· Web viewCurriculum and Quality Improvement Service Contents Establishment 3 Year Improvement Plan Overview Establishment Strategic Improvement Plan Establishment Operational Improvement

Education ResourcesCurriculum and Quality Improvement Service

Establishment Improvement Plan2018 – 2019

Stonehouse Primary School

Education ResourcesCurriculum and Quality Improvement Service

Contents1. Establishment 3 Year Improvement Plan Overview

2. Establishment Strategic Improvement Plan

3. Establishment Operational Improvement Plan (Action Plan)

4. Establishment Maintenance Plan

5. Establishment PEF Plan

1

Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2018 / 2019National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

1.1 Self Evaluation for self-improvement 1.2 Leadership for learning

1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 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 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing

children’s progress 3.3 Increasing creativity and employability/

Developing creativity and skills for life and learning

Transforming Learning andTeaching

Implementing Curriculum for Excellence

Meeting the Needs of all Learners’,GIRFEC and Statutory Duties

Skills for Learning, Life and Work

Professional Learning

Leadership (Change and Improvement)

Strategic Priorities 3 Year Cycle 2018-20211. To raise attainment in literacy and

numeracy with emphasis on pedagogy. .2.To engage all stakeholders in a bespoke curriculum for SPS with a focus on BGE and DYW.

3.To improve children and family’s health and wellbeing, enabling increased engagement in learning.

Strategic Improvement Planning for Establishment: Overview of Links to Key Policies Session: 18/192

National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all

young people.

Collaboration and consultation

Who? When? How?Parent Council Monthly

meetings and end of year

Discussionquestionnaire

Parent forum Monthly End of year

Newsletterquestionnaire

Pupils/staff/other stakeholders

TermlyEnd of year

Dialoguequestionnaires

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators

SLC Education Resources Themes

School leadership


Parental engagement


School improvement



1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote

equity 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 Partnership 3.1 Ensuring wellbeing, equality and

inclusion 3.2 Raising attainment and

achievement/Securing children’s progress 3.3 Increasing creativity and employability/


Transform Learning andTeaching/Implement CfE





Strategic Improvement Planning for Establishment: Overview of Strategic Priorities for Session Session: 18/19Strategic Priority PEF Intended Impact Measures of Success Actual Impact

3

To raise attainment in literacy and numeracy with emphasis on pedagogy.

To close the gap for underachieving cohorts of children in p.5/6 in reading, writing and numeracy

X

Raise the percentage of children achieving the appropriate level in reading across the school. 80% for non PEF cohort children in P. 5/6/7.achieve appropriate level in literacy and numeracy

20% increase in number of children in P.5/6 cohort achieving appropriate level in reading writing and numeracy

Consistency of pedagy in the teaching/assessment of reading

Use of rigorous tracking system for interrogation of data.

Standardised testing Professional dialogue Dialogue with pupils/parents SLT monitoring of curriculum

plans Learning walks

2.To engage all stakeholders in a bespoke curriculum for SPS with a focus on BGE and DYW.

Increased delivery of bespoke curriculum from all stakeholders with emphasis on technologies and science.

Involvement in STEM project with Strathclyde Uni

Increase in the % agencies / parents / stakeholders delivering our curriculum compared to 17 / 18

Pupils have a greater knowledge of the local community linked to BGE and DYW

3.To improve children and family’s health and wellbeing, enabling increased engagement in learning. X

Increase the % of families who are involved in learning in school and tin the community.

All staff are aware of vulnerable families through use of data and have appropriate interventions in place

% of families involved in learning has increased.

All staff know SIMD / PEF / FME status of pupils they work with and put appropriate interventions in place for engagement in learning

4

Operational Improvement Planning (Action Plan) for Establishment: Session: 2018/2018

Strategic Priority 1: ___ To raise attainment in literacy and numeracy with emphasis on pedagogy. To close the gap for underachieving cohorts of children in P.5/6 in reading, numeracy and writing

National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership


Parental engagement


School improvement



1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalized support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing








Key Actions (How) *Lead Person *Timescale *Comments

Identification of the most vulnerable cohorts of children from p.5/6 in reading, writing and numeracy Joyce Crighton DHT

May/June 2018 reviews in Oct 2018 and March 2019

For cohorts of identified children 20% will achieve appropriate level in reading

Tracked in Sept, Feb, May

5

writing and numeracy

Natalie McDade and SLT

Amendment of tracking system to monitor the attainment of non-PEF children in P.5/6/7. SLT August 2018

All staff engage in tapestry. Emmi Searle and Sharon Kelly Sept 2018 + 4 liaison meetings

Strategic Priority 2: __ To engage all stakeholders in a bespoke curriculum for SPS with a focus on BGE and DYW.

