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Blackridge Primary School Improvement Plan

2017 / 2018

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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

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Our Vision which we aim to deliver through the three year strategic plan:

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To raise attainment

and aspirations by ensuring

that the curriculum is designed to improve the

quality of learning for

all.

1.1 (Self Evaluation)

Ensuring impact on learners’ successes and

achievements.

2.2 (Curriculum)

Flexible child focussed curriculum

Armadale Learning Community and Blackridge Primary School Improvement Plan Driver Diagram - update

Theory of Actions that will achieve the improvement

Skills for learning life and work – audit

against entitlements against Career

Education standards.

2.7 (partnerships)

Creativity skills, development and

transference across the curriculum.

Professional Reading

QI team discussions

Develop a shared understanding and collective

responsibility

Professional Update

Curriculum Design – Review and Update

Creativity, Innovation and Enterprise

Benchmarks

GIRFEC Well-being Indicator Wheel - Part of the profiling process

Building the Curriculum 1,2,3,4,5

Closing the poverty related attainment

gap

Developing the Young Workforce

Building the Ambition

Getting It Right for Every Child

HGIOS 4/HGIOELC QIs

Other Relevant Drivers

1.3 (Leadership of Change) Strategic planning for

continuous improvement.

Partnerships between schools, agencies, Further Education training

and employers

Leadership of Learning and change at all levels

Positive aspirations of children and young people

Pupils are engaged with community enterprises

Developed parental skills and strategies to support

creative learning

Encouraging home learning environment

Collaborative Planning and Decision Making

Teacher Professionalism

Curriculum / Learning and Teaching

Partnerships

3.2 (Raising Attainment and Achievement/Securing

Children’s Progress)

National Improvement Framework

WLC progression pathways

CLPL including HUB sessions

Literacy and numeracy

progression

WLC Literacy Experts –

Language Base

Educational Psychology -

impact

Moderation

Nurture network

Pupil Equity Fund

3.1 (Improving Wellbeing, equality and inclusion)

2.3 (High Quality Learning, Teaching and Assessment)

2.5 (Family Learning)

Family learning

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Blackridge Primary School and Early learning and Child Care 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:

Learner’s experience high quality, interactive and stimulating learning and teaching which is based on sound pedagogical practice.

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

☒School Improvement

☐School Leadership

☒Teacher Professionalism

☐Parental Engagement

☐Assess. of Children’s

Progress

☐Performance Information

1.1 1.2 1.3 2.3 2.4 3.2

Universal

Tapestry programme including a lead learner (LL) and Teacher Learner Community Group (TLC) with a focus on –

Workshop 1: Focussing on the Learning Workshop 2: Evidence of Learning – practical techniques Workshop 3: Evidence of Learning – quality questions and planning your evidence Workshop 4: Feedback that moves the learners forward Workshop 5: Giving the learners responsibility for learning of others (collaborative learning, peer tutoring and peer assessment) Workshop 6: Learners as owners of their own learning Workshop 7: Review, impact and next steps Evaluation

Cluster Quality Improvement Group (QI group) to provide exemplification, guidance and key messages for practitioners on high quality learning and teaching

Early Years CLPL on play pedagogy and scaffolding play (Universal funding – Mindstretchers CLPL)

Review routines in our Early Learning and Child Care provision to reduce interruptions to play

Professional reading

Review and refresh Learning and Teaching Policy to reflect CLPL information and professional reading. Implement consultative planning N-P7 to develop pupil ownership and personalisation and choice with appropriate teacher guidance and depth of learning.

LL and TLC QI group ELCC P1 and P2 All staff All staff

Sept 2017-Dec 2018 Sept 2017 Oct 2017 Sept 2017 Aug 2017 March 2108 Sept 2017

Quality Assurance documents and subsequent professional dialogue sessions with teachers demonstrates and increased improvement in the quality of learning and teaching and staff’s reflections show an increased commitment to improvement. Tapestry training evaluations and log books reflect evaluative comments and reflections on teaching practice with evidence of improvements in key areas. Learning conversations with pupils demonstrate an increased ability to reflect on their own learning and identify appropriate next steps. Cluster QA/QIP QA evidence evidences improvements in learning and teaching.

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Improvement in Literacy for all:

Learner’s knowledge and use of more adventurous vocabulary is developed and extended impacting positively on attainment in reading and writing.

Raised attainment in reading through increased learning and teaching of specific Higher Order Reading skills.

Raised attainment in writing through the planning and delivery of progressive programmes of work covering core writing targets.

Increased parental engagement and confidence in supporting their child/children with literacy activities

Increased accuracy and confidence in attainment of a level judgement.

