SCHOOL IMPROVEMENT REPORT AND PLAN

School: Ullapool PrimaryHead Teacher: Eva FaberDate submitted: August 2017

School Vision, Values and Aims: Ullapool Primary School 2017/18To prepare and equip our children for the wider world,

byworking together with our wider community to fulfil our potential.

Our vision is to provide a happy, healthy, safe and nurturing environment for our young people and staff

Our Aims are to have happy, supported, secure, resilient children who can operate within an ever changing environment both within and out with school. To empower children to build on their strengths, identify their development aims and become the best they can be. To value every individual, celebrate their strengths to support their needs and to work alongside parents, building an openness and trust with a shared responsibility for education and wider development.

Our Values are to promote

Kindness Enthusiasm for life Responsibility Respect Equality DiversityFairnessJustice

Resilience Politeness Celebration of strengths and achievements in all areas A supportive and safe environment

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Encouragement Honesty Positive attitude Can-do approach Individuality CaringFriendship Creativity

Challenge Confidence Success Enterprise Good citizens Curiosity

These were written following consultation with staff in 2017Summary of Improvement Report/Plan engagement process:

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

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Participants Engagement detailsTeachers and other staff

Collegiate meeting on SIP on 30/05/17Staff session on self-evaluation of QI 2.3 and 3.2. on 06/06/17Data analysis and staff discussion/planning of Pupil Equity funding 28/02/17Future planned dates

Parents Parent Council Meeting to discuss Pupil Equity funding on 24/04/17Parent Council meeting on 02/03/17 to discuss SIP and PEFFuture planned dates

Pupils CommitteesVolunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Playground developmentFeteBroom Power

Future planned dates specific to SIP 16/17 and 17/18Other partners Rangers john Muir

Litoral art

Associated Schools Group

14/09/16 Work with all HT colleagues to plan ASG moderation INSET23/09/17 ASG moderation INSET training all staff04/05/17 Inset all staff to look at TLC and Feedback/assessing WritingASG HTs PEF funding discussions 28/04/17 and 12/05/1719/09/17 ASG INSET Assessment within BGE – a TLC approach

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

Context of the school: Ullapool Primary currently has 134 pupils. 90 pupil in four English classes and 44 pupils in three Gaelic classes. There are two Nurseries with 18 pupils rising to 22 in Gaelic and 4 rising to 8 in English. Our catchment covers a large rural area extending North West to Achiltibuie for GM, north to Ledmore Junction and south to Breamore Junction and around Lochside. We currently have 8 pupils on Free School Meals. We have a number of pupils with additional support needs (ASN):13% at Level 1, 10% at level 2, 5% at level 3 and 3% at level 4 with 1 pupil on a Child support plan. In total our additional support need is 31% of all pupils attending both school and nursery.

What have we done to close the attainment gap?6 Differentiated Support - Provide focus and support, targeted to learning needs :- Using teacher assessments and working with partners we have identified pupils with additional support needs and have updated our Additional Support Needs information. A number of pupils have been diagnosed with Autism and their needs have been identified and planned for to ensure they achieve their potential.

-Staff have received training in English as an additional language and Makaton to help communicate with children who have a communication need

1 Early intervention and prevention - Improving Early Learning :- We recognise that we need to build secure foundations in the Early Years and have started to look at emerging literacy at early level and will be continue to develop this during 17-18 session through the Literacy Network.

2 Social and Emotional wellbeing - Where we identify the need for enhanced transition we liaise with appropriate partners to ensure a smooth transition

8 Employability and skills development - We have started clubs to challenge and introduce pupils to a range of new activities

-We have started committees to involve pupils in the running of the school and developing their ownership of the school and community.

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9 Engaging beyond the school - We have a number of parent- led after school clubs. Football for P1-4 and P5-7 weekly

3 Promoting Healthy Lifestyles -We run Bikeability for P5 and P6 pupils

7 Using Evidence and Data -Pupil attainment and progress data for early and first level is good; there is a need to continue this progress across to second level. However our tracking indicates children with ASN and CCFs are more at risk of underperforming in CFE levels of attainment.

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?

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

Staffs at all levels have started to engage positively in self-evaluating the work of the school through the use of collegiate time.

