Dedridge Primary and Glenvue Nursery SCHOOL IMPROVEMENT PLAN · Dedridge Primary and Glenvue Nursery ... Attainment Resources re Bloom’s and Barrett’s taxonomy. Share WLC literacy

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Dedridge Primary and Glenvue Nursery

SCHOOL IMPROVEMENT PLAN

2015-2016

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Nurtured Safe

Active Healthy

Responsible Respected

Included Achieving

Learning and

Teaching Vision

and Leadership

Partnership

People

Culture and

Ethos

Successful Learner

Confident Individual

Responsible Citizen

Effective Contributor

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The West Lothian Context West Lothian Council is committed to delivering the best possible outcomes for children and young people so that they have the best start in life and are ready to succeed by following the principles of Curriculum for Excellence (CfE) and Getting it Right for Every Child (GIRFEC). Within Curriculum for Excellence, every child and young person is entitled to experience a curriculum which is coherent from 3-18. Those planning the curriculum have a responsibility to work in partnership with others to enable children and young people to move smoothly between key transition points, building on prior learning and achievement in a manner appropriate to the learning needs of the individual. This should ensure that young people are well placed to move into positive destinations and adult life. The Corporate Plan sets the strategic direction and our priorities for West Lothian Council. There are eight priorities that we, and our community, believe can make a lasting and sustainable impact on the local area and improve the lives of residents in West Lothian. Priority 1: Delivering positive outcomes and early interventions for early years Priority 2: Improving the employment position in West Lothian Priority 3: Improving attainment and positive destinations for school children Priority 4: Improving the quality of life for older people Priority 5: Minimising poverty, the cycle of deprivation and promoting equality Priority 6: Reducing crime and improving community safety Priority 7: Delivering positive outcomes on health Priority 8: Protecting the built and natural environment The Corporate Plan informs Education Services Management Plan to ensure our work impacts positively on services for children and young people. Education Services focuses particularly on priorities 1, 2 and 3. Education Services Management Plan Education Services works towards achieving the key strategic aims of the council, in partnership with schools. In particular, Education Services aims to improve opportunities for children and young people by:

• Raising standards of attainment and achievement • Improving employability and positive destinations for all school leavers • Improving the learning environment • Promoting equality of access to education • Developing values and citizenship • Promoting learning for life and encouraging a creative, enterprising and ambitious outlook.

Working with a range of partners, the key purpose of our work is to continuously raise attainment and achievement for all children and young people in West Lothian, ensuring that our young people succeed in securing a positive and sustained destination after school.

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Factors Influencing the Improvement Plan

School factors

• New staff across the school • Acting HT and Acting DHT • Improving pupils’ attainment and achievement • Care Commission cycle • The James Young Cluster Improvement Plan • Appointment of new Autism PT • Eco / International/ Sportscotland school awards • Grounds for Learning application • Introduction of flexible provision in the nursery • Continued development of Modern Languages 2+1 ( Core language

of French) • Validated self-evaluation update June 2016 • Photocopying and printing targets

Local authority factors

• Single Outcome agreement • Corporate Plan • Integrated Children’s Services Plan (Life Stages) • Education Services Management Plan • Moving Forward in Learning • Curriculum for Excellence Implementation Guidance • Raising attainment, including for those at risk of missing out • Increased entitlement to early years provision

National factors

• Single Outcome agreement • Getting it Right for Every child (GIRFEC) • Curriculum for Excellence • National Qualifications • Child Protection Issues / Guidance • National Legislation: Children and Young People (Scotland) Act 2014 • GTCS revised standards and professional update

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Our School Values, Vision and Aims:

Vision Statement School Aims: 1. Learning and Teaching

• To ensure a broad and balanced curriculum that provides young people with the best possible learning opportunities and experiences • To ensure that all learners are able to realise their potential through the promotion and recognition of achievement and excellence • To provide the highest quality of learning and teaching experiences that enable young people to enjoy their education and develop positive attitudes

towards learning 2. Vision and Leadership • To ensure a clear direction for the school which is shared by and involves all stakeholders • To promote, encourage and provide opportunities for leadership at all levels 3. Partnership • To provide effective support systems for all learners which promote personal and social development and underpin academic achievement • To build and maintain effective partnerships between the school and its parental body, external support agencies and its wider community

