We WELCOME everyone!

We are all EQUAL!

We are a TEAM!

We are RESPECTFUL!

We will be the BEST we can be!

Standards, Quality and Improvement Plan

SIGHTHILL PRIMARY SCHOOL

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

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Context Of The School

Neighbourhood: South West Cluster: Wester HailesTotal number of children:At Sighthill Primary we value growing together safely, happily and successfully. Our school aims are: We WELCOME everyone; We are all EQUAL!; We are a TEAM!; We are RESPECTFUL and We will be the BEST we can be! As a staff, we believe these aims are succinct and effective in reflecting the ethos of our school.Sighthill Primary School is a non-denominational school set in the Calders area of Wester Hailes, which is an area of multiple and high deprivation in the west of Edinburgh. The majority of our pupils are in SIMD 1 & 2 with 95% of our nursery pupils and 87% of our school pupils. 24% of our children have English as an additional language and 25% receive additional support for learning. The demographics of the school are such that, although the school roll remains fairly constant, many of our pupils arrive and leave each session and so we do not teach consistent cohorts of pupils. The Senior Management team consists of a Head Teacher, Part-time Depute Head Teacher, Acting Principal Teacher and a Business Manager. This session there are 10 class teachers, a nursery class teacher and a Support for Learning teacher. There are three Early Years Practitioners, two full-time, one part-time and eleven learning assistants, some of whom work part-time and are temporary contracts. We have had one EAL teacher who visited one morning a week and a Bilingual Assistant who came once a fortnight for half a day.We have been part of the Scottish Attainment Challenge and our focus has been quality learning and teaching through reflective practice for 10 members of our full-time staff by taking part in the OSIRIS programme. Staff are now having more reflective dialogue with each other as well as more collaborative and colligate planning emerging from those who have initially taken part. Supported by funding from the Pupil Equity Fund, the school has continued to initiate projects to raise attainment in literacy in Nur-P7 through Reading for Enjoyment, to raise attainment in numeracy in P2-7 and to increase parental engagement. We are now in year two of these initiatives being implemented (initially were funded through SAC) and have a well-established learning hub for parents and children, including workshops for parents. We are now seeing the embedment of Reading for Enjoyment initiatives amongst our Nur to P3, a successful World Book Week and positive link with our Reading Patron Corinne Davis. Funding has been used to extend the employment of a STEM (Science, Technology, Engineering and Maths) teacher.As a Senior Management Team we have continued to improve team work and leadership amongst staff, raised the standards of achievements and enabled the transformation of the school’s approaches to self-evaluation. Roles and responsibilities are evident and effective throughout the school. The views of children and parents are sought through, for example, questionnaires and the Parent Council. Staffing challenges we have faced this year has been the loss of our Head Teacher since January 2018 due to ill health and then retirement in March. This lead to the Acting Depute having to act up with no replacement. The loss of our homelink teacher and support for learning teacher in March with no replacements as well as our school administrator in May. This accumulation of lost staff had a knock on effect for progress to made in some of our key priorities this session. However the School has continued to make very good progress in their standard of education.

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Standards and Quality Report 2017-18

School Priority 1 – Improvement in attainment, particularly in literacy and numeracy

NIF Priority - Literacy AimTo continue to encourage a reading for enjoyment community and develop links with all aspects of literacy.

NIF Driver Embed a Reading for Enjoyment CommunityEngaging learners and building confidence in using their reading skills to enhance their writing skills

QIs/Themes 1.1 Self-evaluation for self-improvement1.5 Management of resources to promote equity2.2 Curriculum2.5 Family learning3.2 Raising attainment and achievement

Progress and impact: Pupils confidence in reading for enjoyment and motivation to borrow books has increased We have been holding fortnightly parental engagement sessions within our Learning Hub with a mix of mums and dads

attending. 67% of our P3 pupils are now rating themselves a confidence level in reading between 4-5 compared to 60% previously. Bedtime Stories and parental engagement are developing within Early Level and parents are beginning to be involved and

support their child in engaging with Reading for Enjoyment Continued to build strong links with our local library with all classes enjoying regular visits, all pupils now have a library card

and are aware of any upcoming library events and challenges, which are discussed and shared at assemblies Our Reading Patron has successfully supported our Choco Reading Den Parenting Sessions by regularly attending and

modelling reading and questioning to their children. Our Reading Patron has now ran her second extended writing sessions with P5 where the children have collaboratively

created their own short stories and had these published professionally. The children were all engaged within these sessions and holding their book launch for their parents which saw 8 out of the 25 parents attend.