Tracking and Monitoring information supports planning, learning, teaching and assessment to best meet the needs of all of our pupils including those at risk of deprivation.

Our Early Learning and Child Care children are supported to make progress in key areas of learning in literacy appropriate to their needs and abilities.

☒School Improvement

☐School Leadership

☒Teacher Professionalism

☒Parental Engagement

☒Assess. of Children’s

Progress

☒Performance Information

1.1 1.3 2.2 2.3 2.4 2.5 3.2

Universal

Staff to engage fully in the use of the Tools for Reading Resource supported by best practice visits and peer modelling.

Develop a bank of core progressive writing targets to be used to plan and deliver and further promote progression and coverage of key writing skills Early-Second level.

Develop the use of the North Lanarkshire Writing Resource to support daily writing, writing across the curriculum and targeted teaching of writing weekly.

Launch and implement The Big Bedtime Read approach in Nursery focussing on story telling modelling, quality story books, appropriate prompts and questions and bedtime routines (Universal funding)

Deliver regular big bedtime read launch and capturing events for parents/carers throughout the year to sustain engagement (universal funding)

Further support for moderation through collaborative working time with a focus on benchmarks, holistic assessments and appropriate bundling of E’s and O’s Early-Second level at School, Cluster and Quality Improvement Partnership level.

WLC Progression pathways are used to identify developmentally appropriate next steps in tracking and monitoring professional dialogue sessions.

Provide on line guidance for parents/carers to support their children’s learning at home in key aspects of literacy Early-Second Level as identified from parent audit.

All staff All staff ELCC and PT EYO and PT All staff All staff PT/all staff

Aug 2017 Oct 2017 Sept 2017 Sept 2017 Oct 2017 Nov 2017 Feb 2018 May 2018 Jan 2018

Quality Assurance documents and subsequent professional dialogue sessions with teachers demonstrates an increased knowledge and understanding of how to implement the tools for reading resource to improve core reading and writing skills Quality Assurance documents and subsequent professional dialogue sessions with teachers and pupils demonstrates an increase in the standard of reading and writing learning and teaching experienced by pupils Learning conversations with pupils demonstrate an increased ability to reflect on their own learning and identify appropriate next steps specifically linked to the higher order thinking skills for reading and core skills for writing Cluster QA/VSE evidence evidences improvements in learning and teaching of reading and writing

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Targeted

See Pupil Equity Fund plan

Provide groups of parents and children to engage in the PEEPS programme for 4 year olds (and transition in term 4) (Universal funding)

Implement WLC tracking and monitoring toolkit and use to identify next steps in learning for the top 20% and bottom 20% and target groups and to identify SFL ‘achievement of a level’ support groups and packages

Review Nursery group time to plan for targeted support in early literacy skills.

Teacher modelling of quality literacy group time activities to support and develop practitioner skill and confidence.

HT EYO and NN HT All staff SFL HT and EYO

Aug 2017 Sept 2017 Sept 2017 Aug 2017

Parent Audit/survey reflects an increase in the number of times children are read to at night Parent audits/surveys reflect that parents are more confident in supporting learning of literacy at home Tracking and monitoring and CEM information Nursery-P7 reflects an improvement in core literacy skills and achievement of a level at key stages.

Improvement in Numeracy for all:

Raised attainment in numeracy through increased pedagogical teacher knowledge of concrete visual and abstract pedagogy

Increased pupil’s accuracy, efficiency and flexibility with mental number and computation strategies.

Increased parental engagement and confidence in supporting their child/children with numeracy activities

Increased accuracy and confidence in attainment of a

☒School Improvement

☐School Leadership

☒Teacher Professionalism

☐Parental Engagement

☒Assess. of Children’s

Progress

☒Performance Information

1.1 1.3 2.2 2.3 2.4 2.5 3.2

Universal

Number talks mental agility and computation methodology to be implemented into practice.

Professional reading and CLPL on concrete, visual and abstract pedagogy and develop these concepts through progressive plans.

Further support for moderation through collaborative working time with a focus on benchmarks, holistic assessments and appropriate bundling of E’s and O’s Early-Second level at School, Cluster and Quality Improvement Partnership level.

New WLC progression pathways in mathematics and Nursery are used to inform the teaching and learning of Mathematics and Numeracy

All staff All staff HT and all staff HT and all staff

Nov 2017 Sept 2017 termly Aug 2017

Quality Assurance documents and subsequent professional dialogue sessions with teachers demonstrates an increased knowledge and understanding of hoe to plan and deliver progressive numeracy and mathematics programmes using the number talks and VCA methodology, Quality Assurance documents and subsequent professional dialogue sessions with teachers

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level judgement.