4. People

• To provide pupils with opportunities to develop knowledge and understanding in relation to their duties and responsibilities of citizenship in a democratic society

• To promote an ethos of self-evaluation for all leading to whole school improvement 5. Culture and Ethos

• To provide a welcoming ,safe caring and healthy environment in which each learner is valued and supported • To improve the quality of educational experiences for learners through a programme of continuing professional development for all staff • To ensure that all learners are able to experience a calm, positive and safe environment that promotes good behaviour, self-discipline and respect for

others

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Strategic Curriculum Plan (Three Years)

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Session Area for Development Desired Outcomes

2014-2015

Area for development 1: Learning and teaching : To work collaboratively both in school and across the cluster to further develop and implement curricular frameworks in reading and technologies.

• Develop an understanding of high quality reading lessons with staff • Categorise books according to age for guided reading sessions • Develop library • Increase moderation opportunities for staff • Engage with one technology project

Area for development 2 : Assessment and reporting: To develop improvements through self-evaluation.

• Improve ability of learners to evaluate themselves • Increase ability of teachers to reflect on their professional practice • Use Learning Rounds as tool to evaluate practice across the cluster.

Area for development 3 : Ethos To develop and improve indoor and outdoor learning spaces for play and play activities to support health and wellbeing across the school.

• Improve school grounds for play • Improve play based learning approaches across the school.

2015-2016

Area for development 1: Learning and teaching: To continue to raise attainment in literacy through development of teacher knowledge about learning approaches, assessment uses and purposes for each area To further develop and implement curricular frameworks in literacy. To establish effective approaches to learning, teaching and assessment. To develop a consistent understanding of standards through moderation of reading.

• To involve pupils fully in the reading process • Improve staff understanding on what a ‘high quality’ reading lesson is • Continue to develop the library for meaningful use. • Continue to increase opportunities for moderation

Area for development 2: Assessment and moderation: To improve tracking and monitoring in the BGE to further raise attainment. To work collaboratively in Cluster curricular teams focusing on developing other areas of the curriculum to promote high aspirations and similar approaches. To continue to develop SEAL approach at all levels. To work with cluster colleagues to share an agreed system for Tracking and Monitoring.

• Demonstrate a depth of understanding of number and number processes and improved mental agility.

• Identify and use a range of higher order reading skills • Develop progressive skills across the wider curriculum • Increase understanding of how to track a pupil

Area for development 3: Learning and Teaching: To develop and improve accessibility to the curriculum for pupils with additional learning needs across the school.

• Provide integration and experiences appropriate for learners • Develop strategies to effectively manage challenging behaviour • Improve staff’s understanding and use of strategies to reduce barriers to learning

2016-2017

Area for development 1: Learning and Teaching . Further development of numeracy and maths

• To develop problem solving approaches • Develop application of maths in real life contexts • Further develop SEAL

Area for development 2: Learning and Teaching . Further develop other areas of the curriculum, particularly science and technologies.

• Build upon work completed by cluster groups on areas of the curriculum Develop Science approaches within the curriculum

Further embed topical science into the curriculum Further embed approaches to technology

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Priority: Raising Attainment : 2015 – 2016 Area for Development 1: Learning and Teaching To work collaboratively to further develop and implement curricular frameworks in literacy. To establish effective approaches to learning, teaching and assessment. To develop a consistent understanding of standards through moderation of reading. School’s current position: The school has already engaged in work relating to reading, including sharing the positive impact of personal reading with parents through the ‘Catch the Reading Bug’ leaflet. During previous sessions staff have engaged in collaborative cluster work based around the Reading Routes resource. This now needs to be continued and the impact of this resource measured. Staff have engaged in a professional dialogue in what a good lesson entails and the SIP group have begun working on what a high quality reading lesson entails. The library pupil responsibility group have impacted upon our library through their work i.e. competitions to encourage pupils to access the library and, with the help of a parent carer, the library’s layout has begun to be addressed. A considerable amount of money has been spent on purchasing new reading resources, which will be properly introduced into the school this session. Desired Outcomes

