IMPROVEMENT PLAN: 2018-19 - Tarbolton€¦ · planning and moderating IDL through collegiate working and CLPL. Working Party / school staff August 2018 – Dec 2018 Assessment and

IMPROVEMENT PLAN: 2018-19

Tarbolton Primary School

VISION

We would like all pupils to flourish on their own personal journey through Tarbolton Community Campus, guided by unique opportunities in all areas of the curriculum to become the best that they can be. Pupils will leave us with increasing life and employability skills. Parents will fully participate in their child’s journey through school and staff will be supported to reach their full professional potential.

VALUE STATEMENT At Tarbolton Primary School we value each other demonstrating respect and empathy. We celebrate differences and encourage self-worth and individuality. We allow every child to develop to their full potential in all aspects of life. We take pride in our community.

AIMS

Our school is a safe place to grow and learn Pupils, parents and staff work collaboratively to make each child’s learning journey a successful one Pupil voice is heard and where appropriate acted upon Teaching is of the highest quality Pupils leave us in the best position possible to continue with their next steps in learning

South Ayrshire

Council Plan

Children’s Services Plan -

Draft

National Improvement

Framework

National Improvement Framework

Drivers (Appendix 1)

Priority: 1 of 5 Assessment and Moderation: To ensure consistency of assessment and moderation approaches across the school curriculum.

Service plan links: Reduce the gap in outcomes between the least and most deprived Improve attainment particularly in Literacy and Numeracy Teacher professionalism Assessment of children’s progress

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)

Cluster level - To increase activity in moderation around reading assessments using a holistic assessment approach leading to pupils working effectively at the correct level. (see cluster plan)

Assessments completed at P3 and P6 Cluster CLPL and events Opportunities for benchmarking assessments to be moderated with partner school as identified by the cluster. Staff CLPL around forms of reading assessment available in South Ayrshire

Lynsey Bradford Amy Logan

August 2018 – May 2019

Raised attainment in reading through effective planning, assessment and moderation across all levels – We will raise the number of pupils attaining age appropriate CFE results from 84% to 90%.

Increase staff confidence in moderating out with the current holistic assessments in literacy and numeracy leading to pupil activities being

Staff to plan assessments and moderate ‘assessments’ in IDL with another colleague. We will raise staff confidence in planning and moderating IDL through collegiate working and CLPL.

Working Party / school staff

August 2018 – Dec 2018

Assessment and moderation partner will be evident in IDL paperwork and monitored by SMT. Staff confidence and planning of holistic IDL assessments will increase – staff survey before and after.

appropriately challenging for all pupils.

New planning documents to be implemented in session 18/19.

New documents will be working documents in planning folders

Share our holistic planning and moderation with colleagues out with school /authority thus ensuring our pupils are working at levels in line with their peers across the authority.

Staff to visit and work with colleagues in other schools and/or authorities to share good practise.

All staff


Increase confidence and participation in Professional dialogue and collaboration with a variety of staff and/or authority. Staff survey before/after Staff assessments will become more focused and cover a wider range of E&O’s. Moderation will be more specific and give precise next steps for the learner. 85% of learners will be able to talk confidently about their next steps following assessment.

Staff to increase use of digital platforms as a mean to assess and moderate each pupil’s learning and next steps leading to greater pupil participation in the assessment process and setting next steps.

Staff taught how to use Microsoft forms to create assessments, show children how to create assessments, collate and moderate results. Staff to explore and use a variety of digital platforms to support assessment and moderation across the curriculum.

Lynsey Bradford Amy Logan


Increased confidence and use of digital platforms to assess children’s learning. Minimum of 75% of staff will use these with confidence with the remaining 25% working with a peer to upskill. All pupils from P3 – P7 to be updating Seesaw with their own targets and next steps and reviewing their own learning.

