Sc ip 2016 17 final

Draft v1

Stronsay Junior High School Improvement Plan 2014-2017

Strategic Priority 1: Development of the Curriculum for Excellence

Strategic Priority 2: Continue development of Self Evaluation across the school

Strategic Priority 3: Development of Leadership across the school

Strategic Priority 4: Continue the development of Support for Learning for all learners throughout the school

Strategic Priority 5: Continue the development of the Nursery provision

2014 -17 2016/17

Refinement of ScIP. Stronsay Junior High

School

SCHOOL IMPROVEMENT PLAN

Stronsay JHS School Improvement Plan 2014-17 Page 1

Strategic Priority 1 Learning Outcomes All children successfully experience the four capacities.

All children undertake a broad and balanced curriculum based on the CfE E’s and O’s

Pupils are appropriately prepared to undertake national qualifications

Pupils’ progress is effectively tracked and targets are used to develop next steps in learning.

Continued development of the Curriculum for Excellence Outcomes

Implementation Strategies Time Scale Lead /Staff

involved

Resources

QI’s

1.1

Explore and develop the ‘curriculum

architecture’ at each phase and stage,

ensuring continuity and progression

across stages and transitions (early

years, primary, BGE, Senior Phase and

post-school destinations.

Staff to continue to refine and embed courses in S4, in line

with latest advice from SQA on the implementation of new

National Qualifications to ensure the most effective support

for the learners.

In 2016/17, SQA has published Understanding Standards

documents for each subject. These outline the changes in

individual subject course content and changes to a course’s

assessment. A key task for this coming year will be to

implement these changes.

We will also be embedding immersion days and investigating

future funding to allow the students to access the lunchtime

support group. Both of these strategies reduced stress and,

on occasion, resulted in raising the attainment of a cohort.

New courses are also being developed to meet the individual

needs of learners. This year, National 5 Cake Craft, National

4 Physical Education and Lifeskills Maths were added.

Future changes to the assessment of National Qualifications

will be implemented once guidance is received from SQA.

(2018 examinations)

August 14

onwards

All secondary staff

WER

2.2

2.3

2.6


Review the timetable to optimise the learning experiences of

learners across the school.

Revise timetable to ensure personalisation of curriculum as

appropriate in S3 and S4.

Review the transition points for learners focusing on

BGE to Senior Phase

2016/17 Pre-School to Lower Primary

Lower Primary to Upper Primary

Staff ensure their planning (which clearly shows E’s and O’s

covered for Literacy, Numeracy and HWB) is in place for

appropriate stages. All planning will be easily accessible to all

staff.

Staff work in partnership to look at interdisciplinary

approaches to learners’ learning.

IDL’s to be jointly planned/ undertaken and evaluated.

Including the delivery of the Prince’s Trust to S2 to S4. Also

to investigate the ability to offer Duke of Edinburgh.

Programmes developed for 2016/17:

Health and Well Being, November 2016

Children In Need, 18th November 2016

Communication, February 2017

St Magnus, April/May 2017

Expressive Arts staff teach all stages (across primary

and secondary) ensuring continuity and progression.

Investigate approaches to deliver 2+1 modern languages

strategy 2015/16 (Spanish)

2016/17

Primary Spanish to start from week beginning 31st October

August 14

onwards

September 14

onwards

Jan 2016

onwards

October 14

onwards

Sept 2014

onward

August 2015

onwards

August 2015

onwards

HT + all secondary

staff

Senior management

team

HT + all teaching

staff

All staff

All staff

AP

WER

WER

WER

WER

2.4

3.2

2.6

2.1

2.2

2.3

2.2

2.7

3.1

2.2

2.3


for Primary 6&7 pupils. 1 period per week.

1.2

Continue to support staff with National

Examinations, including the mechanisms

of assessment

1.3

Assessment for Learning techniques

embedded across the whole school.

All staff continue to be involved in Orkney Subject Groups,

refining and embedding assessment/verification processes

for National qualifications.

Orkney Subject groups to meet on pm of Monday 17th

October and am of Tuesday 18th October.

Collation of requests for support from SQA through Jackie

Hewitt (SQA Support Manager).

