Balerno High School · participative funding in application of 10% of PEF fund by pupils. SMT Finance September 2018 Pupil council minutes. Budget statement on the use and implementation

Balerno High School

School

Improvement Plan

2018/19 Session

Balerno High School Social Subjects Improvement Plan

2

Priority 1 – Improvement in attainment, particularly in literacy and numeracy. Overall Responsibility: N McCallum

QI:

1.1 Collaborative approaches to self-evaluation

1.1 Analysis and evaluation of intelligence and data

1.1 Ensuring impact on learners ‘successes and achievements 1.3 Strategic planning for continuous improvement

QI:

2.3 Quality of teaching

2.3 Effective use of assessment

2.3 Planning, tracking and monitoring 2.4 Personalised support 2.4 Removal of potential barriers to learning 2.5 Early intervention and prevention

QI:

3.2 Attainment in literacy and numeracy

3.2 Attainment over time

Tasks

Ye

ar 1

Ye

ar 2

Ye

ar 3

By Whom Resources Timescale Evaluation(YR1) Evidence Impact PEF

Sep 18

Dec 18

Mar 19

AIFL – CPD opportunities for staff to develop their toolkit

RR and L&T group

Time, CPD opportunities.

May 2019 CPD programme. Staff PRD and evaluation of opportunities provided.

Staff are able to deliver high quality L&T

Further develop Shared Classroom Experience (SCE)

RR Time, cover, evaluation packs

March 2019

Feedback from experience. Sharing of best practice in May in-service.

Staff are able to deliver high quality L&T

Development of the CIRCLE evaluation in line with the SCE

LC/PSL/SfL CL Circle paperwork, cover

March 2019

All staff are aware of all ASN pupils and what is working well for them in relation to supporting their learning.

Increased engagement and improved attainment of pupils.

Develop partnerships with schools of a similar nature to compare and review practices.

SMT Time to visit appropriate partner schools,

March 2019

Minutes of visits to appropriate schools

Improved curriculum. Improved data in relation to pupil’s attainment and experience of school.


3

Develop whole school homework policy. Including an electronic HW diary.

SMT / SM / working group

Time, finance for new electronic HW diary

March 2019

New policy shared with all stakeholders and implemented. Shared on school website and in school handbook.

Improved communication with parents / carers. Increased completion of HW by pupils.

Development and implementation of the moderation cycle/benchmarks across the curriculum.

RR / L&T group / CL’s

In-service / CAT time.

March 2018

Consistent approach across all subject areas. Sound professional judgement evidenced by use of these processes.

All staff implementing and applying the benchmarks. All staff with a sound understanding of the moderation cycle.

Review impact of numeracy initiatives. Including Sumdog and link with cluster schools.

N McC / Numeracy school improvement team

Finance for sumdog. Finance for numeracy packs. Time in in-service / CAT for meeting and sharing with all staff the progress.

May 2019 Review of sumdog with pupils. Tracking of pupil progression in CfE levels for numeracy and literacy.

Improved numeracy across all pupils. Improvement in attainment in numeracy for all pupils

Improve internal CPD programme for staff. This is to include monthly reading and opportunities to share good practice.

RR / N McC / L&T group

Staff PRD information, time, finance for appropriate workshops / staff CPD

May 2021 Internal CPD programme. Staff with toolkit for L&T.

High quality L&T across the school.

Next Steps (to be completed during session at review points):


4

Priority 2 – Closing the attainment gap between the most and least disadvantaged children. Overall Responsibility: M May

QI:

1.1 Analysis and evaluation of intelligence and data 1.1 Ensuring impact on learners’ successes and achievements

1.5 Management of resources and environment for learning

QI:

2.2 Development of the curriculum

2.2 Learning pathways

2.3 Planning, tracking and monitoring 2.4 Targeted support 2.4 Removal of potential barriers to

learning

2.5 Engaging families in learning

2.5 Early intervention and prevention

QI:

3.1 Inclusion and equality

3.2 Equity for all learners

Tasks

Ye

ar 1

Ye

ar 2

Ye

ar 3

By Whom

Resources Timescale Evaluation (YR1) Evidence Impact PEF

Sep 18

Dec 18

Mar 19

Develop a whole school learning and teaching policy. Including the CEC BGE T&M system.

