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Education and Youth Employment

St John Ogilvie Primary and Early Years

Improvement Plan 2018 - 2019

Vision, Values and Aims

OUR VISION

At St John Ogilvie Primary our vision is to work together, help and support each other to be the best we can be and reach our full potential.

OUR VALUES

Equality Honesty Inclusion Nurture Respect Responsibility Trust

OUR AIMS

1. To create a safe, healthy and welcoming school.

2. To ensure our children feel happy, valued and secure within our community.

3. To support children and families educationally, emotionally and socially.

4. To provide a wide variety of opportunities through high quality learning and teaching experiences in order to maximise each child’s potential.

5. To provide a sound Catholic education within a Christian environment.

6. To encourage our children to be independent and take responsibility for their own learning.

7. To equip our children with the knowledge and skills to make healthy choices now and in the future.

Council Priorities:

The five Council strategic priorities for 2015-2019 are detailed below:

Growing our economy, increasing employment and regenerating towns Working together to develop stronger communities Ensuring people have the right skills for learning, life and work Supporting all of our people to stay safe, healthy, and active Protecting and enhancing the environment for future generations

National Improvement Framework:

The National Improvement Framework for Education is designed to help us deliver the twin aims of excellence and equity; galvanising efforts and aligning our collective improvement activities across all partners in the education system to address our key priorities. These priorities remain as:

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 Improvement in employability skills and sustained, positive school-leaver destinations for all young

people

Education and Youth Employment Directorate

Strategic Priorities 2018-2019 “Ensuring people have the right skills for learning, life and work”

Service Priorities 2018-2019

1. We are reducing inequalities and delivering improved outcomes for children and young people

Embed and extend nurturing approaches to advance inclusion across all education establishments.

Within the framework of the corporate Fair for All and directorate inclusion strategy, ensure effective support for children and young people.

Ensure effective implementation of Children & Young People (Scotland) Act 2014.

Encourage and support active collaboration and engagement with parents, including family learning in partnership with other Council directorates and partners.

Develop and implement a coherent mental health strategy and intervention framework.

Continue to implement our plans for early years expansion to 1140 hours by 2020.

Ensure our school estate provides high quality learning environments

2. High quality learning and teaching is taking place in all our establishments

Develop and implement a strategic vision for learning and teaching for all of our learners.

Evaluate and enhance our curriculum from early level to Senior Phase.

Support and strengthen the professional capacity of staff.

Implement a framework to ensure we develop high quality leaders of learning.

3. Self-evaluation and performance improvement are embedded throughout our schools and central support teams

Ensure a consistency of rigour in self-evaluation approaches in all education establishments which will support continuous improvement planning.

Further refine our approaches to the use of data and research to inform effective teaching and learning including benchmarking Teachers’ Professional Judgement, national standardised assessments and ‘what works’ elsewhere.

Further develop reporting of management information to inform policy and practice, and to meet the requirements of the National Improvement Framework.

4. Levels of attainment and achievement are improving for all learners

Raise attainment and achievement throughout the BGE and Senior Phase through innovative approaches to learning and teaching.

Further develop a Senior Phase curriculum that blends different types of learning and provides a range of appropriate learning pathways leading to the achievement of qualifications and awards at all levels.

Integrate a range of personal and wider achievement options into learning programmes to enhance the skills and qualifications of learners.

Maintain a specific focus on reducing the poverty related attainment gap and maximise the learning potential of specific groups of learners including LAC.

5. High numbers of our young people are entering positive and sustained post-school destinations

Strengthen partnership links and collaborative arrangements with the FE and HE sectors, employers, commerce and the third sector.

Continue to support young people with additional support needs (ASN) to secure a sustained destination that meets their needs.

Ensure our young people leave school with the skills employers need.

Work towards embedding national career and work placement standards.

Work with key partners to enable young people to participate in appropriate apprenticeship programmes for our young people.

National Improvement Framework Priorities 2017:1. Closing the attainment gap between the most and least disadvantaged children 2. Improvement in attainment, particularly in literacy and numeracy3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-leaver destinations

Strategic Plan 2018-19: St John Ogilvie Primary and Early Years

School Priorities

1. Enrich the quality of learning experiences and raise attainment in Literacy.

2. Enrich the quality of learning experiences and raise attainment in Numeracy and Mathematics.

3. Cluster moderation focus on Visible Learning / Growth Mindset.

4. Enrich the quality of learning experiences both indoors and outdoors for all children in the Caterpillar Room (2-3 years) and Butterfly Room (3-5 years).

