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Standards, Quality and Improvement Plan for Kirkliston Primary School

And Kirkliston Nursery School

At Kirkliston Primary and Nursery School, we are motivated and engaged in every experience within a purposeful, respectful and nurturing environment through high quality leadership and management at all levels. We welcome challenge in all aspects of school life and work in partnership with parents, carers and other agencies for the benefit of all children.Standards and Quality Report for session:2012-2013

Improvement Plan for session: 2013-2014

Table of contents

Section Section title Page

Standards and quality report

1 The school in context 3

2 School’s self evaluation (using audits of 1.1,2.1,5.3,5.1,5.9) 5

3 Summary of evaluations against key indicators (using 1-6 scale)

14

Improvement plan

4 Key areas for school improvement (based on next steps identified in self evaluation)

15

5 Cluster improvement plan (reflecting three year CfE implementation) 33

Standards and Quality Report

1. The school in context

School aims and values

At Kirkliston Primary School, children S.H.I.N.E. by being…

a. S – Successful, safe, stimulated; in a shared partnership; working with parents and other agencies for the benefit of all our children

b. H – Healthy; high achievers with high expectation, through a holistic approachc. I – Involved, interested, inspired and included in the communityd. N – Nurtured; where new ideas are encouraged and developed with staff, supported by innovative and creative

thinkinge. E – Engaged and effective; where excellence is expected through the highest quality of education and an ethos of

achievement.

Our school community shares the values of Compassion, Wisdom, Justice and Integrity.About Our School

Kirkliston Primary School serves the village of Kirkliston and the surrounding rural area and has a wide social mix. The school is part of the Queensferry cluster of schools. The roll is 332, spread over 14 classes. Over the year, 22 pupils attended from outwith the catchment area and approximately 14% of pupils were entitled to free school meals. Class organisation was as follows:-

P1, P1, P1, P2, P2, P3, P3, P4, P4, P5, P5, P6, P7/6, P7.

The absence rate for 2012-2013 was 10 half days per pupil which is better than the national average. The overall school attendance is 96% which is above City of Edinburgh average.

Mrs Lynn Paterson is the current Head Teacher, ably supported by Mrs Marion Macleod the Depute Head Teacher, Miss Teresa Mooney, Principal Teacher (school), Mrs Helen Bartholomew, Principal Teacher (nursery) and Miss Linsey Wright, Business Manager. There is a full-time teacher for Support for Learning, and part-time for PE and music as well as instructors of violin and brass. There are 10 learning assistants working throughout the school to support learning, teaching and inclusion. Additional time has been allocated to Support for Learning by Mrs Lyle on 2 afternoons /week. Teaching staff includes 2 probationer teachers and 5 temporary staff due to secondments, maternity leave and an additional P1 teacher.

For the fourth year, Kirkliston Primary School (KPS) was linked with the local nursery, Kirkliston Nursery School (KNS) in a pilot project that saw the school taking responsibility for the leadership and management of the nursery. This project enabled the school to have even closer links with the nursery and was ably led by Mrs Macleod and Mrs Bartholomew. This link with the nursery has proven to be very successful and beneficial in linking Early Years working. The nursery will now permanently remain as an integral part of the whole school establishment.

The school benefits from a very supportive and active Parent Council, (KPSA). Parents are encouraged to be involved in the school through a wide range of activities; helping in classrooms, accompanying classes on excursions, by attending

curricular meetings, KPSA events, assemblies, etc. Community links include involvement of the police, the local minister, local senior citizens, regular use of the local library, as well as linking with the local Rotary club and businesses.

2. School’s self evaluation

1.1 Improvements in performance

Standards of attainment over time Standards of attainment continue to show a wide range of pupil ability across the curriculum with some children attaining the highest percentile rank in literacy and some the first percentile within the same stage. Improvements over time show that these standards are challenged and are making

consistently good progress.

Attendance rates are consistently high (96%). Intervention by EWO is positive and shows impact. Lateness has improved after support and challenge.

Attainment for the lowest 20% of children as well as a wide range of particular groups is tracked and monitored with Support for Learning team intervention where appropriate. Specific support was targeted at primary 2 and primary 3 for children just attaining below the threshold throughout this year.

In numeracy, most pupils have made good progress from prior levels of attainment. Increased analysis in standardised assessments indicates a need to further improve attainment in number at current P4 and P6 levels. Attainment at current P7 levels shows a marked improvement at this level.

In literacy, attainment levels have improved at P1 and P7 levels, remaining consistent at P4 levels.

In maths and literacy, a significant proportion of children continued to achieve beyond the average level.

In PE, increased attainment at P1, P4 and P7 levels are significant.

Attainments at P1, P4 and P7 continues to be favourable in comparison with CEC standards.

The curriculum priorities for 2012-2013 meant that teachers were able to report with confidence in Social Studies and Science for all children.

Standards of attainment for individuals, year groups and the school as a whole are tracked and compared at planning meetings and standardised assessment feedback meetings with SMT to identify patterns and next steps for support and challenge.

