1

R Learning Together, Achieving Together

Armadale Academy Improvement Plan

2017/2018

2

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 School Vision Statement: Learning Together, Achieving Together

Next

Steps

3

Through partnership work with all stakeholders, we aim to provide excellence and equity for all pupils that will meet their educational, personal and spiritual needs

and which will enable them to become:

Successful Learners Confident Individuals Responsible Citizens Effective Contributors

So enabling learners to then go onto positive and sustained destinations and equipping them with the skills and qualities they will need for the rest of their lives. Through:

Effective School Leadership

To ensure leaders at all levels are committed to the highest standards and empower others to take ownership of their learning focusing all leadership on excellence and equity for all.

Teacher Professionalism To ensure the highest quality of professionalism in all staff within our Learning Community through a commitment to professional learning and collaborative work focused on improving the quality of the learning experience for all.

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 To ensure robust and consistent evidence and a shared understanding which helps us improve Health and Wellbeing, raise attainment and close the poverty related attainment gap.

School Improvement To ensure the programme of Cluster and School Improvement 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.

4

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

5

Delivering Excellence and Equity

2017 - 2018

Learning Together, Achieving Together

6

Curricular Area: Ensuring Excellence and Equity

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:

Improved consistency in high quality learning and teaching across the school. S3 courses will offer pace, depth and challenge facilitating progression into the Senior phase. Improved teacher confidence with regard to standards associated with Benchmarks - leading to more effective TMR for students in the BGE A shared understanding of the rationale and design of the curriculum amongst stakeholders. Raised attainment for students in S4 at level 5. Further improvement in attainment for students sitting 3+ Highers. Improved SCQF points average for students in S6.

☒School Improvement

☒School Leadership

☒Teacher

Professionalism

☒Parental Engagement

☒Assess. of Children’s

Progress

☒Performance

Information

2.3 3.2 2.2 1.2 1.5

Whole school focus on what excellent learning and teaching look like. There will be a specific focus on meeting learner needs through appropriate pace and challenge. This will be developed through:

Agreed lesson observation criteria Professional discussion through the TLC sessions Tapestry programme Staff involvement in peer observation and CARs. Equity interventions Staff use of CAT and CEM to allow more targeted approaches.

Staff implementation of systems to support learning:

TMR review and further development. Staff moderation of Benchmarks within departments and Hubs to ensure shared understanding of standards leading to reliable teacher judgement. Development of Assessment and Moderation policy. Implementation of the Homework policy.

Staff collegiate and professional learning opportunities will be further developed by:

Developing an in house CPD programme for staff Development posts/ Coop Teaching opportunities Providing opportunities and support for practitioner enquiry EMT training with regard to PRDs

ASL/MLA/ FBR/ ROR BSP/CFE PTCs MLA Staff JMG/MLA SMT

April 2018 Dec 2018 Mar 2018 Nov Sept 2017 Jan 2018 Nov 2017

Structured Walks Observations TLC feedback Tapestry feedback SSES improvement Staff feedback Feedback and minutes/ JCG DMS/ EMT Questionnaires Stakeholder groups feedback CAR report s Analysis of whole school performance data

7

In line with our three year Curriculum Review plan, there will be:

Consultation on the rationale of the curriculum with all stakeholders. Mapping of S2 curriculum and links Development of S3 courses to ensure they offer progression, depth and challenge and articulate with level 4 Benchmarks. Review of option choice structures for S3 and S6 to ensure the curriculum offers appropriate learning pathways and personalisation and choice for all students. Development of N5 assessment in line with SQA changes. Development of SCQF courses at level 5.