Senior phase management group of 5 schools to work

together to support effective learning opportunities

throughout Orkney, including the use of virtual learning and

VC.

2016/17 Model for Senior Phase developed, with consultation

occurring with staff (October 17th) in response to the

consultation for North Isles teachers, by 18th November to

be discussed at consultation meetings. North Isles offer to

look at how Senior Phase offer could be delivered in North

Isles. Meetings for development timetabled by authority.

Spring 2017, working with DYW Coordinator and college to

investigate how to deliver vocational courses, possibly

through VC and blocked weeks.

Lesson Observations November/ December 2016 focusing on

Aifl techniques. Planning discussions also focusing on the

development of Aifl techniques.

Peer lessons observations with Sanday School staff.

Secondary and primary peer observations to be timetabled.

Oct 2014

onwards

Sept 2014

onwards

Oct 2014

onwards.

All Secondary

Staff

Senior Phase

Management Group

All teaching staff

WER &

Authority

WER &

Authority

2.2

1.3

1.5

2.7

3.2

1.1

2.3

2.7


Outcomes

Implementation Strategies Time Scale Lead /Staff

involved

Resources

QI’s

1.4

To ensure the impact of delivery of E’s

and O’s across the school for:

- Literacy

- Numeracy

- HWB (management of own

learning)

2015/16 To review planning across the sectors to ensure it

consistently provides evidence of effective coverage of E’s

and O’s.

Audits of E’s and O’s across the school. Focus:

2016/17 Numeracy

2017/8 Literacy

The school to embed tracking systems, in addition to PIPS

and MidYis etc, to enable effective monitoring of learners’

progress and thus the setting of meaningful targets in

curriculum areas.

New system developed to allow the effective communication

of tracking information to resident and itinerant staff. This

will be embedded into the school during 2016/17. Data

increasingly used to monitor learners’ progress and develop

appropriate intervention strategies.

Spelling/reading and comprehension age assessments to take

place twice a year. (annually)

Thrice yearly moderation of writing, across the school.

Results from above shared with learners and parents.

(annually)

The school to continue to spread examples of best practice

and embed mechanisms to review and evaluate the delivery of

E’s and O’s, ensuring continuity and progression across stages.

(Links to Sanday School are being developed as a pilot) w/c Joint In-service with Sanday School 27th/28th October

focusing on joint planning and moderation.

28th Nov - Writing: instructions on how to decorate a

Sept 2014

Jan 2015

All staff

PB/BD +

primary/secondary

staff

AK + teaching staff

AK + staff

WER

WER

WER

WER

1.1

2.3

2.2

3.2

2.7


Christmas tree - moderation with Sanday and Eday - share

work on glow (scan?) - work on targets identified from in-

service.

Wed 7/12 - possible VC with Sanday/Eday 3.45 share writing

Tues 10/1 - Jo to Stronsay on ferry

Tues 17/1 - Sanday room 1 (LP) to Stronsay (Kristen too, to

plan with MD for

Tues 24/1 - Sanday pm 2 (UP) to Stronsay

Tues 31/1 - reserve date for above pupil visits (weather)

Thur 16/2 - In-service - Sanday to Stronsay? boat there,

plane back (was discussed but unsure whether possible)

Authority moderation exercise March 2017. In- service in

February linked to National Moderation exercises, plus

additional staff meetings. Primary focus on Writing and DYW,

Secondary on CfE Level 3 Literacy and Numeracy.

Writing moderation workshop – Wednesday 18th January.

GL maths assessment to be continued after the pilot year to

allow staff to focus on strengths and weaknesses either at

an individual, class or whole school level. GL assessment also

being used this year as a tool to identify learners who may

have dyscalculia.

School to purchase new primary maths scheme with support

of SDT. Scheme to be planned and delivered, with support

from time set aside for team teaching.

Continue to develop our knowledge of the National

Improvement Framework and to use one of the focus areas

for 2016/17. ‘Driving Excellence and Equity: Advice on School

Planning 2017/18’ to support the development of our next

three-year school improvement plan.

Review of reporting methods to parents, authority focus.


Outcomes Implementation Strategies

Time Scale Lead /Staff

involved

Resources

QI’s

1.5

To review the delivery of listening and

talking across the school.

