improvement plan 2019-2020 dyce school · 2019. 10. 26. · dyce school key areas of improvement...

1

IMPROVEMENT PLAN 2019-2020

Dyce School

2

PART TWO: School Improvement Plan 2019-2020 - Key Priorities informing Improvement Planning (National, Local and Service / School)

National Priorities Local Authority Priorities

Cross cutting themes ● Expand Early Learning and Childcare by 2020. ● Establish Aberdeen as a UNICEF Child Friendly City. ● Implement the recommendations of the child protection inspection ● Improvement Methodology

95% of children (0-5years) will reach their expected developmental milestones by the time of their child health reviews by 2026

NIF Priority 1:

Improvement in attainment, particularly in literacy and numeracy

● Locality Plans seek to increase attainment of children in Priority Areas on entry to P1. ● Senior phase /Learner Pathways ● Increase data literacy at all levels of the system

NIF Priority 2:

Closing the attainment gap between the most and least disadvantaged children.

● Close the Gap through effective multi-agency working ● 95% of care experienced children and young people will have the same levels of attainment in education,

emotional wellbeing, and positive destinations as their peers by 2026.

NIF Priority 3:

Improvement in children and young people’s health and wellbeing.

● Improve mental health services and understanding of the effects of trauma ● Reduce youth crime ● Increase pupil participation ● 85% of children and young people will report that they feel mentally well by 2026.

NIF Priority 4:

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

● Provide age appropriate employment skills for children and young people in schools ● Survey aspirations to sharpen our pre and post school supports ● Expand and improve post school learning and employment opportunities for children and young people ● 95% of children living in our priority localities will sustain a positive destination upon leaving school by 2026.

3

Overview

NIF Priority 1. Improvement in attainment, particularly in literacy and numeracy 2. Closing the attainment gap between the most and least

disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-

leaver destinations for all young people

NIF Driver • School leadership

• Teacher professionalism

• Parental engagement

• Assessment of children’s progress

• School Improvement • Performance Information

LOIP ‘Prosperous People’ partially realised through the ICS ‘Children are our Future’ theme identifies 3 primary drivers: • Children are safe and responsible • Children are getting the best start in life

• Children are respected, included and achieving

The ICS primary drivers have guided the formation of 4 key priorities for action:

• Closing the Gap

• Youth engagement and inclusion

• Health and wellbeing

• Community safety and environment

HGIOS?4 QIs

1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and staff 1.5 Management of resources to promote

equity

2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnerships

3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people

1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18. 2. Every child and young person is entitled to experience a broad general education. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.

4. Every child and young person is entitled to develop skills for learning, life and work, with a continuous focus on literacy and numeracy and health and wellbeing. 5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.

6. Every young person is entitled to support in moving into a positive and sustained destination.

4

Improvement Priority 1: Improvement in attainment, particularly in literacy and numeracy

Lead Responsible: SLT – Alison Baldacci [Numeracy], Gillian Hewitt [Literacy], Angie McLean [Assessment] Emma Shinnie [ELCC]

Partnership Forum (where appropriate):

Expected Outcome(s) for whom, by when, by how much?

• By June 2020, at least 85% of P1, P4, and P7 pupils will have achieved the expected levels for Literacy and Numeracy

• By June 2020 a consistent approach in learning and teaching for all pupils will be embedded across all stages (Nursery - P7)

• By June 2020, N-P7 staff will have an increased confidence in planning and, creatively and effectively, through Digital Technologies

• By June 2020 a relevant and progressive curriculum across all curricular areas will be in place for all learners

HMIE Recommendations:

• Develop a more consistent use of robust data across the curriculum to inform improvements to learning and teaching and raise attainment so that all children are working to their potential.

• Increase the pace of curriculum development across the school and nursery as a priority to ensure that all children’s needs, aspirations and entitlements are fully met.

Impact Measures How will we know?