6


School leadership


Parental engagement


School improvement












Unpack the benchmarks in Science and technologies. Craig Martin and Carol Scott November 2018Review of science and technologies curriculum, linked to assessment and planning. All staff Feb 2019To engage in Strathclyde University STEM project – Vertically Integrated Project Craig Martin and Carol Scott

Strategic points throughout the year TBC

Achieve digital school award Mark Allen acting PT June 2019

7

:

8

Strategic Priority 3: To improve children and family’s health and wellbeing, enabling increased engagement in learning.


School leadership


Parental engagement


School improvement












Implementation of revised SLC staged intervention framework. Jane Hall DHT August 2018Professional judgment based tracking of health and wellbeing across the school DHt SLT Sept 2018

9

Review of current home learning strategy. HT SLT May/June 2018In consultation with all stakeholders design our revised family learning strategy.

Headteacher, Parent council, pupil council, all staff. September 2018

Use of online journals for tracking early years attainment and achievement. Joyce Crighton DHT Sept 2018Review of communication diaries to fully incorporate family learning. HT SLT Oct/Nov 2018

Establishment Maintenance Improvement Planning Session: 2018/201910


School leadership


Parental engagement


School improvement











Strategic Improvement Planning for Establishment Session: 2018/2019Pupil Equity Fund OverviewAllocation: £ __60,000_____________

11

National Improvement Framework Key PriorityClosing the attainment gap between the most and least disadvantaged children.

Contextual analysis (what is the gap?):

Stonehouse Primary School is a school in a rural area of SLC. The current mainstream role is 220 over 8 classes. Our 3 ASN classes have a total role of 28 and our nursery class has 30 children attending the morning session and 20 in the afternoon. We have 12 members of teaching staff, 4 Early Years practitioners, 9 support staff and a Senior leadership team consisting of a PT, 2 x DHT and Headteacher. Of our 220 mainstream children 34 are FME, of our 28 ASN children 10 are in receipt of FME. 61 mainstream children live in a home within SIMD 1-3 and 12 ASN children live within the same lowest 3 deciles. These children are present in all stages and classes.We recognise that other children in primaries 1-3 may be FME but parents see no reason to claim as lunches are free anyway. We are also aware that some children within our lowest SIMD catchment are in actual fact living within relatively affluent families. 20 of our children have significant attendance deficit; of these children 70 % are FME.

In terms of the attainment gap, children are less likely to meet expected CfE levels within our FME cohort in literacy and numeracy. In addition teachers report a lack of engagement in learning for many of these children and their families. As demonstrated in the table below, careful analysis shows that children in receipt of free school meals are significantly underperforming compared to the rest of the school.

12

Attainment May 2017 (Children reaching appropriate CfE levels)Maths Writing Talk/List Reading

Whole School 78% 74% 89% 77%

FME 47% 41% 68% 59%

Whole School excluding FME 84% 80% 93% 80%

National Improvement Framework Key Priority:Closing the Attainment gap between the most and least disadvantaged childrenContextual Analysis: (What is the gap?)

Organiser Specific Intervention

Literacy Learning & Teaching 23 Additional teacher Monitoring of attainment data

HWB Family & Communities 40

Intervention Theme

Type of Intervention

Number in Targeted Group

What Will You Measure and Track to Evidence Impact?

Evaluative Statement (End of Program)

Teaching Staff (additional)

Teaching Staff (additional)

EY on line journals. Review of home learning stategy.Staff familiarisation of Staged intervention.

Parental feedback. Monitoring / evaluating .Confident staff use of staged intervention

13

Documents

· Web viewCurriculum and Quality Improvement Service Contents Establishment 3 Year Improvement Plan Overview Establishment Strategic Improvement Plan Establishment Operational Improvement