Analysis of tracking data by Head Teacher and Quality Improvement officer has

Staff evaluations of practice using HGIOS4 starter activities and questions are starting to highlight areas for further development in learning and teaching.

Next steps are being identified by senior management team.

Pupil exclusions and classroom disruption has

We need to develop further the mechanisms to consult with stake holders and implement methods to show how their views inform change and improvement.

We need to become more rigorous in self-evaluating as we go through the year, by having focus groups to analyse data and identify next steps for improvement in Literacy and numeracy.

A self-evaluation calendar will be put in place to review the impact on learners.

The data collected will be used to populate risk matrix. This analysis will help to close the attainment gap.

Behaviour policy will need to be updated by all staff and pupils and

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identified a need to focus on improving the Health and Wellbeing of pupils and teachers.

Self-evaluation by Head Teacher has identified a need to improve behaviour management in relation to additional support needs.

The school self-evaluation calendar will focus all partners on the need to look inwards and outwards.

Staff have begun to work collaboratively with associated school group school teachers to moderate teacher judgements of writing.

Some tracking data is starting to be used effectively by Head

impacted on all pupils and teachers

Child Plans have identified behavioural needs and the need for teachers to develop knowledge of ASD and strategies to support children.

Risk matrix indicates that pupils with Additional support needs are not achieving in line with their developed ability.

Triangulation of evidence gathering for self- evaluation will start to bring together the views of different stake holders and inform our improvement agenda

Moderation with partner schools has increased teacher confidence in making judgements of writing.

Writing samples were judged much more accurately by end of session and variation of level had reduced significantly.

shared with parents. Allocation of pupil support

assistants to be reviewed by Additional support manager in August to reflect fully our present needs.

Pupil Equity funding to be used to employ a teacher for part of the week, to support teachers to develop strategies to support pupils with behavioural and emotional needs.

PEF teacher to increase teacher knowledge and help to track and monitor progress of identified pupils.

PEF teacher to meet with Head Teacher and ASN teacher to review needs and identify next steps.

Staff development will focus on key areas and be in line with raising attainment and closing the gap.

Pupil Equity funding will help to drive this development forward by enhancing teacher skills and knowledge.

We need to use the information gathered through moderation and assessment of writing to track the progress of learners and analyse the data to close the attainment gap.

SSLN levelling will used to ensure consistency. Levels of pupils will be entered into Risk matrix and tracked

Levels and variety of writing to be sampled by SMT and data to be shared with teachers

A good practice guide will be developed with the help of the QIO

Teaching and learning community

(PEF)

Additional Support Needs

Scottish survey for Literacy and Numeracy

Senior Management Team

Quality Improvement Officer

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ELC 1.1

Teacher to identify, plan, monitor and evaluate learning interventions and address barriers to learning

Parents have been involved in Self-evaluation meeting and have identified the need for better communication between home and school in relation to learning.

Parents would like more information on curriculum standards.

EYESO have identified need to look at HGIOELC in detail

Planning has been fine-tuned to focus on skills rather than activities

Weekly plans posted on Website and showing coverage of skills and activities.

Information gathered will focus Learning and teaching developments and will link with Continuous Professional developments for all staff.

New methods in communicating learning with parents are being developed. Parent nights and work shared with parents will be the focus.

Parental workshops to develop curricula knowledge are being planned. Pupil Equity funding will help to deliver these by providing greater expertise in Literacy and supporting teachers

EYPs to use started questions toevaluate provision

EYESO have monitored planning

Parental feedback very positive and

(TLC)focus within the Associated School group in 2017-18 will help to increase knowledge of teachers. The focus of planning key assessment tasks and placing assessment at the heart of teaching will help to make the tracking and monitoring process more rigorous.

Benchmarking will be used to assess Curriculum for excellence levels

Data collected will be analysed by teachers

New pupil profiles will develop and extend communication between home and school and inform parents of next steps.

Emerging Literacy development will help teachers to hold information evenings to improve parental understanding of subject

EYESO providing CPD on 26th September

Planning to be developed further in line with Authority developments and new procedures.

Early Years Education Officer (EYESO)Early Years Practitioner (EYP)Continued Professional Development (CPD)How Good is our Early Learning Centre (HGIOELC)

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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?

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

Teachers are engaging positively in updating a school vision/mission statement.

Parents are aware of school vision but need to engage further in developing it.