5. Cultivate a nurturing, restorative approach embedding the principles of GIRFEC to meet the needs of all children.

High Level Objectives

a). Continue to implement the teaching of Reading using SHORS.

b). Evaluate Spelling framework at P3 – P7 stages to ensure explicit and progressively taught skills across the school.

c). Implement PLA intervention strategies to develop Literacy with targeted children.

d). Continue to develop and implement a robust, systematic approach to dyslexia assessment and appropriate support.

e).Continue to implement a phased approach to the 1+2 agenda by introducing L3.

a). Continue to implement the NAC Early and First Level Numeracy Progression Frameworks and Planners across the school. Implement Second Level when available from PLA.

b). Implement PLA Early Level intervention strategies to develop Numeracy and Mathematics.

c). Effectively interrogate and utilise benchmarks, GL Assessments and SNSA Assessments to identify attainment levels and gaps in learning.

d). Targeted support for specific children in P1 – P5 who are under achieving.

a). Shared and consistent understanding of the importance of visible learning for staff, pupils and parents/carers.

b). Upskill all staff in the art of effective feedback in order to reduce the gap in learning.

c). Develop mental resilience in all stakeholders and ensure a growth mindset is utilised to raise attainment and help close the attainment gap.

a) Further develop planning, assessment, monitoring and self-evaluation.

b) Continue to develop the outdoor environment to maximise learning experiences for all.

c) Enhance literacy experiences indoors and outdoors for all children.

d) Enhance numeracy experiences indoors and outdoors for all children.

e) Continue to develop transition opportunities throughout the session.

f) Continue to build strong links between staff, parents / carers and the community.

a). Continue to embed a nurturing, restorative approach to meet the needs of all children.

b). Implement new Health and Wellbeing Planners at all stages.

c). Continue to provide targeted support for vulnerable children.

d). Embed Rights Respecting Schools and Developing the Young Workforce into our curriculum at all stages including early years.

Strategic Plan 2018-19: St John Ogilvie Primary and Early Years

Here is an overview of how we intend to use our Pupil Equity Funding to support improvement:

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SCHOOL PRIORITY 1: LiteracyActive comprehension and spelling resources for P3-P7 stages.Implement specific resources with dyslexic pupils to develop spelling strategies at P3 - P7 stages.Effective software to enhance 1+2 at all stages.Implement Talk Boost KS1 and KS2 'ICAN Toolkits' with small groups of children at all stages to support their learning in literacy.Classroom Assistants to develop literacy skills.

SCHOOL PRIORITY 2: NumeracyImplement specific resources from Number Box with targeted pupils to develop numeracy skills at all stages.Individual Numeracy Box for targeted P3-P7 pupils to develop numeracy skills.Classroom Assistants to develop numeracy skills.

SCHOOL PRIORITY 3: Visible Learning

Effective CLPL input from Dr John Paul Fitzpatrick on Growth Mindset incorporating Visible Learning at cluster and individual school level to help embed these areas at all stages.

SCHOOL PRIORITY 4: Early YearsImplement Talk Boost KS1 'I CAN Toolkit' with small groups of children to support their learning in literacy at early level.Makaton training to support the development of communication for specific children at early level.

SCHOOL PRIORITY 5: HWBImplement new resources to develop specific aspects of HWB at all stages.STAR Room will assist targeted children in developing emotional wellbeing.Application for RRS Silver Award as a result of all children developing a deeper understanding of their rights.

Detailed Action Plan 2018-19: St John Ogilvie Primary and Early Years

School StrategicPriority: 1

1. Enrich the quality of learning experiences and raise attainment in Literacy. Linked to Directorate Priorities: 2 & 4


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N

How will I achieve this? Timescale / Assigned to: Pupil Outcomes Measurement

a). Continue to implement the teaching of Reading using SHORS.

2.33.2

NIF 2

Yes Literacy Co-ordinator will focus on reading comprehension strategies (Visualisation, Predicting and Questioning) with all Classroom Assistants.

All teachers will continue to effectively implement SHORS approach.

Aug ‘18 - June ‘19

PT

Teaching Staff

Most children at all stages will be able to use various strategies to help them comprehend fiction and non-fiction texts e.g. questioning, visualisation, summarising, thinking aloud.

Attainment in Reading will improve at all stages.

PTE GL Assessment at P3, P5, P6.SNSA Results P1, P4, P7.

NGRT P2 – paper copy.

Termly Forward Planning Meetings

Termly Tracking & Attain Meetings.

Curriculum Dev Meetings.