She has also worked with our P6s in developing their writing skills to begin to create their own class newspaper which also proved successful.

P3 & 4 took part in writing competitions to help develop their extended writing skills where some children were successful in getting their writing published

All staff introduced to SNSA assessments and DHT delivering these in P4 and P7. PSAs and P1 class teachers delivering this in P1.

Practitioner Enquiry Groups established and focusing on Literacy consistency and progression across the school & updated 3

literacy policy from thisNext Steps: (these will link to what goes in to your Improvement plan for 2018-19)

Improve Reading for Enjoyment parental sessions by developing family learning activities ie sharing question starter…etc and continue working with Reading Patron

Develop First Ministers challenge further and staff could meet to discuss how this could be embedded into the curriculum. Develop reading areas further by including comic books and texts other than books. Bedtime stories & Choco Reading Dens to be evaluated to try and encourage more parents to come, possible time change,

etc. Somehow identify reasons why parents don’t come, ie are they working? Enquiry Groups – writing groups continuing to tackle first task linking with SWST, Reading, etc. Too many aspects of literacy trying to be covered in Enquiry groups – more focussed groups….ie a grammar group, a spelling

progression group and writing group

School Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

NIF Priority – Numeracy AimTo continue to develop a whole school approach to mental agility with a particular focus on pupils leading the learning for peers

QIs/Themes 1.2 Leadership of learning1.5 Management of resources to promote equity

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and parents.

NIF Driver Engaging learners and improving confidence, attitude and attainment in use of maths strategiesImproved home learning ethos

2.2 Curriculum2.3 Learning, teaching and assessment3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Progress and impact: In total, over the year, 38 pupils have moved up a level within mental agility. ( 37 have moved from Early to First and one

from First to Second level) Including all the pupils there is an average of 58% increase in a Mental Agility level with the lowest progress of 16% and the

largest gain in progress of 114% of a Mental Agility level. As agreed at the start of the year, our STEM teacher has been helping Martin Gemmel and Sumdog in some of their

research. This work has resulted in the Sumdog subscription for Sighthill being paid for in the coming year. Sumdog club has been very well attended throughout the year and although fewer certificates are being given for completed

challenges, the pupils are still playing. STEM- Be all you can be. Our STEM teacher presented a Science careers talk with a science demonstration and pupil

experiments to P5-P7. It was received well by the pupils, who were able to share their learning with others. Our STEM teacher has shared her experiences with other HTs (SAC Conference) and also from this had visits from other

schools to share good practice, but this also allowed her to reflect and improve on her skills Standardised scores and professional judgement has identified pupils requiring support by STEM teacher has happened

across most years. This has led to challenge groups being identified for STEM to work with both in P2 and P7. The children who go to STEM teacher enjoyed link with science this will be developed through more focused sessions Training to support staff with sumdog was informative and children enjoy using the programme at home and during the

sumdog club. SEAL sets in P3 and P4 has worked well and allowed teacher to focus their support. SEAL maths therefore being used in P4

as well. Primary 4 Botanics maths challenge lessons have begun and the teachers resources have now been shared throughout the

city Primary 3 Zoo maths challenge has been successful this session with 4 parental engagement sessions. We saw an average

of 52% of our P3 parents attending these sessions and parental feedback highlighted that the parent postcards have been useful and the sessions have been enjoyed due to their interactive and easy to follow delivery.

Next Steps: (these will link to what goes in to your Improvement plan for 2018-19) Numicon in Primary 1 but class teachers require training.

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Continuation and further development of the P3 zoo maths challenge and P4 Botanics maths challenge around parental engagement.

STEM maths teacher to continue to support targeted pupils in order to have the most impact on raising attainment, ie number of groups, challenge groups, etc

STEM teacher to develop buddying and train children to share maths skills and strategies to support other pupils

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School Priority 3: Improvement In Children And Young People’s Health And WellbeingNIF Priority – Health & Wellbeing AimTo continue to promote health and well-being for staff, pupils and parents.

NIF Driver To increase pupil resilience, fitness and readiness for learningImprove home learning ethos and links with school to increase parental engagementStaff to reflect on their practice and develop a shared languageTo enhance staff wellbeing

QIs/Themes 1.4 Leadership and management of staff2.5 Family learning2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Progress and impact: Through our PASS results we have seen that amongst our P2-3 pupils 88.5% of our pupils have positive feelings about

school, 93.2% feel they are prepared for learning, 81.4% feel they have self-worth as a learner and 81.5% have a positive response to learning. This highlights that we need to have a focus on pupils’ self-worth and positive response to learning next session.

