IMPROVEMENT PLAN: 2018-2019

Article 28 Every child has the right to an education.

Article 3 The best interests of the child must be a top priority in all things that affect children.

Sacred Heart Primary School

VISION, VALUES and AIMS

Our school aims are founded on our shared values and ambitions of the school and wider community and have been developed in consultation with all stakeholders, pupils, staff and parents. They take account of the needs of the pupils and reflect the improvement objectives of South Ayrshire Council and the values, principles and practices of Curriculum for Excellence.

Sacred Heart Primary School will aim:

• to enable our children to become successful, lifelong learners through a challenging, relevant and enjoyable curriculum where pupils staff and parents work in partnership to ensure achievement and attainment for all through high quality learning and teaching experiences.• to develop confident individuals who can communicate clearly and share ideas while acknowledging and respecting the views and opinions of others.• to encourage children to be effective contributors who are actively involved in their own community and the wider community and where the Gospel values of equality, fairness, respect and inclusion are evident in all that they do.• to create a culture of responsible citizenship where our children take ownership of their behaviour and attitudes and make good choices allowing them to develop healthy, active and positive lifestyles.• to promote an ethos of support and effective communication with staff, pupils and parents.

***During the academic session of 2017/18, the schools vision, aims and values will be reviewed by all stakeholders in the school.

Priority 1: Improvement in attainment, particularly in Literacy and Numeracy NIF: Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children

Maximise the potential of our children and familiesImprove the way we work as a councilMaximise the potential of our economyMaximise the potential of our adults and older peopleMaximise the potential of our communitiesMaximise the potential of our environment

Ensure South Ayrshire’s children get the best start in life, it is the best place to grow up, and all children and young people are successful learners, confident individuals, responsible citizens and effective contributors.Reduce the gap in outcomes between the most deprived and least deprived children and young people in South Ayrshire.Ensure children and young people who are looked after or are care leavers are cared for and supported to improve their life experiences and life chances.Ensure children and young people are supported to achieve and maintain good emotional and physical health and wellbeing.Ensure children and young people have a voice in influencing service delivery that affects their lives.

The proportion of young people and adults with relevant qualifications is increased.Effective early years and early intervention services are deliveredMore children and young people are successful learners, responsible citizens, confident individuals and effective contributorsThe gap between the highest and lowest achievers is narrowedWe look after our most vulnerable children and familiesLand and building assets are well maintained, fit for purpose and affordableA flexible workforce with the skills and knowledge to deliver services efficiently and effectively

Improvement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged childrenImprovement in children and young people's health and wellbeingImprovement in employability skills and sustained positive school leaver destinations for all young people

South Ayrshire Council Plan

Children’s Services Plan -

Draft

Educational Services Plan

National Improvement Framework

HGIOS 4 Qis - 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement

What Outcomes Do We Want To Achieve?

How Will We Achieve This? (Intervention Strategies)

Lead Person

Start and

Finish Dates

How Will We Measure Impact On Children and Young People?

(Include Where Possible Current Measure and Target)

100% of children in the school to show improvement in Numeracy attainment.

80% of all children to be attaining at an age and stage appropriate level

Continue to embed new teaching and learning approaches focussed on improving Numeracy.

These should lead to: Improved mental

agility Improved

targeted interventions

Continued development of number talks across the school and Moderation of Mental Agility with RAFA schools.

Member of management identified as Numeracy Champion to work with Satellite group and Cluster CLPL and deliver to staff.

SAC Framework and Education Scotland Benchmarks fully embedded within all classes for Numeracy and Mathematics.

School Assistant Training Data rich school and staff - Staff use GL,

CEM, SNSA and school based assessments with professional dialogue to identify next steps for individual children

Attainment meetings with staff Targeted intervention such as Catch-Up

Numeracy implemented to increase children’s Numeracy skills.

Mark

Whole Staff

Support Staff

Aug-June

Baseline assessments will provide pupils with a standardised score. This will be used to identify school, class and group averages for comparisons and be used to measure value added and impact of interventions.

Initial baselines and tests of change identify the impact of each and forms basis of accountability discussion in attainment meetings.

Ensure all new staff in the school is trained in the use of these measures.

Each class will have a second year of baselined assessment to compare impact.

100% of children in the school to show improvement in Literacy attainment.80% of all children to be attaining at an age and stage appropriate level

Embed talk For Writing as a pedagogy to deliver all Literacy within each classroom

Member of management identified as Literacy Champion to work with colleagues across

Dalmilling, Coylton and Holmston to develop a common delivery mechanism for all Literacy approaches and resources such as Talk For Writing, Three Read Approach,

Mark

Whole Staff

Support Staff

Aug-June

Baseline assessments will provide pupils with a standardised score. This will be used to identify school, class and group averages for comparisons and be used to measure value added and impact of interventions.

