Greenlaw, Reston, Ayton, Swinton, Coldingham and ... fileChildren & Young People School Improvement Plan 2016-17 Greenlaw, Reston, Ayton, Swinton, Coldingham and Cockburnspath Primary

Children & Young

People

School Improvement Plan 2016-17

Greenlaw, Reston, Ayton,

Swinton, Coldingham and

Cockburnspath Primary

Schools

Vision, Values and Aims

At Greenlaw/ Swinton Primary Schools our vision is to have people at the very heart of everything we do in school. Everyone in contact with the

school will be valued and cared for in a safe, secure and friendly environment.

Anything is Possible Through Hard Work and Determination

Our values guide the way we work.

Together we will be enthusiastic, creative and professional and will:

Have high expectations of achievement and attainment

Demonstrate support and respect for everyone in our school community

Foster inclusion

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

Work with partners for the good and protection of our environment

Together we will 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 which will empower, challenge and motivate all our pupils to learn and

think independently.

Build a strong foundation of healthy and environmentally friendly lifestyles choices which encourages a responsible approach to the

environment, their physical and mental well-being and self-esteem.

Create an ethos where each member of the school community shows respect for others and is valued as an individual.

Build a multi-agency team which works collaboratively within our school, our partner school and within the learning community for the benefit

of all stakeholders.

Develop the citizens of today for the challenges of the future.

Priority 1: Professional Learning

BROAD

AUDIT

OF

15 Q.I’s

Increased

opportunities

for

professional

learning

(1.2)

LEARNING

PROVISION

2.2

Development of the

curriculum – professional

dialogue and discussion

2.7

Collaborative learning and

improvement - professional

dialogue and discussion

Impact on learners –

monitor and track

improvement over time

LEADERSHIP

1.2

Professional engagement and

collegiate working – 6

schools network!

Impact of career long

professional learning – 6

schools network!

1.4

Building and sustaining a

professional staff team – 6

schools network!

IMPACT

ON

IMPROVEMENT

3.2

Raising attainment over

time – improved outcomes

across the curriculum

Action Plan

(If required)

Action Plan

(If required)

School Action Plan 2016/17

Priority Q.I. Priority for Improvement

1. 1.2 Increased opportunities for professional learning

UNCRC Article 28 Right to Education

STEPS TO ACHIEVE THIS Progress

No. Steps/Actions Resources/

Decisions

Whom When Monitoring Progress : what has been achieved?

How do you know ? Date

1.

6 schools (GRASP & Co) management

meetings

Professional reading for SMT

SMT will use Education Scotland

Improvement Hub

PT / Mgt time

Key texts including

Teaching for

Understanding,

Leadership for

Teacher Learning

Education Scotland

Improvement Hub

PTs

HTs

As per

calendar

2.

GRASP & Co CAT sessions

- Moderation (achievement of a level)

- Numeracy

- Teaching for understanding

- Pupil participation

16 hrs WTA

(+ 10hrs travel

time)

All

teaching

staff

As per

calendar

3.

GRASP & Co learning visits with clear focus

( as agreed by SMT for visit 1 then by staff for

subsequent visits)

6 hrs WTA

All

teaching

staff

As per

calendar

4.

Teacher’s practitioner enquiries Own CPD All

teaching

staff

At own

discretio

n

Priority 2: Numeracy

BROAD

AUDIT

OF

15 Q.I’s

Raise

attainment in

Numeracy

(3.2)

LEARNING

PROVISION

2.2

Skills for learning, life and

work – explicit reference to

and application of numerical

skills

2.3

Quality of teaching –

improve teaching strategies

Effective use of assessment

– to inform next steps

LEADERSHIP

1.2

Impact of career long

professional learning –

specific focus on teaching of

numeracy

1.3

Strategic planning for

continuous improvement -

need for consistency of

teaching and application of

skills

IMPACT

ON

IMPROVEMENT

3.2

Attainment in Numeracy -

improve use of

assessment data and

moderation approaches to

demonstrate improvement

Action Plan

(If required)

Action Plan

(If required)



2. 3.2 Raise attainment in Numeracy

UNCRC Article 28 Right to Education



Decisions



1.