Priority: 2 of 5 Numeracy and Mathematics: To improve pupils ability to understand the concept of time and to use this in their daily lives leading to increased achievement in mathematics

Service plan links: Reduce the gap in outcomes between the least and most deprived Improve attainment particularly in Literacy and Numeracy Assessment of children’s progress Maximise the potential of our children and families


How Will We Achieve This?

(Intervention Strategies)


Finish Dates



Current Measure and Target) Staff agreement on how we can link ‘time’ to the IDL topics planned giving pupils experience of time in a contextual way.

Staff meeting time will be used to review and discuss topic links to our current IDLs

Mhairi Cameron August 2018-October 2018

100% of appropriate holistic plans linked to ‘time’ outcomes/benchmarks

Almost all pupils able to name and order the days of the week and most able to link these to activities they do both in school and out with

All classes will spend time during morning registration discussing the day of the wee and activities that are planned or normally take place on that day of the week

Jackie Blair August 2018-June 2019

90% of pupils able to name the days of the week with 75% able to link these to school or home activities

Pupils from P1-P7 able to use both digital and analogue clocks to tell time to nearest half hour

Digital and analogue clocks will be available throughout the school and all start will refer to both as appropriate.


80% of pupils across the school able to use digital and analogue clocks to tell the time to the nearest half hour

Pupils from P2-P7 able to use 24hour notation in discussions and link this to the school routines.

Times given in school and in home correspondence will be given in both 12


75% of pupils across the school (P2-P7) able to successfully link the school day to 24hour notation.

and 24 hours notation when appropriate.

Pupils in our early years class able to point to a pictorial representation of each season with pupils from P1-P7 able to name the four seasons and pupils from P2-P7 able to link school events to the seasons

School display of events will show clearly the season they will take place in. Letters home will include an agreed symbol for the appropriate season

Mhairi Cameron October 2018-June 2019

95% of pupils able to recognise the seasons with 95% of P2-P7 pupils able to link at least 2 school events to a season.

All pupils from P1-P7 able to use hours to calculate duration of time with this progressing at an appropriate rate for all pupils to all pupils in P7 able to calculate time to the nearest second.

Purchases of additional clocks and stop watches ensuring pupil have access to explore with these. Staff to encourage continuing calculations of time throughout the course of the day Parent workshop to encourage parents to continue these discussions at home Parent leaflet giving tips of improving skills at home.

Mhairi Cameron January 2019- May 2019

75% of pupils able to calculate the duration of time between two given events.

All pupils able to identify the decide on the best item to measure the time they are calculating i.e. sand timer, watch, calendar etc.

A range of equipment available for loose parts play and displayed around the school

Mhairi Cameron January 2019-May 2019

100% of pupils able to identify a sand timer, watch, clock and stop watch with 85% able to identify which item they would use to calculate a given period of time.

All pupils able to link the importance of time measurements to a range of jobs

Continue our Developing the young workforce input during appropriate lessons.

Mhairi Cameron January 2019-May 2019

100% of pupils able to discuss 2 professions where time is important and why the measurement of time is

crucial to the success of the job being done.

Priority: 3 of 5 Health and wellbeing: To improve continue to raise pupil and parent resilience leading to improved attainment and achievement.

Service plan links: Reduce the gap in outcomes between the least and most deprived Ensure children and young people are supported to achieve and maintain good emotional and physical wellbeing Assessment of children’s progress Maximise the potential of our children and families


How Will We Achieve This?

(Intervention Strategies)


Finish Dates




Continued growth of pupil resilience in school and in

the wider world

Loose parts play opportunities with

minimal/timely adult intervention.

CLPL for staff who are not

confident in pupil development and the role loose parts play plays in

these developments.

Jennifer Wallace August 2018-

November 2019

Increase of 30% from pre and post intervention surveys issued to

parents in September 2018 and May 2019

Increase of 30% from pre and post intervention survey issue to staff in September 2018 and May 2019

10% increase from pre and post

intervention surveys issued to pupils in September 2018 and May 2019

Increased awareness of what resilience is among

our parents with this having a positive impact

on their relationships with their children.

