EASTERTOUN PRIMARY AND NURSERY SCHOOL IMPROVEMENT PLAN

2017 / 2018

Factors Influencing the Improvement Plan School factors Addressing Action Points identified in school’s Self Evaluation procedures Cluster Improvement Plan Consistency in learning and teaching, implementing recommendations of Improving Scottish Education Flexible early learning and childcare implementation Local authority factors Moving Forward in Learning – Leadership for Improvement; Learning, Teaching and Assessment; Wellbeing and Inclusion; Early Years Framework Raising attainment, including closing the gap Delivering Better Outcomes Single Outcome agreement Corporate Plan Integrated Children’s Services Plan (Life Stages) Education Services Management Plan West Lothian’s Early Years’ Framework West Lothian Parental Engagement Framework Increased entitlement to early years’ provision National factors National Improvement Framework / Scottish Attainment Challenge / National Improvement Hub / Raising Attainment for All How Good is Our School? 4th Edition and How Good is Our Early Learning and Childcare Getting it Right for Every child (GIRFEC) Curriculum for Excellence Developing Scotland’s Young Workforce Building the Ambition Standardised Assessments Child Protection Issues / Guidance National Legislation: Children and Young People (Scotland) Act 2014 GTCS standards and professional update Pupil Equity Funding Governance Review

Vision Statement

To provide excellence and equity for all pupils that will meet their educational, personal and spiritual needs and which will enable them to be:

Successful Learners Confident Individuals Responsible Citizens Effective Contributors

leading to a positive and sustained destination for all. Through:

School and Cluster Leadership

To ensure leaders at all levels are empowered and empower others to take ownership of their learning to strive towards excellence and equity for all.

Teacher Professionalism To ensure the highest quality of professionalism in all staff in our school to achieve the highest standards and expectations for all our learners.

Parental Engagement To promote parental and family engagement as a key factor in helping all pupils achieve the highest standards while reducing inequity and closing the attainment gap.

Assessment of Children’s Progress We shall have robust and consistent evidence which helps us in improving health and wellbeing, raising attainment and closing the poverty related attainment gap.

School and Cluster Improvement To ensure a programme of Cluster and School Improvement which focuses on the quality of education, learning, teaching and assessment and quality of partnerships that are in place to support learners, families and their broader needs.

Performance Information To gather and analyse school and Cluster performance information set against National and Local Authority data to inform and measure improvements for all.

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

Raising attainment for all:

Planning clearly identifies teaching, learning, assessment, next steps and cross-curricular links.

All children benefit from a challenging, progressive and coherent programme of study within Health and Wellbeing.

Learners are more involved in dialogue about the learning process, are able to talk confidently about their learning and skills used, assess their own progress and identify next steps.

There are enhanced opportunities for assessment and moderation support teachers to make confident judgements about achievement of Curriculum for Excellence levels in Health and Wellbeing

Pupils’ skills are tracked across learning in health and wellbeing.

☐School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.1 1.2 1.3 2.2 2.3 2.6

3.2

Draw up whole-school CAT programme

Draw up timetable of priority group meetings

Audit, revise and moderate existing practice in line with HGIOS4, HGIOELC and other schools through self-evaluation, professional dialogue, learning conversations, CLPL, HT attending WL Authority HWB workstream

Self-evaluate to gauge coverage of Es and Os, to determine where links can be made between benchmarks.

Share best practice

Target allocation of current resources, identify, purchase and trial new resources as required

Introduce changes arising from self-evaluation, professional dialogue, learning conversations and CLPL

Develop mechanisms to support assessments which build up a profile of pupils’ strengths and areas for development.

HT, DHT, PT HT, DHT, PT All HT All All All All All

Aug 17 Aug 17 Oct 17-Dec17 Oct 17-Dec17 Oct 17-Dec17 April-June 18 May 18 Aug 18 Aug 17 – March 18

Training (CLPL and INSET) and priority group evaluations show positive impact on teacher practice and confidence. School’s self-evaluation against HGIOS 4 2.2 Curriculum at start of session, mid-session and at end of session.