Approaches to support teaching of Numeracy

- Training

- Effective questioning / Dialogic

teaching

- Mental maths

SEAL

Numicon?

6 schools CAT time

Peter Patullo

Big maths?

Andrew Brodie?

All

teaching

staff

(within

levels)

As per

calendar

2.

Moderation approaches

- Planning

- Assessment

- Evidence

6 schools CAT time

Learning visits

As per

calendar

3.

Staff to engage with Numeracy developments

- Education Scotland Numeracy Hub

- SBC Numeracy team

6 schools CAT time

JH

As per

calendar

4.

Priority 3: Pupil participation

BROAD

AUDIT

OF

15 Q.I’s

Improved

outcomes for

learners

through

leading their

own learning

(2.3)

LEARNING

PROVISION

2.3

Learning and engagement –

pupils actively participate in

own learning

2.4

Universal support –enhance

arrangements for planning

and reviewing own learning

2.5

Engaging families in learning

– provide opportunities for

meaningful engagement

LEADERSHIP

1.1

Collaborative approaches to

self-evaluation – all pupils

participate in self-evaluation

processes

1.2

Children and young people

leading learning – pupils

participate in planning own

learning

IMPACT

ON

IMPROVEMENT

3.1

Inclusion and equality – all

pupils involved in own

learning

Action Plan

(If required)

Action Plan

(If required)



3.

CRC

12/13

2.3 Improved outcomes for learners through leading their own learning

UNCRC Article 12 Respect for the views of the child



Decisions



1.

Develop shared understanding of ‘pupil

participation’ (not just pupil voice) with all

staff and parents

Children in

Scotland?

6 schools CAT

Local / national

best practice

Key texts

including Dialogic

Teaching, Talk

Less Teaching

All

teaching

staff

As per

calendar

2.

Enhance arrangements for personal learning

planning

- Shared understanding from ELCC to

P7

- Individual school application and

moderation

Learning logs

Achievement

folders

WTA

6 schools CAT

Local / national

best practice

All staff

As per

calendar

3.

Develop and improve pupil reflection system

to improve learner evaluation from ELCC to

P7

PTs (as lead)

Own school CAT

All

teaching

staff

PT time

4.

Enhance opportunities to engage families

within own schools eg homework grids, family

learning

Teachers

Families

Partners

All

teaching

staff

As

appropri

ate

5.

Priority 4: Teaching for understanding

BROAD

AUDIT

OF

15 Q.I’s

Provide

meaningful,

interdisciplinary

opportunities

for pupils to

develop skills

for learning,

life and work.

(2.2)

LEARNING

PROVISION

2.2

Skills for learning, life and

work – explicit focus on

skills development

2.3

Qualities of teaching –

skilled questioning leads to

curiosity, independence and

confidence

LEADERSHIP

1.3

Implementing improvement

and change – new approaches

to teaching and learning

IMPACT

ON

IMPROVEMENT

3.3

Creativity skills – pupils

can make connections

across learning and apply

skills

Increasing employability

skills – pupils are resilient

and adaptable

Action Plan

(If required)

Action Plan

(If required)



4.

CRC

28/29

2.2 Provide meaningful, interdisciplinary opportunities for pupils to develop skills for learning, life and work.

UNCRC Article 29 Goals of Education



Decisions



1.

Develop understanding of ‘teaching for

understanding’ and interdisciplinary learning

Appropriate

professional

reading inc Mark

Church

6 schools CAT

Sheena

Local / national

best practice

SR

Nov in-

service

As per

calendar

(Spring

term)

2.

Develop understanding of ‘learning for

sustainability’

Appropriate

professional

reading?

6 schools CAT

Rosemary

Local / national

best practice

RB

As per

calendar

(Spring

term)

3.

Teachers to plan and deliver ‘topic’ using new

approach

6 schools CAT

Teacher’s

planning time

All

teaching

staff

Summer

term

Session 16/17 School/s: All

Schools in

Berwickshire

Learning

Community

Priority for improvement and brief description:

Developing excellent critical reading forms part of the responsibility for all teachers in developing literacy.