Continue to embed new teaching and learning approaches focussed on improving Literacy.

Improved reading

Improved vocabulary being used verbally and in written work

Improved Writing outcomes

Embedded use of Makaton across the school

Pupils improve their automatic physical capabilities, resilience, self-confidence and capacity to learn.

Word Aware and Reading Wise. Makaton training delivered to all staff

within the school to be used in line with Talk For Writing signposting.

Three Read Approach to be delivered to targeted groups of children from support assistants.

Word Aware to be implemented across the whole school.

Attainment meetings with staff Authority level moderation of Writing is the

focus for this session. Baselines and Tests of change to be used throughout the session.

Further develop the process to gather evidence for Cluster and Authority moderation events, including the development of holistic assessments.

Scottish Book Trust Paired Reading with targeted group of children

Data rich school and staff - Staff use GL, CEM, National Assessments and school based assessments with professional dialogue to identify next steps for individual children

School Assistant Training Step Physical Literacy to be delivered to 6

targeted children across the school

Initial baselines and tests of change identify the impact of each and forms basis of accountability discussion in attainment meetings.

Ensure all new staff in the school is trained in the use of these measures.

Each class will have a second year of baselined assessment to compare impact.

Pre and post assessments for reading and spelling.

Holistic improvements in each pupil across academic attainment, wellbeing, physical ability and emotional functioning.

Continue to increase pupil participation in Gaelic from Primary 1 and Primary 2.

Gaelic programmes of study developed into the Primary 1and 2 stages.

Develop planning programme for Gaelic delivery throughout the school to show progression.

Rachael McCallum

Aug-June Verbal Assessments

Pupils will be able to answer questions in a complete sentence and set questions.

Priority 2: Improvement in children and young people’s health and wellbeingNIF: Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged childrenHGIOS 4 QIs : 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement

What Outcomes Do We Want To Achieve?

How Will We Achieve This? (Intervention Strategies)

Lead Person

Start and

Finish

Dates

How Will We Measure Impact On Children and Young People?

(Include Where Possible Current Measure and Target)

Regulating behaviour

100% of staff have an increased understanding of the benefits of a Growth Mindset approach

80% of Identified PEF Tracking Group will achieve appropriately for their needs in Literacy and Numeracy

Growth Mindset Champion to track and monitor impact of initiative and RAFA group priorities.

Champions to work across the cluster to share good practice.

Lead CLPL across Sacred Heart and St Cuthbert’s Primary Schools.

Celebrate failures every week and with a focus week throughout the year.

Each cluster school will have a Growth Mindset pupil group to promote Growth Mindset within school and across the cluster.

Growth Mindset Cluster pupil group event to meet at least once next session (Sept/May)

Link target setting with Growth Mindset/Effort where appropriate.

Linsey McKinney

Aug-June

Pupil survey Staff survey Parent survey Wellbeing Web CEM/GL/National

assessments. Boxall profiles SNSA Results

Baseline in August - December

Anxiety and low mood/depression: 

80% of the Pupil Equity Fund tracking cohort will have a better understanding of self-help/coping strategies which will help decrease barriers to learning

80% will demonstrate an improvement of managing emotions to

Mindfullness + Mental Health First Aid

Identify a school champion to lead staff development .

Champion to track and monitor impact of initiative.

Champions to work across the cluster to share good practice.

Lead CLPL in house and across cluster.

Anxiety focus group identified/drop in sessions for pupils made available as and when required.

Linsey McKinney

Aug-June

Boxall profiles/Wellbeing Web and pupil survey.

Staff focus groups Pupil focus groups

help improve independent and co-operative learning skills. Mental Health First Aid Training for

identified staff and cascade to all staff.Nurture Groups

To improve wellbeing, achievement, behaviour and teaching of all identified Nurture Group children

Staff will have increased confidence in understanding the 6 principles of Nurture: Children’s learning is understood developmentally, the classroom offers a safe base, the importance of nurture for the development of wellbeing, language is a vital means of communication, all behaviour is communication and the importance of transition in children’s lives.

Pupils will achieve/progress in their personalised targets.

Parental support-Feedback to parents/guardians.

Nurture groups:

Identified staff to set up and deliver Nurture sessions to targeted groups of children.