Scrutiny of data informs next steps. Pupil questionnaires, learning conversations and focus groups evaluate pupils’ confidence / ability to talk about their learning. Forward/Weekly Planners, pupils’ learning, focused observations and moderation activities indicate that pupils are benefiting from a programme of quality learning experiences. HT cascades information from Workstream meetings. Individual staff professional dialogue evaluations with management reveal that staff consider their skill levels have increased in planning, delivering and assessing HWB in both a stand-alone and inter-disciplinary context. Link to GTC’s Professional Learning Record evaluation

All staff work collaboratively to agree assessments

in key aspects of HWB. Skill trackers show

individual pupil skill development across HWB Experiences and Outcomes Attainment/Prediction Packs for each class, stage, department and school show raised levels of attainment and achievement for almost all pupils

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

Raising attainment for all: ctd.

Link assessments to existing forward plan QI process

Agree way of evidencing children’s learning at all levels

Continue/build upon QI programme to support reflective and focused self-evaluation.

Hold HWB Curriculum Workshops to support and develop home/school learning partnership e.g. “Meet the Teacher” session and focused sessions to target at risk families and underachievers

Develop and implement whole-school assembly programme based on “Growth Mindsets” and Restorative Practices

All All CTs All All

April-June18 Sep – Dec 17 Oct 17 Sep 17 And Feb 18 Through session

QI frameworks e.g. monitoring of teachers’ plans, learning conversations, class visits, professional dialogue minutes, learning walks – all indicate strengths and areas of development across the school and cluster schools. collation of evidence. Evidence in teachers’ plans shows clear and measurable impact on student outcomes. Introduction of filmed lessons to promote staff self and perr evaluation. Attendance at workshops indicate high level of parent, carer and pupil engagement Through pupil learning conversations it is clear that almost all children are able to articulate their learning in HWB and are able to state their next steps in learning.

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing ctd. Desired outcomes linked to NIF priorities

(observable, measurable

outcomes which focus on

learning, achievement and

wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

Improvement in Literacy for all:

There is a strong ethos across the school to minimise the impact of potential barriers to learning

Classrooms and learning environments meet the needs of all our leaners

Learners appreciate that core skills in literacy can be improved through skill transfer across the curriculum.

Pupils know and can demonstrate how to present the results of learning as accurately as possible

Pupils are able to discuss how they apply and present literacy skills in a range of contexts and understand the importance of these skills to their future lives.

Pupils have a firm foundation in early literacy skills on which to build future learning.

☐School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.2 2.2 2.3

3.2

Introduce various programmes in Early Years e.g. PEEP, “Big Bedtime Read” and Storysacks. Introduce “Fathers Reading Everyday” (FRED) programme as part of PEF initiative Link writing to HWB and STEM benchmarks, where appropriate Implement fully trial initiatives e.g. Peer Reading and buddies Promote literacy skills through a nurturing approach at key transition points QI programme focuses on development of HWB in a range of cross-curricular contexts including Literacy and Numeracy. Introduce focused HWB topics at each stage to demonstrate meaningful links across the curriculum with particular focus on Literacy and Numeracy/Maths. Ensure that, where appropriate, success criteria include the need for accuracy in core Literacy skills.

Agree way of evidencing children’s learning at all levels

DHT PT All P1, P7 Teachers, DHT All HT, DHT, PT All All All

Aug 17 Sep 17 Sep 17 Sep 17 – June 18 April-June 17 Sep 17, Feb 18 and May 18 Dec 17 Through session Sep-Dec17

Baseline and further assessments show improved levels of family engagement. Professional dialogue with all staff indicates that the progressive teaching of HWB is impacting on pupil learning in Literacy. Evidence in teachers’ plans shows clear and measurable impact on student outcomes. All staff give positive evaluation of HWB topics. School’s self-evaluation against HGIOS 4 3.3 Curriculum at start of session, mid-session and at end of session.

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

Improvement in Numeracy and Mathematics for all:

There is a strong ethos across the school to minimise the impact of potential barriers to learning

Classrooms and learning environments meet the needs of all our leaners

Learners appreciate that core skills in numeracy can be improved through skill transfer across the curriculum.

Pupils know and can demonstrate how to present the results of learning as accurately as possible

Pupils are able to discuss how they apply and transfer numerical and mathematical skills in a range of contexts and understand the importance of these skills to their future lives.