Implementation Process (Actions)

By whom

Time Scale

Resources

Monitoring

Staff have ownership of the priority and lead development for maximum impact on school improvement

Establish a school improvement group to lead development within this area

All staff August 2015

Agreed meeting times Review meetings with SMT

SMT Quality Improvement activities including classroom observations, professional dialogue and monitoring of planning and pupil work

Learners are fully involved in their reading process and are able to confidently talk about their reading and skills used

Carry out audit to determine the impact of reading. Use audit to determine staffs understanding of the principles of teaching reading skills. Identify a range of materials to meet needs of pupils

All staff

August 2015 – March 2016

CPD sessions, photocopying, curriculum evening Collegiate time form staff meetings Reading routes resources and other professional reading


Staff have improved understanding of what high quality guided and shared reading looks like and can use appropriate strategies to support this through focussing on the

Look at material available on Raising Attainment Resources re Bloom’s and Barrett’s taxonomy. Share WLC literacy training with staff – focus on shared and guided reading.

All staff SIP group

August 2015- June 2016

Time Materials CPD Education Scotland and Raising Attainment training materials


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skill of understanding, interacting with and interpreting text.

Focus on the key skills of: understanding, interacting with and interpreting text through guided reading (Literacy Framework) though CAT sessions and focussed staff activities.

Books categorised according to age for guided reading sessions

Establish guided reading groups based on reading ages (e.g. CEM Testing, PM Benchmark, professional judgement ) Train staff / parents in book banding. Categorise guided reading novels into reading ages using Fry’s book banding method.

All staff Parent helpers


time SMT Quality Improvement activities including classroom observations, professional dialogue and monitoring of planning and pupil work

Children’s understanding of the purpose and use of library has developed

Purchase the Junior Librarian resource. Train parents / staff on the Junior Librarian resource. Build on previous staff development re novels. Work alongside Lanthorn library to promote reading and the local area.

All staff Lanthorn library Library responsibility group


Time Parent helpers

SMT to observe progress

Increased moderation opportunities for staff in the area of reading to ensure a consistent understanding of standards

Increase moderation activities on understanding, interacting with and interpreting text. Engage in professional reading and dialogue.

All staff August 2015- June 2016

Time - CAT sessions

SMT Quality assurance

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Pupils are benefitting from well- planned reading activities and assessments which allow then to be actively involved in their learning

Organise new reading materials to meet needs of pupils. Plan activities for book week and other national events linked to reading. Use the outdoor space to develop an understanding of books through play.

All staff August 2015- June 2016

Time Parent helpers


Parents will be more informed on the importance of reading with children as well as play activities that can be used to reinforce the skills within reading

Curricular evening based on reading. This is to include a play carnival that will be based on the theme of reading.

All staff September 2016

Curricular evening Time to plan the evening

Feedback- Parental, staff and pupil evaluation of Curriculum evening and impact on learning.

Evaluation: • Are learners fully engaged in the reading process and able to confidently talk

about their reading and skills used? • Are pupils benefitting from well planned activities and assessments which enable

them to be actively involved in their learning and identifying next steps for learning?

• Are staff confident in the use of Bloom’s and Barratt’s taxonomies and have staff improved the pace and challenge of their lessons for all pupils?

• Is the development of higher order reading skills having an impact on learning and attainment?

• Are pupils better at discussing and assessing their own reading, using the language associated with Bloom’s and Barratt’s?

• Are staff confident when delivering guided and shared reading sessions? • Are staff using the Literacy Framework to assist with planning and is this ensuring

coherence and progression? • Do all staff have a shared understanding and expectation in developing reading? • Are pupils able to identify skills for technologies and use these effectively, applying

them to a wider range of experiences.

