Standards, Quality and Improvement Plan

CRAIGLOCKHART PRIMARY SCHOOL

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context Of The School

After surveying parents and staff at the end of session 2015/16, we started the new session refreshing our vision. It was important that pupils led this so we created a new Pupil Parliament who looked at the feedback from the surveys and linking in with the United Nations Global Goals and the Convention on the Rights of a Child, the Parliament worked through the year in close liaison with their classmates, and created a Craiglockhart Pupil Charter and have refreshed our Promoting Positive Behaviour Policy and Procedure. The Parliament will now begin to support other school priorities. The Head Teacher created a Curriculum Rationale display based on the parent/staff surveys, the work done by the Parliament, ongoing collegiate work with staff and reflecting the national picture.

Our Principal Teacher for the Early Years has worked to develop our Nursery provision to a high standard and, despite staffing/absence issues this year, the good work in the team resulted in a very positive Care Inspectorate inspection with ‘Very Goods’ across the board. The school has engaged actively with the cluster Early Years network group. Our Principal Teacher also worked closely with the P1 team to develop a strong ‘play’ ethos across Early Level.

Attainment in Literacy and Numeracy at Craiglockhart is Good/Very Good. This assessment has been informed by standardised test results, other assessments across the school and teacher judgement - moderation activities at cluster and school level has supported this. A new refined and more comprehensive format for presenting attainment data relating to the key factors that have an impact (SIMD, Free School Meals, Attendance, Exclusion, Gender, Ethnicity and Home Language) was shared with staff in October 2016 and will form the basis of meetings between teachers and SMT in the year. New standardised tests were introduced for Maths in P2,3,5 & 6. Teachers reviewed programmes, strategies and resources used for Languages and Literacy teaching, including reviewing Modern Language teaching of our 2 languages (French & Mandarin). Two teachers developed assessment resources to complement Big Writing. One of our teachers developed a Mental Maths programme to be used throughout the school. SEAL was introduced into P2.

Effective use was made of In-service and CAT sessions this year to focus on key priorities. Working parties were abandoned, preferring a whole school approach to ensure agreement and consistency about ways forward, particularly in Languages & Literacy and Maths & Numeracy. This also enabled us to spend time reflecting on national initiatives – the National Improvement Framework, Equity Funding, and the introduction of the new Benchmarks. Some time was also spent group reading Shirley Clarke’s ‘Outstanding Formative Assessment’ which informed practice and was the focus for observation when SMT spent time in classes.

The Head Teacher undertook a Poverty Audit looking at all the ways the school directly or indirectly makes financial demands on families. This was shared with staff. WE began to look at the 1 in 5 Poverty Awareness project and a class teacher and PSA put themselves forward for training so that more work on the 1 in 5 project can be undertaken next session.

One of the features unique to Craiglockhart, reflected in our new Vision and Curriculum Rationale is our commitment to Learning for Sustainability. Our Depute has led this initiative. We continue to strive to ensure that sustainable development education, outdoor learning and global citizenship are embedded in all areas of learning. Staff spent a collegiate session reflecting on where we are and looking at next steps. We achieved our Green Flag at the beginning of this session. Our IDL topics reflect our Sustainability agenda, Global Citizenship was taught independently as part of NCCT cover, all teachers aimed to have at least one planned outdoor lesson per week, teachers made use of our new school kitchen and garden to focus on global food citizenship (this was supported by further funding from ‘Food for Growth’). Our plans to develop the school playground to promote quality play was suspended due to developments at authority level but money has been put aside by our Parent Association to take this forward next session.

Health & Wellbeing once again became a priority for the school this year. All staff took part in ASD awareness training. The school launched the ‘Building Resilience’ programme in January – the programme has proved popular amongst all members of the school community. All staff received ‘Emotion Talks’ training.

The Head teacher worked with the cluster head teacher group on their four priorities which reflected the NIF priorities – creating quality Literacy & Numeracy moderation sessions for teachers, supporting each other to develop ways to be aware of poverty and close the poverty related attainment gap, developing a cluster

approach to health and wellbeing and sharing good practice, and beginning to develop projects that support young pupils to reflect on jobs and careers for the future.

The school has continued to implement our ASL policy, to engage with ‘Getting It Right for Every Child’, with the authority’s Literacy & Dyslexia guidelines, the ‘Circle’ document, ‘Up, Up & Away’ and with partner agencies including our Educational Psychologist, ASL Services, Therapists, Medical professionals, Social Work, voluntary agencies etc. to ensure that there is an inclusive approach to any pupils with additional needs in our school. We piloted a new approach to Pupil Voice in child planning meetings in our P7 transition meetings.