Pupils have a firm foundation in early numeracy and mathematical skills on which to build future learning.

☐School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☐Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.2 2.2 2.3

3.2

Lesson content, where applicable, shows coverage of range of numeracy and mathematical skills. Ensure that, where appropriate, success criteria include the need for accuracy in core Numeracy skills. QI programme focuses on development of HWB in a range of cross-curricular contexts including Literacy and Numeracy.

Introduce focused HWB topics at each stage to demonstrate meaningful links across the curriculum with particular focus on Literacy and Numeracy/Maths. Agree way of evidencing children’s learning at all levels

All All All All All

Oct 17 Dec17 Dec17 Feb 18 Sep 17-Dec17

All staff have adapted their teaching approaches to encourage pupils to use core literacy and numeracy skills in HWB activities. All staff give positive evaluation of HWB topics.

Professional dialogue with all staff indicates that the progressive teaching of HWB is impacting on pupil learning in Numeracy. School’s self-evaluation against HGIOS 4 3.3 Curriculum at start of session, mid-session and at end of session.

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

Improvement in all children and young people’s wellbeing:

All pupils feel safe, active, healthy, achieving, nurtured, respected, responsible and included and staff have a working knowledge of these indicators.

School mechanisms promote inclusion of all learners.

All pupils will enjoy quality social / emotional interactions with their peers through positive play experiences in the playground

Children requiring additional support have high quality individualised and meaningful progression pathways.

Targeted interventions are put in place to support young people at risk.

Greater engagement of at risk pupils in wider responsibilities and after-school clubs

☐School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.2 1.5 2.1 2.2 2.3 2.4 2.7 3.1 3.2

Further develop growth mindset, nurturing schools, empathy, resilience and restorative approaches

Develop SCHOOL’S Positive Behaviour Policy

Widen tracking and monitoring to ensure disadvantaged, FSM and SIMD1-3 children are better supported through effective and targeted use of resources

Analyse and collate HWB questionnaires with particular focus on FSM and SIMD1-3 children

Use above results to provide targeted support and interventions for identified children

Review Enhanced Transition programme and develop in line with Cluster Primary Schools based on the well-being indicators

Agree way of evidencing children’s learning at all levels

HT, DHT, PT, staff School Community Members

HT HT HT, DHT, PT Cluster Management All

Aug 17 Aug 17 Aug 17-Oct 17 Aug 17 Sep 17 onwards Jan-March 18 Sep-Dec 17

School assembly programme Behaviour/Incident Records, “Cause for Concern” slips INSET, PSC, parental consultation mechanisms, pupil voice Tracking and monitoring systems SEEMIS – Pastoral Notes (collation of records and entries), PEF analysis give clear identification of strengths, areas of need and way forward. Also, QI mechanisms. Analysis - Number of students with additional responsibilities (monitors and buddies), participation in after-school clubs, participation in “Electives”, achievement records Data from profiling Feedback from pupils, parents and carers e.g. post intervention questionnaires, minutes of learning conversations indicate that almost all learners report improvement in their health and or well-being School’s self-evaluation against HGIOS 4 3.3 Curriculum at start of session, mid-session and at end of session.

Eastertoun Primary and Nursery School Ensuring Excellence and Equity Health and Wellbeing ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When

Evidence (include performance data, quality indicators and stakeholders’ views)

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

All pupils develop a

deeper understanding of

the impact of their work in

HWB and how it prepares

them for life after school.

There is evidence that

children and young people are applying and increasing their achievements through active participation in their local community

The school demonstrates

the impact of partnerships through improved outcomes for learners

☐School

Improvement

☐School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☐Performance

Information

2.2 2.3 2.6 2.7 3.1 3.2

3.3

Establish links with other appropriate organisations and businesses to support HWB as part of healthy lifestyle and education for life

Arrange a programme of visits for primary pupils to visit local employers, leisure/sport organisations etc. to promote role models

Build on pupil leadership at school level e.g. Sports Leaders

Consider and extend approaches to capture pupil achievements within and out with school

e.g. re-introduction of Achievements Wall.

