Broomlands Primary School School Improvement Plan 2016-2017broomlandsprimary.moonfruit.com/download/i/mark_dl/u/401354076… · 2017-May 2017 Staff will share expectations of learning

Broomlands Primary School School Improvement Plan 2016-2017

1

Children & Young People

School Improvement Plan 2016-17

BROOMLANDS PRIMARY SCHOOL

2

Vision, Values and Aims.

At Broomlands Primary School our vision is to have people at the very heart of everything we do. Everyone in contact with the school will be valued and cared

for in a safe, secure, healthy and friendly environment. We believe that learning is lifelong and will deliver the highest quality teaching and learning

experiences to all our learners. We will work in partnership to set high expectations and live by them, creating a culture of continuous learning and

achievement.

Our values guide the way we work. Together we will be enthusiastic, creative and professional and will:

Put people first and foster inclusion

Demonstrate support and respect for all

Foster protection of the environment

Be open and accountable by listening and responding to the communities we serve

Have high expectations of teacher delivery and pupil achievement and attainment

Work with partners for the good of our community

We aim to:

Provide children with the learning opportunities and experiences to become successful learners, confident individuals, responsible citizens and effective

contributors.

Provide a rich, stimulating, enjoyable and secure environment for learning with opportunities for individual and collaborative learning.

Empower, challenge and motivate all pupils and staff to learn and think independently.

Together our pupils and staff will build a strong foundation of healthy and friendly lifestyle choices encouraging a responsible approach to the

environment.

Create an environment where each member of the school community shows respect for others and is valued as an individual, where opportunities are

provided to enable individual talents to be nurtured.

Encourage and celebrate wider achievements in all our pupils.

Build a multi-agency team which works collaboratively for the benefit of all involved with the school and encourages involvement in our local

community.

Develop the young people of today for the challenges of the future in an ever changing world.

3

Priority 1 : Feedback and Reflective Learning

BROAD

AUDIT

OF

15 Q.I’s

LEARNING

TEACHING AND

ASSESSMENT 2.3

Reflective learning

and feedback needs

to be effective and

used by pupils to

inform and support

progress in their

learning. This

needs to be

consistent across

the school.

LEARNING

PROVISION 2.3

Do all staff understand the

importance and impact of

effective feedback?

Do all learners receive high

quality feedback and have an

understanding of their

progress in learning and what

they need to do to improve?

Are learners able to give

effective feedback to peers

on their learning and suggest

ways they can improve?

Are pupils able to reflect on

their learning and identify

what they have achieved and

set specific next steps in

their learning?

LEADERSHIP 1.2

To what extent do we support

children to take responsibility

for their own learning and

progress?

How effectively are we

supporting our learners to

initiate questions about their

own learning and progress?

To what extent are our

approaches improving learning

for all?

These approaches have proved

successful in embedding

Learning Intentions and

Success Criteria consistently

across the school this session

therefore we will continue to

use this approach

IMPACT

ON

IMPROVEMENT

Children’s learning will have

progressed as a result of

effective feedback.

Children will be able to talk

about their progress and

identify their next steps

and that of their peers

EVIDENCE

Classroom observation

records

Scrutiny of feedback on

pupil work

Discussions with staff and

pupils

Action Plan

(If required)

Action Plan

(If required)

4

School Action Plan 2016/17

Priority Q.I. Priority for Improvement

1. 2.3 Reflective learning and feedback needs to be effective and used by pupils to inform and support progress in their

learning. This needs to be consistent across the school. STEPS TO ACHIEVE THIS Progress

No. Steps/Actions Resources/

Decisions

Whom When Monitoring Progress : what has been achieved?

How do you know ?

Date

1. Staff engage in professional dialogue

to evaluate quality of current

feedback and reflective learning

practices

CAT

sessions

AG

all staff

By Dec

2016

Notes from discussions with staff will

audit their current practice and show

identification of their next steps

2.