Tracking and monitoring methods have been implemented to identify improvements over time for individuals as well as classes.

A very good start has been made to tracking coverage of Curriculum for Excellence experiences and outcomes. This will further inform the next steps in learning for the forthcoming year in RME, Expressive Arts and Technologies.

Children`s Personal Learning Planning and “Teacher Talk” have now been successfully embedded across N-P7.

End of year “Profiles” are embedded for P1-P7 as reflections of the year which are incorporated into the end of year reports.

P7 profiles are completed in line with cluster planning.

Nursery profiles are completed at the close of children’s pre-school year and are accompanied by assessments in literacy and numeracy. These are shared with P1 teachers and parents prior to transition. P1 teachers now meet with PT following the summer break to improve monitoring and tracking of children’s progress at the early level.

Overall quality of learners’ achievement

With a focus on citizenship and charities, groups have raised the profile of a variety of charities throughout the year and raised significant financial aid for these groups. This is displayed in the foyer with the support of the House Captains and is shared with parents in Nursery throughout the session.

All children in P7 attend a week-long residential experience while almost all children in P4 attend an over-night excursion at another outdoor activity centre. These are significant events in the school calendar and have a hugely positive impact on children`s self-confidence.

There has been an ever-increasing array of after-school clubs available for children. In total 83% of children attended a club at some point during the year. This makes a significant contribution to wider achievement and identifies other issues of concern. Children are confident in sharing their achievements with their peers at regular House meetings. Nursery children are continuously encouraged to share achievements outwith Nursery using out Achievement tree.

Swimmers achieved first place at the Edinburgh swimming gala.

All children P3-P7 have been involved in cluster activities.

P4 and P5 produced an excellent presentation of “Pirates of the Curry Bean” which was well-received by parents and the community. Children visited local residents in sheltered housing to share in the show.

There continues to be a wide range of groups for children to lead and work in. The Pupil Council created and evaluated their first Pupil Improvement Plan 2012-2013 as well as improving the ethos of the school through a refurbishment of most toilet facilities. This group also showed considerable awareness and insight when consulted on the options available for the extension to the school. The Healthy Helpers have almost reached the third award. The JRSOs have been very much involved in ensuring the safety of children coming to school; working in conjunction with the KPSA to improve the

standard of safe parking at the front of the school. The range of groups continued to enhance the involvement of children in the decision-making opportunities for improvement in the school. Eco workers in Nursery successfully helped the Nursery attain its 4th Green Flag in June 2013.

Opportunities are actively sought from outside agencies to enhance learning in its widest scope eg P7 and P7/6 had a very successful link with the Lyceum Theatre around Shakespeare`s “ A Midsummer Night`s Dream” which the children interpreted for a presentation to their parents!

P5`s Artist in residence project provided the opportunity for some very expressive art.

These opportunities are in conjunction with the high quality of assemblies that are produced annually by each class for parents and peers as well as a very full calendar of achievements.

(Evidence of) Impact of improvement plan

Regular meetings with staff have informed and updated progress relating to the SIP. Co-ordinators have kept staff very well informed through regular newsletter bulletins, meetings and courses. SMT meet termly to monitor/amend priorities, ensure progress and identify next steps. The Headteacher discusses progress with the Parent Council as a matter of course. Termly newsletters update parents about activities and improvements throughout the school year.

The tasks identified in the 2012-2013 SIP have been achieved overall. Outstanding are the curriculum position statements for Literacy, Numeracy and Mathematics and Health and Well-Being which will be completed early 2013-14. Nursery maths and active sacks were not actioned due to Nursery staff absence and will be a priority in session 2013-2014.

Through consultation and feedback, children, staff and parents have identified the significant improvements made in motivation in learning, the changes in the curriculum and assessment strategies.

The continued enhancement of the school and Nursery environment has also been positive.

All school Learning Assistants have been trained in Restorative Practices. This is beginning to make an impact on children`s behaviours.

Continued close liaison with named Health Visitor to ensure close monitoring and tracking of children in their home pre and post nursery enrolment.

What are we going to do next?

Embed and implement tracking and monitoring of attainment, attendance and significant SfL issues at individual child and class level for all stages.

(Priority 1)

Focus and challenge activities and tasks relating specifically to teaching of number for N-P2 through SEAL training; focus support for maths at P5 and P7 levels; identify issue of challenge at P3 stage in maths and literacy; continue to support group just below average at P2 and P3 in learning (Priority 1)

Identify time for teachers to work across the cluster sharing and agreeing standards (Priority 3)

Create opportunities for staff to share good practice across learning and teaching, planning and moderation. (Priority 5)

Provide alternative opportunity for parents to attend sessions on Growing Confidence, Stay and Play and PEEP in nursery. (Priority 6)

Produce supportive curriculum information (booklets) for parents and enhance and update the school website to enable parents to access support for homework (Priority 6)

Nursery staff to liaise with parents during enrolment meetings to ensure they are aware of GIRFEC process and any involvement of the HV and discussions held with (Priority 6)

2.1 - Learners’ Experiences

Learners are motivated, eager participants in their learning.