QI Specific Actions QI 1.5 Management of resources to

promote equity

QI 1.3 Leadership of change

Who?

Timescale

By When?

Progress

On Track

Time Resource School Budget

Resource £

Behind Schedule

Not Actioned

Teacher planning, assessment and moderation linked to school’s QA Calendar - Moderation activities Direct observations People’s views

1.1 • Implement timeline of N-P7 QA calendar of monitoring attainment and achievement

20/08/19

All staff

SLT

August 2019

Professional dialogue through regular tracking and planning meetings - [School QA Calendar]

3.2 • Engage staff, N-P7, in termly meetings to set attainment data to set aspirational targets for

2019-2020

All staff SLT

June 2020

5

People’s views Direct observation

all pupils

IEPs/ action plans/ Child’s Plans/ Boxall Profiles Quantitative data

1.1 2.4 3.1

• Implement timeline of QA calendar of monitoring IEPs/Action Plans - attainment and achievement [N-P7]

2019-2020

All staff SLT

June 2020

1.1 2.4 3.1

• Create Child’s Plans /Action Plans for all N-P7 children/pupils with EP involvement and those involved in annual reviews – [Language Support Provision/Learning Den –ASN Support]

Collegiate meetings x4

All staff SLT

August- September 2019

1.1 2.4 3.1

• Complete Boxall Profiles for all pupils accessing additional support

August – September 2019

CT DHT

August- September 2019

CFE/SNSA/Baseline assessment/Leuven Scale/SHANARRI data Quantitative data

3.2 • Share CFE/SNSA/Baseline assessment/Leuven Scale/SHANARRI data (via school-based Google tracking) with staff leading to measurable improvement

Professional dialogue meetings x 4 [Staff to

access tracking independently as well as

planned meetings.]

All staff August 2019 – June 2020

• CFE/SNSA/ Baseline assessment – Writing

Quantitative data

2.2 2.3

• Literacy: Writing - Develop progression framework Writing and create Holistic assessments

November Inset Day + collegiate meetings x 3

All Staff August 2019 – June 2020

6

• Quality of teachers’ planning

• Classroom monitoring – improvement in learning and teaching [QI 2.3]

Direct observations

2.3 • Update planning formats for all Core areas - [Lit/Num/H&W] Implement Literacy and Numeracy’ Guidelines

• Monitoring using QI2.3 documentation

November Inset Day + collegiate meetings x 3

All staff August 2019 – December 2019

Classroom observations using evaluative language – SLT and Peer –focus identified with staff [QI2.3] Direct observations

2.3 • Model and implement a shared understanding of what effective Learning and Teaching is (N-P7) [Visible Learning, Osiris] with a focus on AIFL -

• Model effective feedback

In-Service Day – August Collegiate meetings x 4 + classroom modelling

Visible Learning Resources [Osiris]

All staff SLT

August 2019 – June 2020

Professional dialogue linked to learning and teaching policy and QA calendar Direct observations

2.2 • Complete Learning and Teaching policy (N-P7)

• Embed Assessment Policy and Marking Policy

collegiate meeting x 1

October 2019

Professional dialogue / Classroom Monitoring Direct observations

2.3 • Further develop and embed the Curriculum Rationale (N- P7)

November Inset Days All Staff June 2020

Professional dialogue/ Classroom Monitoring Direct observations

2.2 2.3

• Refresh Contexts for Learning 3 year plan

September 2019 – June 2020

Leaders of Learning Group

November 2019

7

Pupil focus and engagement groups – language of learning – HGIOURS + Pupil Consultation People’s views

1.3

• HGIOURS Staff and pupil engagement in Theme 2- Pupil and Leaders of Learning Groups to develop a Policy linked to HGIOURS

• Further develop Pupil Participation Groups allowing learners to take part in the everyday strategic decisions that steer and provide school-wide direction, including involvement in parent-teacher association

Weekly Pupil Participation Groups + Pupils to be invited to Parent Council meetings to share their views 2x yearly