Evidence (How do we know?) Sources of evidence; classroom observation, professional dialogue, self-evaluation, feedback, pupil work, VSE, quality improvement procedures, displays Result of action enquiry (audit – intervention – re audit), CAT sessions Peer sessions Results of challenges set from pupil responsibility group Quality of teacher’s planning, teaching and assessment in reading and technologies is of a high quality, meets the needs of all learners and evidences progression in learning and skills. Assessment evidence is used to track and monitor progress and identify next steps. Pupils are motivated and demonstrate confidence in talking about their skills, achievements and next steps in reading and technologies.


Priority 2 : Raising attainment 2015- 2016

Area for Development 2: Raising attainment through improved tracking and mo nitoring in the BGE To improve tracking and monitoring in the Broad General Education (BGE) to further raise attainment. To work collaboratively in Cluster curricular teams focusing on developing other areas of the curriculum to promote high aspirations and similar approaches. To continue to develop Stages of Early Arithmetical Learning (SEAL) approach at all levels. To work with cluster colleagues to share an agreed system for tracking and monitoring.

School’s current position: Dedridge Primary have introduced a tracking and monitoring system this session and have begun the process of using professional dialogue to track the progress of the pupils. There is now a need to ensure that this process happens more frequently in order to ensure that pupil’s progress is tracked in a consistent manner. Staff have experienced opportunities to moderate both in school and across the cluster. Further development work needs to be undertaken with the significant aspects of learning in Literacy to inform shared understanding of standards. All staff have begun to engage with West Lothian Council (WLC) curricular progression pathways. Curricular development is now needed to ensure robust curricular programmes are in place for all areas throughout the school. SEAL strategies are currently being used within the early stages of the school. This now needs to extend to the older pupils within the school. Desired Outcome Implementation Process (Actions)

By whom? Time Scale

Resources / Costs / Training needs

Monitoring by whom? how?

Staff have ownership of the priority and lead development for maximum impact on school improvement.

Establish a school improvement group to lead development within this area.

All staff August 2015 Agreed meeting times Review meetings with SMT


Learners demonstrate a depth of understanding of number and number processes and improved

Staff at all levels should continue to plan and use SEAL strategies for learning, teaching and assessment.

All staff

May 2016 Continue with good practice visits ‘Catch up’ training sessions for new

SMT Quality Improvement activities including classroom


mental agility. staff observations, professional dialogue and monitoring of planning and pupil work

Learners can confidently identify and use a range of higher order reading skills to engage with text meaningfully across the curriculum. All learners can discuss their learning in terms of skills progression.

All staff to develop a shared understanding with colleagues of standards in literacy particularly at transition stages. There will be a range of professional activities for staff to engage in to support moderation in literacy (see priority 1).

All staff

May 2016 WL Literacy framework. Reading Routes Taxonomies CAT sessions for moderation x 4

All staff SMT Quality Improvement activities including classroom observations, professional dialogue and monitoring of planning and pupil work

Learners have increased opportunity to develop progressive skills across the wider curriculum.

Cluster curricular teams will be established. Share-point site to be developed and shared. Common rationale created. Action enquiry approach to be adopted by all groups. Each group to produce a strategy paper.

All staff May 2016 September inset day January inset (pm) May inset (feedback) CAT session x6 Floor books for each group Survey Monkey purchased

All staff Quality Improvement activities including classroom observations, professional dialogue and monitoring of planning and pupil work

Learners have increased understanding of how a pupil is tracked throughout the levels of CfE.