Agree way of evidencing children’s learning at all levels

Hold Careers Fayre with focus on STEM and HWB

Continue assembly programme with focus on STEM and HWB

HT, DHT, PT HT, DHT, PT P7 Teachers All All DHT DHT DHT, School Community Members

Oct 17 Dec 17 Sep1 7 Sep 17 Dec 17 March 18 17/18

Discussion with pupils demonstrates that they are aware of different HWB contexts which are important aspects of everyday life and work now and in the future.

Feedback from partner organisations indicates strong and effective relationships with the school. School’s self-evaluation against HGIOS 4 3.3 Curriculum at start of session, mid-session and at end of session. Feedback mechanisms indicate high level of pupil engagement.

Eastertoun Primary and Nursery STEM Ensuring Excellence and Equity Science, Technology, Engineering and Maths (STEM) Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When Evidence (include performance data, quality indicators and stakeholders’ views)

Raising attainment for all: Pupil Support:

To allow for specific and target support for identified groups and individual pupils. STEM:

We will extend our curriculum to include more exciting experiences in Science, Technologies, Engineering and Maths which will enhance pupil knowledge and understanding. Giving pupils opportunities to engage in more creative and investigative challenges reflected in teacher’s planning. To ensure staff are fully aware of the use of skillsets in STEM

↕ Parental Engagement: Raising awareness of STEM and AAL/Digital Technology within the curriculum.

↕

☒School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

3.2 2.4

1.1 1.2 1.3 1.4 1.5

2.2 2.3 2.5 2.7

3.2 3.3

Pupil Support:

Increase PSW time to allow for more directed support in numeracy. STEM:

Audit of what we already do, identification of the gaps or opportunities for learning through STEM. Provide creative and exciting learning opportunities through partnership working with local agencies. Develop a robust and clear planning, tracking and monitoring process in all STEM subjects (see below for a particular focus on mathematics) Give opportunities for pupil voice and self-evaluation through use of PLP’s. Provide interesting and relevant CLPL for staff to allow for ‘upskilling’ in aspects of STEM

↕ Parental Engagement: Raising awareness presentation to be held at the ‘Meet the Teacher’ Curriculum Evening. To engage with parents through inviting them to participate in work related sharing sessions and inspiring role model days. To involve pupils in sharing their learning with the parent body.

↕

SMT PSW SMT AAL Focus Group Teaching and non-teaching staff SMT

SMT CT Parents/Carers AAL Focus Group

10/17 Ongoing: 9/17 – 6/18

June 2018

All aspects will be monitored and measured within the school’s self-evaluation structure of consultation, observation, peer observation, moderation, scrutiny and feedback from the children. In addition they will be reviewed in QI visits and cluster networking meetings. In addition evidence will be reviewed using Forward Planning Documents, Jotter Monitoring, Professional Dialogue meetings via PDM meetings and feedback from QI visits. Observation area in the Nursery.

Eastertoun Primary and Nursery Ensuring Excellence and Equity Science, Technology, Engineering and Maths (STEM) ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When Evidence (include performance data, quality indicators and stakeholders’ views)

Digital Technology/AAL:

To review our approach to digital literacy and plan a learning pathway which will ensure that: Children are able to apply the core principles which underpin digital technologies in development of their own ideas. Children are able to apply digital literacy to solve problems. Our children’s skills are up-to-date with technological advances informed by a range of sources.

Digital Technology/AAL:

Staff CLPL in: coding, On-line support mechanisms i.e. Yammer, Glow, Education City etc. Implementation of digital technology strategy throughout the school. Including classroom organisation regarding AAL implementation. Audit of ICT programmes of study, linking the new Technology Benchmarks with our Technology Policy. Audit of resources, including maintenance of resources. Maintain and update noticeboard to give pupil voice Implement Digital Technology Club. Bring on-board new Primary 5 pupils and pupils from Primary 3 and 4 to the AAL Strategy. Work towards gaining the Digital Schools Award.

PT Staff

Oct ‘17

Improvement in Literacy for all:

Increase opportunities for a cross curricular approach to listening and talking with a focus on maths. Children can talk about their strengths and what they need to do to improve their performance with a particular emphasis on work in STEM.