ASL/MLA MLA PTCs SMT/ CAR team PTCs

Oct 2017 Feb 2017 Dec 2017 Nov 2017

Improvement in Literacy for all: Raised attainment at level 4 by the end of S3. Increased student engagement in reading across the curriculum and improved staff confidence in delivering reading skills in their classroom

☒School Improvement

☒School Leadership

☒Teacher

Professionalism

☐Parental Engagement

☒Assess. of Children’s

Progress

☒Performance

Information

2.3 2.2 3.2 1.5

Ensuring depth, pace and challenge in reading and writing within the S3 English curriculum. Introducing professional judgement decisions of performance at a level the end of S1 and 2 as well as S3. Whole school

Improving staff confidence in the delivery of core literacy skills.

Staff training / collegiate opportunities aimed at improving understanding of standards in literacy within the BGE.

Develop a BGE Reading challenge and key events to showcase literacy.

Further develop school cover material using

EMR Lit group Dev post EMT Staff

Dec 2017 May 2018 June 2018 Feb 2018 Dec 2017 Oct 2017

Analysis of progression through the analysis of S1- 3 levels with a particular focus on. Reading and Writing. Staff feedback Literacy CAR Classroom Observations. Focus groups.

8

subject specific literacy materials

Further develop the IDL approach to improving literacy skills across the curriculum.

Establishing further literacy supports for those students facing barriers to learning (as per equity plan).

Visibly display literacy links across the school.

Oct 2017 June 2018

Improvement in Numeracy for all: Raised attainment of students at level 3 and level 4 in S3. Improved attainment at N5. A shared understanding and increased coordination of the teaching of numeracy across the curriculum.

☒School Improvement

☒School Leadership

☒Teacher

Professionalism

☒Parental Engagement

☒Assess. of Children’s

Progress

☒Performance

Information

2.3 2.2 3.2 2.5 1.5

BGE Work with cluster / Hub looking at benchmarks and moderation processes to ensure consistency of professional judgement of a level.

Ensuring depth, pace and challenge in the S3 curriculum at levels 3 and 4.

N5

To evaluate strategies in place for raising attainment at N5 and plan accordingly.

Introduction of level 5 Personal Finance Award

Whole school

Set up numeracy working group. Aim is to create a common strategies Numeracy booklet for all stakeholders. Analysis of numeracy currently offered across the curriculum from mapping. Identify areas where numeracy outcomes can be developed in other curricular areas.

To develop teaching and support staff confidence in delivering numeracy strategies across the curriculum

To support parents in helping their children with

ROR and MA team LCW PMA Staff PMA PMAGS

Mar 2018 Dec 2017 Sept 2017 Aug 2017 Sept 2017 Nov 2017 June 2018 May 2018

Analysis of progression through the analysis of S1- 3 levels BGE TMR analysis S2 progression from CEM data N5 results Classroom Observations Structured Walks Numeracy booklet shared Spreadsheet evidencing mapping of numeracy skills across subject areas. Spreadsheet Survey monkey to gather staff confidence in Numeracy Nov and June 18. Focus

9

numeracy strategies that can be used in the home (Parental workshops)

To reintroduce IDL opportunities such as Money Week and the rolling out of financial education for Senior students in PSD.

Establishing further numeracy supports for those students facing barriers to learning (as per equity plan).

T FBR GST

Nov 2017 Oct 2017

groups; staff, parents, pupils Feedback through DMs, EMT etc.

Improvement in all children and young people’s wellbeing: All stakeholders have strategies to ensure they are safe and respected.

☒School Improvement

☒School Leadership

☒Teacher

Professionalism

☒Parental Engagement

☐Assess. of Children’s

Progress

☒Performance

Information

3.1 2.1 2.4 1.5

Embed restorative approaches to behaviour in all areas of the school, in line with the school values. Complete the review of our Bullying procedures and policy to further support students in Armadale Academy. Develop a whole school approach to Rights Respecting School. Develop a clear understanding of all roles and responsibilities in relation to the Continuum Support. Provide parent/ carer sessions on safeguarding of children with regard to online safety, substance misuse and sexual health and relationships. Continue to develop staff knowledge and awareness regarding risk factors and warnings related to child sexual exploitation. Increase nurture provision (equity plan) and continue to review and monitor students from most deprived backgrounds to ensure barriers to learning are identified and addressed.