Staff will track pupils from the start of the session to the end using CEM and transition data as the baseline. Staff will use a given proforma for tracking pupils Termly transition meetings between staff and

All staff May 2016 Time for meetings Time for analysis of data by staff Proforma

All staff Quality Improvement activities including classroom observations, professional


SMT will be established. An assessment jotter will be used to track pupils work throughout a level

dialogue and monitoring of planning and pupil work

Evaluation: • Are staff confident in planning for Literacy and able to exemplify significant aspects of

learning across the levels? • Are staff confident in Significant Aspects of Learning (SAL) from early to third levels? • Are staff more confident with assessing standards? • Can staff now plan more meaningfully to support progression? • Are learners able to self-reflect on their progression in Literacy skills? • Are standards consistent within Literacy across all cluster schools? • Is the continued implementation of SEAL approaches having an impact on learning and

attainment? • Is SEAL being used across all the cluster schools increasingly beyond the early level? • Are learners improving their mental maths agility? • Are nursery staff embedding SEAL strategies through play? • Are learners developing a better understanding of developing skills across the wider

curriculum?

Evidence (How do we know?) • Assessment evidence • Staff participation in training and sharing

through professional dialogue • Feedback from learning rounds/walks • Observation of lessons • Monitoring of plans • Staff-evaluation - mid cycle • Peer monitoring • Feedback from learners & Feedback from parents

Priority: Raising Attainment 2015-2016 Area of Development 3: To develop and improve accessibility to the curriculum for pupils with additional learning needs across the school. School’s current position: Staff have a good knowledge of experiences and outcomes to be covered for each level of CfE and supporting learning underpins the delivery of CfE for all pupils. There is evidence of appropriate learning experiences across the curriculum for all pupils. Staff are keen to address barriers to learning and aim for all children to achieve at the highest level of which they are capable. All staff have had basic training in how to support visual learners. Some staff have been trained in the use of Boardmaker to support pupils and how to use other visual aids such as schedules and timetables. All teaching staff are aware of how to prepare IEPs and child friendly target setting methods are present in class. This session staff are aiming to embed this practice in their classroom. Autistic Spectrum Resource (ASR) pupils benefit from a wide range of integration opportunities with their mainstream peers including breakfast club, lunch time, assemblies, playground, PE and RME through art. It has been identified that an integration strategy/policy for our pupils is created in order to ensure that integration opportunities are offered based on individual assessment of the child’s skills and ability to function and participate in the setting. For some of our children challenging behaviour has been a barrier to them accessing the curriculum fully. Some staff have been trained in positive behaviour strategies and are aware of “The Incredible 5 Point Scale” to support behaviour. We should further explore continuing professional development opportunities for challenging behaviour training. A part time nurture group experience was provided from August 13 until December 14 for older children. Staff and parents understand the value of these approaches to support learners planning for learning using the nurture group principles. It has been identified to raise attainment in schools a nurture group programme will be introduced from


August 15 to support vulnerable learners in the Early years.

Desired Outcome

Implementation Process (Actions)

By whom?

Time Scale

Training needs

Monitoring by whom? how?

Staff engage and have confidence in the purposes, use and impact of GIRFEC to meet pupil needs. Pupils have access to visual aids and other supports to support learning and access to the curriculum. Staff capacity and confidence writing social stories and comic strip conversations is improved. IEP cycle supports transition of pupils.

All staff to become familiar with GIRFEC approach and staged intervention process. Staff training on use of Boardmaker Show staff “Boardmaker Share” website. Buy in additional Boardmaker Discs. Sharing of good practice in use of visual aids. All staff to use a class visual timetable. Further training in how to write Social Stories/Comic Strip Conversations by Speech and Language Therapists. Identify resources to support.

SMT/staff SMT/Staff/ Speech and Language Therapy

Area Meetings Time Area Meetings Time/ Collegiate Time/ Boardmaker Discs Area Meetings Time/ Collegiate Time Speech and language therapists. Carol Gray reading materials and DVD. (-Writing Comic Strip Conversations. Illustrated interactions that teach social skills -Writing Social Stories with Carol Gray)

Evidence of GIRFEC approach used by staff. Boardmaker resources being used in classes to support learning. Evidence of social stories and comic strip conversations being used by staff.

IEP cycle to be revised. Raise awareness of why this supports pupil transition to staff. Provide information to parents. Block 1 Oct - Dec Block 2 Jan - Mar

SMT/Staff August 15 – March 16

Discuss change at all area Meetings Time Information of new cycle to be provided to staff.