Tracking and monitoring information supports planning, learning, teaching and assessment to best meet the needs of all of our pupils including those at risk of deprivation.

Our Early Learning and Child Care children are supported to make progress in key areas of learning in numeracy appropriate to their needs and abilities.

New WLC Progression pathways are used to identify developmentally appropriate next steps in tracking and monitoring professional dialogue sessions.

Provide on line guidance for parents/carers to support their children’s learning at home in key aspects of Numeracy Early-Second Level as identified from parent audit.

Targeted

Review Nursery group time to plan for targeted support in early maths and numeracy skills

Teacher modelling of quality numeracy group time activities to support and develop practitioner skill and confidence.

Implement WLC tracking and monitoring toolkit and use to identify next steps in learning for the top 20% and bottom 20% and target groups and to identify SFL ‘achievement of a level’ support groups and packages

HT/PT All staff/PT HT and EYO HT and PT

Nov 2017 Feb 2018 May 2018 Jan 2018 Aug 2017 Sept 2017

and pupils demonstrates an increase in the standard numeracy and mathematics learning and teaching experienced by pupils Learning conversations with pupils demonstrate an increased ability to reflect on their own learning and identify appropriate next steps specifically linked to core maths and numeracy skills Cluster QA/VSE evidence evidences improvements in learning and teaching of numeracy and mathematics Parent audits/surveys reflect that parents are more confident in supporting learning of numeracy at home Tracking and monitoring and CEM information Nursery-P7 reflects an improvement in core numeracy skills and achievement of a level at key stages.

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Improvement in all children and young people’s wellbeing:

Learners experience a health and wellbeing curriculum that best meets their collective needs.

Identified leaners experience an enhanced transition programme that best meets their needs.

Learners have a positive and nurturing attitude to the outdoor environment and have developed problem solving, resilience and team building skills.

Learners in the Early Years have the opportunity to learn in a classroom providing a calm, decluttered and enabling environment to increase levels of engagement, concentration and focus.

☐School Improvement

☒School Leadership

☒Teacher Professionalism

☒Parental Engagement

☐Assess. of Children’s

Progress

☐Performance Information

1.1 1.3 2.2 2.3 2.4 3.1 3.2

Universal

Glasgow Motivation and Well Being Tool to target Health and Well-Being Curriculum in Term 1 specific to each cohort’s needs

Teachers and PSW staff training in outdoor learning and loose parts play

Develop parent’s information leaflet regarding loose parts play including consent and risk assessment information.

Develop the use of loose parts play in Nursery, P1 and P2 (universal funding)

Targeted

Develop the principles of an ‘enabling environment’ in Nursery-P2 (universal funding)

Develop the outdoor Rainbow Room alongside the Parent Council.

PT/All staff PT All staff PT PT and EY staff PT and EY staff PT PC PSW

Sept 2017 Mar 2018 Oct 2017 Oct 2017 Oct 2017 Oct 2017

Pupil audit tool used as beginning and end demonstrates improvements in resilience, confidence and self-esteem. Pupil profile HWB indicators reflect positive mental attitude of pupils. Pupil audit information on loose parts and outdoor play Quality Assurance documents and subsequent professional dialogue sessions with teachers demonstrates an increased knowledge and understanding of what an enabling environment is, key features of practice and impact on concentration and focus. CPM/IEP/Assessment of Wellbeing meeting minutes and pupils having your say reflects improvements in key areas for individuals.

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

Pupils are increasingly confident in talking about what they have learned, how they learned it and the purpose of why they were learning it.

Pupils are increasingly able to link learning in school to skills for learning, life and work.

Pupils have an increased opportunity to take part in science, technology, engineering and maths opportunities to support skill development and career opportunities in these subjects.

☐School Improvement

☐School Leadership

☐Teacher Professionalism

☒Parental Engagement

☐Assess. of Children’s

Progress

☐Performance Information

1.1 1.3 2.2 2.3 2.4 3.2 3.3

Universal Provide regular, structured and supported termly events for parents/carers and pupils to review learning and progress in profiles including through group time in our ELCC setting. Continue to develop Skills Academy approach for all pupils Early-Second Level with a focus on STEM, DYWF and skills for learning, life and work. Targeted Review Enhanced Transition programme and develop in line with Cluster Primary Schools based on the well-being indicators and STEM.