BSP SS Team

June 2018 Dec 2017 June 2018 Nov 2017 Aug 2017 April2018

Analysis of performance data including attendance, exclusion figures Pupil focus groups and questionnaires Classroom observations and structured walks Feedback from Student Support team though Hose meetings, Hub meetings and SFL. Feedback from parents/ carers Reduction in number of online related incidents.

10

.

Improvement in employability skills and sustained, positive school leaver destinations for all young people: All students have clear strategies, advice and support with regard to career opportunities.

☐School Improvement

☒School Leadership

☒Teacher

Professionalism

☐Parental Engagement

☐Assess. of Children’s

Progress

☒Performance

Information

3.2 2.4 1.2 3.3

To ensure effective communication within House Hub meetings and a shared understanding of roles/ responsibilities with regard to the monitoring and tracking of destinations. Early identification of “at risk “students so that appropriate and timely interventions can be put in place To ensure effective use of Data Hub information to match students with appropriate opportunities/ programmes. Launch My World of Work Ambassadors in the school. These Senior students will link in with departments and support links with careers. Use the Career Champions more effectively across the school to promote subject related careers and opportunities. Run CPD workshops for staff based on Education Scotland materials to help improve staff understanding.

CGO BSP PTCs Dept. Links Staff

Oct 2017 Dec 2017 Oct 2017 Mar 2018 April 2018

House/ Hub minutes Uptake of opportunities by students Feedback from students/ parents/ employers/ colleges/ universities Staff feedback and confidence as seen by structured walks and observations.

11

Additionality: Pupil Equity Funding Plan: Closing the attainment gap between the most and least advantaged children PART 1: Contextual Data Analysis & Rationale a) Background Armadale Academy is a six-year comprehensive school for 950 students from the Armadale, Blackridge and Bathgate catchment area. Due to the developing nature of the area and an increasing roll, this year two thirds of our students were in S1 to 3 population.

The SIMD profile of Armadale Academy is spread across deciles 1-9, with a peak of 27.7% in decile 4 and 18.1% in decile 9. Armadale Academy is ranked as 6 out of 11 West Lothian Secondary Schools (1st being most deprived and 11th being least deprived).The SIMD profile is the same for S1-3 with peaks in decile 4 and 9. In terms of free school meal entitlement, 79% of our students are in deciles 1-4. b) Data In S1-3, 61% of students who are entitled to FSM stay in Armadale, 20% in Blackridge, 15% in Bathgate and 4% from other areas. With regard to attendance, 89% of these students have 95% or less attendance in comparison to 29% in quintile 5.

12

30% have 80% or less attendance in comparison to 0% in quintile 5. A broad overview of attendance for students in quintile 1 and 2 who are entitled to FSM have an average attendance rate of 82.4% in comparison to 92.4% attendance rates of students without this entitlement. One third of the identified students have an additional support need in comparison to 7.5% in quintile 5 and 61% of the identified students are registered as being Red/ Amber on the risk matrix. Students from the identified FSM group account for 60% of exclusions this academic year. In terms of CAT averages, the average CAT score for the S1 identified group is 87.9 in comparison to the S1 year group average of 95. In S2 CAT average- 88.7 for the identified group in comparison to an average of 94.8 for the year group and in S3: 89.67 in comparison to a year group average of 94.8. Information at p7 and S3 (see graphs below) shows a clear difference in the performance of literacy and numeracy for students in quintile 1 in comparison to quintile 5. At third level, students in Quintile 1 perform significantly less well in reading, writing, listening, talking and in Numeracy students in quintiles 1 and 2 perform less well. This pattern is even more marked for reading, writing, listening, talk and numeracy at level 4 in quintiles 1 and 2.

