HWB;

Identify time and space for staff to debrief regarding their own HWB

Provide CLPL to support staff HWB, to support their own HWB

Provide CLPL to enable staff to feel more confident in supporting their learners.

Share the 4 key messages regarding recovery and HWB to ensure a consistent approach;

• Reconnect relationships • Acknowledge

experiences • Create a nurturing

environment • Support our learners to

build resilience

All staff lead by SLT

Supporting staff - resources

Session 1 ‘Moving on, coming together: focus on our wellbeing’

‘It’s All About Relationships’ Barnardo’s (16mins)

https://www.youtube.com/watch?v=0RyD-ueKCOc&feature=youtu.be

Session 2 ‘Moving on, coming together: focus on our children, young people and families’ wellbeing

Supporting learners - resources

Additional HWB resources

• June/August 2020

Inservice Day 11/10/20

Plan staff development opportunities to support necessary learning in relation to key priorities

• Staff • Partners

• WTA • CLPL opportunities

• Term one and ongoing

Review Health and Safety Risk Assesment in-line with National and Local Guidance.

Health and Safety Group Pupil Health and Safety Group

National and Local Authority Guidance. Staff, Parent and Pupil feedback on operational procedures in our school. Solution focussed approach.

On going in response to Covid Guidance.