Pupils need to become involved in developing school vision.

The teachers are aware of an improvement agenda by having engaged with HGIOS4 starter questions.

Self-evaluation by whole

A revised school vision statement, values, has been shared with all staff and parents and discussed.

Teachers have engaged positively with restructuring planning to improve outcomes for learners

A teaching and learning

Review school vision to include all stake holders.

Have clear statements and expectations for implementing school vision and improvement plan.

Share revised vision with wider parent body.

Display vision and engage teachers, pupils and parents in updating it regularly.

Incorporate school improvement agenda into working time agreement.

Include practitioner enquiry and research as part of continuous improvement.

Identify times in the year to self-evaluate improvement agenda by making use of self-evaluation calendar.

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staff identified a need for planning to become more structured and show progression

Head teachers within ASG identified a need to ensure rigorous assessment in writing

School improvement and development work is increasingly being led by a greater number of teachers.

Teacher competencies are being matched to school improvement needs.

Closer work between teachers and early years practitioners has helped to improve understanding of progression from nursery to P7 in writing.

framework produced collaboratively with teachers has helped to map out Experiences and outcomes.

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Moderation exercises were used to promote a shared understanding of a level across all stages 3-18.

A portfolio of work is being produced by the partner schools to exemplify the standards.

Principal teacher has lead on emerging literacy and has developed the skills in Nursery.

Planning has been developed by another teacher.

Whole school staff meetings and In-service days have provided good discussion and brought nursery and school staff together.

Head Teacher to plan forward planning meetings with all teachers to ensure planning is showing progression through the school. Head Teacher to look at differentiation shown in planning and build into collegiate sessions.

All teachers to look at progression pathways regularly to ensure full coverage of experiences and outcomes.

Use benchmarking to assess children’s levels across all areas and SSLN guidance for writing

Further develop moderation across other core areas and produce further portfolios of assessed pieces of work/snapshots.

Use (TLC) to focus on producing rigorous assessment of a level

Further development in emerging literacy for Early and First level teachers by Authority training.

Teachers to develop skills and ensure teaching matches needs of pupils.

Collegiate sessions to share practice with upper stages.

Emerging literacy training to help close the attainment gap in literacy at lower stages.

Early level classes will help to develop skills and knowledge for Early level.

Continue to share practice across school and ASG to develop peer/self-assessment using both ‘How good is our school’ (HGIOS 4) and ‘How good is our early learning centre’ (HGIOSELC).

Plan whole school assessment and moderation meetings as part of the working time agreement calendar.

(Scottish survey of literacy and Numeracy)

Teaching and Learning Communities

(Associated School Group)

How Good is our School

Quality Indicators from How good is

How are we doing?What’s working well

How do we know? What are we going to do now?

How would we evaluate this

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

for our learners? (what are the features of effective practice in our school?)

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

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

QI using the HGIOS?4/HGIOELC six-point scale?

2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

Most learners know what they are expected to achieve in lessons.

Learners are beginning to be given more active tasks which engage them more.

Learners are part of the planning process.

Most children enjoy their lessons. They respond well to active learning opportunities.

Collegiate planning in interdisciplinary learning is promoting discussions about progression and learning intentions

Progression pathways have started to be used in interdisciplinary learning

Learning intentions are being displayed in some classrooms.

Visual timetables are helping to focus pupils on their learning.

Pupil voice is starting to be heard through pupil council and surveys.

Active learning is being promoted and learning outcomes are improving in mental maths in the lower school.

Teachers have shared resources and activities to promote learning across a stage.

Planning has been more focused on covering experiences and outcomes, however after evaluating our IDL (Interdisciplinary learning) plans a new 3 year plan has been developed to ensure progression is improved

Learning intentions and success criteria need to be consistent across the school.

Profiling will help to focus the teacher and pupils on learning conversations and next steps.

Emerging literacy developments will help to promote active learning

Phonological assessments will identify needs.

Developmental overviews to be used to identify gaps and inform next steps

Good practice guides to be created and displayed in classrooms to be used by as a checklist by pupils, peers and SMT on learning visits.

Numeracy focus will rekindle active methods in teaching maths and link to self-improvement calendar.

Learning visits by HT will focus on pupil engagement with specific focus on literacy and numeracy.