Termly and Weekly Planners.

b). Evaluate Spelling framework at P3 – P7 stages to ensure explicit and progressively taught skills across the school.

2.33.2

NIF 2

Yes All teachers to engage in professional dialogue evaluating and updating current spelling framework at P3 – P7 stages to show progression.

Sept ‘18 - Dec ‘18

PT

Spelling programmes will be more progressive at P3-P7 stages. Pupils will be able to link prior learning to current experiences. Appropriate pace and challenge for all pupils. Pupil confidence and motivation will increase.

Pupils will be able to make connections and engage in learning which is suited to their needs. Greater collaboration between teachers and sharing of

GL Assessment SWST results.SNSA Results P1, P4, P7.

Termly Forward Planning Meetings


Curriculum Dev Meetings.

Writing and Literacy jotter audits by SMT.

7

ideas and resources will have a positive impact on pupil progress. Termly and Weekly Planners.

Wall displays.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


c). Implement PLA intervention strategies to develop Literacy with targeted children.

2.43.2

NIF 1

No Talk into WritingLiteracy Co-ordinator will implement ‘Talk into Writing’ approach with a small intervention group (maximum of 6). Targeted children will be identified in collaboration with Class Teachers at P4 – P6 stages.

Talk BoostLiteracy CA and P1 staff to be trained by PLA on ‘Talk Boost 1’ and implement with small targeted group (CA) and in class (CT).

As above for ‘Talk Boost 2’ with PLA training for senior staff. Implement with small targeted group (CA) and in class (CT).

Phonological AwarenessCara Ness to be trained in Phonological Awareness at Early Level by PLA. Responsible for leading the development of

Sept ‘18 - June ‘19

PT

Aug ‘18 - Nov ‘18

P1 Teachers

Jan ‘19 - May ‘19

P4 - P7 Teachers

Sept ‘18 - Nov ‘18

PT

Increased attainment in Writing for targeted group of pupils.

Pupil confidence and motivation will increase.

Children will develop attention, listening and communication skills.

Effective intervention to help close the attainment gap.

Children offered high quality learning opportunities by knowledgeable staff.

Targeted children will be given intense support to help the development of phonological awareness. Increased progress in reading by targeted children.

Pre/Post baseline writing samples.Qualitative evaluations with staff.Progress and attainment results.Termly Tracking & Attain Meetings.Writing jotter audits by HT.Termly and Weekly Planners.

Talk Boost Trackers.

Pre/post Communication Behaviour Questionnaire.

Termly and Weekly Planners.

P1: Pre and Post Highland Phonic Screener.EYC: Observation Checklist of Skills.

8

phonological awareness in school. Tracking and evaluating of P1 target groups.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


d). Continue to develop and implement a robust, systematic approach to dyslexia assessment and appropriate support.

2.43.2

NIF 2

Yes To continue to develop a rigorous approach to identification of dyslexia using GL Assessment SWST, GL Assessment Dyslexia Screener, NAC Policy on Assessment of Dyslexia, PAP and professional judgement.

Educational Psych will deliver professional development sessions (2 x 1 hour) for all teaching staff on NAC Dyslexia Policy and how it can be used effectively in our school.

Review effectiveness of support in place for dyslexic pupils i.e. Toe by Toe, Word Wasp, Nessy, individualised spelling programme and dyslexia friendly toolkit.

Sept ‘18 - June ‘19

PST

Sept ‘18 & March ‘19

Ed Psych

Sept ‘18 - May ‘19

PST

Rigorous and consistent approach to identification of children with dyslexia. Needs of all pupils will be identified and supported.

Staff will be more confident in identifying pupils with dyslexia and implementing support strategies.

Pupils will be suitably supported and challenged. Pupil confidence and motivation will increase. P4-P7 pupils will use NESSY Programme independently in class to help develop spelling strategies.

Assessment results:GL Assessment SWST, GL Assessment Dyslexia Screener, PAP, SNSA (P4 & P7).Recorded Literacy & Parent Meetings.

Ed Psych – 2 x 1 hour sessions.Termly Attainment Meetings with HT and CT / PST.

NESSY Programme.Toe by Toe – termly prog reports.Word Wasp – termly prog reports.Dyslexia friendly toolkits evident in all classes.

e). Continue to implement a phased approach to the 1+2 agenda by introducing L3.

2.32.73.2

NIF 2

Yes Continue to embed L2 (French) at all stages through enriching learning and teaching experiences: Cross curricular. High quality wall displays. Word of the week. European Day of Language. Enhanced partnership links with

school in Voisin.