Children are motivated and inspired to learn and participate in their learning. They generally contribute enthusiastically to lessons and activities throughout the school. Children across the learning spectrum are confident and can articulate their opinions, enjoying the variety of activities and tasks provided. There is a wide variety of collaborative working scenarios used across the school for children to engage in, to support the wide range of learners. ICT is used to further enhance learning in literacy and mathematics at most stages. Children`s achievements and involvement in the wider life of the school is tracked, monitored and encouraged.

Almost all learners are making consistently good progress from their prior levels of attainment, showing increased skills in discussing their learning through Teacher Talk Time and next steps in learning (setting Targets). Personal Learning Planning is now embedded throughout the school and nursery and now being shared with parents regularly. All staff have a shared vision of differentiation and assessment. Further investigation in the cycle of feedback should be explored with staff. Although all teaching staff implement Learning Intentions and Success Criteria, ensuring consistency in the use of clearer learning intentions and focus on success criteria in tasks would help learners to be more fully involved in their learning and progress with the new staff team. Children with specific learning needs are identified timeously to enable them to make best progress in their learning with appropriate support.

There are interesting opportunities to involve pupils in their learning. The pupil council has been actively involved at the planning stage for the new school extension as well as the use of Council funding for school refurbishment. The wide range of school representative groups make a positive impact on school improvements and learners` experiences.

Through the use of Big Planners all children have the opportunity to develop and personalise the contexts for learning, the tasks and activities as well as homework and evaluation. In the nursery, children`s views are sought through floorboard planning and responsive planning. Through whole-school assemblies all children are aware that they are valued and respected, that their views are sought and impact on the improvements in the school. The school has high expectations for every child. The school participates in the annual Bullying Awareness survey and Health and Well-Being survey. The results of these impact directly to the Improvement plan and CPD for staff.

Children have many opportunities for being involved in school and community activities including fundraising and citizenship roles. Celebration assemblies identify children as successful, confident, responsible and effective. Work completed during Anti-bullying assemblies was identified as good practice by CEC Development Officer. Some children identified that they sometimes found that other children made them feel unsafe in the playground. However in discussion with the pupil council, the children stated that this was infrequent and due to a small number of children. Recent questionnaires found most learners felt safe and respected most of the time. The nurture room has been utilised to support more children at break times. The

Learners make good progress in their learning.

Learners know their views are sought and acted upon. They feel valued.

Learners feel safe, nurtured, healthy, achieving, active, included, respected.

library has been opened at lunchtimes to provide alternative play opportunities. Restorative practices have been embedded throughout the school.


• Review, share and focus improvements in Learning Intentions and Success Criteria

• Enhance pupils` abilities to ask better questions

• Develop the cycle of feedback for learners

• Improve playground experiences for children.

Further develop the use of ICT in learning and teaching

Complete the assessment policy identifying good practice in assessment and moderation opportunities

Embed tracking and monitoring across all year stages.

Evaluate the impact of N-P1 and P7-S1 profiles.

Investigate skills development across the curriculum for learners.

Review and improve the process of evidence gathering in the nursery and adapt format to record children’s learning and progress.

Collate grouptime resources to ensure continuity of approach.

Regular Learning and Teaching meetings in Nursery to plan grouptime experiences and track the coverage of Early Level experiences and outcomes.

Newly appointed EYO will now be actively involved in all Nursery Planning.

5.3 - Meeting Learning Needs

Tasks, activities and resources In almost all classes, tasks, activities and resources are well-planned to match children`s differing needs and learning styles. Specific resources are utilised to motivate and inspire children`s participation in learning. Differentiation is evidenced in planning and teaching to support and challenge all learners. In

most classes, there is appropriate pace in learning. The Support for Learning Team is focused on supporting staff to support children. Additional funding is focussed to support learners maximise progress in the early years.

GIRFEC procedures are embedded throughout the school to identify and address specific issues for children. There are also clear guidelines in place to ensure that all children have access to support for learning and pastoral care as required. Children with specific needs are clearly identified and appropriately assessed in order to support their needs accordingly. High quality Individual plans are in place to support and challenge learning for children with significant issues. These are reviewed and evaluated regularly with children, parents, staff and partner agencies. Children`s progress is tracked and shared with Support for Learning Teacher and all Nursery Staff. There is a clear overview plan of all children`s needs which is regularly reviewed. Vulnerable groups are regularly discussed with staff to ensure progress is maximised.

External agencies play a significantly supporting role in ensuring that all of our most vulnerable children`s needs are met. The Pastoral Support Group ensures that all staff communicate effectively regarding individual children/families, appropriate support is in place and that this information is recorded accordingly. Any issues identified are promptly addressed. The role of the SfLT has been extended to full-time. The school also has an additional Support for Learning Teacher to focus support identified through the Improvement Plan. Learning Assistants play an invaluable role by providing a wide range of supports for children through specific programmes including literacy, social group work and motor programmes.