Collegiate planning to be in self-evaluation calendar and WTA Forward planning discussions with Head Teacher will identify key questions and use of resources to promote engagement of pupils.

Children’s interests to be reflected in the planning. Visual displays of mind maps/brainstorming to be in classrooms.

Pedagogy to be discussed identified at planning stage.

Forward planning meetings to

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Working time agreement

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Teachers are becoming familiar with benchmarking to assess their learners.

Teachers are using diagnostic numeracy assessment tasks bi-annually. Initially to assess baseline and then to monitor progress.

Moderation of writing levels within ASG have helped to ascertain rigorous levels using SSLN tool.

Our teaching takes place in

Use of benchmarking has helped to populate our summary of performance and progress for pupils.

Numeracy assessments have helped to group children accurately.

Teachers have been more secure in assessing writing.

Pupils are given

ensure pathways are being followed and progression of experiences and outcomes are meeting and matching children’s needs.

Pupils identified through Risk matrix analysis to be tracked through the year

Benchmarking for numeracy and literacy to be used for tracking pupils effectively and rigorously.

Teachers to engage in analysing AFE/Incas/SNSA data on a regular basis to identify needs and next steps. Time to be built into WTA calendar.

Risk Matrix to be updated by teachers with CFE levels, SPP, ASN needs and EAL through year as children attain level.

Assessment calendar to be put in place and link with self-evaluation calendar.

Key assessment tasks to be built into forward plans.

Profiling to be used to engage in learning conversations and identifying next steps.

Numeracy assessments to continue and be used to track and monitor progress across the school.

Look at numeracy groupings and correlate with INCAS tests

Data to be incorporated into risk matrix

Further work on assessment is planned across ASG. TLC to have a focus on placing key assessment tasks at the heart of planning.

Outdoor learning will become more of a feature with the arrival

AfE InCAS is an innovative, computer-adaptive assessment designed to help teachers in Scotland understand each individual child’s development and inform personalised learning./Scottish National Standardised Assessments

Curriculum for ExcellenceStudent Performance profileEnglish as and Additional language

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a range of environments taking advantage of our location and opportunities in our local community

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Additional needs are identified by teachers and meetings take place with Head Teacher to discuss further interventions.

opportunities to access learning experiences in a range of environments planning for breadth and depth.

Participation in Authority lead and national competitions enhance their learning experience.

Our pupils engage well with events in our local community contributing to the life of the village

Additional needs matrix has been updated and children have been identified.

Child plans have been updated and written

Referrals have been made to appropriate agencies

of our outdoor classroom. Effective use of outdoor learning

to be developed through CPD linked to Ullapool High school.

Use of local surroundings to be used to develop outdoor learning further through the ‘Broadening Horizon Project’

Entries into competitions to be included into IDL planning and forward planning.

Extend community links through our community links committee. Committee to identify next steps

Regular monitoring and tracking of pupils with additional support needs to be implemented by teacher, Head and ASN teacher

Analysis of risk matrix by all teachers

Child plan meetings overview to set dates for meetings and reviews.

PEF funding to be utilised to support pupils with additional support needs in devising appropriate intervention strategies for teachers.

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?

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3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

The physical environment of the refurbishment has had a very positive impact on the infants and the delivery of their curriculum and promoted HWB

Support offered to pupils with ASN and the wider pupil body has also improved through the new kitchen/break out rooms.

We have created a sensory room environment.

The introduction last year of the Daily Mile has widened pupil opportunities for daily exercise and has had a very positive impact on pupil mood and stamina.

All staff have had Makaton, Child Protection training and pastoral notes training

Most staff have attended some Autism information events.

Some staff have had specific Autism training

Infants have been able to access more free play and regular cooking is taking place for all ages and stages

New open plan gender neutral toilets in infant section has promoted good behaviour and fostered better hygiene.

Better outcomes for pupils with ASN pupils with behavioural and emotional needs.

More children using sensory room as a calming environment. This is being timetabled into individual timetables.

Pupil feedback indicated that they enjoy and engage with daily mile.

Pupils feel fitter! Positive parental feedback in

surveys

Pastoral notes training has helped in recording and monitoring pupils notes

Raised awareness of ASD has improved outcomes for pupils with Autism and helped to identify pupils with specific needs, leading to child plans and diagnosis.