RR / L&T group / School improvement team for curriculum.

Time at CAT / in-service days. Survey monkey with staff, pupils and parents

May 2019 Appropriate policy shared with all stakeholders. Incorporated in the school handbook and on school website.

Improved awareness of pupil progress in the BGE. Increased pupil attainment in all subject areas.


5

Launch breakfast club, with access for all pupils.

SMT / PSL / SFL

Staff time, Finance

September 2018

Pupil attendance at breakfast club. Improved pupil’s attainment in all year groups.

Increased pupil’s engagement period 1-3. Improved time keeping.

Increase number of wider achievement opportunities for pupils at lunchtime and after school. Including providing transport opportunities for pupils after school.

All staff Time, finance for transport. Staff engagement.

May 2020 Registers from clubs and opportunities. Analyse of the data in relation to SiMD and FSM pupils and increased participation.

Increased particiaption in opportunities. Increase in pupil attainment.

Introduce participative funding in application of 10% of PEF fund by pupils.

SMT Finance September 2018

Pupil council minutes. Budget statement on the use and implementation of the money.

Increased pupil attainment. Development of pupil voice. Increased leadership skills in pupils.


6

Consult & create a plan for leadership opportunities’ in S1-S6.

All staff Time September 2019

Detailed programme of leadership opportunities. Survey analyse of pupil feedback.

Increased leadership skills across pupils at all stages.

Launch classroom equity packs.

JT / All staff

Finance for equipment In-service/CAT time for staff updates.

October 2018

Pupil equity packs in all classrooms. All pupils being resourced to access the curriculum.

Increased pupil engagement. Increased pupil attainment.

Incorporate national and local guidance into school anti-bullying policy.

LC /PSL Time to review.

May 2019 New policy and shared with all stakeholders. Incorporated in the school handbook and shared on the school website.

Consistnet application across the school. Reduced number of incidents across the school.

Review the reporting policy and implement new procedures.

RR / CL’s

Time to discuss and review with input from all stakeholders.

May 2020 New policy and shared with all stakeholders. Incorporated in the school handbook and shared on the school website.

High quality feedback for pupils / parents


7

Review the curriculum design for the senior phase.

LC / Curriculum SiT

Time to discuss and consult stakeholders.

March 2019

Appropriate curriculum. Appropriate course choice. Pupils in one level classes, e.g. N5 only or ‘H’ only not mixed.

Appropriate design of the senior phase curriculum that allows all pupils to access appropriate subjects for their learner pathway.



8

Priority 3 – Improvement in children and young people’s health and wellbeing Overall Responsibility: L Coffey

QI:

1.2 Impact of career-long professional learning 1.2 Children and young people leading learning

QI:

2.1 Arrangements for safeguarding, including child protection 2.1 Arrangements to ensure wellbeing 2.1 National guidance and legislation 2.4 Universal support 2.4 Targeted support 2.4 Removal of potential barriers to learning

QI: 3.1 Wellbeing

3.1 Fulfilment of statutory duties

Tasks

Ye

ar 1

Ye

ar 2

Ye

ar 3

By Whom Resources Timescale Evaluation (YR1) Evidence Impact PEF

Sep 18

Dec 18

Mar 19

Develop a Support Hub to provide targeted support for pupils who are not meeting their potential due to SEBD/ACE/trauma/attachment or other difficulties

LC/PSO PEF funding 3rd Sector

May 2018 Pupil evaluations of targeted supports will demonstrate that they have progressed in their area of need Pupil indicators of success will increase (e.g. attendance and merits). Pupils will experience fewer demerits and referrals.