Parental engagement has developed in a number of ways. Times of Parent Consultations were moved so that parents could meet their child’s teacher earlier in the year. We are continuing to develop our use of Online Learning Journals to report to parents – which has been adapted to reflect feedback from parents and staff in our evaluation at the end of session 2015/16. We held three drop-in sessions for parents over the year, one of which focused on active learning in Maths. All year groups invited parents in to a sharing learning event e.g. P3 Egyptian Museum, P6 Victorian show. Our Head Teacher has continued to work closely with the Parent Council who are working to improve parental engagement from their perspective. They met with a regional adviser from the Scottish Parent Teacher Council to discuss ways forward. They held a very interesting evening discussion about homework from which they have developed an online questionnaire for parents. The Head Teacher also created an end of year parent questionnaire on Parental Engagement, a Breakfast Club pilot project next term, and Equity Funding. Our Parent Association has continued to organise fundraising events and opportunities raising over £10,000 for the school. They consulted parents on the use of the funds to complement the work of the school.

The Pupil Voice continues to be developed. The new Pupil Parliament has proved a successful way to give pupils a meaningful voice in school improvement from which we can build. A re-focus on Assessment is for Learning through the group reading of the Shirley Clarke book has enhanced pupil’s involvement in their own learning. All pupils completed a health and wellbeing/wider opportunity questionnaire at the end of the year from which we can gain soft-data.

School Priority 1: To develop a Vision and Curriculum Rationale unique to our school community

NIF Priority Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged childrenImprovement in children and young people’s health & wellbeingImprovement in employability skills and sustained, positive school leaver destinations for all young people

NIF Driver Our Priorities; School Leadership; Parental Engagement; School Improvement

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Collaborative approaches to self-evaluation1.2 Children and young people leading learning1.3 Developing a shared vision, values and aims relevant to the school and its community2.2. Rationale and design2.5 Engaging families in learning3.3. Increasing employability skills

Progress and impact: Parent & Staff survey on school vision Pupil Parliament – Pupil Charter – refreshing Promoting Positive Behaviour policy & procedure Early Years developments – PT for Early Years; cluster network group; play ethos across early level DHT created Play Policy Learning for Sustainability focus – what is unique about our school – continuing to embed at all levels; Green flag gained; IDL topics

developed; Global Citizenship focus; ‘Food for Growth’ project Introduction to 1 in 5 poverty awareness; consultation on Equity funding Parental engagement - parent consultations; Drop-ins; online learning journals; new summary report, Curriculum sharing, parent

questionnaire; Parent Council The Pupil Voice - Pupil Parliament; Assessment is for learning re-focus; pupil HWB/ Wider Opportunity questionnaire Cluster – initial discussion of NIF priority 4

Next Steps: Pupil Parliament launch of new promoting positive behaviour policy/procedure Pupil Parliament focus on school priorities Pupil version of vision/ Curriculum Rationale Continue to embed Learning for Sustainability ethos including mixed group/whole school model Continue to develop ‘play’ ethos across Early Level 1 in 5 Poverty Awareness Development of cluster project to engage primary pupils in reflection on careers/jobs To develop strategies to engage targeted families To create a strategic vision for I.T. at cluster and school level

School Priority 2: To continue to develop effective approaches for Languages & Literacy

NIF Priority Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children

NIF Driver Our Priorities; Teacher professionalism; Parental Engagement; Assessment of children’s progress; School Improvement; Performance Information

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.5 Management of resources and environment for learning2.3 Quality of learning2.3 Effective use of assessment3.2 Attainment in Literacy and numeracy3.2 Attainment over time

Progress and impact: Developing Literacy skills through play at Early Level. Developing Literacy skills through outdoor learning Attainment in Languages and Literacy at Craiglockhart is Good/Very Good - standardised test results, other assessments across the

school and teacher judgement - moderation activities at cluster and school level has supported this. New refined format for presenting attainment data relating to the key factors that have an impact (SIMD, Free School Meals,

Attendance, Exclusion, Gender, Ethnicity and Home Language) Teachers reviewed programmes, strategies and resources used for Languages and Literacy teaching and agreed next steps Teachers reviewed Modern Language teaching of our 2 languages (French & Mandarin) and agreed next steps Cluster Literacy moderation session/ School moderation session on Big Writing Two teachers developed assessment resources to complement Big Writing.