DHT All staff

June 2020

Observations using evaluative language – SLT and Peer –focus identified with staff Direct observations

1.3 2.3

• Develop new planning formats in nursery to take account of planned learning /spontaneous learning/outdoor learning

Start - 20/08/19 Collegiate meetings x3

Started – June ‘19 Collegiate meetings x 5

All nursery staff SLT

November 2019

August/

September 2019

• Teacher planning and assessment

• Monitoring- class/peer

Direct observations People’s views

2.3 • Use of the ACC/Education Scotland Progression pathway for Digital Technologies

• Use of Google Sites for profiling in P4-7

• Embed digital technologies in planning

All staff SLT

All staff Digital

Leaders /pupils

8

Monitoring Progress and Evaluating Impact

(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)

Impact and Evidence:

9

Pupil Equity Fund Budget Allocation April 2019 - £54,000

Pupil Equity Fund Rationale 2019-2020 ‘All our work to interrupt the cycle of deprivation and its impact on children’s progress’.

Dyce School key areas of improvement identified from our data analysis and as a result of our consultations to support our children living in poverty and those who may be considered as vulnerable are:

• Support pupils’ wellbeing using the nurturing principles across the school to plan interventions leading to improved resilience and wellbeing. Through offering a breakfast club we will ensure identified children are fed and able to start the school day in a positive state of mind to start learning. By arriving at school on time they are then receiving their full entitlement to learning.

• Improve learning and teaching for all pupils leading to improved attainment in literacy and numeracy through offering a supported homework club for pupils and parents with a healthy snack. We will continue to develop our outdoor learning approaches. Improvement to our Library will support us to encourage children to read for enjoyment. Purchasing of new books as well as increasing the profile of reading using initiatives such as the First Minister’s Reading Challenge will support this. Improving attainment in early literacy is crucial as this will impact on all areas of the curriculum. Providing resources and equipment for children will support this further. In addition, the current reading programmes in school will be augmented to allow for diversity, challenge and support for pupils.

• Improve pupil engagement and participation by offering more clubs and activities for children based in the school, both over the lunch period and after school.

The above interventions were put in place following a survey for parents, a focus group of pupils and staff studying the data. Professional dialogue with staff regarding identified pupils will ensure appropriate plans are in place to meet the educational and health and wellbeing needs of each pupil identified within the cohort. We aim to make the cost of the school day as low as possible for all. Within our proposed targeted interventions we will fulfil our school vision to “AIM HIGH” to ensure that all children who may be at risk of underperforming due to socio-economic factors will have additional supports to minimise the inequities they may encounter.

10

Improvement Priority 2: Closing the attainment gap between the most and least disadvantaged children / young people

Lead Responsible: SLT – Jenny Rae

(See PEF Spending Plan for continuation items) Partnership Forum (where appropriate):


• By June 2020, targeted pupils will show a gap decrease of 10% in Literacy and Numeracy, against Government stretch aims.

• By June 2020, the targeted group of pupils will increase the length of time engaged in learning by 10%

HMIE Recommendation:


• Increase the pace curriculum development across the school and nursery as apriority to ensure that all children’s needs, aspirations and entitlements are fully met.


QI Specific Actions QI 1.5 Management of resources to

promote equity

QI 1.3 Leadership of change

Who?

Timescale

By When?

Progress

On Track

Time Resource

PEF £

Behind Schedule

Not Actioned

CFE attainment data and whole school Google tracker – targeted groups of pupils Quantitative data Tracking progress across interventions Quantitative data Baseline measures- Reading, Writing, Numeracy – in line with whole school baseline

2.2

1.2

2.3

• Monthly analysis of attainment data to identify ‘on track’ progress of targeted pupils

