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IMPROVEMENT PLAN 2019-2020
Dyce School
2
PART TWO: School Improvement Plan 2019-2020 - Key Priorities informing Improvement Planning (National, Local and Service / School)
National Priorities Local Authority Priorities
Cross cutting themes ● Expand Early Learning and Childcare by 2020. ● Establish Aberdeen as a UNICEF Child Friendly City. ● Implement the recommendations of the child protection inspection ● Improvement Methodology
95% of children (0-5years) will reach their expected developmental milestones by the time of their child health reviews by 2026
NIF Priority 1:
Improvement in attainment, particularly in literacy and numeracy
● Locality Plans seek to increase attainment of children in Priority Areas on entry to P1. ● Senior phase /Learner Pathways ● Increase data literacy at all levels of the system
NIF Priority 2:
Closing the attainment gap between the most and least disadvantaged children.
● Close the Gap through effective multi-agency working ● 95% of care experienced children and young people will have the same levels of attainment in education,
emotional wellbeing, and positive destinations as their peers by 2026.
NIF Priority 3:
Improvement in children and young people’s health and wellbeing.
● Improve mental health services and understanding of the effects of trauma ● Reduce youth crime ● Increase pupil participation ● 85% of children and young people will report that they feel mentally well by 2026.
NIF Priority 4:
Improvement in employability skills and sustained, positive school-leaver destinations for all young people.
● Provide age appropriate employment skills for children and young people in schools ● Survey aspirations to sharpen our pre and post school supports ● Expand and improve post school learning and employment opportunities for children and young people ● 95% of children living in our priority localities will sustain a positive destination upon leaving school by 2026.
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Overview
NIF Priority 1. Improvement in attainment, particularly in literacy and numeracy 2. Closing the attainment gap between the most and least
disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-
leaver destinations for all young people
NIF Driver • School leadership
• Teacher professionalism
• Parental engagement
• Assessment of children’s progress
• School Improvement • Performance Information
LOIP ‘Prosperous People’ partially realised through the ICS ‘Children are our Future’ theme identifies 3 primary drivers: • Children are safe and responsible • Children are getting the best start in life
• Children are respected, included and achieving
The ICS primary drivers have guided the formation of 4 key priorities for action:
• Closing the Gap
• Youth engagement and inclusion
• Health and wellbeing
• Community safety and environment
HGIOS?4 QIs
1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership of management and staff 1.5 Management of resources to promote
equity
2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnerships
3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 3.2 Securing children’s progress (ELC) 3.3 Increasing creativity and employability
Curriculum for Excellence – Entitlements for all children and young people
1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18. 2. Every child and young person is entitled to experience a broad general education. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.
4. Every child and young person is entitled to develop skills for learning, life and work, with a continuous focus on literacy and numeracy and health and wellbeing. 5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.
6. Every young person is entitled to support in moving into a positive and sustained destination.
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Improvement Priority 1: Improvement in attainment, particularly in literacy and numeracy
Lead Responsible: SLT – Alison Baldacci [Numeracy], Gillian Hewitt [Literacy], Angie McLean [Assessment] Emma Shinnie [ELCC]
Partnership Forum (where appropriate):
Expected Outcome(s) for whom, by when, by how much?
• By June 2020, at least 85% of P1, P4, and P7 pupils will have achieved the expected levels for Literacy and Numeracy
• By June 2020 a consistent approach in learning and teaching for all pupils will be embedded across all stages (Nursery - P7)
• By June 2020, N-P7 staff will have an increased confidence in planning and, creatively and effectively, through Digital Technologies
• By June 2020 a relevant and progressive curriculum across all curricular areas will be in place for all learners
HMIE Recommendations:
• Develop a more consistent use of robust data across the curriculum to inform improvements to learning and teaching and raise attainment so that all children are working to their potential.
• Increase the pace of curriculum development across the school and nursery as a priority to ensure that all children’s needs, aspirations and entitlements are fully met.
Impact Measures How will we know?
QI Specific Actions QI 1.5 Management of resources to
promote equity
QI 1.3 Leadership of change
Who?
Timescale
By When?