Staff engage in professional reading

around feedback and reflective

learning

CAT sessions

CPD time

Appropriate

Reading

All staff

By Dec

2016

Through discussions with staff they will

dmeonstrate a clear understanding of the

impact of effective feedback on pupils

learning

Staff will be able to identify and show

evidnce of pupils next steps in learning

Pupils work willevidnece this

Discussions with pupils will evidencve they

have had feedback shared with them

Through discussions staff will

demonstrate a clear understanding of the

purpose of reflective learning

Notes from CAT sessions

3.

Staff implement agreed strategies

in own classroom

Collegiate time All staff

By Feb

2017

Staff will implement strategies in

classroom

5

Feedback given to pupils will be more

effective and move learning forward

Reflective learning will be taking place

regularly in all classrooms

Children will be able to talk about their

feedback

Children will be able to reflect on their

learning

Classroom observations by SLT and Peers

Pupils work

4.

SLT and peer observations and

follow up professional discussions re

impact and next steps of reflective

learning and effective feedback.

Collegiate time SLT

all staff

By Feb

2017

Observations will evidence effective

feedback improving outcomes for learners

Observations will evidence high quality

reflective learning in practice

Observation notes

5.

Moderation of written feedback on

pupil work

Collegiate time

All staff

Learning

Communi

ty

By Feb

2017

Written feedback will be based on

learning intentions and success criteria.

Feedback will be positive and acknowledge

progress and next steps for children in

their learning

Children will use feedback to further

learning

Progress will be monitored through

observations and consultations – evidence

will be exemplified on pupil work

Pupil Focus Group

Ongoing Improvements throughout the year

6

Priority 2 : Curriculum progressions

BROAD

AUDIT

OF

15 Q.I’s

LEARNING

TEACHING AND

ASSESSMENT 2.2

Our planning needs to be

based on well structured

curricular progression

pathways to ensure the

experiences we provide are

appropriately challenging.

Assessment should be built

into these at key

milestones and provide

evidence that is valid and

reliable. We need to have

shared expectations for

standards to be achieved

and to have robust

arrangements for

moderation in place.

LEARNING

PROVISION

To what extend do we make use

of available support materials

and information to inform the

development of our curriculum?

Do we have shared

understanding of what

progression looks like?

How well do we use a range of

valid, reliable and relevant

assessment tools and

approaches to support the

improvement of children’s

learning?

How well do we record, analyse

and use assessment information

to identify the needs for

learners as individuals and

specific groups?

LEADERSHIP 1.2

Do all staff have sufficiently

high expectations of all

learners?

How well do we provide

opportunities for staff to be

involved and lead aspects of

school improvement?

How well do we know that the

changes we have made have

improved outcomes for

learners?

IMPACT

ON

IMPROVEMENT

Curriculum progressions will

be in place for all areas

and staff will be able to

talk about progression

within a level.

Assessment will be planned

in and will inform planning.

Progress will be more

closely monitored and

tracked in numeracy, and

literacy initially and then

all curriculum areas.

EVIDENCE

Progressions Pathways,

tracking documents

Action Plan

(If required)

Action Plan

(If required)

7



2. 2.2 Our planning needs to be based on well structured curricular progression pathways to ensure the experiences we

provide are appropriately challenging. Assessment should be built into these at key milestones and provide evidence

that is valid and reliable. We need to have shared expectations for standards to be achieved and to have robust

arrangements for moderation in place. STEPS TO ACHIEVE THIS Progress


Decisions


How do you know ?

Date

1. Implement, monitor and review

progression pathways for Literacy,

Numeracy and Health and Wellbeing

CAT sessions

and collegiate

time

SLT

consultations

ewith staff

SLT

all staff

Sept

2016-

April

2017

Progressions will be used by all teachers

– will be evident in planning- learning and

teaching will be progressive

Planning Folders

Staff will be confident about the steps in

learning process they will articulate this

in professional discussions/consultations

Consultation notes

CAT session notes

2.