HT EYO HT PT all staff P7 CT PTC

Parent/Carer audit reflects greater confidence is talking about their child’s learning and what their next steps are. Pupil learning conversations demonstrate a greater ability to discuss skills learned and how these world to the world of work. Pupil audit indicates an enhanced transition programme fit for purpose and relevant to their needs.

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Additionality: Pupil Equity Funding Plan: Closing the attainment gap between the most and least advantaged children

PART 1: Contextual Data Analysis & Rationale a) Background

Blackridge Primary School is a non-denominational school which serves the community of Blackridge, West Lothian and sits within the Armadale Cluster. The Armadale Cluster has the joint 4th highest income deprived rate and joint 2nd highest employment deprived rate – being 1% and 2% above the respective West Lothian averages. Armadale’s cluster has the 5th highest (mid-table) % share of West Lothian Universal Credit/JSA claimants, slightly below the average for the county. At 12.8%, the cluster has the 4th highest share of all West Lothian lone parents resident in its cluster.

The combined Nursery and school roll is currently 202. The school has 8 Primary classes and a 30/20 Nursery class 8 with class teachers, one part-time Support for Learning teacher, one part time Nurture teacher and one Principal Teacher and Head Teacher. The school benefits from a Music specialist and tuition in Brass. In the nursery there is one Part time Nursery teacher supported by two part time Nursery Nurses and one full time Nursery Nurse. The school is well supported by a team of 5 Pupil Support Workers who assist pupils in class. Clerical support is provided by one Administrative Assistant and one Clerical Assistant. The school runs a very successful Breakfast Club which is well attended by the children. We have a fully supportive Parent Council who are very active in school, especially in the areas of fundraising and general parental communication and liaison. The school has an excellent relationship with the Cluster Schools, local community, and the local church.

Our SIMD rank is 20 out of 67 WL schools with the majority of pupils living in decile 2, 4 and 5. 20% of our pupils are entitled to a FSM and 52% of those are in decile 2. b) Data

Attainment is currently evaluated as satisfactory with measured improvements in mathematics impacting positively on attainment in key areas. There have been marginal improvements in reading attainment while writing attainment is relatively static. CEM information supports this with year on year value with highest in maths in 2015/2016 which is in line with our School Improvement Priorities for this session. 2015/2016 CEM analysis for the authority for 2015/2016 compared against West Lothian Decile Average is:

Stage Developed Ability

Reading Mental Arithmetic

General Maths

P3 In Line With Below In Line With In Line With

P5 Below Below In Line With In Line With

P7 In Line With Below In Line With In Line With

This identifies reading as a key area for improvement (in session 2015/2016 36% of our P1 intake had already been identified as at risk due to the pupils not reaching early developmental milestones in terms of language understanding, conceptual vocabulary and understanding). This is in line with early 2016/2017 PIPS analysis identifying that overall only 50% of the cohort achieved a value added reading score of average or above with 25% of those making under average value added from decile 2.

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Attainment analysis also indicates that our decile 4 and 5 children are slightly out performing our decile 2 children.

0%

50%

100%

150%

R W T&L N

P1: Achieved Expected Level

Quintile 1 Quintile 2 Quintile 3

Quintile 4 Quintile 5

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100%

150%

R W T&L N

P1 (P1/2): Achieved Expected Level

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

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50%

100%

150%

R W T&L N

P4: Achieved Expected Level

Quintile 1 Quintile 2 Quintile 3

Quintile 4 Quintile 5

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20%

40%

60%

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R W T&L N

P7: Achieved Expected Level

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

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Early Learning and Child Care Key Aspects of learning Tracker date for Early Language and vocabulary skills

Anti Pre School children Decile 2 Anti Pre School children Decile 4 and 5 children

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red

amber

green

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Green

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red

amber

green

Anti Pre school tracking information indicates that pupils are still requiring targeted group time and intervention to support learning in key aspects of language development and this is also reflected as an area of need with decile 2 children. With the exception of one key aspect of development, 75% of decile 2 children have been assessed as amber or below for key literacy and vocabulary key aspects of learning.

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Pre School children Decile 2 Pre School children Decile 4 and 5 children

02468

10121416

red

amber

green

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101214161820

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Amber

Green

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Pre school tracking information indicates that pupils are still requiring targeted group time support on key aspects of language development and this is also reflected as an area of need with decile 2 children with 40% of decile 2 children being assessed on key aspects of learning in literacy and vocabulary as amber of below.

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Health Visitors have referred 15 children from Blackridge for Speech and Language Therapy over the last 2 years which is 30% of those who attended their 27 month check. c) What is our ‘gap’ and who are our target groups and their barriers to learning?