Next Steps: To develop Moderation experiences at school and cluster level To become more familiar with the Languages & Literacy benchmarks Refresh of Big Writing approach across the school & introducing ‘Big Talk’ in early years Focus on teaching of Spelling Outline clear approaches to Reading across the school/ o engage with 1st Minister’s Reading Challenge, ‘Ready to Read’ ‘Book Bugs’,

‘Read, Write, Count’ Outline of clear progression of skills using quality resources To continue to develop effective use of standardised and other assessments and data analysis Clear guidance for Modern Languages teaching/ teachers to plan implementation with stage partners To share Literacy approaches with parents To develop pupil learning conversations To develop Literacy focus group as part of closing the poverty related attainment gap in our context (Equity funding)

School Priority 3: To continue to develop effective approaches for Maths & Numeracy learning

NIF Priority Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children

NIF Driver Our Priorities; Teacher professionalism; Parental Engagement; Assessment of children’s progress; School Improvement; Performance Information

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.5 Management of resources and environment for learning2.3 Quality of learning2.3 Effective use of assessment3.2 Attainment in Literacy and numeracy3.2 Attainment over time

Progress and impact: Developing Numeracy skills through play at Early Level. Developing Numeracy skills through outdoor learning Attainment in Maths and Numeracy at Craiglockhart is Good/Very Good - standardised test results, other assessments across the

school and teacher judgement - moderation activities at cluster and school level has supported this. New refined format for presenting attainment data relating to the key factors that have an impact (SIMD, Free School Meals,

Attendance, Exclusion, Gender, Ethnicity and Home Language) New standardised tests were introduced for Maths in P2,3,5 & 6. Teachers reviewed programmes, strategies and resources used for Maths and Numeracy teaching and agreed next steps One of our teachers developed a Mental Maths programme to be used throughout the school. SEAL was introduced into P2. Cluster Literacy & Numeracy moderation sessions

Next Steps: To develop Moderation experiences at school and cluster level To become more familiar with the Maths & Numeracy benchmarks To introduce SEAL in P3 and train SEAL champions To embed completed Mental Maths programme across the school To continue to embed Heinemann Active To engage with ‘Read, Write, Count’ To create a clear progression of skills at each stage To continue to develop effective use of standardised and other assessments and data analysis To share Numeracy approaches with parents To develop pupil learning conversations To develop Numeracy focus groups as part of closing the poverty related attainment gap in our context (Equity funding)

School Priority 4:To develop the school’s Health & Wellbeing Curriculum

NIF Priority Improvement in children and young people’s health & wellbeing

NIF Driver Our Priorities; Teacher professionalism; Parental Engagement; Assessment of children’s progress; School Improvement; Performance information

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.3 Implementing improvement and change2.1 Arrangements to ensure wellbeing3.1 Wellbeing3.1 Inclusion and equality

Progress and impact: All staff - ASD awareness training. Launched ‘Building Resilience’ programme All staff - ‘Emotion Talks’ training. Cluster vision for Health & Wellbeing School ASL policy Piloted new approach to Pupil Voice in child planning meetings in our P7 transition meetings

Next Steps: More awareness of cluster vision for Health& Wellbeing To engage with Autism Toolkit To build on use of ‘Emotion Talks’ approach To continue implementation of ‘Building Resilience’ Possible cluster ‘Nurture’ training To pilot new ‘Up, Up & Away’ resource To share HWB approaches with parents To develop pupil learning conversations To develop pupil voice in child planning meetings/GIRFEC To develop HWB focus groups as part of closing the poverty related attainment gap in our context (Equity funding)

Self Evaluation 2016 – 2017

Quality IndicatorSchool Self –

Evaluation2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change Good

2.3 Learning, Teaching And Assessment Good

3.1 Ensuring Wellbeing, Equity And Inclusion Good

3.2 Raising Attainment And Achievement Good

1.1 Self Evaluation & Self Improvement Good

2.2 Curriculum Good

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement √ √

1.2 Leadership of Learning √ √

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity √ √

Leadership And Management Overall 2.1 Safeguarding and Child Protection

2.2 Curriculum √

2.3 Learning, Teaching and Assessment √ √ √ √

2.4 Personalised Support √

2.5 Family Learning √

2.6 Transitions

2.7 Partnerships √

Learning Provision Overall 3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability √

Successes and Achievements Overall

Key Areas For School Improvement

Priority 1 – To establish a shared Vision and Curriculum Rationale unique to our school community

QIs/Themes1.1 Collaborative approaches to self evaluation1.2 1.2 Children and young people leading learning1.3 1.3 Developing a shared vision, values and aims relevant

to the school and its community2.2 Rationale and Deisgn2.5 Engaging families in learning3.3 Increasing employability skills

Priority 1 To build on work done last year to develop vision/rationale, in particular, continuing to embed Learning for Sustainability in school ethos, continuing to develop ‘Play’ ethos at Early Level, developing awareness of poverty in our city and the poverty related attainment gap in our context, developing pupil awareness of jobs and careers, and developing Pupil Voice & Parental engagement

Overall Responsibility HT – overviewPupil Parliament – DHT & PTSustainability – DHT‘Play’ ethos – PTPoverty Awareness – Miss Welsh

Outcomes There will be an agreed and shared understanding of our developing Vision, Values and Curriculum Rationale by the whole school community.

Tasks By Whom Resources Time Impact/ Progress

Pupil Parliament to launch new ‘Promoting Positive Behaviour’ policy

New ‘Golden Time’ to be launched

Pupil Parliament to identify priorities for the year ahead

Pupil Parliament

All staff

Pupil Parliament

Parliament Meetings

To be identified

Parliament meetings

Monthly meetings

Planning time

Monthly meetings

Pupil Voice – pupils engaged in a real way in school improvement

New Golden Time’ to be valuable learning experience that enhances school ethos

As above

To develop the school DHT Council Working Application to be Plans will be in place and perhaps

playground to promote play opportunities

HT Parent Association Pupil Parliament

group School Play policy PA Funds

made in Autumn term

started to develop the playground to give pupils more opportunities for play

Continue to develop Learning for Sustainability across the school including mixed age group whole school lessons

DHT Fiona Latimer All staff

Resources identified at planning session

CAT session to plan

Monthly sessions

Learning for Sustainability further embedded in school ethos

Pupil Voice - as above

To build on the success of Forest School to ensure its long term success

DHT Other identified

member/s of staff

Forest school & relevant training

Time of out class for relevant teacher/s

To develop a plan to ensure Forest School is sustainable at Craiglockhart

‘Play’ ethos developed across Early Level stage

Principal Teacher Early Years team Cluster group

Early Years Team meetings

Ongoing through the year

Consistent approach to ‘play’ across the Early level

1 in 5 poverty awareness

Suzanne Welsh Part of In-service session

Pupil Assembly Parent evening

To be identified Poverty awareness across school community will enhance school ethos and values and support disadvantaged families directly/indirectly

Career/ jobs for the future event – to be decided

Cluster HT group Special event To be decided Pupils to have more awareness of career and job opportunities available to them in the future

Focus on reaching out to more disadvantaged families to include in life of school

SMT Standing item at SMT meetings

Weekly As part of poverty awareness and closing the poverty related attainment gap in our context, reaching out to identified families will have a positive impact on identified pupils inclusion and attainment.

To create a strategic vision for I.T. at cluster and school level

DHT – IT Coordinator Other identified staff

member Cluster group

Digital Learning Team

As part of authority roll out

To create a strategic vision for IT which will enhance pupil learning

Priority 2 – To improve learning and teaching approaches and attainment in Languages & Literacy

QIs/Themes1.2 Professional engagement and collegiate working1.5 Management of resources and environment for learning2.3 Quality of learning2.3 Effective use of assessment2.4 Targeted support2.5 Engaging families in learning3.2 Attainment in Literacy and numeracy3.2 Attainment over time3.2 Equity for all learners

Priority 2 To develop a consistent quality approach to Languages and Literacy learning, raising overall attainment and closing the poverty related attainment gap in our context

Overall Responsibility DHT – Literacy CoordinatorPT for Early Years

Outcomes: All staff will have a clear understanding of the approaches and progression of skills in Literacy and NumeracyStaff will become more familiar with Languages & Literacy benchmarks and develop confidence in understanding of achievement of a level.All staff will be aware of what the attainment and achievement gap looks like in our context.Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18Staff use a wide range of performance information to reduce the attainment and achievement gap.