There is a cycle of evaluation in place to ensure the focus of targets for children with IEPs, ASPs, Health Care Plans and Care Plans. Where appropriate, children`s IEPs are simplified for their use. All appropriate stakeholders are involved and included in creating these learning documents.

SfLT attends cluster, neighbourhood and council network meetings to ensure compliance with legislation.

Identification of learning needs

The roles of teachers and specialist staff

HT attends all co-ordinator CPD events.

The Support for Learning Team has investigated the appropriateness of a CSP for 1 child, although not upheld.

The Head Teacher participates in the CEC working group for Looked After Children.

Meeting and implementing the requirements of legislation


Further develop self-evaluation of partner agencies

Focus support on LAAC and Young Carers

Ensure consistent streamlined integrated child planning approaches with new staff

Continue to support children just below the standard levels

Continue to identify and support children through rigorous attainment analysis

Ensure pastoral care information continues to be rigorously shared and minuted.

Ensure GIRFEC plans / recommendations created in Nursery are actioned at time of Transition in to P1.

5.1 The Curriculum

The rationale and design of the curriculum

A draft curriculum policy is in place which continues to be updated in light of newly shared information. Staff constructed the architecture of their overall curriculum design for the year ensuring that there was breadth and balance across the 4 capacities. This took account of the children`s previous experiences as documented through the Experiences and Outcomes and Pathways. Retrospectively, staff completed an overview of the balance of curriculum over the 4 contexts. Parents were informed through the new-look termly curriculum class newsletters. The design principles and entitlements formed part of the professional discussion and focus on termly-planning between class teachers and SMT as well as Support for Learning. The coverage of experiences and outcomes was closely tracked in Nursery and shared with Primary One staff.

Class teachers very successfully shared intended learning for their year group with parents at the beginning of the session. Parents then identified the need for support for parents in assessment. The Quality Improvement Officer for the school together with the Head Teacher delivered a presentation to parents on the diversity and use of Assessments. The evening was quite successful but parents continue to require support in benchmarking their child`s progress in comparison with their peers.

In literacy the school and nursery now have consistency in practice across all aspects but not yet L&T. In numeracy and mathematics, there is consistency in planning P1-P7 with financial education having been effectively embedded during finance week. There was also a successful focus on life of work. Both human and material resources have supported active learning. Tracking children`s progress has successfully identified areas of strength and weaknesses in numeracy and will further inform next session`s plan. Early level curriculum planning has begun to enable nursery and P1 colleagues to work towards consistency of approach across the school although the nursery has recently changed direction. The Nursery currently follow the City of Edinburgh Numeracy Tracker, in line with Early Years Team recommendations. In Health and Well-Being the focus on 2hours PE has enabled improvements in almost all classes achieving significant improvements in attainment this session. Further development of the Confident Kids programme through assemblies has seen an enhanced awareness of anti-bullying strategies and resilience. In French P6 and 7 staff are using the cluster plan to implement the pathways and report on children`s abilities and progress. Resources have been streamlined to focus on plan. In Science, all staff have planned and implemented experiments to improve investigative skills. Whole school overviews and planning formats are now in place with identified aspects for focus for each stage. Curriculum architecture has supported the improvements in the balance and breadth of skills, knowledge and development of informed attitudes in Social Studies. Cluster working produced a working document to enhance moderation for all staff. Articulating the opportunities for the children to experience the 4 contexts has identified that all children experience a wide range of visits outside school as well as visitors to the school to enhance learning.

The development of the curriculum

Programmes and courses

Transitions

Planning is in place for all children to receive 6 opportunities each year for Religious observation which has been supported by our local minister and new pastor as well as another local pastor .

All staff are using Experiences and Outcomes to plan good quality learning experiences for all areas of the curriculum, supported by the local authority progression pathways and literacy and numeracy trackers in Nursery. All classes have embedded approaches to increasing personalisation and choice through pupil involvement in planning content, approaches and evaluations.

Most staff feel that the planning in maths has been very successful in supporting active learning but that further familiarisation is essential. Tracking and sharing the levels at P7-S1 was very successful.

There are now transition guidelines in place. There are very good plans and arrangements in place for transition between our nursery, partner nurseries and the school. These are calendared at the beginning of each session and include all our children and families. Our nursery and P1 staff work closely together to share relevant information which will ensure smooth transition and continued learning. Within school we have very good systems in place for discussing learners` needs as they move from stage to stage. Children moving from P7-S1 are involved in a wide variety of activities to ensure a smooth transition. Transition activities are supported by the Active Schools` Co-ordinator, the Education welfare officer, and departments within the high school which can facilitate links related to IDL throughout the year as required.


Create a strong narrative about the school curriculum journey. Embed and share curriculum journey, architecture and 4 contexts overview with all stakeholders at Meet the Teacher Event (Priority3)

Embed PE planning pathways and assessment pathways for children not receiving specialist teaching(due to increased number of classes) (Priority 1)

Implement the audit cycle for technologies, Expressive Arts and RME, with working groups. Continue to plan 6 opportunities for Religious Observance/year.