Develop progression pathways for

Art, Drama, RME and Technologies

Working parties

CAT sessions

Supply

costs/SLT time

to take staff out

of class to

devlop

SLT

Working

parties

Nov

2016-

May

2017

Progressions will be developed

Progressions will state key steps in pupils

learning in each level

Progressions for named areas.

8

progressions

3.

Share and discuss standards and

expectations at key stages in

Literacy and Numeracy through the

use of Benchmarking

CAT sessions

Joint planning

sessions-

collegiate time

All staff Oct

2017-

May

2017

Staff will share expectations of learning

at all levels across Literacy and Numeracy

CAT/Moderation session agendas and

notes

Staff will be using benchmarking tools

appropriately and be able to discuss this

Progress of all children will be tracked

effectively for these areas

Tracking tools will evidence this

4.

Develop shared understanding of

standards in Literacy and Numeracy

through moderation activities

across the school and within the

Learning Community

CAT sessions

Joint planning

sessions-

collegiate time

All staff Oct

2017-

May

2017

Staff will share expectations of

standards and discuss these at school

level

Staff will share expectations across the

Learning Community 3-18 in Literacy and

Numeracy

Discussions with staff about shared

standards/expectations at a level

Notes from joint CAT sessions across

Learning Community

Pupils will transfer to KHS with agreed

levels of attainment and HS staff will plan

for progress from these points

5.

Implement the 3 year rolling

programmes for RME, Science and

Social Subjects. Expand the 3 year

rolling programme to include

additional curricular areas (Not

Literacy and numeracy)

Collegiate time

Cat x 1 session

SLT

All staff

Aug

2016

By May

2017

Planning folders will evidence clearly

rolling programmes being implemented

appropriately in specified curricular

areas.

Pupils will cover all Outcomes and

Experiences in each level for specified

9

areas over a 3 year period.

Additional rolling programmes will be in

place to be implemented from August

2017( Expressive Arts, Health and

Wellbeing and Technologies.)


10

Priority 3 : Numeracy

BROAD

AUDIT

OF

15 Q.I’s

LEARNING

TEACHING AND

ASSESSMENT

To raise attainment

in numeracy across

all stages

LEARNING

PROVISION

Do we have a

shared

understanding of

what progression

is?

LEADERSHIP

How confident are

we that our

learning, teaching

and assessment

approaches meet

the needs of the

duiverse learners?

IMPACT

ON

IMPROVEMENT

Attainment will be improved

Assessment will be planned

in and will inform planning.

Progress will be more

closely monitored and

tracked in numeracy, and

literacy initially and then

all curriculum areas

EVIDENCE

Tracking documents

Minutes of meetings

Feedback from staff and

pupils

Action Plan

(If required)

Action Plan

(If required)

11



3 2.2 To raise attainment in numeracy across all stages

STEPS TO ACHIEVE THIS Progress


Decisions


How do you know ? Date

1.

All primary staff and the Maths

departments within both KHS/JG

will be trained in the use of the

resource ‘Number Talks’.

In service and

CAT sessions

All

staff

Nov 16

Improved working relationships within

schools and across levels. Improved

curricular transition. Improved

opportunities for joint working and

moderation activities.

Evidence: Pupil/ Staff feedback.

Standardised tests

2.

Create a subgroup of staff from

both sectors to develop a clear

benchmarking tool to be used across

the learning community based on the

SAoL and E &Os

PT cover

Subgroup

Group

Establ

ished

by

Sept1

6

Compl

eted

by

Easter

17

Consistent approach across the Learning

Community. Improved transition

Evidence: Minutes of meetings/

benchmarking overview

12

3.

Use GLOW and ICT to develop and

share ‘An Excellence in Numeracy

Lesson’ Framework

PT time

Teaching

staff

Ongoin

g

Pro-forma developed and shared. GLOW

group set up and staff encouraged to

populate. CAT sessions used to share good

practice

Evidence: completed pro-formas.

GLOW site set up

4.