Attainment information and Decile analysis does indicate that Decile 4 and 5 children are generally achieving more that their decile 2 peers and nursery tracking indicates that 40% have not reached expected benchmarks/key aspects of development in their pre-school year. Our target group has been identified as decile 2 Nursery, P1 and P2 pupils with a small group of decile 4 and 5 pupils identifies as being at risk of the poverty related attainment gap in literacy and vocabulary development as follows:

Decile 2 Pupils Decile 4 Pupils at risk Decile 5 pupils at risk

Anti Pre School

TBC upon start date

TBC upon benchmark assessment

TBC upon start date

TBC upon benchmark assessment

TBC upon start date

TBC upon benchmark assessment

Pre School 4: 24% 4 children 3: 18% 3 children 18% 3 children

Primary 1 5: 21% 5 children 5: 21% 5 children 4: 17% 4 children

Primary 2 (25)

5: 21% 5 children 2: (8%) 2 children

4: (17%) 4 children

Research supporting this judgement made on target group states that in their pre school year children from higher-income households significantly outperform those from low-income households at ages 3 and 5. By age 5, there is gap of 10 months in problem-solving development, 13 months in vocabulary and through school: A clear literacy gap in Primary 4 (ages 7–9) widens by Primary 7 (ages 10–12). We plan to close the poverty related vocabulary gap with the following interventions:

d) Summary/overview of proposal & non-negotiable outcomes

Proposal: Early Education and Child Care provision will provide a programme of work through play to help close the poverty related vocabulary gap through the use of the box clever approach. This will also be supported through targeted group time on key language development using resources from the Word Boost programme and oral language development programme. Primary 1 and Primary 2 staff will provide a structured programme of activities through story to help close the poverty related vocabulary gap through the use of the Word Boost Programme. This will also be supported by a Pupil Support Worker providing follow up input using key resources from this resource. Individual pupils will be targeted through the consistent and regular implementation of the 5 minute box which will be line managed by the SFL teacher and assessed x3 over the year. These programmes will be supported with a family learning programme developed through the allocation of a development post to support literacy development in the home and through PEEPS. Non-negotiable outcomes No child will be at a disadvantage through non exposure to literacy rich environment and access to texts to support language acquisition and vocabulary development.

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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 Speech and language Therapist one day a week to support the assessment and delivery of the Box Clever and Word Boost programme with staff, pupils and parents. Nursery staff supported to implement Box clever approach to support the development of children’s vocabulary through play Nursery Staff to provide targeted literacy group time activities using the box clever resources and oral language development tasks Support parents and carers to extend children’s vocabulary through play (targeted PEEPS sessions) and parents workshops P1 and P1/2 staff supported to implement Word Boost to support the development of children’s vocabulary through story books Support parents and carers to extend children’s vocabulary through books (targeted nurture group parents/carers through 1:1 workshop approach) PSW trained to deliver 5 minute box to a group of identified pupils in P1/2 to improve basic knowledge and use of the first 26 letter sounds consistently and accurately (read, recognise and write)

A reduction in the gap in progress in language and vocabulary specific key developmental milestones by the end of the pre-school year for the target group. Gap between chronological age and age equivalent score in the word finding vocabulary test is reduced in the target group. Gap between chronological age and age equivalent score in the Bus Story test is reduced in the target group. The target group will have an increased knowledge of the 26 letter sounds by the end of the academic year. Staff will have increased confidence in developing pupils vocabulary in the classroom. Parent/Carers will have increased confidence in developing children’s vocabulary at home.

Identified early Level tracker benchmarks and progressions – twice yearly Tracking and monitoring information on early Level (three times yearly) Renfrewshire Word Finding assessment pre and post intervention The Renfrew language Scale – Bus story test (pre and post intervention) for identified pupils Parents per and post audit/questionnaire and qualitative comments and discussion notes with a focus on parent/carer confidence in supporting vocabulary development and improvements in the home and community. 5 minute box assessments (x3 annually) P1 and P4 SNSA results (following year)

Numeracy

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Health and Wellbeing P4-P7 and identified staff to be trained in ‘Better

Movers and Thinkers’ (BMT) approach

Staff to deliver BMT approach through PE and

classroom activities

Development Post holder to deliver sessions

weekly to targeted group

Increase staff confidence and competence

in delivering the Better Movers and

Thinkers Approach

Increase executive functions (focus of

attention, working memory, inhibition

control and cognitive flexibility) of targeted

group

Cognitive ability assessment – pre and post intervention Staff questionnaires and observations on executive functions Staff questionnaires with a focus on confidence and competence in the BMT approach Development post observations and assessments based on executive functions.

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.