Debating Opportunities

‘Show and Tell’ across the school as a speaking and listening

moderation exercise. Follow up activity to identify/celebrate

progress.

Support from SALT to address individual issues across the

school.

2016/17 Authority Guidance on Listening and talking (early

September 2016) .Approaches developed to support L&T.

Recording achievement of a level by June 2017 as part of

whole authority initiative.

Aug 2015/16 Primary + English

staff

SE/MD/WG

WER

2.2

2.7

1.1


Strategic Priority 2: Learning Outcomes Learners actively involved in their learning, and

becoming increasingly reflective practitioners able to

track their own progress and development needs Continued development of self-evaluation across the school.



involved

Resources

QI’s

2.1

To continue to develop and extend pupil

portfolios to ensure all learners

undertake the process on a yearly basis

2.2

To ensure that learners feel actively

involved in the process and can

effectively track and monitor their own

learning.

All year groups, from P1 upwards, produce a portfolio

appropriate to their age and stage and which follows

Stronsay School’s own school format. A member of staff to

join authority reporting and profiling working group 2014/17.

Profiles continually adjusted in line with authority guidance.

Staff to be involved at authority level on development of

profiles and reporting frameworks.

Learners to work with teachers on the best way to set and

meet achievable targets. Teachers and learners work

together as equal partners to ensure learners are fully

involved in the process. Guidelines then cascaded to staff.

Targets to be revised on a termly basis.

All secondary subjects to develop subject-specific targets

for learners in their curriculum areas. 2014/15.

2015/16 Develop/embed meaningful individual targets in

Literacy

Numeracy

HWB.(focus of whole school target to be reviewed

on an annual basis)

WG working with secondary learners to collate targets for

Lit/Num and HWB + subject targets twice yearly.

Oct 2014

Sept 2015

HT/ All staff

HT/All staff

WG

WER

WER

2.4

1.1

2.7

2.3

1.1


2.3

To implement whole school initiative on

HWB with the focus on pupils managing

their own learning/emotional resilience.

2.4

School implements the new guidelines on

PRD and GTCs registration.

2.5

Development of peer observation

2.6

Enhance links with the community.

(Emotional Well-being targets to be developed post training

day)

These targets to be known by all staff as well as learners.

2015/16 Systems developed to track progress

2016/17 Embed and evaluate tracking mechanism.

GTCS online system used.

PRD focussed on GTCS registration

Professional Update timeline for completion

2014/15 teachers with registration years ending in a 9 or 4

2015/16 teachers with registration years ending in 0 or 5

2016/17 teachers with registration years ending in 6 or 1.

Tues 10/1 - Jo to Stronsay on ferry

Tues 17/1 - Sanday rm 1 (LP) to Stronsay (Kristen too, to plan

with MD for 24/1 - KM to observe MD)

Wed 8/2 - Sarah to Sanday on ferry (observe Jo)

Wed 15/2 - Mairi to Sanday on plane (observe Kristen) Similar opportunities to be developed in the secondary

sector.

Share achievements with the wider community.

Continued development of the school blog, further use of

Limpet. Letter writing to residents to invite people to events

etc.

New courses developed for the community/students

including:

National 5/Higher Geography

National 5/Higher Art

National 5/ Higher Biology

Piano tuition

Basic Computer Course

Yoga

Textiles Course

(Resources funded through SDT)

August 2014

August 2015

onwards

August 2015

Aug 2014

All teaching staff

HT/Teaching staff

All teaching staff

All staff + Parent

Council

WER

WER

WER

WER

2.1

2.4

1.4

1.2

2.7

1.3

2.7


2.7 Review of workload

2.8 Production of next three School

Improvement Plan

2016/17 Review workload of all staff to ensure appropriate

level of demand is placed on to staff. Developments are

focused and are at an appropriate level.