Tasks By WhomResources Time

Impact/ Progress

Refresh of ‘Big Writing’ approach and introduction of new resources and ‘Big Talk’

PT All teaching staff

Big Writing resources New resources

developed by Mr Digan & Mr Sweet

August In-service

Build on the initial very positive impact the approach and ensure consistent and quality approach across the school

Teaching staff focus on teaching of Spelling

DHT PT

Working party time during the school day

Work of working party

Ensure shared understanding and consistent approach to teaching of

Working party All teaching staff

to be shared at CAT session or part of In-service

spelling

To outline clear understanding of approaches to reading across the school and engage in national initiatives

DHT PT Working party All teaching staff

Working party time during the school day

Work of working party to be shared at CAT or part of In-service day

Ensure shared understanding and consistent approach to reading

To engage with ‘Read, Write & Count’ initiative and ‘The First Minister’s Reading Challenge’

DHT All staff

‘Read, Write, Count’ resources

‘The First Minister’s Reading Challenge’ – online guidance 7 resources

Work of working party to be shared at CAT or part of In-service day

To engage with initiatives to enhance Literacy learning, particularly for identified pupils.

Invest in quality resources for teaching of reading and writing skills.

DHT PT Working party

New language resources

Working party time during the school day

Work of working party to be shared at CAT or part of In-service day

Support workload issues and ensure consistent approach to teaching of language skills

To share Languages & Literacy learning and teaching approaches effectively with parents

SMT Working party

Review how learning is currently shared and develop

Working party time during the school day

Work of working party to be shared at CAT or part of In-service day

Languages & Literacy learning shared more effectively

To continue to develop effective analysis of assessments including new national assessments & continue to develop Assessment for Learning approaches

HT SMT Working party All teaching staff

SMT/ Teacher pupil meetings

Working party time during school day to clarify other assessments to be used

Shirley Clarke – ‘Outstanding Formative

Meetings to take place in Autumn and Spring term

Effective introduction of new national assessments and analysis of data will support aim to improve attainment for to reduce the poverty related attainment gap.

Assessment’ To become familiar with

the new Benchmarks through quality Moderation sessions

Cluster Coordinator DHT PT All teaching staff

Cluster CAT sessions School CAT sessions or

part of In-service day

October & February

To be decided

To develop staff confidence in use of Benchmarks and judgement of achievement of a level

To develop effective quality Literacy groups to reduce poverty related attainment gap in our context

DHT Support for Learning PSA

Recruited PSA Equity Funding Targeted pupils Sourced quality

approaches

Ongoing through the year

It is expected that targeted group work will have positive impact on attainment of identified pupils

Clear approach to teaching of Modern Languages 1+2

Euan Sweet Teachers – stage

partners

In-service August 17 Consistent approach to Modern Languages 1+2 teaching

To develop quality learning conversations with pupils

All staff All staff meeting Create a plan for

conversations

CAT or part of In-service

To develop Pupil Voice in the school

Priority 3 – To improve learning and teaching approaches and attainment in Maths & Numeracy

QIs/Themes1.2 Professional engagement and collegiate working1.5 Management of resources and environment for learning2.3 Quality of learning2.3 Effective use of assessment2.4 Targeted support2.5 Engaging families in learning3.2 Attainment in Literacy and numeracy3.2 Attainment over time3.2 Equity for all learners

Priority 3 To develop a consistent quality approach to Maths & Numeracy learning, raising overall attainment and closing the poverty related attainment gap in our context

Overall Responsibility HT Mrs Lawrence - Numeracy CoordinatorPT for Early Years SEAL Team

Outcomes: All staff will have a clear understanding of the approaches and progression of skills in Maths & NumeracyStaff will become more familiar with Maths & Numeracy benchmarks and develop confidence in understanding of achievement of a level.All staff will be aware of what the attainment and achievement gap looks like in our context.Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18Staff use a wide range of performance information to reduce the attainment and achievement gap.

Tasks By WhomResources Time

Impact/ Progress

To develop a strategy for SEAL including introducing SEAL in P3 and to P4 the following year

Numeracy Coordinator

PT SEAL Team

SEAL SEAL resource boxes Time given to SEAL

team

August In-service

Work shared at CAT session or part of In-

To continue to embed SEAL across the school as an approach to develop pupil Numeracy skills to ensure positive long term impact on attainment

service To embed new Mental

Maths programme across the school

Mr Sweet Mental Maths programme

August 17 Ensure shared understanding and consistent approach to Mental Maths teaching beyond SEAL

To continue to embed Heinemann Active as a resource to promote active learning in Maths

All teaching staff Heinemann active online and other resources

Updated Maths boxes

Ensure consistent active approach to Maths & Numeracy

To engage with ‘Read, Write, Count’

DHT PT

Read, Write, Count bags

Autumn 17 To support quality approach to Numeracy in the early years.