Aug ‘18 - June ‘19

Teaching Staff

All pupils will develop increased awareness of French language in context. Positive language learning ethos will be evident throughout the school. Increased pace of learning and progressions at all stages. Increased confidence, motivation and enthusiasm for language learning.

Appropriate progression through language planner. Pace of learning and attainment levels will show improvement.

All Class Book will show evidence of French / Spanish experiences.

Assembly Star / House Points awarded to pupils who are making

9

Implement L3 (Spanish) at P3 – P6 stages with a specific focus during Term 2 on learning and teaching experiences.

P3–P6 pupils will develop knowledge and understanding of Spanish. Progression of knowledge and skills in Spanish will be planned and implemented at P3 – P6 stages.

an effort to speak in French / Spanish during the day.

All P3 – P6 pupils will develop an awareness of Spanish.

School StrategicPriority: 2 2. Enrich the quality of learning experiences and raise attainment in Numeracy and Mathematics. Linked to Directorate

Priorities: 2 & 4


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


a). Continue to implement the NAC Early and First Level Numeracy Progression Frameworks and Planners across the school.

Implement Second Level Progression Framework and Planner when available from PLA.

2.33.2

NIF 2

YesTeachers will continue to implement NAC Early and First Level Numeracy Progression Framework and Planner.

Staff will continue to engage regularly in professional dialogue to develop collective understanding of the frameworks and how strategies for raising attainment can be used consistently to meet the needs of our school. This will be particularly beneficial to staff who have moved stage this session.

All staff will be involved in evaluating the impact of frameworks and planners on progression and attainment.

Aug ‘18 - June ‘19

Teaching Staff

Evidence of clear and measureable impact of professional learning on outcomes for learners will include enriched numeracy experiences across the curriculum at all stages.

Progressive experiences for all pupils with depth of learning and enhanced opportunities for application will be evident.

Pupils will be more confident in verbalising how they use numeracy strategies.

Progression evident at all stages.

Increased confidence of staff in meeting needs through implementation of strategies to raise attainment.

Pupils receive high quality feedback and have an accurate understanding of their progress in numeracy and what they need to do to improve.

GL Assessments P3, P5, P6 PTM.SNSA P1, P4, P7.SENA Assessment (PLA) P2.

Weekly Planner.Termly Tracking & Attain Meetings.Jotter audits twice during session.Number Talks – flipchart evidenceWall displays.

10

b). Implement PLA Early Level intervention strategies to develop Numeracy and Mathematics.

2.33.2

NIF 2

YesLinda Mortimer, PLA will provide intervention (6 week) for P1 and P2 staff. Focus is on embedding the Early Level Numeracy Framework into practice.

P1 and P2 staff to participate in Loose Parts Programme delivered by PLA and implement the strategies and ideas provided.

Sept ‘18 – Oct ‘18

PLA

Jan ‘19 - April ‘19

P1 – P2 Teachers

All pupils will benefit from effective numeracy based experiences.

Staff will use loose parts strategies and ideas to deliver interesting and effective learning experiences with small groups of children. Children will be able to use loose parts to develop their knowledge and skills in relation to numeracy, problem solving and communication.

Pre / Post Teacher Questionnaire.

Professional dialogue between staff and other professionals (PLA) to evaluate strategies, resources and the impact on learning experiences.

Pre/Post Leuven Scale for Involvement.

Pupil verbal feedback.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


c). Effectively interrogate and utilise benchmarks, GL Assessments and SNSA Assessments to identify attainment levels and gaps in learning.

1.12.3

NIF 2

No Data Coach will meet with all teaching staff on a termly basis to analyse all digital assessment results and help staff to identify next steps for specific children.

Professional dialogue between HT and teaching staff / PST during Attainment, ASN and Forward Plan Meetings. Progress of children and impact of targeted input discussed.

Aug ‘18 - June ‘19

PT

HT

All teaching staff to become more confident analysing and interrogating data in order to identify appropriate next steps and effective support.

Measurable, clear next steps for all pupils in order to make progress and raise attainment.

Data Coach will continue to attend appropriate training courses e.g. excel.

Termly Meetings between teaching staff and Data Coach.


Weekly Planner.

d). Targeted support for specific children in P1 – P5 who are under achieving.

2.33.2

NIF 1

Yes Teaching staff will be allocated a Classroom Assistant during numeracy/mathematics time in class. Class Teachers will identify targeted support for specific children.

Class Teachers will devise personalised programmes of work

Aug ‘18 - June ‘19

Teaching Staff

Targeted approaches will have a positive impact on children’s progression within their learning and help to raise attainment. Pupils will acquire a deeper understanding of the basics of number.