Progress
On Track
Time Resource School Budget
Resource £
Behind Schedule
Not Actioned
Teacher planning, assessment and moderation linked to school’s QA Calendar - Moderation activities Direct observations People’s views
1.1 • Implement timeline of N-P7 QA calendar of monitoring attainment and achievement
20/08/19
All staff
SLT
August 2019
Professional dialogue through regular tracking and planning meetings - [School QA Calendar]
3.2 • Engage staff, N-P7, in termly meetings to set attainment data to set aspirational targets for
2019-2020
All staff SLT
June 2020
5
People’s views Direct observation
all pupils
IEPs/ action plans/ Child’s Plans/ Boxall Profiles Quantitative data
1.1 2.4 3.1
• Implement timeline of QA calendar of monitoring IEPs/Action Plans - attainment and achievement [N-P7]
2019-2020
All staff SLT
June 2020
1.1 2.4 3.1
• Create Child’s Plans /Action Plans for all N-P7 children/pupils with EP involvement and those involved in annual reviews – [Language Support Provision/Learning Den –ASN Support]
Collegiate meetings x4
All staff SLT
August- September 2019
1.1 2.4 3.1
• Complete Boxall Profiles for all pupils accessing additional support
August – September 2019
CT DHT
August- September 2019
CFE/SNSA/Baseline assessment/Leuven Scale/SHANARRI data Quantitative data
3.2 • Share CFE/SNSA/Baseline assessment/Leuven Scale/SHANARRI data (via school-based Google tracking) with staff leading to measurable improvement
Professional dialogue meetings x 4 [Staff to
access tracking independently as well as
planned meetings.]
All staff August 2019 – June 2020
• CFE/SNSA/ Baseline assessment – Writing
Quantitative data
2.2 2.3
• Literacy: Writing - Develop progression framework Writing and create Holistic assessments
November Inset Day + collegiate meetings x 3
All Staff August 2019 – June 2020
6
• Quality of teachers’ planning
• Classroom monitoring – improvement in learning and teaching [QI 2.3]
Direct observations
2.3 • Update planning formats for all Core areas - [Lit/Num/H&W] Implement Literacy and Numeracy’ Guidelines
• Monitoring using QI2.3 documentation
November Inset Day + collegiate meetings x 3
All staff August 2019 – December 2019
Classroom observations using evaluative language – SLT and Peer –focus identified with staff [QI2.3] Direct observations
2.3 • Model and implement a shared understanding of what effective Learning and Teaching is (N-P7) [Visible Learning, Osiris] with a focus on AIFL -
• Model effective feedback
In-Service Day – August Collegiate meetings x 4 + classroom modelling
Visible Learning Resources [Osiris]
All staff SLT
August 2019 – June 2020
Professional dialogue linked to learning and teaching policy and QA calendar Direct observations
2.2 • Complete Learning and Teaching policy (N-P7)
• Embed Assessment Policy and Marking Policy
collegiate meeting x 1
October 2019
Professional dialogue / Classroom Monitoring Direct observations
2.3 • Further develop and embed the Curriculum Rationale (N- P7)
November Inset Days All Staff June 2020
Professional dialogue/ Classroom Monitoring Direct observations
2.2 2.3
• Refresh Contexts for Learning 3 year plan
September 2019 – June 2020
Leaders of Learning Group
November 2019
7
Pupil focus and engagement groups – language of learning – HGIOURS + Pupil Consultation People’s views
1.3
• HGIOURS Staff and pupil engagement in Theme 2- Pupil and Leaders of Learning Groups to develop a Policy linked to HGIOURS
• Further develop Pupil Participation Groups allowing learners to take part in the everyday strategic decisions that steer and provide school-wide direction, including involvement in parent-teacher association
Weekly Pupil Participation Groups + Pupils to be invited to Parent Council meetings to share their views 2x yearly
DHT All staff
June 2020
Observations using evaluative language – SLT and Peer –focus identified with staff Direct observations
1.3 2.3
• Develop new planning formats in nursery to take account of planned learning /spontaneous learning/outdoor learning
Start - 20/08/19 Collegiate meetings x3
Started – June ‘19 Collegiate meetings x 5
All nursery staff SLT
November 2019
August/
September 2019
• Teacher planning and assessment
• Monitoring- class/peer
Direct observations People’s views
2.3 • Use of the ACC/Education Scotland Progression pathway for Digital Technologies
• Use of Google Sites for profiling in P4-7
• Embed digital technologies in planning
All staff SLT
All staff Digital
Leaders /pupils
8
Monitoring Progress and Evaluating Impact
(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)
Impact and Evidence:
9
Pupil Equity Fund Budget Allocation April 2019 - £54,000
Pupil Equity Fund Rationale 2019-2020 ‘All our work to interrupt the cycle of deprivation and its impact on children’s progress’.