Development of a resource bank to

support specific development of

numeracy / mental agility and

problem solving through linking

teaching in a more contextualised

way

PT time

CAT sessions

All staff

On-

going

6 CAT sessions agreed

Evidence: Progression pathways for

numeracy mental agility

5.

All pupils will take part in mental

agility daily targeted activities

All staff

On-

going

Every day there will be an emphasis on

numeracy activities

Evidence: Observations / Staff

feedback/ Pupil feedback.

6.

Pupils within P3 and S1 will take part

in ‘Mathletics’ mental agility

P3

Teachers

and

Secondar

y Maths

teachers

Septe

mber

16

Evidence: Regular reports on

uptake and pupil progression

13

7. Inter-school numeracy events

including primary/secondary events

Maths

Ambassa

dors (S6

Pupils)

8. Homework clubs set up to support

children who do not have access to

the internet at home

CLD support

Staff

9. Development of website areas within

each school to raise the profile and

uptake of numeracy at home with

pupils and parents

PT time

SLT

10. A joint approach with all the

primaries and the two secondaries,

CLD to support parents and learners

to actively and meaningfully engage

in the learning and the development

of numeracy skills

CLD support

LCB

11. Establish and develop links with local

business and industry to

demonstrate the relevance of

learning numeracy

All staff


14

Priority 4 : Learning Environments

BROAD

AUDIT

OF

15 Q.I’s

LEARNING

TEACHING AND

ASSESSMENT 2.3

Our learning environments

should be regularly

reviewed and improved in

line with research to allow

pupils to become

increasingly independent in

their learning.

Learning should be planned

to take place in both indoor

and outdoor environments

to ensure all learning styles

are catered for.

LEARNING

PROVISION

How well do we use our

community and spaces to

deliver high quality

outdoor learning?

How well are learners

enabled to select and

make use of high quality

resources and

equipment including

digital technologies?

LEADERSHIP 1.2

How effectively do we

create a learning culture

within our school?

To what extent are our

staff involved in leading

learning across and beyond

the school?

How well do our staff meet

the needs of all their

learners and enable each to

meet their potential?

IMPACT

ON

IMPROVEMENT

Children’s range of

experiences will have been

increased

The interests and learning

styles of more children will

have been planned for

EVIDENCE

All classes will plan to use

outdoor environment weekly

Outdoor classroom will be

further developed

Classroom layout will be

appropriate to needs of

pupils

Action Plan

(If required)

Action Plan

(If required)

15



4 2.3 Our learning environments should be regularly reviewed and improved in line with research to allow pupils to become

increasingly independaent in their learning.

Learning should be planned to take place in both indoor and outdoor environments to ensure all learning styles are

catered for. STEPS TO ACHIEVE THIS Progress


Decisions


How do you know ?

Date

1. Continue to develop the Early

Learning and Childcare setting to

appropriately meet the needs of

learners and ensure high quality

learning takes place daily.

Carryout audit of environments and

target key developments throughout

the year to continue to improve the

setting.

See individual ELCC SIP for further

developements

ELCC non

contact time

ELCC visiting

teachers

AG

ELCC

staff

Aug

2016

ongoin

g

ELCC environment will be developed to

enable children to access and replace

resources freely - children will be

observed accessing and replacing

resources independently (ELCC staff

observations, DHT observation and

visiting teacher feedback)

An audit of the learning environment will

identify key areas for development and

will record improvemnts. These then can

be observed by key staff and through

discussions with ELCC staff, parents and

pupils will evidence these improvements.

Evaluated ELCC SIP

2.

Further develop the learning

environments within P1 bases to

Collegiate time

Working Party

AG

P1

Aug

2016

Staff will continue to plan learning

through purposeful play ensuring

16

better meet the needs of the

learners

time

SLT/Supply

cover

teachers

ongoin

g

progression from play experienced by the

children in theoir ELCCC setting

Discussions will inform staffs’

understanding of the impact and

appropaiteness of play at different levels

within the learning environment to best

meet the needs of their young learners

Classroom layout

Planning folders evidence planning for

puroposefull progressive play

SLT observations

Peer observations

Working Party notes and discussions of

progress by teachers

3.