To continue to develop effective analysis of assessments including new national assessments and to continue to develop Assessment for Learning approaches

HT SMT Working party All teaching staff

SMT/ Teacher pupil meetings

Working party time during school day to clarify other assessments to be used

Shirley Clarke ‘ Outstanding Formative Assessment’

Meetings to take place in Autumn and Spring term

Effective introduction of new national assessments and analysis of data will support aim to improve attainment for to reduce the poverty related attainment gap.

To become familiar with the new Benchmarks through quality Moderation sessions

Cluster Coordinator Jill Scobbie PT All teaching staff

Cluster CAT sessions School CAT sessions or

part of In-service day

October & February

To be decided

To develop staff confidence in use of Benchmarks and judgement of achievement of a level

To develop effective quality Numeracy groups to reduce poverty related attainment gap in our context

DHT Support for Learning PSA

Recruited PSA Equity Funding Targeted pupils Sourced quality

approaches

Ongoing through the year

It is expected that targeted group work will have positive impact on attainment of identified pupils

To create a clear progression of skills in Maths & Numeracy at each stage

HT Numeracy

Coordinator Working party All teaching staff

Working party time during school day

Shared at CAT or part of In-service day

Consistent and progressive approach to Maths & Numeracy teaching

To share Maths & SMT Review how learning is Autumn 17 Maths & Numeracy learning shared

Numeracy learning and teaching approaches effectively with parents

Working party currently shared and develop

Working party time during the school day

more effectively

To develop quality learning conversations with pupils

All staff All staff meeting Create a plan for

conversations

CAT or part of In-service

To develop Pupil Voice in the school

Priority 4 – To Improve children’s Health And Wellbeing

QIs/Themes 1.2 Professional engagement and collegiate working1.3 Implementing improvement and change2.1 Arrangements to ensure wellbeing3.1 Wellbeing3.1 Inclusion and equality

Priority 4: To develop the school’s Health & Wellbeing curriculum Overall Responsibility HTDHT

Outcomes: Developing quality Health & Wellbeing curriculum will have positive impact on all pupils, in particular, pupils with additional needs and to reduce the poverty related attainment gap in our context.

Tasks By Whom Resources Time Impact/ Progress

To engage with Authority’s Autism Toolbox

HT All staff

Autism Toolkit http://www.autismtoolbox.co.uk/

Part of In-service day

Awareness by all staff of effective approaches to supporting pupils with ASD

To review implantation of ‘Emotion Talks’ in the school and decide next steps

ASL Service PT

Emotion Talks resources Part of In-service day

Use of the resource will benefit targeted pupil’s and all pupils’ emotional wellbeing

To continue implementation of ‘Building Resilience’ programme

DHT All staff

Building Resilience resource Part of CAT or In-service or staff meeting

‘Building Resilience’ programme will continue to benefited pupils’ health & wellbeing

Whole school update Child Protection training

Possible whole school ‘Nurture’ training

All staff Child Protection Team ASL Services/ Ed Psych team

Possibly part of In-service day

Ensure staff are fully trained in child protection

Develop whole school understanding of ‘Nurture’

To pilot new ‘Up, Up & Away’ resource in Early Years

PT Cluster group Early Years team

New ‘Up, Up & Away’ resource

To be clarified

Will support how the school supports pupils health and wellbeing in early years, particularly pupils with additional needs.

To develop the Pupil Voice in child planning meetings/GIRFEC

HT- ASL Team leader

DHT All staff

ASL materials To be clarified

Pupils will be more engaged in their own support within the GIRFEC model

To develop effective quality Health & Wellbeing groups to reduce poverty related attainment gap in our context

DHT Support for

Learning PSA

Recruited PSA Equity Funding Targeted pupils Sourced quality approaches

Ongoing through the year

It is expected that targeted group work will have positive impact on attainment of identified pupils

To share Health & Wellbeing approaches effectively with parents

SMT Working party

Review how learning is currently shared and develop

Working party time during the school day

Autumn 17 Health & Wellbeing learning shared more effectively

To develop quality All staff All staff meeting CAT or part of To develop Pupil Voice in the

learning conversations with pupils

Create a plan for conversations

In-service school