Continue to develop the use of the physical environment within the new build to impact positively on the curriculum and support offered to pupils with ASN and the wider pupil body

Furnish and equip areas to support ASN pupils.

Allocate PSA time to support pupils with emotional and behavioural needs.

Use PEF to develop areas and access training in developing nurture groups.

Continue with daily mile and monitor and track pupil performance through surveys and pupil performance assessments. PE teacher to help monitor health and wellbeing of pupils.

Continue to use pastoral notes and ensure teachers are recording pupil incidents by raising expectations and monitoring during HT and teacher conversations.

Regularly refresh child protection training and ensure all staff are familiar with procedures.

Further develop knowledge of SHANARRI with staff and pupils to support ASN needs.

Work with ASN teacher to extend knowledge of GIRFEC and the UN convention for the rights of the child

PEF to support more teachers in developing strategies to help children with ASD.

PEF to be used to increase knowledge of ASD through professional development byEducational Psychologist.

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Pupil Support Assistant

The eight wellbeing indicators are commonly referred to by their initial letters - SHANARRI.Getting it right for every childUnited NationsAutism Spectrum disorder

Ullapool High School

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The ASN teacher works with identified pupils focusing on a range of social and emotional needs; including emotional literacy, resolving conflict, making choices.

All children have equal opportunities and equal access to all areas of the whole school curriculum and extra-curricular activities.

Assemblies and the House system, are used effectively to encourage everyone to engage in good behaviour and effort.

Parental involvement in providing after-school clubs supported by Active schools co-ordinator.

Teachers provide clubs

Good partnerships with local ranger service, SNH, Scottish wildlife trust and others

We have developed our committees and now have

o Pupil Councilo Eco-committeeo Community linkso Mediao Ilse Martino JRSOo Fairtrade

o Sports Council.

Early transition programme has been put into place for P6.

Pupils attending UHS with ASN teacher and CSW.

Children’s achievements within school and out with school are acknowledged and celebrated in assemblies

Certificates given out at each assembly promote good behaviour and effort.

Final year assembly presentations for achievement and citizenship as well as house shields promotes good behaviour and reinforces the four capacities

Pupils have a wide range of extra-curricular clubs and activities. Parents run after-school football for P1-4 and P5-7, shinty, Badminton, P1-3 Multi-sports club, Kayaking and Hockey

Netball club in run at lunchtimes once per week.

Sports council/committee has been set up.

Partnerships increase learner opportunities, pupil engagement and enjoyment, and ensure pupils access local resources e.g. John Muir

Committees have improved community links and communication by reporting in local press and radio

Committees have increase pupil voice

With the help of the ASN teacher HT to create an annual child plan overview.

Develop understanding across school of children’s rights and wellbeing indicators by signing up to the UN Schools campaign network.

Start to track achievements across school by recording certificates issued.

Develop pupil responsibilities through committees and focus groups to encourage positive relationships and behaviour.

Continue to support activities and track achievements for learners

Track participation to look at inclusion

Support teachers wishing to develop other activities.

Continue with afternoon skill based clubs on a weekly basis

Continue links with partners and incorporate them into our annual calendar to promote IDL planning around activities.

Track and monitor activities Continue with committees and ensure

pupil choice through development of action plans for each group.

Committees to be aware of cross-over links

Children support worker

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The school website has increased communication between school and home.

Learners are aware of global issues in relation to creating a fairer society

More parents following website and facilitating communication.

Parent Council Facebook page increasing communication

Adoption of Fairtrade uniform

Purchase of Fairtrade footballs promoted by Fairtrade committee

Develop the use of the website to give pupils and parents an opportunity to comment.

Set up a blog

Extend knowledge of global issues and work towards seeking FairAware award.

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?

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3.2 Raising attainment and achievement Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

The majority of pupils are working within the appropriate level for their age. However there is potential for some pupils to achieve more.

Performance at general maths is inconsistent across the school with younger pupils making expected levels of progress but older pupils not yet performing to their potential.

There is a substantial drop in performance in numeracy as pupils move through the school

Performance in literacy is more consistent across school

Clubs and committees have developed skills and reflected children’s interests.

Termly performances within community to promote Gaelic and help develop confidence in learners.

Visits to local Old people’s homes promote community

AfE (INCAS) data analysis for 2016-17.