Include the 6 Entitlements in the termly planning cycle dialogue

Plan, assess and moderate collegiately with cluster colleagues in Expressive Arts. (Priority 3)

Develop Social Studies chronology overview plan based on skills in conjunction with cluster colleagues. (Priority 3)

All classes to create IDL with focus on several Es and Os with more ownership of timing throughout year; possible focus on Diversity (Priority 3)

Implement Early mathematics SEAL work and Numerical Guidelines across the school.

Invite new families and children to engage in ‘Stay and Play’ sessions, to improve transition into Nursery (Priority…)

5.9 Improvement through self-evaluation

Commitment to self-evaluation The school and nursery have a real commitment to continuous improvement and use self-evaluation tools throughout the session to inform and amend planning as required. A culture of reflective practice is embedded. Milestone checklist are created in Nursery to track monthly progress across all identified priorities.

Views of the school`s progress have been sought from all stakeholders this session. These views have been collated and shared. Information has impacted positively in next steps for improvement planning.

Representative views from all stakeholders have been sought and impacted on the planning process for the new school extension.

On two occasions, representatives from all stakeholder groups met to share and discuss views on how well the school was improving and discuss next steps. Feedback informed next steps in the SIP as well as Standards and Quality reporting.

Learning Rounds further informed whole school and individual class teacher next steps in learning and teaching with a focus on Learning Intentions and Success Criteria.

A visit from the school`s Quality Improvement Officer enabled a sample of classes to be visited. Feedback from this visit supported the information from Learning Rounds.

Management of self-evaluation

School improvement

Life-long learning for staff embedded in CPD opportunities. Personal Review and Development procedures well-embedded and impact on SIP.

There are well-established procedures and policy for self-evaluation which inform progress and next steps for the school. An annual calendar of self-evaluation is in place which is created by staff, focusing on the improvement of learning and teaching. Feedback from questionnaires, surveys and minutes from meetings etc are managed and shared.

All staff are involved in and lead regular self-evaluation opportunities through high quality responsive planning and reflection, Learning and Teaching meetings and professional dialogue etc. Children`s views were sought through a wide range of representative groups. Minutes of the groups were shared throughout the school. The Pupil Council created a Pupil Friendly Improvement Plan which they evaluated at the end of the session, with their views impacting on next session`s Improvement Plan. An enhanced range of techniques and opportunities were utilised to gain feedback, information and views e.g. Learning Rounds, QA procedures, school performances, information evenings, surveys, questionnaires, meetings, minutes, feedback forms etc.

Feedback given from parents following induction evenings and Parent group meetings in Nursery, was acted upon timeously, to improve the level of service provided. Parents acknowledged that their views were valued.

SMT met regularly to update the SIP. Curriculum Co-ordinators informed staff of progress through oral feedback at learning and teaching meetings and newsletters to staff. DHT fed back regularly to staff regarding QA updates.

Staff representatives were involved in the design of the overall yearly calendar and proposed and accepted this on behalf of the staff for this coming year.

The HT and DHT (for nursery) has compiled a “Complements and Complaints” file. Once again, there are significantly more compliments than complaints this year.

There are a wide variety of opportunities for all staff and children to lead throughout the school. This is highly encouraged by SMT and is embedded within the school value statement.

The school and nursery now present one conjoined Improvement Plan and calendar.


Create new cycle of self-evaluation. Regularly and clear explanation to all stakeholders through wider sources of media e.g. website, parents board etc.

Focus on SMT and Peer Sharing this year with a focus identified through SIP

Pupil Council to continue to create and share Pupil Friendly SIP.

Nursery to create a simple action plan following recent Care Inspectorate inspection.

3. Summary of evaluations against key indicators

Improvement Plan

4. Key areas for school improvement

Priority 1 Attainment & Achievement Overall Responsibility - PT QIs 1.1, 5.3, 8.4

Outcome and impact for learners (a) To track, monitor and improve attainment over time.

Tasks By Whom Resources Timescale Progress/Evaluation

A. To embed whole school tracking system

B. To identify Child Carers and track individual progress

C. To identify and target children not attending school or out-of-school activities.

D. Improve early mathematics and numeracy attainment

1. BM

1. SfLT

1.class teachers

2. SfLT

1.early years SEAL leader (TBC)

1.Forward Planning meetings with individual staff

2.Termly updates on progress digitally

3. SfL time/focus

4. EWO support

1. SEEMIS

1. Club activities overview

2. Forward planning meetings.

1. Attendance at identified CPD opportunities

2. Opportunities to share knowledge and understanding with

1. Sept

2. 4x termly

3. weekly meetings SfLT/HT/DHT

4. termly meetings

1. August/ongoing

1. termly

1 Aug-June 2014

E. Ensure that all children are aware of their levels of attainment and achievement in all areas of the curriculum and next steps in learning for most.

