glasgow city council education services: improvement planning€¦ · web viewour children,...

Session: 2018-19

Glasgow City Council Education Services: Improvement Planning

Establishment Anderston Primary School

Head of Establishment Liz Hendry

Area/Local Improvement Group NW1

Head of Service Jim Wilson

Area Education Officer/Quality Improvement Officer

Andrea Reid

CONTENTS1. Vision, Values and Aims2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session3. Action Planning

Action Plan Summary for Stakeholders

1. Our Vision, Values and Aims

Our Vision

Our children, staff, parents and community partners work together to promote a culture of mutual respect and lifelong learning where children are achieving their full potential and have the confidence, skills and creativity to meet the challenges of the future.

Our Aim is to promote an environment that:

Creates a safe, nurturing and inclusive school and community in which our children learn to develop positive attitudes towards themselves and others.

Celebrates social and cultural diversity in order that everyone feels valued, respected and included.

Provides a variety of opportunities which will stimulate our children’s learning, imagination and creativity whilst developing enquiring minds and lifelong enterprising skills.

Enables our children to be responsible global citizens who know their rights and can support those of others.

Supports children to fully develop a knowledge and understanding of issues affecting their health and wellbeing and supports them to make positive, informed choices.

Encourages children to access an inclusive curriculum that provides the appropriate knowledge, understanding and challenge, to allow them to fully develop their skills, abilities and talents.


1. Our Vision, Values and Aims

2. Summary of our self-evaluation process.

Strengths identified: We have a very positive and welcoming ethos throughout the school where all pupils feel safe. Our ethos promotes equality and

we continually address this through our weekly assemblies linking this to our shared values. Procedures are in place to ensure all children are safe and staff are aware of current policies and procedures to report any

concerns. The staff and our partners in the wider community are continually looking at how we can be creative and innovative in our

approach to teaching and learning and we are creative in our approach to curriculum development. Our curriculum is flexible and challenging. Teaching staff are very creative in their planning to ensure that all children access

high quality learning which underpins the principles of the curriculum for excellence.

All stakeholders were involved in our self-evaluation process. Staff worked collaboratively using HIGIOS4 to identify areas for improvement. Parents were consulted through questionnaires which were analysed and feedback from this was discussed with staff with some of the key points taken into consideration for this session. The chair of the parent council worked with staff at our May Inset using HIGIOS4 self-evaluation and in consultation with staff areas for development were discussed and in line with Glasgow’s priorities are being taken forward this session. Some of our priorities are ongoing from last session to ensure they are embedded.

Priorities for development:

1. 1.3 / 2.3 To continue to develop our whole school approach to STEM building on the good practise developed in session 17/18. Work in partnership with our Cluster Schools, with Parents and the Wider Community to include Digital learning as part of GCC priority.


2. Summary of our self-evaluation process.2. 1.3 / 2.3 To increase children’s autonomy and levels of engagement across their learning through a play based approach to teaching and learning in Primary 1.

3. 2.3 / 3.2 To continue to develop teacher’s professional learning through participation in the Tapestry Programme and Literacy for All (writing) which subsequently will have an impact on teaching, learning and raising attainment.

4. 3.1 To promote a sense of ‘being able to achieve’ through a Growth Mindset Programme involving pupils, staff, parents and the wider community.

5. 1.3 / 2.3 Use loose parts play to provide a wide range of opportunities and support to ensure children can take responsibility for their own learning, successes and achievements. Use the outdoors to provide a wide range of learning environments and creative teaching approaches in order to improve attainment and achievement.

6. 3.1 To improve pupil evaluation using HGIOS 4

3. Action Planning

12.31.3

To continue to develop a whole school approach to STEM working in partnership with our Cluster Schools, with Parents and the Wider Community to include Digital learning as part of GCC priority.


Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

Staff to continue to embed tinkering programme/ fabrication / engineering skills through play/outdoor learning/ topics

Term 1 – Term 4 Observations – pupils are engaged in planned and creative learning experiencesLearning Conversations – pupils can discuss their learning using appropriate languageForward Plans and Evaluations – Engineering topics planned with progressive skills and evaluations evidence increased participation, motivation and increased skills.

Staff paired with staff in cluster schools to share skills/knowledge/resources.Staff visit cluster schools to observe/participate in teaching of skills and meet after the lesson to participate in professional discussion.

Term 1 – Term 4 Professional discussions are meaningful and have an impact on teacher’s knowledge/skills and teaching methodology.

All staff attend inset training on Practitioner Enquiry and how research can improve practise and increase levels of attainment.Presentation from PEF teacher on her Practitioner Enquiry carried out in session 2017/18Presentation and support from Lecturer at Strathclyde University on undertaking a Practitioner Enquiry in the classroom.

Term 1 Staff have increased understanding of Practitioner EnquiryStaff have understanding and knowledge of how to access current research material.

Staff undertake a practitioner enquiry linked to Practical Technologies.