Pupils identified using the Boxall Profiles, staged Intervention paperwork and professional dialogue with teachers.

Continued staff training in Nurture principles where appropriate.

Identified staff to track and monitor impact of groups and to work with cluster schools.

Staff to work with QMA PT Pupil support for enhanced transition for P7 using new enhanced transition principals.

Discuss progress/meetings with parents/guardians.

Mark

Linsey McKinney

Aug-Jun

Boxall Profiles completed by Nurture teacher and by class teacher at the beginning of the year and at the end of year-Boxall results to be compared.

Strengths and difficulties questionnaire (SDQ)

Recording of CEM data/attendance/SI/FSM

Use of HWB Indicators-SHANARRI

Evaluation of Staged Intervention Targets

Parental meetings/TAC meetings

Pupil Views Recorded

Whole school community understand SHANARRI and Wellbeing and how to identify record and request assistance when required.

Wellbeing wheel used to measure wellbeing of identified pupils.

In-house and cluster CLPL with teachers, pupil support staff and school assistants to support the implementation of new staged intervention process.

Pupil voice groups to take a lead role in consulting with peers, staff, Parent Council and parents and feedback through school newsletter and Twitter.

Mark Aug-Jun

Wellbeing web Wellbeing Assessments Questionnaires

Increase participation in residential trips for children in Deciles 1 and 2 or children in receipt of free school meals.

PEF money used to support children and families to access residential trips

Mark May-June

Parental and pupil surveys/meetings

Improved and sustained attendance of targeted pupils

Attendance monitored weekly by SLT – attendance concerns addressed and managed through the South Ayrshire management guidance on attendance.

Use the request for assistance process to access supports for families who require outside agency support.

Attendance to be discussed at the termly tracking meetings.

Mark Aug-June

Attendance data for school, authority and nationally

Ensure equity for all learners and support families in breaking down the barriers that prevent pupils participating in certain activities. FME, LAC and SIMD1-2 children will be specifically targeted.

Track Extra Curricula Activities from Active Schools and School

Funding Breakfast Club – target specific families to support

Mark

Whole Staff

Active Schools Staff

Rachael McCallum

Aug-June

Track attendance at extra curricula activities for all children

Gold Accreditation from Active Schools

Track attendance to breakfast club and discuss with families

Chris Crookston

Priority 3: Improvement in employability skills and sustained positive school leaver destinations for all young peopleNIF: Closing the attainment gap between the most and least disadvantaged childrenHGIOS 4 Qis: 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement

What Outcomes Do We Want To Achieve?

How Will We Achieve This? (Intervention Strategies) Lead Person

Start and

Finish Dates

How Will We Measure Impact On Children and Young People?

(Include Where Possible Current Measure and Target)

All children develop skills for learning, life and work as an integral part of their education and are clear about how all their achievements relate to these.

To embrace local and global educational & social values of sustainability, equality and justice and recognise the rights and responsibilities of future as well as current

Weekly Elective Activities – as part of new behaviour management strategy, 8 elective activities will be offered on a rotational basis that will be linked to developing skills for the world of work

Reflection room created for 1-to-1 discussions with pupils that have not achieved full elective time

Pupil Voice Groups – Eco, RRS/DFS, STEM, Pupil Council

RRS – Group to deliver RRS focussed

RRS – Allison Currie

STEM – Ashleigh Price

Eco Schools – Kevin MacNeill

Mock Court – Rachael McCallum +

August – June

RRS – Level 2 Achieved (Silver)

Green Flag achieved Participate in Court for

schools mock court case Participate in authority and

cluster STEM events Pupil Questionnaire Staff survey Parent survey Development of key

transferable skills for employment

Evidence for Wider Achievement Awards,

generations.

All second level pupils have opportunities to engage in profiling that supports learning and the development of skills for work and future career choices.

Develop their financial education within a context for life-long learning experiences.

Demonstrate a commitment to engaging learners to encourage learning to a better future.

assembly every month and next accreditation

Eco Group to organise and deliver activities throughout the year as appropriate and achieve a Green Flag

Develop links with local primary schools and businesses

School Mock Court Case Project to be delivered in P7 stage and all pupils will participate

Develop links with local/National business that contributes/enhances the quality of lessons delivered within the school for all children

Build long lasting relationships with the business community

DYW – Scotland’s Enterprising Schools Website. Map the DYW Career education standards with CFE outcomes.