Parent workshop to discuss resilience – what

does it mean to be resilient and how can support the development of resilience?

Parent/child activity

sessions with follow up

Rachel Nelson October 2018- December 2018

Reduction in the number of parents contacting class teachers and school office to ask for minor issues to be addressed where the children have

already closed the matter.

discussions around evidence of resilience

Increased confidence of staff to help pupils set targets to help them

overcome low resilience

Liaison with partner providers to look at supports available.

Staff dialogue around the steps to age appropriate

resilience.

Whole school approach to identifying and supporting

low resilience.

Helen Ross January 2019 – June 2019

90% of staff able to participate in professional dialogue around the importance of appropriate targets

being set and supported to increase pupil’s resilience.

Pupils more able to challenge themselves without fear of failure

Planned activities which stretch pupils beyond their

comfort zone.

Planned opportunities for pupils to discuss their fears

and aspirations.

Jackie Blair August 2018- June 2019

Increase from 96% to 100% of pupils reporting in the annual survey that they are confident to approach staff if they have a question or a

suggestion.

Increase from 89% to 95% of pupils reporting in the annual survey that

their work is hard enough

Priority: 4 of 5 Modern Languages 1+2 : To introduce Makaton as a communication tool across our school Service plan links: Reduce the gap in outcomes between the least and most deprived Maximise the potential of our children and families Parental engagement


How Will We Achieve This? (Intervention Strategies)


Finish Dates




All staff trained in Makaton across the school and therefore able to support pupils

in their learning.

Staff will attend full training workshop and taster sessions to include core vocabulary

signs and symbols taught and learned.

Helen Ross Makaton Tutor

June 2018 – September 2018

80% of staff or more will show an improved level of confidence in

applying Makaton as a result of the training delivered.

Provide a supportive,

welcoming and Makaton Friendly

school environment.

Identify and use Makaton signs and symbols to label important areas around the

school.

Helen Ross Jennifer MacKay Working Party

September 2018 – November

2018

60% or more of pupils will use the sign and symbols to support them in

making their own choice.

Pupils to participate in everyday Makaton

Friendly experiences.

Working Party to provide

teaching staff with individual ‘Class Makaton Packs’ full of fun, engaging and purposeful

resources.

Helen Ross Working Party

November 2018 – January 2019

80% of teaching staff or more feel confident in communicating Makaton

as part of everyday teaching and learning experiences.

Promote Makaton within our local community to ensure pupils who benefit from the use of Makaton are able to communicate within their own community.

Working Party to hold fundraising and parent

information workshops to raise awareness of Makaton as our school communication tool.

Helen Ross Jennifer MacKay

January 2019 – June 2019

50% of parents will feel confident in being able to share and support their

child in their everyday learning of Makaton speech, signs and symbols.

Pupils will have greater body

awareness and coordination,

improving their ability to focus on learning,

memory and concentration.

All school staff will provide pupils with maximum

opportunities to express themselves throughout the

whole school and contribute.

Jennifer MacKay August 2018 –

June 2019

85% of pupils will show an increased level of understanding in

Makaton and in their ability to focus on their individual learning.

Successfully achieve a

Makaton Friendly Award in recognition of supporting pupil’s communication. This will lead to proud

pupils.

All staff to be able to

confidently explain and give examples of how we use

Makaton in school to support people with communication

difficulties, identified through questionnaires.

Helen Ross Jennifer MacKay

May 2019 – June 2019

Recognition of Makaton Friendly Award will show that 90% of school

staff and pupils are confident in being able to use Makaton speech,

signs and symbols in everyday experiences

CLUSTER READING PROJECT (Year 1 of 2)


How Will We Achieve This? Lead Person Start and Finish Dates How Will We Measure Impact On Children and Young People?