Dyce School key areas of improvement identified from our data analysis and as a result of our consultations to support our children living in poverty and those who may be considered as vulnerable are:
• Support pupils’ wellbeing using the nurturing principles across the school to plan interventions leading to improved resilience and wellbeing. Through offering a breakfast club we will ensure identified children are fed and able to start the school day in a positive state of mind to start learning. By arriving at school on time they are then receiving their full entitlement to learning.
• Improve learning and teaching for all pupils leading to improved attainment in literacy and numeracy through offering a supported homework club for pupils and parents with a healthy snack. We will continue to develop our outdoor learning approaches. Improvement to our Library will support us to encourage children to read for enjoyment. Purchasing of new books as well as increasing the profile of reading using initiatives such as the First Minister’s Reading Challenge will support this. Improving attainment in early literacy is crucial as this will impact on all areas of the curriculum. Providing resources and equipment for children will support this further. In addition, the current reading programmes in school will be augmented to allow for diversity, challenge and support for pupils.
• Improve pupil engagement and participation by offering more clubs and activities for children based in the school, both over the lunch period and after school.
The above interventions were put in place following a survey for parents, a focus group of pupils and staff studying the data. Professional dialogue with staff regarding identified pupils will ensure appropriate plans are in place to meet the educational and health and wellbeing needs of each pupil identified within the cohort. We aim to make the cost of the school day as low as possible for all. Within our proposed targeted interventions we will fulfil our school vision to “AIM HIGH” to ensure that all children who may be at risk of underperforming due to socio-economic factors will have additional supports to minimise the inequities they may encounter.
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Improvement Priority 2: Closing the attainment gap between the most and least disadvantaged children / young people
Lead Responsible: SLT – Jenny Rae
(See PEF Spending Plan for continuation items) Partnership Forum (where appropriate):
Expected Outcome(s) for whom, by when, by how much?
• By June 2020, targeted pupils will show a gap decrease of 10% in Literacy and Numeracy, against Government stretch aims.
• By June 2020, the targeted group of pupils will increase the length of time engaged in learning by 10%
HMIE Recommendation:
• Develop a more consistent use of robust data across the curriculum to inform improvements to learning and teaching and raise attainment so that all children are working to their potential.
• Increase the pace curriculum development across the school and nursery as apriority to ensure that all children’s needs, aspirations and entitlements are fully met.
Impact Measures How will we know?
QI Specific Actions QI 1.5 Management of resources to
promote equity
QI 1.3 Leadership of change
Who?
Timescale
By When?
Progress
On Track
Time Resource
PEF £
Behind Schedule
Not Actioned
CFE attainment data and whole school Google tracker – targeted groups of pupils Quantitative data Tracking progress across interventions Quantitative data Baseline measures- Reading, Writing, Numeracy – in line with whole school baseline
2.2
1.2
2.3
• Monthly analysis of attainment data to identify ‘on track’ progress of targeted pupils
• Training for staff and parents Resources for pupils - Nessy
• Augment current reading programme/library books
• Introduce Number Talks
Collegiate
Meetings x2
£3,000
£10,000
£4,200
All staff SLT
SLT
DHT
PT
June 2020
11
assessment programme
Quantitative data Direct observations
• Text Help
• Numbershark
• Embed Boardmaker, particularly through the ASN teacher
£200 £1,000 £4,000
ASN Teacher
Baseline measures- behaviour/ time out of class / Boxall Profiles Quantitative data Direct observations
1.2 3.1
• Monthly analysis of behaviour tracker
• Experiential Visits – targeted pupils
• Nurture area to support conflict resolution and readiness for learning, before school and after each break time
• Review the Behaviour Policy
£3,000
All staff SLT
June 2020 June 2020
October 2019
Breakfast Club Seemis data – lates/attendence Baseline measures – Leuven Scale/SHANARRI wheel
• Attendance - Reduction in pupils being recorded as Late on Seemis.