Amongst our P4-7 pupils it highlighted that amongst our P6s their perceived learning capability had increased to 76.8% and our P7s to 79.6%. Our P7s also showed an increase in self-regards as a learner, prepared for learning and response to curricular demands. Despite this our P4 & P5 pupils’ data reflected a significant decrease in most areas assessed and this could have been due to a number of varying factors, ie challenging behaviour, more than one teacher taking the class and academic ability. Taking this forward our P5 & 6s will be a focus for developing their attitudes towards learning next session.

All full-time permanent staff have received OSIRIS training. All staff have implemented suggested strategies such as the leaning pit, enable table, 3 bs b4 me/stuckness routines, feedback etc. Some stages have implement the same strategies and language for consistency. Teachers have had the opportunity to be more reflective about their practice.

Continued introduction of the Be Resilient resource which incorporates Growth Mindset strategies and already showing a positive impact through discussions with teachers and pupils use of vocabulary around the school. This is now becoming part of the school ethos and culture and used as a shared language to talk about emotions.

2 PSAs attended ‘Powerful Playtimes, Positive Lunches’ by Jenny Mosley which they then shared with other PSAs and chose strategies they were going to implement.

Whole school taking part in the Daily Mile – teachers continue to monitor their fitness levels and settling down periods after the run, pupils responding well to Daily Mile

HWB committee well established and having regular meetings with a focus on introducing Dining Hall Rules to promote 7

positive lunches. They have continued the introduction of Runner of the Week certificates and Daily Mile trophy which are presented during the weekly whole school assemblies

Daily Mile- Classes are still doing it on a daily basis however no termly event been organised this year. Certificates and trophies are still being used an incentive. Some classes still trying to find the best time of the day to do it.

Some of the Shirley Clark strategies have been overshadowed by the strategies suggested by OSIRIS although some which are embedded already are still being used.

Homelink Teacher- Had one for 6 months during that time she accessed some parents. All staff have received Emotions talks training at the beginning of the year, will a follow up session in February. Most classes

using the resource whole class to discuss emotions. PSAs are trying to use resource to resolve issues in the playground. DHT trained in Season’s for Growth and PSA to receive training in Nov 2018

School Priority 4 – Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People

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NIF Priority – Wider World Link AimTo improve employability skills and sustained positive school leaver destinations for all young people

NIF Driver To give children the confidence and inspire them to be all they can be

QIs/Themes 1.5 Management of resources to promote equity2.7 Partnerships3.2 Raising attainment and achievement3.3 Increasing creativity and employability

Progress and impact: Christmas Party at Aegon for P1-7 pupils. This was really well organised and the children enjoyed this. P1-7 class trips to Butterfly World. P6/7 sang to Sheltered Housing – impact: both children and residents really enjoyed it. P3, P3/4 and P4 linked in with Rev. Tom from St Nicholas Church for a visit but due to snow the next visit was cancelled.

However, children were really engaged listening to Rev. Tom’s stories about his travels and learning about different countries/ways of life.

Primary 5 have begun to develop a link with Aegon. The company came to school and talked to the children about skills required for office work. The children engaged in this really well but the activities could have been more challenging for their age.

Nursery linked with Sheltered housing to sing alongside Primary 7 pupils. Reading volunteers from BITC working with Primary 4 pupils. Children attended an event at the parliament. BITC were

enthusiastic and very engaging- pupils responded well. World Book Week – members of the community invited in to the school to read to the children, although this was cancelled

due to the snow disruptions. Bala Sports director Angus Coull in at assembly to talk about Fairtrade footballs. Asda working with nursery to organise their summer picnic. Community sponsorship for nursery obstacle course – St Nicholas Church, Thorntons, Tescos, Calder’s

Pharmacy/superstore, Local Hairdressers A successful ‘Be All You Can Be’ week planned by teachers, the upper school enjoyed a careers event that saw different

professionals come in for the pupils to find out about a range of different careers and the skills they needed. The lower school enjoyed visits from professionals such as the police, fire brigade, etc.

Next Steps: (these will link to what goes in to your Improvement plan for 2018-19) Build on ‘Be All You Can Be’ week by parents being invited to talk about their trades/jobs…etc and parental engagement

aspects Link in with people from Waverly Court (jobs in IT to engage children), different services (fire, police, doctors, railways etc).