IEPs reflect new cycle. Feedback from Staff, parents and pupils.


Pupils in the ASR have access to appropriate integration opportunities with their primary stage. Staff capacity in addressing challenging behaviour in pupils with additional learning needs is improved.

Block 3 May – Jun Block 4 Jun – Oct

Devise a clear integration policy and individual integration plan in which the rationale of integration continues to focus on the needs of and is centred around the child. Explore possibility of creation of an integration policy that covers all AS resources in West Lothian with input from external agencies.

SLT/Ed Psych/Autism Outreach/OT/PTs Resources/

Time for agencies to meet to create integration policy.

Integration policy adhered to when considering mainstream integration experiences.

Audit training needs in staff. Explore CLPL training relating to challenging behaviour.

Educational Psychologist SMT

In-Service Training Collegiate Time

Reduction in challenging behaviour in pupils with ASD.

Learners in the early years will be supported in a Nurture group setting to improve attainment.

Establish nurture group – resources, space, identify and train staff. Share vision and values of the six nurture group principles with whole school community. Support children with transitions and social and emotional difficulties.

SMT Educational Psychologist Identified staff

Collegiate time In service training Resources to create nurturing, attractive environment.

Improved transitions in the early years. Improved attainment in the early years. Children feeling secure and safe.

Evaluation: • To what extent have we reduced barriers to learning? • Is there evidence of pupils being supported by visual aids and other

supports? • Are we involving learners meaningfully in the process of target setting? • Do learners know what their IEP targets are? • Are integration experiences appropriate for learners? • Are staff more confident addressing challenging behaviour in pupils

with ASD? • Has there been observable improvements on children’s social,

physical, behavioural and cognitive development? • Has the nurture group had a positive impact upon early years

children’s school experiences?

Evidence (How do we know?) Sources of evidence:

• professional dialogue, observations, feedback, • Positive impact on children’s progress and achievement. • Increased use of visual aids being used to support pupils. • Smooth transition of pupils. • Behaviour issues will reduce • Successful integration of pupils into mainstream activities. • Grounds for Learning statistical monitoring • Pupil, parent and staff feedback • Monitoring and evaluation of the Nurture group.


Development Tasks 2015 - 2016 Responsibilities

Work towards to accreditation for Full International Award.

HT, DHT, International Education

Further develop critical friendships, learning rounds and best practice visits in school and across the cluster

HT,DHT All staff

To moderate ‘writing’ within levels and across the school and cluster.

HT, SMT, All staff

To develop ASR consistent practice and learning environments across the ASR classrooms.(Use of visuals, social stories, rewards and encouragement boards) Planned and progressive SENSORY programme for individuals

HT, DHT, PT Autism Area D staff

To complete evaluation process of FAST to allow us to become a certificated provider of FAST for future sessions and continue with FAST works follow up programme and use of ideas to further develop parental involvement across the school.

HT, DHT Key staff

Work towards Level 2 of Rights Respecting Schools

HT, DHT, All staff

Continue to improve indoor and outdoor learning spaces for play activities to support health and wellbeing across the school.

HT, DHT, All staff, NN

Develop flexible provision and practice in the nursery to reflect the Building Ambition guidance.

HT, DHT, Nursery staff

Continue to develop technologies within the school

HT, DHT, All staff

To Continue to develop and embed use of ICT to support and enhance learning across the curriculum.

HT,DHT,All staff

Ensure that all staff understand GIRFEC and the implications of this as a school

HT, DHT, All staff

Develop the partnership with the parent council to impact more positively on the school and continue to develop links with the local community

HT DHT All staff

Revise approaches to quality assurance

HT, DHT, all staff

Capitalise on learning from partner agencies Including to work alongside hidden giants on a curiosity project and continue link with Universal school Tardeo.

HT, DHT, named staff


Documents

Dedridge Primary and Glenvue Nursery SCHOOL IMPROVEMENT PLAN · Dedridge Primary and Glenvue Nursery ... Attainment Resources re Bloom’s and Barrett’s taxonomy. Share WLC literacy