☒School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.1

2.2 2.3

3.2

Implementation of Number Talks Profiling of pupil performance. Implementation of PLP’s/Learning Journey

CT Pupil Council SMT

Oct ‘17

Eastertoun Primary and Nursery STEM Ensuring Excellence and Equity Science, Technology, Engineering and Maths (STEM) ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When Evidence (include performance data, quality indicators and stakeholders’ views)

Improvement in Numeracy for all:

To continue to raise attainment in Numeracy. To review teaching and learning strategies within the context of mental maths.

To develop a consistent and robust approach to assessment in Numeracy. To review home/school links through Numeracy. To continue implementation of Maths and Numeracy strategies which will ensure appropriate pace of learning and challenge within learning at all stages.

☒School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☐Performance

Information

1.2 1.3 1.4 1.5

2.2 2.3

3.2

Review with staff through CLPL the new Benchmarks and Progression Pathway documents in line with the experiences and outcomes / Key Aspects of Learning at Early, First and Second Level. Review the continuity of experiences and clear progression for pupils particularly at key transition points viz. Nursery/Primary 1, Year Group to next year group and Primary to Secondary.

Revise implementation of Big Maths, SEAL and Number Talks. CLPL to facilitate staff knowledge and understanding. Ensure appropriate resources are in place at each Level to ensure the delivery of best practice. Identify gaps in resourcing. Small Test of Change – trial setting for maths from Primary 4 to Primary 7, in two groups – viz. Pr. 4-5, Pr. 6 – 7 Devise a whole school glossary of mathematical terms to be used by pupils. Revise whole school ‘Mental Maths’ Programme and the teaching of strategies Review curriculum planners in line with new WLC documents. Workshop based sessions to involve an active learning approach which parents are invited to. Cluster training in “Concrete, Pictorial, Abstract” Maths

PT CT Priority Group Priority Group Staff Priority Group Staff Staff Priority Group Staff Priority Group Staff Priority Group Staff Priority Group Staff Staff

10/17 10/17 1/18 1/18 10/17 1/18 10.17

Clear planning documents being used at each stage which evidence clearly what the children will be learning. Appropriate tracking and monitoring system being used which evidences clearly pupil attainment. Initiatives (Big maths, SEAL and Number Talks) being clearly used in lessons to support knowledge and understanding in numeracy. QI visit Forward Plans Professional Dialogue QI Jotter Monitoring Forward Plans

Eastertoun Primary and Nursery STEM Ensuring Excellence and Equity Science, Technology, Engineering and Maths (STEM) ctd. Desired outcomes linked to NIF priorities (observable, measurable outcomes which focus on learning, achievement and wellbeing)

NIF driver mapping (check as appropriate)

HGIOS4 HGIOELC QIs

Proposed Actions By Whom By When Evidence (include performance data, quality indicators and stakeholders’ views)

Improvement in all children and young people’s wellbeing:

Improved motivation and uptake of interest in STEM subjects.

☒School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. Of

Children’s Progress

☒Performance

Information

1.5 2.5 2.7

3.1 3.3

AAL Focus Group Digital Learning Club Technology and Engineering Club Digital Technology used within the classroom setting, using AAL to enhance teaching and learning.

SMT CT Parents/Carers AAL Focus Group

June ‘18 Pupil Questionnaires Pupil engagement through pupil voice mechanisms such as Pupil council.

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

Pupils to have a greater knowledge and understanding of the importance of STEM subjects at school and how this relates to preparing them for the world of work. Partnerships to be made with local providers so children are experiencing a wide range of activities and experiences. Children exposed to inspiring role models through close links with local colleges. Children will have a greater understanding of the Gender Balance in STEM subjects. Increased focus on Family Learning in-line with Sutton Report

☒School

Improvement

☒School

Leadership

☒Teacher

Professionalism

☒Parental

Engagement

☒Assess. of

Children’s Progress

☒Performance

Information

1.3 1.4 2.5 2.7

3.1 3.2 3.3

Making Links with Local Community: Establish links with – West Lothian College, Forth Valley College, Local Businesses, Grangemouth Petrochemical Plant, Edinburgh Zoo (Take Action Campaign). STEM (STEM Ambassadors), SERC, Glasgow Science Centre Workshop Day’s – How to be a scientist. Fabulous Forensics etc. Inspiring role models – children will experience a programme of visits from STEM specialists who will engage with them about the types of work open to them through STEM. Hold Careers Fayre with focus on STEM and HWB Continue assembly programme with focus on STEM and HWB