F. Share whole school attainment levels and results with all staff.

G. Embed digital tracking system for numeracy and mathematics

H. from standardised assessments identify trends and benchmark performance, addressing areas of concern

I. use data analysis alongside professional judgements to track children`s progress. promote, monitor and demonstrate improvement

1. PT

HT/PT

PT

DF

colleagues.

3. Purchase of resources

1 CEC Curriculum posters.

2 Aug Inset meeting

3 L&T meeting

4 Finance for resources

Aug Inset meeting

Co-ordinator support

PT remit /BM support

Share results with staff and SfL to address

As above

December 2013

J. Embed use of Numeracy tracker with all groups in Nursery

All Nursery Staff Sept 2013

Priority 2 Learners’ Experiences Overall Responsibility QIs 2.1, 5.2,

Outcome and impact for learners (a) children to feel safe and secure in playground


focus of topic for weekly assemblies and shared in class challenges

All LA staff to enhance knowledge of appropriate activities.

Children to have training in acceptable games for age group and available space.

Playground buddies to be renamed Playground Pals

Pupil Council survey to gauge impact of playground improvements

Parents informed about survey and intervention work.

Identify and clarify procedures for detention of pupils as appropriate

HT

Active Schools` Co-ordinator.

Class teacher and PE teacher.

P7 teachers and HT

HT/Pupil Council

Assemblies

CPD for LA staff

Training for all children in playground games

Outdoor equipment purchased regularly by identified LA

New bibs? Friendship stop

Create survey and collate and compare results.

Newsletter.

Staff meeting

June 2014

August/Sept 2013

September 2013

August-Dec 2013

September 2013.

August 2013

Learners’ Experiences

Outcome and impact for learners (b) Children learning creatively and applying skills and knowledge

Tasks By Whom

Resources Timescale Progress/Evaluation

Investigate the nature and impact of “feedback” through work on Mindsets

E.P. Inset opportunity

L&T meeting (representative from Nursery to attend)

A focus of QA class visits

Children`s jotter work sampling

Pupil Council meeting

December 2013

Implement and share 4 capacity skills with parents, through the use of Cosy Chat reporting format

All NS 4 Capacity Skills Posters – differentiated

Cosy Chat reporting format

October 2013

March 2013

May 2013

Implement CEC skills progression through use of posters

IW L&T meeting

CEC posters for each child`s achievement folio

Share information with parents

June 2014

Improve children`s ability to ask better questions and ask questions better.

IW 1x CAT

2x Assembly opportunities

Embed Ryan`s Thinking Keys across the school as appropriate

IW Sets of resources

L&T session for sharing with new staff

Enhance use of ICT across learning TM Programme of support for staff and children

ICT resources (hardware)

L&T meetings

Priority 3 – Curriculum: literacy across learning Overall Responsibility IW QIs 5.1, 5.2

Outcome and impact for learners: (a) Progressive plans will be in place N-P7 for Listening and Talking skills

Tasks By Whom

Resources Timescale Impact

Identify and share CEC progression of Es and Os for talking and listening

Identify simple technique to plan for T&L in KPS current planning format.

Share tracking of experiences

Deliver BIG TALK CPD to staff

Share draft booklet of support for literacy to parents.

Use of SALLEY programme with all groups in Nursery

3 stages of Talking Time to be used where and when appropriate.

IW

IW

IW

IW

IW

All NS

PT and

N LA

CEC progression pathways for Listening and Talking

Planning format

L&T meeting

L&T meeting

CAT

N L&T meetings

Priority 3 – Curriculum: Health and Wellbeing Overall Responsibility

LM

QIs 5.1

Outcome and impact for learners (a) All staff familiar with and using CfE Experiences and Outcomes for H&WB

Tasks By Whom Resources Timescale Impact

Familiarise staff with CfE progression pathways for H&WB Experiences and Outcomes

Linda McCready Inservice meeting

Termly planning discussions with SMT

Folders with outcomes and pathways

1x CAT support and update

August 2013

Outcome and impact for learner (b) Progression Pathways for Sexual Health and supporting resources in place with parents` awareness of

pathways.


Create progressive plans/programmes for key areas of Sexual Health and Relationships.

Updated resources in line with CfE guidance

Provide a yearly framework N-P7.

Share progression pathways and new resources with staff and parents.

Linda McCready and cluster working group

Updated resources from CEC for sexual health teaching.

June 2014

Outcome and impact for learners (C)

Healthy Schools: Achieving Level 3 accreditation


To collate all relevant information to evidence Level 3 Healthy Schools Accreditation (Link with Nursery)

Develop healthy tuck shop

To improve the School Kitchen/cooking area, utilising resources.

Linda McCready / Marion Macleod

Identified class with LM support

BM/LM

Evidence from on-going activities, representative groups etc

HMIe information on foods

New kitchen storage for resources access by children`s groups.

December 2013.