• Training for staff and parents Resources for pupils - Nessy

• Augment current reading programme/library books

• Introduce Number Talks

Collegiate

Meetings x2

£3,000

£10,000

£4,200

All staff SLT

SLT

DHT

PT

June 2020

11

assessment programme

Quantitative data Direct observations

• Text Help

• Numbershark

• Embed Boardmaker, particularly through the ASN teacher

£200 £1,000 £4,000

ASN Teacher

Baseline measures- behaviour/ time out of class / Boxall Profiles Quantitative data Direct observations

1.2 3.1

• Monthly analysis of behaviour tracker

• Experiential Visits – targeted pupils

• Nurture area to support conflict resolution and readiness for learning, before school and after each break time

• Review the Behaviour Policy

£3,000

All staff SLT

June 2020 June 2020

October 2019

Breakfast Club Seemis data – lates/attendence Baseline measures – Leuven Scale/SHANARRI wheel

• Attendance - Reduction in pupils being recorded as Late on Seemis.

• Pupil feedback.

£26,000

Homework Club Baseline measures – Leuven Scale/SHANARRI wheel Quantitative data Direct observations

• Continue to run a Homework Club to support identified pupils.

• Resources to be purchased to support active learning in addition to teacher tasks

£13,000




12

Overall Pupil Equity Funding Planned Expenditure £54,000 + £50,000 carry forward

Details – Resources and Staffing Approximate Cost £

Literacy

Reading Reading books/library books £10,000

Writing Texthelp £200

Nessy Resources and training £3,000

Listening and Talking

Numeracy

Numeracy Numbershark £1,000

Number Talks £4,200

HWB,

AHWB Nurture Area plus training £4,000

Aberdeen FC Community Trust £15,600

Rainbow Room – [Sensory Room] and training £4,000

Health and Well-Being Room / Boardmaker – support Emotional Health plus training £4,000

Experiential Visits £3,000

Breakfast Club Resources £2,000

Homework Club Resources` £1,000

Staffing Breakfast Club Homework Club

£26,000 £13,000

Additional Total £91,000

13

Improvement Priority 3: Improvement in children and young people’s health and wellbeing

Lead Responsible: SLT – Jenny Rae


• Partnership Forum (where appropriate):


• By June 2020 all children will have completed baseline and follow-up SHANARRI Wellbeing Wheel

• By June 2020 all pupils will engage in a progressive health and wellbeing programme

• By August 2019 all incoming nursery children, and thereafter all children, will have personal and relevant up to date information recorded on appropriate and robust personal plans



• Increase the pace curriculum development across the school and nursery as a priority to ensure that all children’s needs, aspirations and entitlements are fully met.


QI Specific Actions QI 1.5 Management of

resources to promote equity

QI 1.3 Leadership of

change

Who?

Timescale

By When?

Progress

On Track

Time Resource

School Budget

Resource £

Behind Schedule

Not Actioned

Results of Pre and post SHANARRI Wellbeing Wheel questionnaire for pupils’ confidence levels Quantitative Data

3.1 Parental engagement event – supporting parents - sharing resources to support emotional development at home/sharing the pre and post questionnaires

SLT

+ Parents [Staff]

August – June 2020

14

Monitoring Teacher’s planning and assessment overview Direct observations

2.2 2.3 3.1

Introduce/Implement Health and Well-being 3-year cycle across the school.

All staff SLT

September 2019 – June

2020

Pupil focus groups People’s views

1.1 Pupils will engage in self-evaluation using the challenge questions from HGIOURS – Theme 1 Relationships

Focus Groups/SLT September 2019 – June

2020

Documentation in place Quantitative Data

3.1 Create nursery personal learning plans for each child with all documentation recorded in individual folders to ensure information is relevant and up to date.

Nursery Staff DHT

August 2019




15

Improvement Priority 4: Improvement in employability skills and sustained, positive school-leaver destinations for all young people

Lead Responsible: Angie McLean



• By June 2020 all pupils will engage in opportunities to develop skills for learning, life and work, linked with DYW

• By June 2020 all P4-P7 pupils will have completed the My World of Work tool kit [Animal Me; My Interests; Profile]


QI Specific Actions QI 1.5 Management of



change

Who?