Partner Agencies SMT Parents/Carers

June ‘18 Pupil Questionnaires Pupil engagement through pupil voice mechanisms such as Pupil council. Professional Dialogue – Staff Parent/Pupil questionnaire (Fife exemplar)

Additionality: Pupil Equity Funding Plan: Closing the attainment gap between the most and least advantaged children PART 1: Contextual Data Analysis & Rationale* a) Background b) Data c) What is our ‘gap’ and who are our target groups and their barriers to learning? d) Summary/overview of

proposal & non-negotiable outcomes Eastertoun Primary and Nursery School is a non-denominational school with a roll of 310 children and currently a 35/35 nursery. The school benefits from a mixed catchment area with a Free Meal/Milk uptake of 11 %. Following allocation of Pupil Equity Fund (PEF) monies (£54,000), a major audit was carried out. This showed that the attainment of FME children is lower than whole school figures in key curricular areas. It is also lower than the attainment of children on the Social Index for Multiple Deprivation (SIMD) list - bands 1-3. Figures are detailed below-:

Curricular Area

Reading Writing Talking/Listening Numeracy/Maths HWB

39% (74%) 36% (63%) 42% (79%) 45% (74%) 82% (93%)

Figures above show % FSM children predicted to attain appropriate or beyond Curriculum for Excellence (CfE) levels. Figures in brackets are figures for whole school.

Curricular Area

Reading Writing Talking/Listening Numeracy/Maths HWB

48% (74%) 52% (63%) 62% (79%) 79% (74%) 93% (93%)

Figures above show % SIMD 1-3 children attaining appropriate or beyond levels. Figures in brackets are figures for whole school.

The audit identified no trends and/or patterns. A decision was taken to address needs on an individual or small group basis. A major exercise followed which focused on Free Meal Entitlement (FME). This examined the levels of each child, identified gaps, looked at how these are being met and how they can be further supported. There was also consideration of children on the SIMD Bands 1-3 list (if appropriate) and other identified pupils. At the time of the audit 9.4% of our pupils fell into these bands. A programme was trialled during the summer term which used school budgets to employ an additional teacher. Baseline assessments were used to identify current levels with follow-up assessments planned to measure impact. A Health and Wellbeing audit was also carried out to look at the needs of these groups and identify other vulnerable children. This area will be taken forward by assessments and a support programme led by the Principal Teacher. The programme will be implemented from August 2017 with PEF monies being used to employ the following: additional teacher (full time) and part-time Pupil Support Workers (PSW) to support Early Intervention. In addition an existing PSW will assume a nursery nurse position to support Nurture in the early years and release staff to support nurture throughout the school. The programme will be monitored at regular intervals to review impact in terms of pupil progress towards identified individual attainment targets. Our non-negotiable outcomes are

that most of the pupils in the identified categories will show marked improvement as measured by attainment test scores (baseline/follow-up).

that the gap between FME and whole-school attainment figures will be reduced to 10% or less (see first table above).

PART 2: Actions & Outcomes

PEF Priority Proposed Actions & Resources (These should be based around the organisers of Learning & Teaching, Leadership, and Families & Communities. Also consider activities within and beyond the classroom)

What is the expected impact on reducing the gap in your context of your proposed actions? (What story will your data tell by end of next session? By June 2020? You should include any targets linked to data)

How will you measure the impact? (You must be specific here in terms of:

new and existing performance data and other quantitative and qualitative information that will be required

plans for how data will be collected and reported) Literacy Examination of levels of each child

(on track, not on track, exceeding

expectations) etc.

Current Gaps (if any) identified and

how needs are currently being met,

gaps filled etc.

Consideration of children on the

SIMD 1-3 list (if appropriate)

If gaps exist, how these can be

further met and supported-:

Increased Numeracy/Maths

SEAL. support

Literacy

SfL support

Reading Recovery – “Forward

Together”.

“Moving Together” Programme

Focus on learning conversations

Increased parental engagement

Action plan drawn up (based on above)

identifying proposed interventions for

individuals and groups with staff

responsibilities and clear timescales.