To continue to build upon the self-evaluation work begun this

year (2016) within “How Good is Your School 4” and use “How

Good is our Early Learning and Child Care “document within

the Nursery. The information obtained through this self-

evaluation and the information obtained by the evaluation of

present ScIP to be used to inform development of the next

three-year School Improvement Plan which is due to start in

2017/18. (QI’s to be reviewed in 2016/17 are

1.1,1.2,1.3,2.2,2.3.2.4 and 3.2)

To continue to use neighbouring HT’s for self-evaluation/

critical friend

August 2016

August

2016

HT/ Teaching staff

HT/ All

stakeholders

WER

WER

1.4

1.1


Strategic Priority 3:

Learning Outcomes

Delivery of SQA Leadership qualification – dependent

on skills

Provide learners across the school with leadership

opportunities

Progressive development of leadership skills for

learners as they progress through the school

Development of leadership skills across the school



involved

Resources

QI’s

3.1

To continue to embed leadership

opportunities across the school.

(a) To embed present leadership opportunities across the

school

Pupil Council

Fund raising

Sports Leadership

Sports Ambassadors

Debating Competition

Troot in the Shed

JRSO

Bridge Building

Interdisciplinary Days

Play Group Committee

Assemblies

Primary Sports Leaders

XL – Extra Leadership (timetabled sessions in

2015/16 for all secondary learners by trained coaches

Scholastic Enterprise

Health Promoters Project- NHS Orkney

On-going –review

June 2015

HT

All staff

WER –

within and

outwith

school

1.2

3.3


(b) Princes Trust XL scheme introduced in 2015/16 to all

learners in secondary sector.

2016/17 Princes Trust Achieve Programme now in the

second year of delivery. S2-S4 working towards gaining a

Personal Development and Employability qualification

awarded at level 3-5 by the end of S4. Delivered through

the combined teaching approach: Achieve teachers and

subject specific including P.E and Maths.

(c) Staff Leadership opportunities to be reviewed

Professional update

Peer support

Undertaking examination courses

Supporting colleagues with verification

Building links with Sanday School

Collaborative planning for interdisciplinary days and

projects.

Resident staff taking responsibility in HT absence

2015/16 Member of staff undertook training ‘Moving

to Headship’ In 2016/17, opportunities will be

given for Middle Management training.

Two members of staff in 2016/17 are nominees for

their subjects

Community learning opportunities provided by staff

to enhance skills of higher level teaching where

appropriate

June 2015

June 2017

HT/Senior Phase

SQA Nominees

Dependent upon

individual CPD needs

JB and WG working

to end of summer

term 2017 + then

review structure and

delivery. Support

from Princes Trust.

WER

WER/

Support

from

Princes

Trust

1.2

1.1


Strategic Priority 4 Learning Outcomes Children with additional needs make good or very good

progress at meeting their targets.

Children feel actively involved in their learning.

Parents feel actively involved in their child’s learning.

Continue development of Support for Learning to meet the needs of all learners

across the school.



involved

Resources

QI’s

4.1

Effective use of Educational Psychologist to

support learners and to build skills of all staff

to meet the needs of the learners

4.2

To implement strategies across the school to

develop emotional resilience in learners across

the school and ensure they feel they receive

the appropriate amount of support.

In-service day August with a focus on developing emotional

resilience in learners (all staff to be involved). This will be an

introduction to the whole school initiative for 2014/15 and

embedded in 2015/16

Imogen Kerr has developed the following timetable for visits

during 2016/17. These are:

23/8/16 In-service on emotional resilience

10/11/16 Working with specific families and children

8/2/17 Focus to be negotiated

18/5/17 Focus to be negotiated

Two days yet to be allocated.

In-service Day (23/8/16) on emotional resilience led by

Imogen Kerr, including a review of progress so far.

Staff meetings to continue work on emotional resilience

Whole school targets to be set,

Monthly physical fitness opportunities developed for all

learners across the school.

Jan 2015

24th Oct 2014

AK/IK/RB/BD

AK/IK/BD

Supply

costs

WER

2.7

2.1

1.4


4.3

Continue to embed dyslexia-friendly

approaches across the school.

4.4

Review the impact of IEP reviews on learners’

progress

4.5

SfL delivery refined following consultation

with all staff on how they would like the

service to develop.

4.6

To build the capacity of all staff to meet the

needs of learners.

Support for Learning teacher to ensure resource boxes

complete and any further resources bought. Staff meeting

time used to highlight/ reinforce dyslexia-friendly

approaches.

Consider the effectiveness of Child Plan meetings, their

format and their regularity and refine as appropriate. Review

June 2017 of effectiveness/ provision of external agencies

to support learners in our care.