• Pupil feedback.
£26,000
Homework Club Baseline measures – Leuven Scale/SHANARRI wheel Quantitative data Direct observations
• Continue to run a Homework Club to support identified pupils.
• Resources to be purchased to support active learning in addition to teacher tasks
£13,000
Monitoring Progress and Evaluating Impact
(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)
Impact and Evidence:
12
Overall Pupil Equity Funding Planned Expenditure £54,000 + £50,000 carry forward
Details – Resources and Staffing Approximate Cost £
Literacy
Reading Reading books/library books £10,000
Writing Texthelp £200
Nessy Resources and training £3,000
Listening and Talking
Numeracy
Numeracy Numbershark £1,000
Number Talks £4,200
HWB,
AHWB Nurture Area plus training £4,000
Aberdeen FC Community Trust £15,600
Rainbow Room – [Sensory Room] and training £4,000
Health and Well-Being Room / Boardmaker – support Emotional Health plus training £4,000
Experiential Visits £3,000
Breakfast Club Resources £2,000
Homework Club Resources` £1,000
Staffing Breakfast Club Homework Club
£26,000 £13,000
Additional Total £91,000
13
Improvement Priority 3: Improvement in children and young people’s health and wellbeing
Lead Responsible: SLT – Jenny Rae
Partnership Forum (where appropriate):
• Partnership Forum (where appropriate):
Expected Outcome(s) for whom, by when, by how much?
• By June 2020 all children will have completed baseline and follow-up SHANARRI Wellbeing Wheel
• By June 2020 all pupils will engage in a progressive health and wellbeing programme
• By August 2019 all incoming nursery children, and thereafter all children, will have personal and relevant up to date information recorded on appropriate and robust personal plans
HMIE Recommendation:
• Develop a more consistent use of robust data across the curriculum to inform improvements to learning and teaching and raise attainment so that all children are working to their potential.
• Increase the pace curriculum development across the school and nursery as a priority to ensure that all children’s needs, aspirations and entitlements are fully met.
Impact Measures How will we know?
QI Specific Actions QI 1.5 Management of
resources to promote equity
QI 1.3 Leadership of
change
Who?
Timescale
By When?
Progress
On Track
Time Resource
School Budget
Resource £
Behind Schedule
Not Actioned
Results of Pre and post SHANARRI Wellbeing Wheel questionnaire for pupils’ confidence levels Quantitative Data
3.1 Parental engagement event – supporting parents - sharing resources to support emotional development at home/sharing the pre and post questionnaires
SLT
+ Parents [Staff]
August – June 2020
14
Monitoring Teacher’s planning and assessment overview Direct observations
2.2 2.3 3.1
Introduce/Implement Health and Well-being 3-year cycle across the school.
All staff SLT
September 2019 – June
2020
Pupil focus groups People’s views
1.1 Pupils will engage in self-evaluation using the challenge questions from HGIOURS – Theme 1 Relationships
Focus Groups/SLT September 2019 – June
2020
Documentation in place Quantitative Data
3.1 Create nursery personal learning plans for each child with all documentation recorded in individual folders to ensure information is relevant and up to date.
Nursery Staff DHT
August 2019
Monitoring Progress and Evaluating Impact
(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)
Impact and Evidence:
15
Improvement Priority 4: Improvement in employability skills and sustained, positive school-leaver destinations for all young people
Lead Responsible: Angie McLean
Partnership Forum (where appropriate):
Expected Outcome(s) for whom, by when, by how much?
• By June 2020 all pupils will engage in opportunities to develop skills for learning, life and work, linked with DYW
• By June 2020 all P4-P7 pupils will have completed the My World of Work tool kit [Animal Me; My Interests; Profile]
Impact Measures How will we know?
QI Specific Actions QI 1.5 Management of
resources to promote equity
QI 1.3 Leadership of
change
Who?
Timescale
By When?