Targeted pupils will be more

Weekly Planner.


Termly Forward Plan Meetings.

All targeted children will make progress at their own level.

11

to suit the needs of specific pupils.

Number Box purchased which establishes basic concepts of numeracy using multi-sensory methods.

confident in numeracy skills and eventually be able to participate effectively in group lessons including Number Talks.

Pupils will use resources in Number Box to help develop basic numeracy skills.

Maths jotter audits by HT.

Wall displays.

Effective use of Number Box.

School StrategicPriority: 3 3. Cluster focus on Visible Learning / Growth Mindset (moderation) Linked to Directorate

Priority: 3


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


a). Shared and consistent understanding of the importance of visible learning for staff, pupils and parents/carers.

1.11.2

NIF 2

NoInput from PLA on Strand 1: ‘Visible Learners’.

Dedicated professional dialogue to discuss how to implement the key aspects of visible learners e.g. self-regulate their learning and understanding of the Learning Pit.

Aug ‘18 - June ‘19

PLA

Teaching Staff

Pupils will be able to articulate their learning and be leaders of their own learning.

Pupils will develop a shared language of learning and have the ability to drive learning forward.

Pupil voice will evidence the language of learning with pupils recognising their ability to drive the learning forward.

Increased ownership of learning will have a positive impact on attainment and achievement.

Weekly Planner.

12

b). Upskill all staff in the art of effective feedback in order to reduce the gap in learning.

1.11.3

NIF 2

No Audit current feedback through jotter monitoring and classroom observations and use as a baseline.

Staff to be trained by PLA on Strand 4: ‘Effective Feedback’ and implement in class.

After a given time staff will plan lesson and observe in triads (Japanese Model HT Conference Nov 2017) if staffing allows.

Development of a shared language on effective feedback.

Aug ‘18 - June ‘19

Teaching Staff

Pupils will have a greater understanding of next steps in learning as there will be a consistent approach and a shared language.

Attainment will be directly impacted through robust and rigorous feedback to move the learning forward.

Feedback is timely and personalised therefore pace of learning is accelerated.

Professional dialogue on quality of audit responses.

Monitor the impact of the shared language comments bank which is used across the school using HMI How Good is our School? 4 and for example, all, almost all, most etc.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


c). Develop mental resilience in all stakeholders and ensure a growth mindset is utilised to raise attainment and help close the attainment gap.

1.21.32.5

NIF 2

Yes Dr John Paul Fitzpatrick delivered a morning session for all staff at St Matthew’s Academy on 23.10.17.

Break of groups for school to create own personal plan.

Dr John Paul Fitzpatrick will work with each school’s children and parents/carers to baseline knowledge on Growth Mindset then deliver a workshop.

4 CLPL sessions to be delivered to staff by Teachmindset.

Teaching Staff

Consistent and fair approach to managing challenging situations.

Improved relationships within schools and across the cluster.

Children take increased responsibility for their own learning.

Consistency across the school and cluster particularly at points of transition.

Children will be more resilient and

Pre and post questionnaires for staff/children.

Sample pupil/staff/parent voice to gauge effectiveness of approach.

The impact of this will be the answers contained within questionnaires which will evidence a positive mindset.

PASS tests will evidence a

13

From this teachers in locality groups will devise lesson/activities around Growth Mindset.

In cluster groups, teachers will evaluate value of activities and note strengths/challenges and decide next steps to suit their school context. This will be repeated once more to ensure validity.

bounce back because they will have the tools and strategies to understand that mistakes are part of the learning process.

Mental resilience is greatly improved for most pupils.

positive approach to school and learning.


4. Enrich the quality of learning experiences both indoors and outdoors for all children in the Caterpillar Room (2-3 years) & Butterfly Room (3-5 years).

Linked to Directorate Priorities: 2 & 3


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N



1.12.3

NIF 2

NoContinue to implement and adapt NAC planning formats in both Caterpillar and Butterfly Rooms.

Continue to ensure planning,

Aug ‘18 - June ‘19

PT&

SEYP

Clear planning, relevant observations and updated PLPs will ensure a golden thread in learning for each individual child in both rooms. Input from other agencies will be included.

Children will develop knowledge,

Weekly Communication Meetings.Weekly recorded management meetings between PT and SEYP.

PT will monitor planning paperwork and PLPs in both rooms.Playroom observations by PT.

14

observations and evaluations are relevant and linked to specific needs/targets of individual children.