Term 3

Term 4

Teachers’ knowledge and understanding increased through research.Staff undertake a Practitioner Enquiry which evidences change in practise and improved teaching and learning.

Professional discussion with staff sharing findings of their Practitioner Enquiry with their colleagues.

Member of staff undertaking PG in Engineering Term 1 – Term 4 Collegiate – shared knowledge, skills with all staff.Sharepoint of progression of skills in EngineeringKey contacts of engineers/expertise

DLOL to attend training on using IPads in the classroom including use of APS to increase pupils understanding of digital technology.

DLOL to train staff on using IPad

Term 1/2/3/4

Term 3 / 4

Increased knowledge and understanding in using IPads in the classroom.Increased use of IPads in the classroom – Primary 1 and Primary 1 /2.Learning conversations/observations – pupils are able to discuss their learning using digital technology.

Staff have increased awareness / understanding of using IPads as a teaching tool and how this can support the pupils to




increase skills in digital technology.

Staff leading on this priority – including partners Resources and staff developmentSTEM – all teachersPEF teacherKate Wall – Strathclyde UniversityCluster schools and nurseriesDLOL

Inset day training – presentation Practitioner EnquiryProfessional discussions with cluster schoolsCollegiate – DLOL training on use of IPads

No. Quality Indicator Priority

2 1.32.3

To increase children’s autonomy and levels of engagement across their learning through a play based approach to teaching and learning in Primary 1.

Tasks to achieve priorityTimescale

and checkpoint

s

Evidence of Impact > (data, observation, views)

Research into play in the primary 1 classroomLook at current practise / what is needed to be changed? / intended outcomes /Establish a procedure for setting up a play environment – attend CPD training

Term 1 – Term 4

Change of classroom practiseChange in teaching methodologyIncorporating teaching and learning through purposeful play activities.

Lead changes across Primary 1 and classroom environment while still ensuring attainment in all curricular areas.

Term 1 Organisational change of physical environment both indoors and outdoors including resources


Tasks to achieve priorityTimescale

and checkpoint

s


Engaging and challenging opportunities for pupilsFree flow play both indoors and outdoorsResponsive to individual needs and interestsPersonalisation and choice for pupilsLiteracy and numeracy embedded in purposeful play activities.Using the outdoors as a purposeful play based learning environment.

CPD levels of engagement for staff supervising play sessionsTerm 1 Increased understanding of different types of play

Increased awareness of child led play and adult initiated playComplete baseline observations to assess and track levels of engagement in play

Term 1 – Term 4

Focus group of pupils – observational sheets show increased levels of engagement in different play settings.

Data collected on literacy / numeracy and HWB from focus group of pupils. Pupils will be monitored from P1 – P7

Term 4 Analysis of data – Focus group results will continue to be analysed each session for attainment in literacy/numeracy/HWB throughout the levels.

Staff leading on this priority – including partners Resources and staff developmentLisa McGloughlinEmer CunninghamSusan Hobbs

CPD trainingResources indoor and outdoor


32.33.2

To continue to develop teacher’s professional learning through participation in the Tapestry Programme and Literacy for All which subsequently will have an impact on teaching, learning and raising attainment.

Tasks to achieve priority Timescaleand checkpoints


CLOL to attend GCC Literacy for all training – focus on August 18 – June 19Glasgow City Council Education Services: Improvement Planning

Tasks to achieve priority Timescaleand checkpoints


Writing

CLOL to create a staff sharepoint for resources/ key information

Staff workshops – CLOL to deliver, share resources/

Coaching in Context – CLOL working with teachers to demonstrate and share good practise.

CLOL working with groups of identified children (SIMD 1 and 2) who are not achieving

August 18 – June 19

August 18 – June 19

September 18 – May 19

October 18 – May 19

Sharepoint available to all staff

Staff using new resources/methodologies which will support and upskill pupils in their writing.

Shared planning with CLOL and class teacher to implement writing strategies/lessons

Progressive skills programme from P1 – P7 – fiction/non fiction (different genres)

Consistency of writing strategies/methodology across the school.

Increase Teacher confidence in using different strategies/methodologies to teach writing from P1 – P7 (pre and post questionnaires)

Upskill pupils in using different strategies/focused writing targets Learning conversations – pre and post CLOL input

Pupils writing Analysis of data demonstrates increased attainment in writing.

Two members of staff will continue to participate in the Tapestry Programme

August 18 - December 18

Workshops with a focus on Learning /Evidence of Learning / Quality Questions/Planning evidence to improve Teacher’s practise and pupil’s learning.

September 18 – February 19

Collegiate nightsInset day

Feedback sessions from Staff participating in Tapestry Programme will allow for Professional Discussion, sharing, supporting and challenging successes and failures in implementing new initiatives within the classroom.Reflection on research.Analysis of impact of this training on teacher’s confidence/ practise in the classroom setting/ pupil’s learning through a post questionnaire.