December 2013

June 2014

Priority 3 - curriculum: mathematics and numeracy Overall Responsibility DF QIs 5.1, 5.2

Outcome and impact for learners(a) To improve attainment and active learning techniques for early numeracy


Attend CPD training in SEAL

Train Nursery staff in SEAL

Share CPD info with school staff

Identify SEAL coordinator from EY

EY SEAL coordinator to liaise with school maths coordinator.

Ensure tasks, activities and home learning activities meet high expectations of training

Nursery and P1 staff

EYs PT

Cover requirements for classes

L&T meeting

QA observations by SMT

August 2012 and January 2013

September 2013

Nov Self Evaluation meeting.

Priority 3: Curriculum: TechnologyOutcome and Impact for Learners Familiarise and implement progression pathways N-P7


Audit current practice in line with CfE progression pathways.

Produce progression pathways to support current planning and tracking of learning.

Investigate and share current good practice in school and across CEC

Implement assessment strategies to support learning.

Share with parents and support reporting individual children`s progress annually.

KM CAT and L&T sessions in 2014-2015

June 2015

Priority 3 - curriculum: Expressive Arts Overall Responsibility AN QIs 5.1,5.2

Outcome and Impact for Learners (a) to familiarise and implement progression pathways N-P7



Refresh current planning to ensure implementation of progression pathways

Liaise with cluster colleagues to develop and deliver creative inservice day

Deliver and support learning and teaching of drama throughout the school.

Create contexts for learning N-P7.

Produce information for parents e.g. website, column in newsletter, leaflet etc.

Investigate variety of dance experiences for children throughout school.

Working group

4X CAT sessions for working group

Finance for resources

January Inset day

June 2014

Priority 3 - curriculum: ICT-communication technologies Overall Responsibility HB QIs 5.1, 5.2

Outcome and Impact for Learners to increase learning and teaching through the effective use of ICT and implement progression pathways N-P7



Refresh current planning to ensure implementation of Es and Os through progression pathways

Deliver and support learning and teaching of ICT throughout the school.

Support best practice in qualitative CPD for staff.

deliver information for parents eg website, column in newsletter, leaflet etc

Create a 3 year resource plan for the school. Purchase year 1 resources.

Update and populate the school website with current information

HB / Working group

TM

Working group

HB/TM

ICT technician/class teachers/working group.

4x CAT sessions for working group to complete relevant tasks.

4xCAT sessions to support and deliver ICT CPD for new technologies.

Funding from school and KPSA for hardware.

Purchase SfL software.

Funding for technician

Time for website updates.

Priority 3 - curriculum: RME Overall Responsibility TM QIs 5.1, 5.2

Outcome and Impact for Learners to provide effective opportunities for progressive learning in RME



Refresh current planning to ensure implementation of Es and Os through progression pathways

Deliver and support learning and teaching of RME throughout the school.

Support best practice in qualitative CPD for staff.

Deliver information for parents eg website, column in newsletter, leaflet etc

Provide appropriate resourcing materials and sources.

TM PT remit including 1 afternoon out of class /week

L&T meeting to feedback to staff

Planning pathways

December 2013

Priority 4 Meeting Learners Needs Overall Responsibility QIs 5.3, 5.2, 5.9

WO

Outcome and impact for learners (a) Enhance learning through supporting differentiated tasks and activities.


Identify and purchase resources to support and challenge learning especially ICT and numeracy

To provide increase in SfL allocation to support diverse needs and Early level/P5/P7 numeracy/mathematics

Forward Planning to successfully identify target groups showing differentiated tasks, activities, resources and focussed assessments

Ensure all SfL opportunities are adding value to ongoing support and challenge

Differentiate groupings in Nursery in line with changing needs and new intake

sfl T

HT

class Teachers

NS

Funding

Funding

SMT/CT professional dialogues

LAs SfLTs SMT and support agencies

Feedback from support agencies

June 2014

September 2013

Sept 2013

Dec 2013

Jan 2014

April 2014

Aug 2013 and Oct 2013

Outcome and impact for learners (b) To support and challenge learners self-awareness


Enhance children`s awareness of personal levels of achievement and support/challenge required in next steps in learning

Focus on concept of challenge for all children in newsletters, assemblies etc

IW

NS

LP

Pupil poster booklets

PLP Teacher Talk Time

All About Me profiling

Achievement Folios

Advice note/ Letter to parent

Oct 2013

Sept 2013

Priority 5 Self Evaluation Overall Responsibility

DHT

QIs 5.9,5.3,8.4

Outcome and impact for learners (a) To manage evidence – informed self evaluation across school.

Tasks By Whom

Resources Timescale Progress/Evaluation

Enhance management of self-evaluation evidence information

Embed evaluation feedback from partner agencies

Timeously update stakeholders re results of information gathering

Enhance opportunities to gain views from children relating to learning and teaching

DHT

DHT

HT/DHT

Training in use of Ipad for data gathering and storing.

Time to produce information.

Copiable text resource to be purchased

Planned opportunities throughout session.

June 2014

May2014

Ongoing

June 2014

Outcome and impact for learners (b) focus self evaluation on learning and teaching.