Through cluster moderation of reading, class teachers will become more confident in assessing and recording achievement of a level across all levels. Following focused CLPL for class teachers, children will experience high quality learning, teaching and assessment, through consistent and effective pedagogy. To raise attainment in READING in P1 – P7 by 10% by 2020, by targeting: * Mechanics of reading * Comprehension of reading * Additional support needs in reading

Baseline for class teachers to be attained at beginning of new session. This to consist of: * Class teacher survey * Class teacher judgement within CfE (using 4 new point scale)

Ian Sturgeon (Survey) Individual Head Teachers (CfE)

Class Teacher survey to be administered by

7th September

CfE judgement by 7th Sept

(before PM Benchmark activities

are completed)

Survey will be repeated later in the session to inform of improved confidence in teaching mechanics and comprehension of reading. PM Benchmark at end of session will measure impact on children’s reading

All children at P3 and P6 to complete PM Benchmark exercise. Focus group of 4 pupils to be assessed by representative from another cluster school. Pupils to include: 1 x Challenge pupil 2 x Core group pupils 1 x Support pupil (not dyslexic) Class teachers to discuss results of PM Benchmarking with visiting representative, using Pro-forma

All cluster HTs Class Teachers at P3 and P6:

* Alloway and Tarbolton * Doonfoot and Kincaidston * Braehead and Holmston

Pro forma created by Jackie Blair

10th - 2nd September PM Benchmark at end of session will measure impact in children’s reading. Assessment and moderation discussion between P3 and P6 class teachers will lead to increased knowledge and confidence in both teaching and assessing reading, leading to increase in CfE attainment.

Following collation of class teacher confidence in teaching reading, CLPL to be offered at November Twilight session

PM Benchmarking – Karen Butler SAC ASN Assessments(?) – Richard Hardy

Bloom’s Buttons - Caroline Connell Catch-up Literacy and Phonics – Jackie Blair

Reading Wise – Braehead Primary Accelerated / STAR Reader – Ian Sturgeon

Twilight Session on 14th November

Impact on CLPL will be measured through: * Staff feedback / Questionnaire following CLPL event * Staff survey at end of session * Learning conversation / Target setting meetings with teaching staff * CfE Attainment results * PM Benchmark results

During authority twilight on 28th January, cluster HTs to arrange networking event for teaching staff to meet in stages. Each teacher to bring along at least one piece of good practice to share with colleagues. From this session, it is hoped that class teachers will: * Take at least one idea to try in their own class * Arrange team teaching opportunity with someone in another school

Jackie Blair Twilight Session on 28th January 2019

Impact on network event will be measured through: * Staff feedback / Questionnaire following CLPL event * Staff survey at end of session * Learning conversation / Target setting meetings with teaching staff * CfE Attainment results * PM Benchmark results

Reissue and collate teacher survey, in order to measure impact on teacher confidence in teaching and assessing reading.

Ian Sturgeon 29th March 2019 Comparison of baseline and final surveys will show impact on teacher practice and confidence in both teaching and assessing reading PM Benchmarks will measure impact on readers in both Primary 3 and 6. Through group discussion and moderation, agreed levels will lead to better understanding and confidence in assessing reading and planning next steps. Overall impact on learners will be discussed and recorded during evaluative meeting.

Administer PM Benchmark exercise (with same pupils and partner school). P3 and P6 teachers to meet following assessments, in order to discuss results and compare to CfE levels.

All cluster HTs Class Teachers at P3 and P6

26th April 2019

All P3 and P6 class teachers to get together to discuss the project: * Impact on learners * Impact on teaching practice * Evaluation of project * Next steps

Caroline Connell 24th May 2019

Documents

IMPROVEMENT PLAN: 2018-19 - Tarbolton€¦ · planning and moderating IDL through collegiate working and CLPL. Working Party / school staff August 2018 – Dec 2018 Assessment and