Continue to incorporate Quality Indicators in planning, monitoring and self-evaluation.

skills and understanding in areas which staff, parents/carers and children have identified as an individual target and personal interest. Staff will deliver learning experiences to meet the specific needs of the children. Evidence in children’s journals will enhance transition between rooms.

All staff will evaluate against the Quality Indicators and will continuously reflect upon and improve their practice in accordance with them. Question of the month completed by individual members of staff on the planning paperwork will prompt self-evaluation and reflection on practice.

PLPs will illustrate personal targetsFocused observations and concise evaluations will link directly to individual targets.

Planning paperwork monitored by SEYP and PT.

Children’s journals monitored by PT and discussed with staff.

Staff monthly evaluations linked to Quality Indicators in HGIOELC and Building the Ambition document.

Monitoring paperwork (Playroom observations and Children’s journals) linked to Quality Indicators in HGIOELC and Building the Ambition document.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


15

(Continued)


1.12.3

NIF 2

NoDevise an appropriate format of the medium term plan in the Butterfly Room for parents/carers to follow.

Ensure electronic versions of all current planning paperwork on Glow and that these are kept updated with any amendments made.

Leadership qualities encouraged and developed. All staff will have a particular area of responsibility which they will develop throughout the session. Progress and impact will be discussed during weekly meetings and PPD opportunities.

Aug ‘18 - June ‘19

PT&

SEYP

EYPs

Parents/carers will be kept well informed of their child’s learning and progress. They will be able to discuss experiences at Early Years with their child and staff and will be able to support their development.

All staff informed of up to date paperwork and able to access this easily. There will be consistency in planning and the paperwork used throughout each room.

High quality learning opportunities for all children in both rooms. Involvement of parents/carers and experiences offered for families to participate in. Development of indoor and outdoor areas to enhance learning opportunities.

Planning wall in both rooms will highlight relevant information for parents/carers whilst insuring confidentiality.

Up to date paperwork on Glow.

PPD Reviews by HT.

Playroom observations by PT.

Focussed discussions during weekly planning meetings and communication meetings.

b) Continue to develop the outdoor environment to maximise learning experiences for all.

2.2

NIF 2

NoContinue to develop the outdoors to encourage natural curiosity, creativity and exploration.

Create defined areas to engage children in independent and/or collaborative, deep and meaningful learning opportunities.

Introduce environmental print throughout the outdoors.

Aug ‘18 - June ‘19

EYPs

Outdoor environment effectively used to promote learning in literacy, numeracy and health and wellbeing. Outdoor experiences encourage curiosity, inquiry, creativity, problem solving, risk taking, collaboration, independence and confidence.

Planned outdoor opportunities to enhance relationships between children within both rooms. Smooth transition between rooms as children become familiar with staff and other children.

Focussed discussions during weekly planning meetings and communication meetings.

Photographic and written evidence of development of outdoor area.

Observations.

Smooth transition between rooms.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


16

c) Enhance literacy experiences indoors and outdoors for all children.

2.73.2

NIF 2

YesParticipate in ‘Talk Boost 1’ Programme’ delivered by PLA and continue to implement the strategies and ideas provided.

Staff to attend twilight courses offered by the PLA to enhance their knowledge, understanding, skills and expertise in relation to Early Level Literacy.

To implement the Children and Young People Improvement Collaborative (CYPIC) Study entitled Language meets Literacy. EYP to deliver this to a small group of three ante-preschool children in the morning and afternoon three times per week for ten minutes using the approved activities.

EYPs and P1 teachers to attend Makaton training to enhance their knowledge, understanding, skills and expertise in relation to this form of communication. Staff to use Makaton to support development of communication for specific children.

Aug ‘18 - May ‘19

PLA

EYPs

Aug ‘18 - May ‘19

EYPs

EYPs&P1

Teachers

Children will develop attention, listening and communication skills. Effective intervention to help close the attainment gap.

Children offered high quality learning opportunities by knowledgeable staff. Children will develop knowledge, skills and understanding by participating in these experiences.

Specific children will be given targeted support to help the development of attention, listening and communication skills. Effective intervention to help close the attainment gap.

Targeted children will be confident in using taught signs and symbols to communicate or to support the development of their spoken language. These skills will be transferred into P1 ensuring a smoother and effective transition.

PLA will gather evidence and collate results. Staff provided with feedback. Professional dialogue.Impact recorded in planning and/or evaluations.

Evaluations completed at course.Professional dialogue.New resources, ideas and learning experiences introduced and observed as a result of knowledge gained on course.

Data will be collated during intervention sessions. Scoring system provided to measure the impact. Data will be analysed by CYPIC study group.