HWB and attainment will begin to improve


9

Parental feedback through YPPMs 3rd Sector evaluations

Review and evaluate impact of base and further develop

LC/PSO/all staff

Survey monkey/other evaluation tool

August 2019 August 2020

As above As above

Creation of school vision and values

NM Staff Pupils Parents

In-service/CAT time

DEC 2018 Consistent and regular displays and references to the V&V throughout the school Pupils, parents and staff will be able to state the V&V clearly and will understand the rationale behind these Pupils, parents and staff will experience a consistent response and approach to successes and challenges

The development of whole school vision and values will allow the school community to create a consistent ethos and approach that bests supports young people


10

Continue to liaise with senior management at CEC to create systems which ensure equity of provision for all our pupils regardless of cluster

LC QIEO SDS Partners in EPS/SCD/police

On-going communication

May 2019 PSG/YPPM will provide supports for all pupils Improved information sharing with WL colleagues

WL pupils will access supports in a timeous manner

To develop staff capacity in taking on the role of key adult with a focus on learning conversations and universal support. To do this through a planned programme of CPD including coaching skills and restorative practice approaches. To provide a base for this through piloting these conversations through year heads.

LC/SMT/YHs All staff

In-service/CAT time

May 2019 Staff feedback on training/CPD opportunities provided

Pupils will develop strong relationships with an adult who knows their learning well Interventions will be identified early on in a pupil’s school career Pupils will develop skills in self-evaluation and goal setting, improving progress and attainment

To support staff in holding coaching focussed learning conversations with pupils by regularly evaluating and

LC/SMT In-service/CAT time

May 2020


11

adapting the process with them

To further develop pupil voice by responding to the pupil survey

RR/MA Meeting time How Good is OUR school Pupil Councils/survey monkey/google forms

May 2019 All pupils will feel that the school listens to them and responds to their needs. Pupils will feel valued and will realise the important role they play within the school community

Improved pupil HWB and morale measured through future surveys

To further develop and embed the School of Rugby

LC/SM Fergus Scott

Meeting and planning time M&T document Staff and parent support

May 2019 Formal and informal pupil and parent feedback will show improvements in self-esteem, self-confidence and self-worth.

Improved HWB for pupils through opportunity to experience challenge and success – measured through attendance, behaviour patterns and attainment

To support staff HWB and morale by building capacity and leadership opportunities across the school, providing a valuable PRD experience which is supported by relevant

NM RR/SMT

Staff survey responses CPD budget CEC CPD and in-house CPD

Staff survey to be repeated in May 2020 for comparative results Staff retention

Staff sense of belonging to improve wellbeing Positive impact on


12

CPD and by responding through visible action to the staff survey

Identified leadership opportunities

pupils in the classroom



13

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

Overall Responsibility: R Ranger

QI: 1.3 Developing a shared vision, values and aims relevant to the school and its community 1.3 Strategic planning for continuous improvement 1.3 Implementing improvement and change

QI: 2.2 Development of the curriculum 2.2 Learning pathways 2.2 Skills for learning, life and work 2.7 Collaborative learning and Improvement

QI: 3.3 Creativity skills 3.3 Digital innovation 3.3 Digital literacy

3.3 Increasing employability skills

Tasks

Ye

ar 1

Ye

ar 2

Ye

ar 3

By Whom Resources Timescale Evaluation (YR1) Evidence Impact PEF

Sep 18

Dec 18

Mar 19

To develop a new S1/2 STEAM course to develop CES pupil entitlements

MA, TH, STEAM teachers

Development time, SIG meeting time, Per capita, Start-up costs

May 2018

√ √ √ Pupil voice demonstrates a greater understanding of skills within the Career Education Standard and the opportunities within STEAM careers Feedback from teaching staff demonstrates improved collaborative learning and strategic planning for improvement.

Increased numbers into STEAM based subjects into S3 Pupils can articulate the skills they have learnt and their value in terms of employability.

√

To review S1 STEAM course and further develop S2


Development time, SIG meeting time, Per capita

May 2019

√ Pupil voice demonstrates progression between S1 and S2

Development of the curriculum offers a progression in pupil

√


14

course to ensure pupil progression

S1 Course is reviewed by pupils and staff and adaptations made as appropriate

understanding of learner pathways and Skills for LL&W

To review S1/S2 STEAM courses


Development time, SIG meeting time, Per capita

May 2020

√ Pupil voice demonstrates that pupils have a clear understanding of the purpose of the learning and feel in engaged and confident in talking about skills and their pupil entitlements of the Career Education Standard (CES).