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College representatives in to let children know what courses are available for after school…realistic courses too. All stages to continue to build up community links for pupils to share learning skills

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Self-Evaluation 2017 – 2018

Quality IndicatorSchool Self – Evaluation

2017 - 18

Inspection Evaluation

(If during 2017-18)

Nursery Self – Evaluation2017 - 18

Inspection Evaluation

(If during 2017-18)

What is our capacity for continuous improvement?

1.3 Leadership Of Change Very Good Very Good

2.3 Learning, Teaching And Assessment Good Good

3.1 Ensuring Wellbeing, Equity And Inclusion Very Good Very Good

3.2 Raising Attainment And Achievement Good Good

2.5 Family learning Very Good Very Good

2.7 Partnerships Very Good Satisfactory

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Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £84,000. There is a carry-forward of £55,000 to session 2018-19. This spend is deemed exceptional and the plans for this spend are outlined in the school improvement plan for 2018-19 and coded green.

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement   √   

1.2 Leadership of Learning √     Practitioner Enquiry Groups Set-up with a Literacy focus

1.3 Leadership of Change √ √  √  √ 

1.4 Leadership and Management of Staff √      Teaching staff part of OSIRIS Intervention

1.5 Management of Resources To Promote Equity   √   

Leadership And Management Overall      

2.1 Safeguarding and Child Protection   √   

2.2 Curriculum   √   

2.3 Learning, Teaching and Assessment √ √  √  √ 

2.4 Personalised Support     √ 

2.5 Family Learning √     Families Connect & Choco Reading Dens established and working well

2.6 Transitions     √  

2.7 Partnerships √     With Kids Parenting Steering Group & Family Community Support established

Learning Provision Overall      

3.1 Ensuring Wellbeing, Equality and Inclusion √ √  √  √ 

3.2 Raising Attainment and Achievement √ √  √  √ 

3.3 Increasing Creativity and Employability √    √ Successful ‘Be All You Can Be’ week with various professionals

Successes and Achievements Overall      

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Key Areas For School Improvement 2018-19PEF FundedSAC FundedNursery Included

NIF Priority 1 – Improvement in attainment, particularly in literacy and numeracy

QIs/Themes 1.2 Self-evaluation for self-improvement1.5 Management of resources to promote equity2.2 Curriculum2.6 Transitions3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Priority 1a Literacy AimTo continue to encourage a reading for enjoyment community and develop links

with all aspects of literacy.

Numeracy AimTo continue to develop a whole school approach to mental agility with a

particular focus on pupils leading the learning for peers and parents.

Overall Responsibility Marie Dunn – Head Teacher

Outcomes Continue to embed a Reading for Enjoyment Community within Nur-P3 To develop a Reading for Enjoyment Community in P4-7 Engaging learners and building confidence in enhancing their literacy skills, ie spelling, grammar, writing, etc Engaging learners and improving confidence, attitude and attainment in use of maths strategies Improved home learning ethos

Tasks By Whom Resources Time Impact/ Progress

Nur to P3 staff to collaborating together to audit and further develop an action plan to continue

Nur-P3 teaching staff/SMT 1x CAT session1x Staff Meeting

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Reading for Enjoyment Nur-P3

The continuation of the embedment of the Choco Reading Dens & Bedtime Stories including parental engagement sessions

The continuation of analysing Choco Reading Dens data to measure impact and increase parental engagement

Begin creating family learning activities around Reading for Enjoyment within P2-3 and for pupils to model to parents

The continuation of using our Reading Patron to support and model reading to parents during Choco Reading Den parent sessions

Nur-P3 teaching staff/SMT

P2 & 3 teaching staff/SMT

P2 & 3 teaching staff/SMT

Reading Patron

Questionnaires

QuestionnairesTracking systems

P4-7 staff to collaborating together to audit and develop an action plan to encourage Reading for Enjoyment amongst P4-7s

P4-7 Teaching staff/SMT Reading audit toolkitFirst Ministers Challenge resources

HGIOS4

1x CAT session (same session as above)1x Staff Meeting (same session as above)

The continuation of building on transferring reading for enjoyment skills to support extended writing – Reading Patron to work with P5s in creating a class book, with P6s to create a class newspaper & P7s to create a

Reading Patron/P5-7 teaching staff

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Year Book

Practitioner Enquiry Groups to continue reviewing literacy resources and progression planners to ensure all staff are consistent across the whole school

All teaching staff/SMT Education Endowment Foundation

5 x CAT Sessions2 x Staff Meetings

To use PSAs to implement literacy interventions, ie 300 words, toe-by-toe, RWI, etc