Year 1 - the project is for all primary and secondary English and literacy teachers to have a joint understanding

of excellent strategies and approaches to support the development of critical reading, from 3-18. Teachers will

implement a shared approach, planning together, joint feedback and evaluation, and beginning to lead to

effective moderation based on a shared understanding of levels.

Year 2 – primary and secondary English and literacy teachers across the LC will be confident in making

judgements about the progress of young people in critical reading, based upon a valid and reliable range of

evidence coming from joint approaches. The impact of effective critical reading is explored across all curricular

areas, and effective strategies are used by all primary and secondary teachers.

Year 3 – all teachers across all curricular areas will be confident in making judgements about the progress of

young people in critical reading (literacy) in their area.

Learning Community Link

Critical Reading is a LC priority

this year. (Literacy)

HGIOS4 Indicators

1.2 Leadership of Learning

1.3 Leadership of change

2.3 Learning, Teaching and Assessment

2.6 Transitions

Measurable outcomes for learners:

(Planned indicators of success, what will success look like. Include potential measurable data, observations and feedback from participants)

The aim is for learners to be using an increasing range of critical reading strategies (based on the work of Bill Boyd): o Across all ages, young people are utilising higher order thinking approaches with reading (e.g. summarising, asking questions and

evaluating) Lesson observations, focus group reflections by young people, evidence in teacher plans and consultations, feedback from CAT sessions.

o The quality of their responses to critical reading is improved, more analytical and evaluative. Focus group reflections by young people, comparing responses over time, individual and group assessments of progress, consistent application of an assessment task.

o Young people experience a consistent approach to the learning and teaching of critical reading across the learning community, from 3-18. Survey monkey evidence about confidence of staff and usage of techniques, moderating the P7 critical reading assessment over time, comparison over time of baseline testing in reading.

Steps/actions required By Whom By when Resources or

decisions/agreements

required

Monitoring Progress; What has changed or been

achieved (How do you know?)

Step 1: Meeting with a

representative from each

school/pair of schools with

the planning group to share

materials and plan carefully

Planning

group

Identified

teachers

Secondary

Up to June 2016 Materials

A group formed, and an excellent pack of materials

has been produced, complete with exemplars at

every level, progression proformas and guides,

suggestions, teaching advice, and witness

statements.

for success. teachers

Step 2: Small group meet to

plan materials for launch CAT

session

Ross

Maunder,

Gary Fryer,

Jane

Richardson.

ASAP before August Will disseminate to all

members of the group and

HTs.

Step 3: Secondary teacher

visits primary school for initial

CAT session with primary staff.

Secondary

staff

Primary

staff

August/September To be organised in each school

early in the cycle of CAT

sessions. Primary HTs to

communicate with secondary

HTs over dates.

Step 4: Early in the term,

Secondary English staff deliver

a standard assessment.

English and

Literacy

PTs

September 2016 To be organised in cluster.

Supply cover an issue.

Open to all primary staff.

Step 5: Primary staff visit

critical reading lessons with S1

in August/September.

Secondary

staff

Primary

staff

September 2016 To be organised in cluster.

Supply cover an issue.

Open to all primary staff.

Step 6: Planning group meet

to consider a standard

assessment for key points of

transition – Early to First, and

First to Second Stages.

Primary

staff

Secondary

staff

Before February in-

service 2017

Requires supply cover to be

released to do this.

Step 6: In two further CAT

sessions, primary teachers

consider excellent strategies,

try these out, plan together,

give feedback, and embed in

practice.

Primary

staff

By Summer 2017 Requires commitment to

trying strategies, supporting

observation, joint planning

and monitoring progress

through school structures.

Step 6: P6/7 teachers meet

with secondary staff to

moderate activities using the

toolkit.

Primary

staff

Secondary

staff



Ongoing Improvements throughout the year

Rights Respecting Schools

1+2

Growth Mindset

Step 7: Planning group

reconvene to evaluate the

project and plan for Year 2.

Primary

staff

Secondary

staff

Early in Summer

Term



Next steps See above for ideas for Year 2 and 3.

Documents

Greenlaw, Reston, Ayton, Swinton, Coldingham and ... fileChildren & Young People School Improvement Plan 2016-17 Greenlaw, Reston, Ayton, Swinton, Coldingham and Cockburnspath Primary