Course evaluations completed by staff.Evidence of use of Makaton in planning sheets, PLPs and children’s floor books.Impact recorded in PLP evaluations.P1 weekly planner.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


17

d) Enhance numeracy experiences indoors and outdoors for all children.

2.73.2

NIF 2

NoStaff to attend twilight courses offered by the PLA (Early Level Numeracy Framework) to enhance their knowledge, understanding, skills and expertise in relation to Early Level Numeracy.

Early Years Practitioners to utilise and become more familiar with Early Level Progression Framework and Planner as well as relevant resources.

Implement the NAC Early Level Numeracy Progression Framework and Planner within Butterfly Room.

Participate in Loose Parts Programme delivered by PLA and continue to implement the strategies and ideas provided.

Aug ‘18 - Nov ‘18

EYPs

Aug ‘18 - June ‘19

EYPs

Jan ‘19 - April ‘19

EYPs

Staff will have increased knowledge, skills and understanding in relation to Early Level Numeracy and will be confident in delivering learning experiences and play opportunities for the children to develop their mathematical skills.

Staff will be familiar with the Early Level Progression Framework and Planner. Relevant resources and effective learning experiences will support delivery of this.

Children will deepen their knowledge and develop numeracy skills. Evidence of progression.

Staff will use loose parts strategies and ideas to deliver interesting and effective learning experiences. Children will be able to use loose parts to develop their knowledge and skills in relation to numeracy, problem solving and communication.

Effective use of NAC Early Level Framework and Planner.On-going assessments and observation techniques used by staff to monitor and record the impact of the strategies.

Planning paperwork and evaluations highlight the strategies and approaches used and evaluate the impact.Evidence of learning, skills development and progression illustrated in the children’s learning journals.SMT observations.Milestone results.

Professional dialogue between staff and other professionals (PLA) to evaluate strategies, resources and the impact on learning experiences.


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


18

e) Continue to develop transition opportunities throughout the session.

2.52.6

NIF 3

NoHome visits for children starting in the Caterpillar Room will be arranged prior to child starting. These will be tailored to suit the individual needs of each family.

Continue to develop and provide effective transition opportunities for children between the Caterpillar and Butterfly Room and also Butterfly Room and Primary 1 throughout the session.

Aug ‘18 - June ‘19

SEYP

Aug ‘18 - June ‘19

SEYP

Opportunity for staff to build a positive relationship with parents/carers and children prior to child starting early years. Staff will obtain an insight into the child’s home environment and how families may be best supported.

Children secure when transitioning from Caterpillar to Butterfly Room. Children well equipped to begin P1. Positive links between home, early years and school which will aid in promoting a holistic approach.

Staff familiar with and adhere to home visiting policy.Paperwork completed with family. ‘All About Me’ completed alongside family and child.Feedback from parents/carers.

Staff familiar with Transition Policy.Happy, secure children when transitioning.Transitional calendar highlighting events throughout the session.

f) Continue to build strong links between early years staff, parents/carers and the community.

2.52.7

NIF 3

NoStaff will provide a variety of groups for families to attend including PEEP, I CAN Toolkit, Rhyme Time and Make and Taste Sessions. Parents/carers will be encouraged to participate in Early Years experiences and events including stay and play sessions, Bookbug sessions and school trips.

Parents/carers will be kept fully informed and involved in their child’s experiences and events at Early Years through daily dialogue, communication diaries, parents meetings, wall displays, newsletter, special books, floor books, twitter and the school website.

The Family Learning Team will continue to work with Early Years parents/carers and children and provide sessions for families throughout the session.

Aug ‘18 - June ‘19

EYPs

Parents/carers will establish strong links with Early Years staff. Parents/carers will feel supported and will develop knowledge and skills which they can use to support their child’s development.

Parents/carers will be fully aware of their child’s progress and events within early years. They will be encouraged to participate in their child’s learning and celebrate success throughout the session. Parents/carers will be made aware of the impact their input can have on the progress of their child.

Parents will be informed of other groups and services available. They will be able to participate in family sessions at early years provided by the Family Learning Team and can become involved in other community experiences.

Parental questionnaires and evaluations.

Photographic evidence.

Family engagement floor book.

Tweets on Twitter in relation to events.

Parental questionnaires & evaluations.

Monthly Newsletters.

Parental questionnaires and evaluations collated by the Family Learning Team.

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5. Cultivate a nurturing, restorative approach embedding the principles of GIRFEC to meet the needs of all children.