PSA’s/SMT

Staff to become familiar with analysing data from new SNSA assessments to support literacy progress

The continuation of the moderation of literacy through ‘Assessment Jotters’

SMT/All Teaching Staff 1 x CAT Session

2 x Staff Meetings

Continuing to develop the school website to upskill staff in developing their class page and regularly updating

SMT/All Teaching Staff 1 x Staff Meeting

The continuation of embedding the Zoo Challenge in P3

To streamline the mental agility groups with STEM to be focused towards targeting pupils who have Standardised Scores of 80-99

One day PSA STEM support for targeted pupils

The continuation of STEM teacher liaising with class

P3 teaching staff

STEM/SMT

PSA/STEM

All teaching staff/STEM

Zoo maths challenge resources

Attainment Trackers

Timetable

Attainment Trackers15

teachers regarding pupils with specific maths needs from P1

Begin to train and identify a group of pupils to buddy with younger classes for two sessions each term to share mental agility strategies

Staff to audit maths and numeracy to identify areas of improvement

Further NUMICON training to be delivered to all staff throughout the school

STEM

All teaching staff/SMT

STEM/All teaching staff

Maths Audit toolkit

Numicon

1 x CAT session

1 x CAT session (same as above session)

The continuation of 4 x P3 Zoo Challenge parental workshops

Starting 4 x P4 Botanics Challenge parental workshops

Staff to collaborate within their levels to plan and deliver a numeracy parental engagement session for pupils to share their numeracy skills and strategies to further develop home learning

P3 teaching staff

P4 & P4/5 teaching staff

All teaching staff

Zoo maths challenge resources

Botanics maths challenge resources

1 x CAT sessions

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NIF Priority 2Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes 1.1 Self-evaluation for self-improvement1.5 Management of resources to promote equity2.2 Curriculum2.5 Family learning2.6 Transitions3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Priority 3a: Health and Well-being AimTo continue to promote health and well-being for staff, pupils and parents

Overall Responsibility Principal Teacher – Tina AitchisonDepute Headteacher – Ellie Graham

Outcomes:

To increase pupil resilience, fitness and readiness for learning Improve home learning ethos and links with school to increase parental engagement Staff to reflect on their practise and developed a shared language To enhance staff wellbeing

Tasks By Whom Resources Time Impact/ Progress

Teachers to receive PASS data for their new classes to enable them to encourage pupils accordingly in Growth Mindset difficulties

Having a Daily Mile Event, ie Hailesland Quarry, training towards

STEM/All teaching staff

All teaching staff

PASS Data

1 X Staff Meeting

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event to motivate

The continuation to encourage participation in the Daily by identifying new incentives

HWB Committee to continue to work on encouraging healthy snack and start link with Tesco’s, as well as starting Healthy Schools Award

Tracking Wider Achievements to evaluate and encourage uptake

To Employ and train a PSA in delivering the Emotional Wellbeing Academy programme for 2-days a week

Set-up Seasons for Growth Group(s)

Home-link teacher to attend Nurture Training, set-up Nurture base and targeted P2 group

SMT/HWB Committee

SMT/HWB Committee

SMT/All Teaching Staff

PSA/SMT

SMT/PSA

Homelink Teacher

Wider Achievement Trackers

Emotional Wellbeing Resources

Seasons for Growth Resources

Nurture Resources

Employ a new home-link teacher to build positive relationships between parents and school, target hard to reach families and those with poor attendance or

SMT

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lateness records

Home-link to liaise with SMT and Class Teachers regularly regards targeted families

Continuation of Families Connect Programme to enable parents to support their children in learning – target nursery

Continuation of partnership link with With Kids Family Community Worker to work with families in the community

With Kids Family Community Worker and Home-link to work collaboratively together to bridge the gap between parents and school through various parental engagement activities

Homelink teacher/SMT/All Teaching Staff

SMT/P2 Teacher

With Kids/SMT

With Kids/Homelink Teacher

Families Connect Resources

Staff identifying strategies for moving forward with OSIRIS/Shirley Clarke.

Final cohort of teachers to take part in OSIRIS Programme.