Currently in Armadale Academy, there is a well established and extensive programme of supported study for the Senior phase. Currently, there are limited opportunities for students in the BGE to obtain help with homework in a structured way. Students and parents have asked for supported homework study for the BGE for several years now. We would also like to increase pupil participation at afterschool clubs/ competitions etc. by investing in a school minibus. By providing additional learning opportunities out with the school day, students will engage in more learning and so attainment and achievement will rise. Analysis of S4-6 examination analysis shows that in terms of total tariff points, the gap remains in attainment Armadale Academy between the lowest 20% and highest 20%. There has been steady progression in attainment of literacy and numeracy levels for the lowest 30% over the last few years, where Armadale Academy has increasingly raised attainment in these areas, so narrowing the gap.

13

Insight data demonstrates that last year, 97% of students in the lowest 30% (deprivation index) went onto positive and sustained destinations in comparison to 91% for the leaver group as a whole.

Destination SIMD 1-3 All students

Employment 30% 32%

Further Education 41% 27%

Higher Education 22% 28%

Training 3% 3%

Unemployment/ Not seeking 3% 2%

Unemployed/ seeking 0% 7%

Voluntary 3% 7%

c) What is our ‘gap’ and who are our target groups and their barriers to learning? Our gap exists mainly in the BGE and is evident in all measures between quintile 1 and 5. In regard to fourth level measures in Literacy and Numeracy, the gap is between quintiles 1,2 and 5.

14

Attendance and exclusion data demonstrates that there is work to be done with regard to the wellbeing indicators to ensure students are happy, feel included and are and engaged in learning programmes at school where they are experiencing success. If this is achieved, attendance will rise for target groups and exclusions reduce. This gap narrows slightly in the Senior phase. Our target group is therefore the students in the BGE who fall into quintile 1 in terms of SIMD or who have FSM entitlement in quintiles 1 and 2. Early intervention will also impact on attainment and achievement in the Senior phase. d) Summary/overview of proposal & non-negotiable outcomes In order to interrupt the equity gap, we will focus on an identified group of students within the BGE. In order to improve literacy and numeracy levels, attendance needs to be increased for this target group and exclusions reduced. Targeted programmes will be put in place for individual students within the classroom, through homework club and through working with parents. To manage this six development posts holders will be appointed:

1. Literacy across the Curriculum 2. Literacy and equity – tracking and intervention 3. Numeracy across the Curriculum 4. Numeracy and equity- tracking and Intervention 5. Family learning; Literacy, numeracy and H&WB 6. Extra Curricular Opportunities.

These post holders will be overseen by PTC Inclusion and Wellbeing and Depute Support. PART 2: Actions & Outcomes - IDEAS

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

15

plans for how data will be collected and reported)

Literacy Baselining of literacy skills for targeted group. Tracking of the progress of targeted students through the Literacy Tracker. Joint intervention: SFL, English and teachers of identified students to ensure plans/ strategies are in place across the student curriculum to improve literacy skills. Targeted parental support programme with regard to literacy Extension of targeting for level 2 through Accelerated reading recovery programme. (S1 to 3). Staff training on Literacy tracker. Teaching and support staff training on literacy interventions. Targeting of literacy work through the BGE Homework club

By 2018, we expect targeted students to demonstrate: Pupils below 9.6 reading age at the start of S1 should show a gain of at least 1 year by the end of the tracking period. By the end of S2, these students should have a gain of at least 2.3 years. In S2 and S3 pupils who have a reading gap of 1.5 years or above will show an improvement of at least 8 months after the six month tracking period. By the end of S1, 60% of pupils will achieve level 3 in reading and writing. By the end of S2, 85% of pupils will achieve level 3 in reading and writing. By the end of S3, 85% of pupils will achieve level 4 in reading and writing. The non-negotiable exit point for all pupils is 95% at Level 4.