Pupils are confident in talking about skills for LL&W and have a good understanding of STEAM pathways within school and beyond.

√

Further develop the role of World of Work Ambassadors

RR, SF, CJ

Time for faculties to meeting with GR (SDS) WOWA training by SDS PSE/tutor/assembly time/ Parent Council

June 2018

√ √ Pupil voice feedback demonstrates WOWAs are confident in their role of promoting the ‘My World of Work’ website. Staff are aware of the WOWA role and how it could be utilised in the classroom. Parent/carer find WOWA input beneficial

Sign up % for the My Work of Work website increases across the school to help support pupil engagement with learner journey’s

Embed the role of World of Work Ambassadors

RR, SF, CJ

WOWA training by SDS PSE/tutor/assembly time

June 2019

√ A sustainable model is developed to share KU and experiences from the previous year. Strong relationships between WOWAs and the school community are developed.

Parents, staff and pupils will have a greater understanding of ‘My World of Work’ Website and how it can inform on possible learner pathways.


15

Investigate possible local businesses, parents & carers that the school could develop strong links with

RR, SF Time to engage with local businesses. Family engagement to create a database of parents/carers who can support DYW agenda

March 2018

√ Spreadsheet of possible local companies established. Companies invited in for a ‘Business Breakfast’ to share Balerno’s vision and discuss employability skills. Follow-up contact to assess level interest.

Business context for learning investigated to create meaningful/real-life opportunities for learners.

Balerno business link is established & develops a shared vision

RR, SF Strategic plan for school and business

Feb 2019

√ The development of a shared school/business vision which ensure pupil/staff engagement

Learners can see how their Skills for LLW are essential for their learner journey.

The Balerno business link is involved in supporting curriculum delivery.

RR, SF SLWG to plan curricular involvement and business engagement

Dec 2020

√ At least one faculty links closely with the Balerno Business link to enhance the pupil experience. PDSA model used to evaluate engagement and shared with whole school community

Staff have PL opportunities. Business link in the classroom offers curriculum development and collaborative working

Continued development of a Digital Learning Strategy

RB, SIG Office 365 CPD for staff SIG meeting time

May 2019

√ Pupil feedback Teacher Review

Increased use of Office 365 by pupil and staff

Audit of DL Benchmarks for Level 3 and 4

RB, SIG Office 365 CPD for staff – tailored to staff needs SIG meeting time

May 2020

Pupil feedback Teacher Review

An overview on the DL benchmarks is created from the audit so any gaps can be addressed.


16

Implement Digital Strategy

RB, SIG Office 365 CPD for parents/carers Digital Literacy sharing best practice session SIG meeting time

2021 Pupil feedback Teacher Review

All pupils achieve Level 3 digital literacy benchmarks by the end of S2 and Level 4 for the end of S3.

Development of faculty engagement with DYW

RR, SF, all staff

Faculty visits from GR (SDS) & WOWAs. Work placements. SDS lesson inserts. Family engagement

March 2018

√ √ Development of a school DYW strategy reflecting CES pupil entitlements. Lesson insert used in classes. Work placements discussed as part of PRD process.

Staff and pupils confident in the knowledge of DYW and the school strategy to develop employability skills.

Begin to embed faculty DYW strategy

RR, SF, all staff

DYW becomes an integral part of Moderation Cycle when planning LT & A.

May 2019

√ Staff are using naturally occurring opportunities to deliver DYW strategy and Skills for LLW. Pupils are confident when talking about employability skills. Collaborative working with parents/carers in the delivery of DYW. Career/STEAM Career Fair.

Pupils are aware of the key employability skills employers are looking for and know how and where these skills are delivered within the curriculum.

DYW strategy embedded in LT & A.

RR, SF, all staff

Business/partnership links are developed and utilised.

May 2020

√ Faculty PDSA Business engagement reflects DYW strategy. Other faculties commit to engaging with the Balerno Business link

Pupils and staff are committed to curriculum development, which embraces DYW with employability skills at its heart.



17

Documents

Balerno High School · participative funding in application of 10% of PEF fund by pupils. SMT Finance September 2018 Pupil council minutes. Budget statement on the use and implementation