Reading attainment at P7 is consistent with developed ability.

Maths at P3 is above developed ability scores by 9%

CFE data analysis in P1,P4,P7Numeracy levels are between 77% and 79% at P1 and P4 but drop to 52% in P7

At P1 and P7 results are better. 77% achieving the expected level at P1 and 88% achieving in in Literacy.

Risk matrix school data and Pupil Equity tracking and analysis

ASN Child Plans

Parental feedback in surveys.

Pupil comments in end or year report.

Increased numbers in Gaelic medium

Further develop the use of Risk Matrix and enter relevant data for literacy and numeracy using phonological and numeracy assessments.

Use SNSA and INCAS data to compare with teacher judgements.

Look at trends and patterns over last 3 years.

Discuss with teachers specific trends in achievement in literacy and numeracy

Raise attainment across the school in maths and numeracy with particular regard to second level.

Set up working groups in numeracy and literacy to develop key assessment tasks and moderate levels

Track identified pupils in literacy and numeracy attainment. Use PEF to help identify needs

Numeracy focus group lead by Head teacher to create action plan to raise attainment in general maths.

Literacy focus group lead by Principal teacher to create action plan to raise attainment in writing.

Collate Child Plan information across the school on Risk matrix, to see patterns of need

Identify learners who require specific intervention through risk matrix (RAG) and track their progress.

Use benchmarking to track pupils across school.

Continue to develop clubs and extend variety to develop a wide range of attributes and skills in learners.

Identify skills across committees to be targeted and developed

Continue to support Gaelic within the community

Continue to develop and extend

3Data base for analysing pupil attainment

Red Amber Green

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FOR ELC (delete if not applicable)3.2 Securing children’s progress Progress in

communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

Ensuring equity for all children

links and develop confidence in learners.

Developmental overviews are demonstrating good progress in ELC

Good transition programme with nursery sharing practice

Use of buddy system helps senior pupils to support P1

Emerging literacy across early level has been developed through input by PT

Words up Level 1 has been delivered

Continuing good practice in developing numeracy

Profiles detailed and well communicated with parents

We have identified ASN needs early and have been able to process them effectively

Learners benefit from positive feedback and working with Key workers closely

Information from developmental overviews shows progression and better focus on learning

Care Inspectorate award 5 October 2016

Children move seamlessly into P1 and settle quickly

Both P1s and P7s give positive feedback

EYPs have developed more knowledge and skills relating to emerging literacy skills

Learners have developed skills relating to early numeracy.

Use HLP to help plan numeracy activities

Parent feedback is positive

Effective use of agencies and diagnostic tools where required to assess ASN needs

community links

Share overviews more extensively and use them as a planning tool in P1 to set next steps

Continue to use overviews and share more frequently with P1 teachers especially in new early level classes.

P1 teachers to develop knowledge of learning journeys as an assessment tool.

Develop a progression framework of skills across Early level in literacyAssign an EYP to literacy

Continue to use buddy system next session

Continue to develop Early literacy skills

Attend Word Level 2 training

Assign an EYP to numeracy HT to work closely with Nursery on

numeracy development Revisit CPD document on numeracy

progression

Set up a calendar for visits by parents to nursery, to ensure EYPs can talk to parents about the progress of their child.

Continue to work with agencies to assess ASN needs

New Health visitor has been appointed Visits to be scheduled

Quality Indicators How are we doing? How do we know? What are we going to do How would we

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

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

have of positive impact on our learners?

now?

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

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

2.2 Curriculum: Theme 3 Learning Pathways

Curriculum Rationale and framework in place, developed collegiately by staff for the new session. Experiences and outcomes are identified and covered.

Staff and pupils to work together to create the Teaching and Learning Framework setting out our pedagogical view of effective practice

Key to our framework is the use of Curriculum Partners to help deliver our curriculum, the central role of digital technology to enhance learning and teaching and the creation of pathways to encourage wider achievement in sports, dance, outdoor learning, leadership skills

Our curriculum framework has involved better collegiate work in planning. The need for clear progression has been identified by teachers.

Pupils to create a ‘checklist’ of features that make up a ‘successful’ teacher and learner that is used in our T & L framework

Set up surveys and monitoring exercises to identify whether pupils enjoy and engage well with learning.