Continue to develop learning walls

throughout the school to capture the

process of learning and reflect on

the process

Collegiate time

All staff

Sept

2016

ongoin

g

Learning Walls will evidence learning and

next steps – they will illustrate progress

steps within the learning

Scrutiny of walls and learning displays

throughout the school by SLT and peers

4.

Develop woodland adjacent to the

school to create an oudoor classroom

for use by all pupils from ELCC to

Primary 7

In service Day

Criminal

Justice Group

Mr L Brown –

Landscape

architect

Parent and

staff

volunteers

All staff May

2017

Woodland area will be fenced in

Woodland area will be cleared

Area will be used daily for classes to

learn in- each class will use the outdoor

area at least once per week

Evidnece of learning will be seen in the

outdoor area

Discussions with staff and pupils will

evidence learning taking place

17

Planning documents will evidence plans and

progress in outdoor learning

5.

Staff engage in professional reading

and research on planning for learning

outdoors across the curriculum

CAT sessions

x4

Collegiate

Planning time

Anna Craigan

input

Appropriate

reading and

websites

All staff

Nov

2016

ongoin

g

Discussions with staff re professional

reading

Scrutiny of planning folders will document

opportunities for outdoor learning

Discussions with pupils

Obseravtions of outdoor areas being used


18


4B

2.3 Our learning environments should be regularly reviewed and improved in line with research to allow pupils to become

increasingly independent in their learning.

ELCC practice should ensure pupil’s needs are met and all achieve their potential. STEPS TO ACHIEVE THIS Progress


Decisions


How do you know ?

Date

1. Continue to develop the Early

Learning and Childcare setting to

appropriately meet the needs of

learners and ensure high quality

learning takes place daily.

Carryout audit of environments and

target key developments throughout

the year to continue to improve the

setting.

ELCC non

contact time

ELCC visiting

teachers

AG

ELCC

staff

Aug

2016

ongoing

ELCC environment will be developed to

enable children to access and replace

resources freely - children will be

observed accessing and replacing

resources independently (ELCC staff

observations, DHT observation and

visiting teacher feedback)

An audit of the learning environment will

identify key areas for development and

will record improvements. These then can

be observed by key staff and through

discussions with ELCC staff, parents and

pupils will evidence these improvements.

2.

Continue to develop skills

progressions for areas in ELCC and

to implement traffic light system to

record progress and identify next

steps.

ELCC non

contact time

AG

ELCC

staff

Aug

2016

ongoing

All areas will have a clear skills

progression showing basic, continuous and

enhanced provision.

Through audits/observations areas in the

nursery will be developed/resourced to

show that continuous provision is ensuring

that areas offer maximum learning

19

opportunities as well as self-initiated play.

Traffic light system is being used

effectively to track individual progress

and children are getting the opportunity

to achieve their next steps through

continuous provision.

3.

Fully implement the children’s

Learning Journeys to ensure each

individual child’s story is captured

and shared and their progress is

evident.

ELCC non

contact time

and time with

the children

AG

ELCC

staff

Aug

2016

ongoing

Observations reflect key elements of

children’s behaviour, interests and

patterns of children’s learning and

development.

Additions to the Journey show WOW

moments, achievements and progress.

Parents comments are included in the

Learning Journey.

4.

Continue to ensure the children’s

voice is part of the planning process

through floorbooks, class displays

and changes to the environment.

ELCC non

contact time

and time with

the children

AG

ELCC

staff

Aug

2016

ongoing

Spontaneous learning is evident through

floorbooks and is being responded to and

can be observed within the ELCC

environment.

20

Documents

Broomlands Primary School School Improvement Plan 2016-2017broomlandsprimary.moonfruit.com/download/i/mark_dl/u/401354076… · 2017-May 2017 Staff will share expectations of learning