Progress
On Track
Time Resource
School Budget
Resource £
Behind Schedule
Not Actioned
Results of pre and post development questionnaires based on staff confidence [Google Forms] Quantitative data
2.3 3.3 2.2
• Share and analyse results of pre and post development questionnaires based on staff confidence in DYW
Collegiate x1
All staff SLT
August 2019 – June 2020
Comprehensive list and outcomes agreed with a range of business partners Direct observations People’s views Teacher planning Direct observations Partner evaluations People’s views
3.3
2.3
• Create a comprehensive list of business link contacts
• Develop a whole school theme planner to include DYW links and skills
[My World of Work]
• Implement ACC Skills progression framework
Collegiate x1 All staff
SLT
August 2019 – June 2020
16
Monitoring Progress and Evaluating Impact
(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)
Impact and Evidence:
Improvement Priority 5: QI 1.1 Self-Evaluation / QI 1.3 Leadership of Change
Lead Responsible: HT [SLT]
Partnership Forum (where appropriate):
Expected Outcome(s) for whom, by when, by how much?
• By June 2020 school and nursery staff will engage in effective self-evaluation processes to improve outcomes for all learners
• By June 2020 all staff and children will be engaged with activities that will develop leadership at all level
HMIE Recommendation:
• Across the school and the nursery, further develop effective self-evaluation processes to focus more directly on improving outcomes for all learners.
• Further develop leadership at all levels, including children leading the learning, to ensure this effectively improves outcomes for all children
Impact Measures How will we know?
QI
Specific Actions QI 1.5 Management of
resources to promote equity
QI 1.3 Leadership of
change
Who?
Timescale
By When?
Progress
On Track
Time Resource
School Budget
Resource £
Behind Schedule
Not Actioned
Evidence from Self-Evaluation Activity linked to QIs (HGIOS)
1.1 1.3
Implement Quality Assurance calendar (Nursery and School) indicating QI activity across the school
Collegiate meetings –
All staff August 2019 – June 2020
17
(Google Forms / Survey Monkey Data)
session. (Reference QA Calendar) Involve staff, pupils, parents and partners as part of QA and self-evaluation activity.
re-QA Calendar
Evidence from Self-Evaluation Activity linked to QIs (HGIOS) (Google Forms)
1.1 1.3
Leadership of Learning Groups engaging in school improvement planning and evaluation of impact. (Reference QA Calendar)
August 2019 – June 2020
Evidence from Self-Evaluation Activity linked to QIs (HGIOS) (Google Forms)
1.1 1.3
Engagement in the Young Leaders of Learning programme with a focus on pupils engaging in school improvement
August 2019 – June 2020
Monitoring Progress and Evaluating Impact
(To be completed during the course of the session to inform the audit for SQUIP 2020-2021)
Impact and Evidence:
18
QI 1.2 Leadership of Learning 2019-20
Professional Engagement and Collegiate Working – Leadership at all Levels
Whole School Initiatives / Maintenance Areas Leader(s)
Promoted and Unpromoted Staff
Literacy Co-ordinator
Gillian Hewitt (DHT) and Fiona Wilson (Language Support ProvisionTeacher)
Numeracy Co-ordinator
Alison Baldacci (PT) and Elaine Ross (P6 teacher)
HWB Co-ordinator Jenny Rae (Acting DHT)
Curriculum Development Margaret Winton (Acting Head Teacher) Emma Shinnie (DHT), Gillian Hewitt (DHT) and Jenny Rae (Acting DHT) with all staff
Pupil Equity Fund Jenny Rae (Acting DHT)
My World of Work – continue to develop DYW Gillian Hewitt (DHT) overseeing with, Nicola Cruickshank (Class Teachers)
Continuing 1+2 Modern Languages Laura Journe (Class Teacher)
IT Co-ordinator Angie McLean
Pupil Participation:
• Pupil Council
• House Captains Engaging in HGIOURS (Pupil Version)
Emma Shinnie (D HT) Fiona McKnockiter (Class Teacher) Margaret Winton (Acting HT)
Nursery and Early Years (Including Transition)
Emma Shinnie (DHT), Michelle Bruce ( Nursery Teacher) Gillian Coleman (EYP)
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