Meetings with all staff at the beginning of term to discuss

any refinements they would like to support the learning of

the pupils in their care. Actions undertaken to meet the

findings of this consultation. Review March 2017

Support for Learning Assistants to undertake the following

opportunities:

17/10/16 Managing Challenging Behaviour

18/10/16 Concentration and Impulsivity & ADHD

Support for learning Assistants Networking

Executive Function & Autism in Girls

6/12/16

Visit by Steve Bunning, studying ways to make playtimes work

more effectively. This to be a focus during this year to

enhance the playtime experiences and thus reduce any

possible trigger points for poor behaviour.

Visits by SALT where opportunities allow for Teaching and

non-teaching staff to develop their skills in implementing

Speech and Language programmes.

Jan 2015

Jan 2015

August

2015

Annually

BD

IK/BD/AK

IK/AK/BD

AK/BD

WER

WER

WER

WER

2.4

2.4

2.5

2.3

1.1

1.2

2.4

3.1


Strategic Priority 5: Learning Outcomes: Children’s experiences are matched to their development stage and interests

Enhance opportunities to build on children’s learning

Children actively involved in the planning cycle, developing experiences and reflecting on their own learning.

Adults continue to document the planning process to make learning visible.

Continue to develop the Nursery

Provision


Time

scale

Lead /Staff

involved

Resources QI’s

5.1

To develop the new Pre-School Outdoor

facilities

5.2 To enhance skills of Early Years

Practitioners

.

5.3

Active involvement of resident staff with Architect, C

Diamond and P Diamond

Training to include

First Aid (24/04/15)

Solihull Approach (10/11/14)

Building the Ambition (10/15)

Studio 3 Training (23+24/9/15)

HT Early Years Course

Prevention of Infection (10/13)

Elementary Food Hygiene (20/9/16)

Video Enhanced Reflection on

Practice (26/02/15)

Early Language Focus (26/02/15)

Further training to be identified with Victoria F during term

2 visit 2016. Including the use of “How Good is our Early

Learning and Child Care” document to evaluate strengths and

areas for development within the Nursery.

Refine and embed administration of medicines record as

recommended by Care Inspectorate

August 2015

August 2016

YW/LW/SE/AK

YW/VF/SE/AK

Staffing

Budget

WER

1.5

2.4


Continue to develop Communication, as part of whole school

focus using parents’ views to aid development and the

continual development of quality feedback.

Development of indoor area to meet the requirements for 2

year old provision ensuring the facilities meet the

requirements for registering with the Care Commission.

August 2016

August 2016

YW/VF/SE/AK

YW/VF/SE/AK

WER

WER

Draft v1

Stronsay Junior High School Improvement Plan 2014-2017

Secondary

STRONSAY JUNIOR HIGH SCHOOL

Self Evaluating timetable across Sectors Calendar of Activities Revised after consultation for the 2016/17 academic year.

2014-17

WHAT WE DO FREQUENC

Y Aug

Sep

t Oct Nov Dec Jan Feb Mar

Ap

r May Jun

Cascading of Tracking

Information to all staff

including spelling and

reading ages, numeracy

assessment, child plans,

MiDYS and PIPs data

followed by staff

meetings to review

information and its

impact on learners’

progress

PIPS

(Primary)

Planned

Programme P1 P

7 P3

P

5 P1

Midyis

(Secondary)

Target Setting

(Secondary)

(Primary)

Review of Planning

including meeting with

HT to discuss

developments

Twice per

year

Reading/Spelling Ages

across Primary and to

S4

New GL Numeracy

Assessment (P1 – S1)


Moderation of literacy

(whole school)

Three times

per session

Monitoring of Child

Plans and associated

review meetings

Sampling views of pupils

and parents

(Attitudes)

Classroom observation

by HT – focus of

observations to be

discussed in planning

review meetings

Once per

session

Resident

Staff

Itinerant

Staff

PRD Annually

Reporting to parents

S4

S1/

2

S3

Assessing progress and

achievement at points

of transition

At times of

transition

(Monitoring and evaluation timetable has been revised subsequently following the staff meeting held on

Wednesday 28th October).