Analysis of data shows clear improvement in areas identified for each child – areas identified on PEF Analysis Attainment gap between FME and whole school figures (CfE) reduced to 10% or less – all key areas Professional dialogue will focus on success or otherwise of strategies, resources etc. to inform future actions. Pupils will be able to talk with confidence about their learning, strengths, areas for development and next steps. Spreadsheet information shows that each child is now on target (green) or just behind target (amber) with no red areas identified.

Baseline performance in CEM/New CEM levels – marked improvement in identified areas for most pupils Baseline CfE levels/New levels - marked improvement in identified areas for most pupils Baseline and Follow-Up Assessments-: scores and performance data - marked improvement in identified areas for most pupils Separate spreadsheets for target pupils to show progress in identified areas Professional Dialogue agenda and minutes Learning Conversations Meetings with parents and carers of identified pupils School QI calendar amended to identify additional dates for collection, analysis of data and above measures. All of above information will be analysed at end of period to determine if interventions have been effective in closing the gap and to determine next steps/way forward.

Numeracy

PEF Priority Ctd.

Proposed Actions & Resources (These should be based around the organisers of Learning & Teaching, Leadership, and Families & Communities. Also consider activities within and beyond the classroom)

What is the expected impact on reducing the gap in your context of your proposed actions? (What story will your data tell by end of next session? By June 2020? You should include any targets linked to data)

How will you measure the impact? (You must be specific here in terms of:

new and existing performance data and other quantitative and qualitative information that will be required

plans for how data will be collected and reported) Health and Wellbeing Issue HWB questionnaire to all pupils

Identification of pupils at risk through above and professional dialogue Targeted support to meet needs of individuals and groups e.g. Nurture and Lunchtime Club Provision Emotional Literacy support for p.m.

nursery children in terms of social

awareness, emotional literacy, taking

turns, playing co-operatively etc.

Support will be provided one

afternoon per week using the

Emotional Literacy Pack already in

school.

Increased parental engagement

Analysis of data shows clear improvement in areas identified for each child – areas identified on PEF Action Plan Professional dialogue will focus on success or otherwise of strategies, resources etc. to inform future actions. Pupils will be able to talk with confidence about their strengths, areas for development and next steps. Spreadsheet information shows that each child is now on target (green) or just behind target (amber) with no red areas identified.

HWB Questionnaires issued at start of programme – analysis of results to identify trends, vulnerable pupils etc. Benchmark assessments administered to all FME pupils and all pupils identified as being at risk (questionnaire results) Follow-up assessments and re-issue questionnaires at end of year to show improvement in identified areas and impact on identified pupils in terms of improved scores etc. - marked improvement in identified areas for most pupils Meetings with parents and carers of identified pupils at regular intervals to discuss support strategies and progress School QI calendar amended to identify additional dates for collection, analysis of data and above measures. All of above information will be analysed at end of period to determine if interventions have been effective in closing the gap and to determine next steps/way forward.

PEF Priority Ctd.

Proposed Actions & Resources (These should be based around the organisers of Learning & Teaching, Leadership, and Families & Communities. Also consider activities within and beyond the classroom)

What is the expected impact on reducing the gap in your context of your proposed actions? (What story will your data tell by end of next session? By June 2020? You should include any targets linked to data)

How will you measure the impact? (You must be specific here in terms of:

new and existing performance data and other quantitative and qualitative information that will be required

plans for how data will be collected and reported) Across Learning Central PEF Posts:

Numeracy, Literacy and Health & Wellbeing PEF Leads have been established to provide strategic advice, support and CLPL to schools. PEF Manager post has been provided to

assist schools in relation to Finance, HR

and Procurement.

This team will support schools as follows:

Identifying the gap and providing a baseline

Assist with sourcing appropriate staff and resources to fulfil the intervention strategies

Assist with measuring the impact of the strategies

Sharing good practice across the schools to assist with 2018 planning

Provide Professional Learning Opportunities for Literacy, Numeracy and H&WB in order to upskill staff

HTs will be asked at the end of the financial year to provide feedback in relation to these central posts. This information will be used to determine if these positions have been effective in assisting schools to fulfil their strategies aimed as closing the gap. A decision will be made in March 2017 if these posts should be extended beyond this date. Professional Learning Opportunities will be evaluated and their impact will be measured in schools by staff undertaking the training.