Planning indicates good use of local partnerships e.g, Active Schools, An talla Solais, Broom Power, Ranger service, Wildlife trust etc. Staff are increasingly involving partners in their planning process

3 year IDL plan to be used rigorously to ensure that all Experiences and outcomes are covered.

Forward plans to be reviewed by HT and teachers together to identify progression across the school

EYESO and HT to look at Nursery plans

Collegiate sessions in annual calendar to be used to review IDL planning and progression pathways.

3 year IDL plan to be reviewed in Summer 2018

Review our framework in Summer 2018

This will be evidenced by pupil feedback, learning reflections, reviews and snapshots to be reviewed termly

Produce a calendar of activities to incorporate into planning.

IDLs to be planned to incorporate activities to ensure coverage and progression

Review impact of activities summer 2018.

Discuss and ensure that teachers

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Planning formats across the school developed to include pupil interests

Whole school subject frameworks supported by other resources e.g. Highland Numeracy framework, need to support children and young people to build on their prior learning and ensure appropriate progression for all learners.

To develop our processes for profiling - Learning Journey folders . To develop children’s awareness of themselves as learners and support them to recognise the skills for learning, life and work.

To develop a continuous reporting processes using Learning Snapshots in literacy and numeracy that is effective at providing parents and pupils with ongoing assessment of progress

To continue to develop teacher competence in L1+2. One more teacher trained in L2 French bringing total teachers able to teach French to 4. More GLPS training undertaken by 3 teachers to be continued next session. All English medium teachers will be trained by next session. CCR teacher and P1 (PT) are fluent in Gaelic.

Collegiate planning to be used to review good use of pupil input with regard to IDL planning.

Profiling system to be started in August 2017

Profiles to be shared with pupils and parents.

To engage with parents and achieve a high level of parent comments in profiles

English classes are reaching a good standard of Gaelic and the language is being embedded. Ullapool High School report greater uptake of Gaelic by S1.

Visiting Feisean tutors always impressed by competence.

understand how pupils can input into IDL plans and identify how this can be reflected in plans.

Look at how best to profile pupil progress and have learning conversations.

Develop Key assessment task in line with Authority framework

Use TLC to help develop Key Assessment tasks

Use Key Assessment tasks as part of profiling and communicating with parents

Review process in June 2018

Emerging Literacy programme to support profiling

Increase parent knowledge across literacy and numeracy through show case afternoons

Develop home link activities and resource packs for Literacy and Numeracy

Use PEF funding to resource home-school link packs

Continue to train 3 teachers in GLPS and incorporate more Gaelic into whole school environments.

Bilingual outdoor programmes being delivered by Broadening horizons.

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2.7 Partnerships – theme 3 Impact on Learners

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

Parent-led after-school football clubs are very well attended.

Parental support for maintenance of premises

Parents have successfully received funding from a number of sources to develop our playground. Pupils and parent participation has been very high

Funding has also been secured to develop work in Gaelic and English outdoor education

Funding has also been secured to do work on recycling and environmental art projects

Parental involvement in Bike- ability and Hi-viz jackets promoting safer routes to school

Strong and supportive parent council

High levels of pupil participation, including girls

Weekends developing and tidying the playground have brought in families and children.

Parent council involvement has increased and projects have been developed in conjunction with them and the wider parent community

Outdoor education is being promoted by parents and children

Linked with Eco-committee to enhance our environment and raise children’s awareness

Parents lead and run bike -ability and supervise and purchase hi-viz jackets

Parent Council attendance has risen year on year

Parent feedback/ evaluations have increased with 90% of parents responding

Continue to support parents in delivering clubs by providing premises

Link up with Out of School co-ordinator

Use local facilities like Ilse martin to develop social studies and learning for sustainability

Audit partnerships to identify strengths and future developments

Continue to encourage parental involvement in school grounds and extend families attending

Build an outdoor classroom and develop outdoor education.

Develop the resources in the playground to ensure high quality play at playtimes. E.g. new trim trail, clamber stack as of August 2017

Broadening Horizons project to be delivered in September 2017 to promote outdoor education and increase teacher confidence in using new facilities.

Eco-committee to lead on promoting recycling and sustainability

Continue to support parents in delivering bike-ability by assigning a teacher to co-ordinate delivery

Reach out to other parents and get them involved in supporting developments

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