Staff leading on this priority – including partners Resources and staff developmentGlasgow City Council Education Services: Improvement Planning

Anna Cain (CLOL)

Susan CameronEmer Cunningham

Workshops on Writing and Coaching in Context approach will increase teacher’s knowledge and understanding of writing methodologies/resources to support the teaching of writing.

Staff development - teaching learning community set up in the school will increase teachers’ knowledge and understanding of current Research in Education.


43.1

To Promote a sense of being able to achieve through a Growth Mindset Programme involving pupils, staff, parents and the wider community.



Staff attend a workshop of growth mindset Term 1 Sharing Practice in collegiate nights to review successes and further development needs.

Staff will begin to use language of Growth Mindset within the classroom.

Term 1 onwards Observations/Learning Conversations – Language of Growth Mindset is being used within the classroom setting.Discussion during planning meetings with SMT

Assembly for Pupils as a platform to reinforce Growth Mindset will continue with a variety of challenge activities being used inFriendship group lessons to further embed Growth Mindset.

Term 2 - 4 Pupil responses using language of growth mindset / observations of pupils throughout friendship groups and during challenge activities




A focus group of children will fill in pre-post questionnaires to monitor and evaluate attitudinal change.

Term 2Term 4

Identified focus groupPre QuestionnairesPost QuestionnairesAnalysis of data will evidence attitudinal change

Presentation of Learning to parents Term 4 Parental views and feedback

Diane Mitchell – DHTJohn Paul Fitzpatrick – Teach Mindset Partner Growth Mindset Staff Development Presentation and

ResourcesQuestionnaires

52.31.3

Use loose parts play to provide a wide range of opportunities and support to ensure children can take responsibility for their own learning, successes and achievementsUse the outdoors to provide a wide range of learning environments and creative teaching approaches in order to improve attainment and achievement.



RP and DM to speak to all staff re Loose Parts Play and Outdoor Classroom and share plan. A folder of suggested lessons to be distributed to each class.

August 18 Staff will use knowledge of training in October 17.Sharepoint created for staff to access/add further resources for Outdoor ClassroomForward Planning / Evaluations - Outdoor activities will be included in planning curricular activities and evaluated accordingly.

DM to set up committee from P5-P7 to discuss Loose Parts Play and ideas regarding resources etc. Children will produce a letter to stakeholders regarding resources.

Observation / Learning Conversations - Pupils will develop skills for lifelong learning and work. They will be able to identify and show skills through their ability to take




responsibility for Loose Parts Play. Introduction to Loose Parts PlayRP to take groups of children to introduce concept of Loose Parts Play-3 groups of 8 children-mixed classes-P3-7 between 1-2 and 2-3RP to organise timetable with class teachers.

Term 1 –Term 4

Focus group – Observational sheet pre and post loose parts play ( Sept and May) will measure impact:To identify if pupils are taking more responsibility for their own learning, successes and achievements.

Focus Group – teacher’s observational sheet will measure impact:

To identify if loose parts play/outdoor learning is having an impact on pupil attainment and achievement.

DM to speak to Parent Council re Loose Parts Play/Outdoor Classroom and ask for help/suggestions re- collecting resources.LM will allocate a bed in the vegetable garden to each class, who will have responsibility for harvest and weeding. LM to discuss with CS linking vegetable garden, orchard and cooking.

Beds established and vegetables grown and harvested.Harvested vegetables are used in cooking lessons in classroom.

Review Plan with staff and modified where necessary. Staff will share practise and review plan, modifying where necessary.Assemblies will be held once per month for classes to share their Outdoor Learning experience to all staff and pupils.

Observations – pupils discuss their learning

A celebration of achievement will take place during Health Week for parents to showcase all Outdoor Learning activities.

Assembly – pupils evidencing their learning through photographs/presentation /

Staff leading on this priority – including partners Resources and staff developmentD. MitchellR. Patterson

Loose parts play resourcesConsumables – food



63.1

To improve pupil evaluation using HGIOS 4



PresentationStaff Information Sharing / staff views/professional discussions/ sharing practise / exemplars from Education Scotland

Sept 18 Sharepoint created - collation of good practice compiled for all staff

Focus Group – Questionnaire – key questions linked to what makes good teaching and learning?

Oct. 18

Pupil workshops. Raising Awareness of vocabulary linked to good teaching and learningFriendship groups – lessons

Term 2 and 3 Pupils have increased awareness and understanding of evaluative language.

Focus Group – Questionnaire post workshops and friendship group lessons.

May 19 Analysis of questionnaires evidences increased depth and breadth of pupil evaluationsData presented to school.Pupils areas for development will be included in SIP 2019/20

Staff leading on this priority – including partners Resources and staff development

Linda McCannStaffHead Teacher/ D.H.T

HGIOS 4Pre and Post QuestionnairesEducation Scotland ExemplarsStaff Collegiate / Training


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