Use of:http://enterprisingschools.scothttps://www.myworldofwork.co.uk

Kevin MacNeill

Pupil Council – Mark

Electives – Whole Staff + Parents

DFS – Whole Staff

DYW Mapping – Chris Crookston

Reflection Room – SLT

personal statements Making connections between

classroom learning and the wider world of work whilst starting to develop carer management skills

Participation in ‘I can activities’ ignites informed discussion on careers from an early age in school and at home

Developing computing skills through using the digital tools

Priority 4: Serving the Common Good using the 7 themes of Catholic Social Teaching as a benchmark for self-evaluation and improvement. Consider the impact of our Catholic Mission on the wellbeing, equality and inclusion of pupils and on our collaborative and partnership work.

NIF: Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children. Improvement in children and young people’s health and wellbeing. Improvement in employability skills and sustained, positive destinations. HGIOS 4 Qis: 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement

What Outcomes Do We Want To Achieve?

How Will We Achieve This? (Intervention Strategies)

Lead Person

Start and Finish Dates

How Will We Measure Impact On Children and Young People?

(Include Where Possible Current Measure and Target)

To promote life and dignity of the human person.

Q1.2.1, 3.1

Working party to develop a cluster Rights Respecting Policy including anti-bullying, behaviour and Rights Respecting.

God’s loving plan to be delivered to all classes from P1-P7

Peer Mentoring Restorative Practice

Mark Aug-June

Through questionnaires all staff, visitors and members of the school community will clearly see that our anti-bullying practice is based on the faith life of the school.

An increased call to family community and

Parent Council events throughout the year such as Christmas Fair LM(St Pat’s). Increased attendance at parent

participation. Q. 12.5, 2.6, 2.7

Children will have a greater understanding of their rights and responsibilities in relation to the charter for Catholic schools.

Q. 1 1.2, 2.1, 2.2, 3.2

etc Parent and child workshops Pope Francis Faith Award Cluster Carols by Candlelight House Captain Elections

Education Scotland ‘Recognising and Realising Children’s Rights

Pupil Council

Eco Group

Playground Buddies

Missio Work P1-P6

MI (St C)LMcK (SHPS)

Whole Staff

Aug-June

Aug-June

workshops. Increased number of children achieving Pope Francis Faith Award.

Children have increased confidence in articulating their rights.Eco group attain Green FlagP7/S1 links established through SCIAF joint working.Children feel supported through Playtimes and lunchtimes by peers or buddies.

Children understand the dignity of work and the rights of workers.

Q.1. 1.2, 2.2, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3

Parent workshops Industry visits Vocations week Catholic Education Week Rights Respecting School DYW Transition World of Work at QMA

for pupil and parents

J.McP(St. N) RMcC(SHPS), R.P (St. J)

Aug-June

Workshops are well attended.Children have a greater awareness of ‘Religious’ and teaching as vocationsChildren and parents have a greater understanding of the links between aptitudes and interests within the curriculum and subject choices leading to future careers.

Options for the poor and vulnerableQ.1. 2.6, 2.7, 3.1, 3.2

Breakfast Club Supplement uniform Supplement school trips Supplement Christmas Dinners Saint Vincent De Paul Missio God’s Loving Plan PEF

T.R.(St J with N. McN St N, A.McG (St. P) and A.C. (SHPS)

Aug-June

Greater knowledge of families coming in to school in P1 and any barriers to their achievement. Daily breakfast club improving learner readiness and late coming.Positive feedback from parents – families who require financial support given timely support or advice. Links with CLD.

SolidarityQ.1. 2.6, 2.7, 3.1, 3.2

R.E. Lessons MISISO Pupil Voice Groups Assemblies Aid to the Church in Need

Whole Staff Aug-June

Increased involvement with Aid to the Church in Need both within school and within their own time. Reflected in the Pope Francis Faith Award.

Care for God’s Creation Playground Project Eco School

Kevin MacNeill

Aug-June *RRS achievement of Silver Award*ECO flag

RRS Pupil Voice Groups Allison

Currie

Appendix 1BudgetPriority Staffing costs (F/y) Staffing costs (P/Y) Resources/ other TotalRRS/DFS – Pupil Budget £300 – DtSSTEM – Pupil Budget £300 – DtS ECO Group – Pupil Budget £300 – DtS Pupil Support - PEF £24010 £24010STEP Physical Literacy - PEF

£1095 £1095

Breakfast Club - PEF £2700 £2700PT1 Post Split with 2 staff £3923 £3923Catering Assistant hours £1400 £1400SCES CLPL £700 £700Growth Mindset £300 £300Nurture £200 £200Mock Court £300Family Support - PEF £3400 £3400