Linked to Directorate Priorities: 1 & 5


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


a). Continue to embed a nurturing, restorative approach to meet the needs of all children.

3.1

NIF 3No

Continue to embed nurturing and restorative practice throughout our school including early years.

Introduce P7 Restorative Ambassadors (RA) in playground.

All children at Staged Intervention 2-4 will have a Wellbeing Plan. They will be fully consulted in identifying and evaluating their targets.

Create a Restorative Approach Policy collectively involving pupils, staff, parents and partner agencies. Update current Promoting Positive Behaviour Policy to reflect changes made to reward systems last session as a result of pupil voice.

Aug ‘18-June ‘19

All Staff

HT

Sept ‘18-June ‘19

PST

Nov ‘18

HT

Most pupils will be able to identify their feelings/emotions and to independently resolve issues. Raised self-esteem and improved resilience for most pupils.

P7 RA have a key role in helping to resolve issues in the playground.

Individual targets in place. Pupils are motivated to work towards an achievable goal. Pupil voice is heard and valued. Pupils will develop confidence in leading their own learning and evaluating their achievements.

Restorative approach to managing challenging situations. Improved relationships within school community. Promoting positive behaviour strategies implemented consistently at all stages.

Weekly Planner.Observations by SMT.Staff / pupil dialogue.Appropriate use of Chill Zones.

P7 Restorative Ambassadors.Improved behaviour in playground.

Teacher / pupil dialogue.Weekly Planner.Wellbeing Plans – HT consults with parents in Sept, Jan and April/May.Termly Tracking and Attainment Meetings between HT & CT / PST.

Policies:Restorative ApproachSupporting Positive Relationships

b). Implement new Health and Wellbeing Planners at all stages.

2.33.1

NIF 3

YesStaff to effectively implement new HWB Planners at all levels to show progression at all stages.

Staff to become familiar with Ice Pack resource and to use it effectively during HWB lessons. Identify any additional resources which staff feel will enhance HWB lessons e.g. Bounce Back.

Aug ’18 -June ‘19

PT

Progressive experiences for all pupils with depth of learning and enhanced opportunities for application will be evident.

Increased staff confidence in using HWB resources. Enhanced learning experiences for all pupils.

Termly and weekly planning will show increased opportunities for depth and application of learning.

Increased confidence of staff in meeting children’s needs through implementation of strategies to develop HWB.

20


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


c). Continue to provide targeted support for vulnerable children.

2.43.1

NIF 3

YesPupil Equity Fund used to help meet the specific needs of our most disadvantaged children (SIMD 1 and 2) at all stages.

Continued input from Ogilvie Orchard (Nurture Room) and Allison Wall, Area Inclusion Worker.

SMT to establish a daily drop-in lunchtime session in STAR Room. This will provide a safe, nurturing environment with a member of staff on hand to talk to and listen to children.

Aug ’18 -June ‘19

HT

NTAIW

SMT

Targeted support will help to raise attainment in Literacy and Numeracy for most identified children. Health and Wellbeing issues will also be addressed.

Most children will be able to identify their feelings and emotions. Raised self-esteem and improved resilience for most children.

Improvement in emotional and social wellbeing. Opportunity for children to talk about and resolve any issues / concerns they have.

Pupil Equity Fund report.GL & SNSA Assessments.Termly Attainment Meetings with HT and CT / PST.

Staff / pupil dialogue.Observation of pupil attitude.Nurture Weekly Planner.Boxall Assessments.Pastoral Notes (AIW updates).

Pastoral Notes Booklet.Staff / pupil dialogue.STAR Room used effectively.Management Meetings – discuss impact of STAR Room and share with staff.

d). Embed Rights Respecting Schools and Developing the Young Workforce at all stages including early years.

2.22.7

NIF 4

YesRights Respecting SchoolsAll pupils will devise a Class Charter in September 2018. Staff will build on specific rights throughout the session and work towards Silver Award.

Developing the Young WorkforceAll teaching staff will support the development of a progressive and inclusive approach to career education using ‘I can’ statements within Developing the Young Workforce document (Sept 2015).

Sept ’18 -June ‘19

Teaching Staff

All pupils will continue to develop a deeper understanding of their rights and how their rights are met. Pupils will develop their understanding of inclusion, equality and fairness.

All pupils will develop an awareness of their entitlements in the development of a progressive and inclusive approach to career education.

Achievement of Silver Award.Class Charter at all stages.Teacher / pupil dialogue.

Wall displays highlighting relevant ‘I can’ statements at all stages.Positive links developed with industries / businesses.Development of a growth mindset.

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