Timescale

By When?

Progress

On Track

Time Resource

School Budget

Resource £

Behind Schedule

Not Actioned

Results of pre and post development questionnaires based on staff confidence [Google Forms] Quantitative data

2.3 3.3 2.2

• Share and analyse results of pre and post development questionnaires based on staff confidence in DYW

Collegiate x1

All staff SLT


Comprehensive list and outcomes agreed with a range of business partners Direct observations People’s views Teacher planning Direct observations Partner evaluations People’s views

3.3

2.3

• Create a comprehensive list of business link contacts

• Develop a whole school theme planner to include DYW links and skills

[My World of Work]

• Implement ACC Skills progression framework

Collegiate x1 All staff

SLT


16




Improvement Priority 5: QI 1.1 Self-Evaluation / QI 1.3 Leadership of Change

Lead Responsible: HT [SLT]



• By June 2020 school and nursery staff will engage in effective self-evaluation processes to improve outcomes for all learners

• By June 2020 all staff and children will be engaged with activities that will develop leadership at all level


• Across the school and the nursery, further develop effective self-evaluation processes to focus more directly on improving outcomes for all learners.

• Further develop leadership at all levels, including children leading the learning, to ensure this effectively improves outcomes for all children


QI

Specific Actions QI 1.5 Management of



change

Who?

Timescale

By When?

Progress

On Track

Time Resource

School Budget

Resource £

Behind Schedule

Not Actioned

Evidence from Self-Evaluation Activity linked to QIs (HGIOS)

1.1 1.3

Implement Quality Assurance calendar (Nursery and School) indicating QI activity across the school

Collegiate meetings –

All staff August 2019 – June 2020

17

(Google Forms / Survey Monkey Data)

session. (Reference QA Calendar) Involve staff, pupils, parents and partners as part of QA and self-evaluation activity.

re-QA Calendar

Evidence from Self-Evaluation Activity linked to QIs (HGIOS) (Google Forms)

1.1 1.3

Leadership of Learning Groups engaging in school improvement planning and evaluation of impact. (Reference QA Calendar)


Evidence from Self-Evaluation Activity linked to QIs (HGIOS) (Google Forms)

1.1 1.3

Engagement in the Young Leaders of Learning programme with a focus on pupils engaging in school improvement





18

QI 1.2 Leadership of Learning 2019-20

Professional Engagement and Collegiate Working – Leadership at all Levels

Whole School Initiatives / Maintenance Areas Leader(s)

Promoted and Unpromoted Staff

Literacy Co-ordinator

Gillian Hewitt (DHT) and Fiona Wilson (Language Support ProvisionTeacher)

Numeracy Co-ordinator

Alison Baldacci (PT) and Elaine Ross (P6 teacher)

HWB Co-ordinator Jenny Rae (Acting DHT)

Curriculum Development Margaret Winton (Acting Head Teacher) Emma Shinnie (DHT), Gillian Hewitt (DHT) and Jenny Rae (Acting DHT) with all staff

Pupil Equity Fund Jenny Rae (Acting DHT)

My World of Work – continue to develop DYW Gillian Hewitt (DHT) overseeing with, Nicola Cruickshank (Class Teachers)

Continuing 1+2 Modern Languages Laura Journe (Class Teacher)

IT Co-ordinator Angie McLean

Pupil Participation:

• Pupil Council

• House Captains Engaging in HGIOURS (Pupil Version)

Emma Shinnie (D HT) Fiona McKnockiter (Class Teacher) Margaret Winton (Acting HT)

Nursery and Early Years (Including Transition)

Emma Shinnie (DHT), Michelle Bruce ( Nursery Teacher) Gillian Coleman (EYP)

Date uploaded onto website:

improvement plan 2019-2020 dyce school · 2019. 10. 26. · dyce school key areas of improvement...

Documents