The Equity Literacy Development post holder will be responsible for tracking progression and coordinating interventions when required. Monitoring data:

P7 SOSCA Data

Literacy skills baselining (age assessment)

Literacy tracker/ school TMR system

Target setting

CAT 4

Accelerated reading results

SNSA

Professional judgement on level progression

Numeracy Baselining of numeracy skills for targeted group. Tracking of the progress of targeted students through benchmarks. A system for assessing and tracking numeracy separately will be introduced by Dec 2017. Joint intervention : SFL, Maths and

To reduce the number of pupils

achieving level 2 at the end of S2 to

50% or below.

To increase the percentage of students

in this targeted group who achieve level

The Equity Numeracy Development post holder will be responsible for tracking progression and coordinating interventions when required.

P7 SOSCA Data

Numeracy skills baselining

16

teachers of identified students to ensure plans/ strategies are in place across the student curriculum to improve numeracy skills. Extension of targeting for level 2 through numeracy recovery programme. (S1 to 3). Targeted family learning twilight sessions – numeracy strategies. Staff training; teaching and support staff training (e.g. CPA, Maths Recovery, Numeracy recovery programmes, interventions in line with SEAL etc. ) Targeting of numeracy through the BGE Homework club

3 by the end of S2 from 34.6% to 45%.

To increase the percentage of students

in this targeted group who achieve

level 4 by the end of S3 from 25.6% to

35%.

The non-negotiable exit point for

numeracy is 85% at Level 4.

School TMR system

Target setting

SNSA

CAT 4

Professional judgement of a level

Maths Recovery assessment provide baseline and end point tracking of pupils levels over a 10-12 weeks programme

Health and Wellbeing Effective tracking of students facing barriers to learning Family Support Worker to help bridge the gap between home and school – particularly important in identifying the barriers and helping to mediate the solutions. Supporting students and their families access learning opportunities and support. Extension of Nurture approach and provision to include more 1:1, soft starts and a provision for S3. Learning opportunities created for students requiring nurture e.g. outdoor learning programme, redevelopment of areas within school grounds to better meet needs.

By April 2017/18, attendance data for the targeted group will have improved by 10%. Exclusion data for this group reduced from 60% to 40% in year 1. Student well being data to show improvement for targeted group of students.

Attendance data tracking and analysis monthly Exclusion data tracking and analysis monthly. Boxall profile initial results then comparison Feedback (questionnaire and focus groups) parents/ carers/ students/ staff.

17

Motivational and growth mind set work with targeted groups and staff through Tree of Knowledge.

Across Learning BGE After School Club: First part homework; focused literacy and numeracy work available. Second part: activities (e.g. sports, arts etc.). Target group – S1 29 students SIMD 1 and 2 Transport will be available where required. Family Learning To establish a web presence for family learning, To run a programme of family learning events this session with relation to SIP To establish parental numeracy and literacy support workshops. To establish a family learning newsletter.

. At least 50% of target group attending Homework club in term up to Christmas. Currently, very little family learning provision is in place in the school. This year the aim is to set up the structures to allow a coherent approach to family learning to develop over the next few years. The success criteria this year is: :

Parents/Carers will know about Armadale Academy’s family learning approach and how they can benefit from it.

Parents/Carers of Senior Phase students use the Family Learning website to help their child with revision.

Parents/Carers feel more confident in dealing with their teenager and risk factors (e.g.

Attendance and participation rates Monitoring through Homework return system. Tracking report Nov/Dec Improved Literacy and Numeracy levels Questionnaire at end of year Feedback at family learning events / follow up

18

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.

Achievement being recognised through

awards and postcards to support the

celebration of success within and out with

school

online safety).

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.

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,

calls.

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.

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.

19

Numeracy and H&WB in order

to upskill staff

Through celebration of success,

pupils will have an increased

sense of self and belonging and

therefore will impact positively

on attainment

Increased numbers of pupils receiving awards

and sharing their successes at assembly.