All teaching staff/SMT

New F/T & P/T teaching staff

OSIRIS/Shirley Clarke resources 1 x Staff Meeting

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Staff to team plan, deliver and evaluate a teaching session as part of our shared classroom experience using the OSIRIS level up criteria

Staff moderation on OSIRIS on Engagement, Feedback and Challenge

Continuation of Building Resilience resource throughout school

Whole school staff training on Restorative Practice Approach & update school Behaviour Policy to incorporate Emotion Talks strategies

All teaching staff

All teaching staff

All Staff

All Staff

OSIRIS level-up criteria tracker

Building Resilience Resource

1 x staff meeting

1 x Staff Meeting

1 x in-service day

Having PSAs take part in the HIVE of Wellbeing sessions

The continuation of positive health and wellbeing experiences for all staff, ie HWB care sessions

PSAs

All Staff

1 x in-service day

1 x in-service day

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NIF Priority 3 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs/Themes 1.2 Leadership of learning1.5 Management of resources to promote equity2.2 Curriculum2.3 Learning, teaching and assessment3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement

Priority 4a: Learning & Teaching AimTo enhance learner’s experiences and ensure equity and

equality for all to support closing the attainment gap

Overall Responsibility New DHT

Outcomes: To improve learner’s engagement, learning experiences and develop their readiness for learning

Tasks By WhomResources Time

Impact/ Progress

To begin to develop play-based learning in Primary 1 by employing an EYP and resources to improve the environment

Two members of staff trained in 1 in 5 Poverty and to cascade this to the rest of the staff

To revisit, audit and evaluate outdoor learning experiences with staff and pupils

Primary 1/SMT

P2 & P4/5 teaching staff

All Staff/HWB Committee

Early Years Resources

Outdoor Learning audit toolkit

HGIOS4

2 x in-service days

1 x CAT session

1 x Staff Meeting

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To begin a partnership with Earth Calling to deliver outdoor learning CPD sessions to staff and outdoor learning experiences with pupils

Earth Calling/All teaching staff

2 x CAT sessions

NIF Priority 4 – Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young

QIs/Themes 1.5 Management of resources to promote equity2.7 Partnerships

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People 3.2 Raising attainment and achievement3.3 Increasing creativity and employability

Priority 4 Wider World Link AimTo improve employability skills and sustained positive school

leaver destinations for all young people

Overall Responsibility Marie Dunn – Head TeacherEllie Graham – Depute Head TeacherTina Aitchison – Acting Principal Teacher

Outcomes To give children the confidence and inspire them to be all they can be

Tasks By Whom Resources Time Impact/ Progress

Each stage from Nur-P7 to make a wider community link, ie Paired Reading with Sheltered Housing; Community Café; Community Reporters; etc

The continuation of ‘Be All You Can Be’ world of work week to build upon aspiring positive destinations (include parental engagement aspect)

Skillsforce (Princes Trust Award) to work with P6s on building skills for life

Food for Thought Training

All Teaching Staff

All Staff/SMT

P6 Teacher

All teaching staff

Skillsforce Resources

Questionnaires, Skill up, Start Cooking Resource, buy cooking resources & Better Eating, Better Learning

2 x staff meetings

1 x in-service day

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WHEC Cluster Plan: NIF Priority – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs/Themes1.1 Self-evaluation for self-improvement2.3 Learning, teaching and assessment2.7 Partnerships3.2 Raising attainment and achievement

Cluster Priority

Develop consistency of approaches between schools in the Wester Hailes cluster in order to work collaboratively to raise attainment

Overall Responsibility WHEC and Cluster primary HTs

Outcomes Staff from all cluster schools will work together in a variety of ways to support our learners There will be improved approaches to sharing information Knowledge and understanding of assessment and moderation will continue to be developed from early – third level

Tasks By Whom Resources Time Impact/ Progress

Cluster working parties for Literacy, Maths and Health and Wellbeing established to look at progression, assessment and moderation.

Numeracy, Literacy and Health and Wellbeing co-ordinators from each school

Benchmarks in each curricular area

CEC and Education Scotland guidance and resources on assessment and moderation

Holistic assessments

Regular meetings of co-ordinators

Time during individual school staff meetings and/or CAT sessions

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Definitions of literacy, numeracy and HWB created, with staff and pupil consultation, and displayed in all schools.

All staff and pupils Posters created by pupils for each of the definitions

Staff meeting/CAT time

The transition programme into S1 will be further developed to include a wider variety of curricular areas, events and activities.

P7 teachers and WHEC transition co-ordinator

Cluster HTs

Timetable of events Various resources for

different events and activities

Days/times throughout the year for transition events

Cluster HTs meetings

Improved communication between WHEC and cluster primaries in terms of passing on of information about pupils academic progress and wider achievements.

Cluster HTs P7 teachers and WHEC

transition co-ordinator

Formats for recording/sharing pupil information

Time for transition meetings

Cluster HTs meetings

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