Share, explore & moderate L&T practice factors which have been identified in this SIP.

To use the above tasks to inform Learning & Teaching Policy.

To utilise the feedback from partnership agencies to further enhance children`s experiences and skills in learning

Self-evaluate progress in Learning and Teaching through peer shared practice

All staff.

SMT

SMT

All staff

DHT

L&T meetings.

Feedback from children

QA sharing classroom practice.

Evaluations of whole school initiatives.

Feedback from partner agencies

Throughout year

Termly for SMT

Nov CAT

May Inservice

Sept 2013

Priority 6 Parental Partnership Overall Responsibility LP QIs 5.7

Outcome and impact for learners (a) to enhance partnerships with parents, children and school


Create Communication team in school (Comms Team)

Audit current means of communication with parents

Share results with parents and children; identify gaps and enhance practice to implement

Update school website

Produce document of guidelines for enhanced practice

Feedback to parents and children

Comms team Questionnaire and analysis

HT/BM

School ICT technician and class teachers

September 2013

December 2013

Easter 2014

Cluster Improvement Plan 2013-14Priority – To plan for progression through the key areas of Literacy and English, Numeracy and Maths, Health and Well-being, Modern Languages, Science, Social Studies (at transition and beyond).

In Session 2013/2014 extend this to Expressive Arts.

To provide staff with opportunities to plan learning experiences and moderate to support reporting.

Overall ResponsibilityCluster HTs

QIsCurriculum 5.1 5.3 5.5

Outcome and impact for learners

Tasks By Whom Resources Timescale Progress/UpdateLiteracy and English:

Further opportunities to share the standard – with a focus on listening and talking.

Planning for joint pupil activities. Possible consideration of Literacy across Learning. Share with Cluster HTs.

Big Talk – Cluster CPD for primary staff

Ali Lewis (QCHS Curriculum Leader) and the Cluster Working Group

Lynn Paterson to coordinate

4 termly meetings using Personal Professional Development Time (35 hours)

2 hour CAT session

Numeracy and Maths:

Financial Education – lead on the overviews in individual schools and feedback what is working, adaptations etc.

As appropriate, raise the profile of engagement with parents and carers.

Prepare a paper to support the most able learners –

Alison McLean (DHT, QPS) and the Cluster Working Group

Cara Prot (QCHS Curriculum

2 meetings using Personal Professional Development Time (35 hours)

Meetings and individual

strategies and progression (P7).

Share with Cluster HTs.

Leader) and Alison McLean (DHT, QPS).

Authority materials:

Challenging Young Able Mathematicians

Louise Stevenson pack – Engaging with Parents

time as needed.

Health and Well-being

Update Sexual Health and Relationships – when Authority guidance and resources come in.

Consider programmes such as Rights Respecting School and Cool in School.

Complete the final area of the Cluster Programme. Share with Cluster HTs.

Linda McCreadie (KPS) and the Cluster Working Group


Modern Languages

Finalise P7 assessments. Finalise vocabulary support for the units. Create a P6/7 resource folder for MLPS staff. Simplify the grade related criteria for Talking and Writing

outcomes. Formalise how we gather evidence. Include pupils in creating success criteria for Talking and

Writing. Review feedback procedures. Share with Cluster HTs.

Angeline Ross (Curriculum Leader – QCHS) and the Cluster Working Group


Science

Development of assessment resources and moderation. Looking at common approaches to investigative skills (key

aspect) – scientific thinking. Share with Cluster HTs.

Gayle Duffus (Curriculum Leader – QCHS) and the Cluster Working Group


Social Studies Gordon Hunter

4 termly meetings

Focus on key outcome Soc-14a Mental Mapping. The cluster working group will establish a standard for

‘excellence’ across the Cluster from Early level to Third level in Soc-14a to build teacher confidence.

The working group will allow identify how skills progression can be achieved with reference to Soc-14a

The cluster work will aim to allow pupils from across the Cluster to work together at appropriate points.

The cluster work will assist staff across the Cluster assessing and reporting effectively on pupil progress.

Share with Cluster HTs.

(Curriculum Leader – QCHS) and the Cluster Working Group

using Personal Professional Development Time (35 hours)

Expressive Arts

Audit using CEC overview (individual schools)

Ali Mitchell and Lynn Haston to lead on this information to plan for a cluster in-service day in January 2014:

Opportunities for staff to discuss: planning for learning considering progression moderation and assessment

All Cluster HTs

Ali Mtichell (Curriculum Leader, QCHS) and Lynn Haston (DPS) and Cluster Working Group

CAT session by October 2013


Plus released time if moderation money and resources allows.....

RME

Create a working group to look at establishing a curricular programme which complements the pathways.

Opportunities for IDL to be considered Planning for skills development?

Teresa Mooney (PT, KPS) and Cluster Working Group

New CEC materials?

4 termly meetings using Personal Professional Development Time (35

hours)

Technologies

Meet with Alison Kidd and plan forward.

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