Session: 2017-18

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Establishment Kelvindale Primary

Head of Establishment Barbara Matheson

Area/Local Improvement Group LIG 2

Head of Service Jim WilsonArea Education Officer/Quality Improvement Officer

David Byrne/Trish LeesonJulie Steele

CONTENTS1. Vision, Values and Aims2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session3. Action Planning

Action Plan Summary for Stakeholders

1. Our Vision, Values and Aims

The school vision, values, aims and motto were revisited in session 2015-2016 in full consultation with all stakeholders.The school aims were revisited in session 2016-17 in full consultation with all stakeholders.

MottoIf you believe, you can achieve

Our VisionWe are a warm and welcoming school. We strive to prepare our children for a rapidly changing world by nurturing them to become confident individuals, successful learners, responsible citizens and effective contributors. In each of our pupils we aim to instil respect, resilience, diversity and self-belief by equipping them with a global perspective and the skills and attitudes to reflect this.

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1. Our Vision, Values and AimsValuesThe Kelvindale School Community promotes and upholds the following shared values

Respect Resilience Diversity Self- belief

AimsOur school community is guided in our sense of purpose and direction through our School aims to …

1. create a happy and nurturing environment2. foster an ethos of mutual respect3. ensure every child is actively engaged in their learning4. work together as part of the KPS community to enable children to reach their full potential.

Our aims reflect the rights of our pupils as contained in the UNCRC

2. Summary of our self-evaluation process.Quantitative DataHow are we doing?June 2017

P1 L and T 97%, Reading 91%, Writing 91%, Number 92.6% P4 L and T 98%, Reading 91%, Writing 84%, Number 91% P7 Land T 98%, Reading 93%, Writing 90%, Number 88%

How do we know? New Group Reading Test analysis Single Word Spelling Test analysis P3 and P6 Progress in Maths analysis Numeracy Trackers P1-P7 analysis Writing moderation analysis Oxford Reading Criterion Scale analysis Attendance Tracking Ready, Steady, Read (P1) Phonological Awareness Tracking analysis

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2. Summary of our self-evaluation process. Learning Conversations with children Sharing the Standard: Assessment and Moderation Calendar

What are we going to do now?1. Explore Pedagogy in P12: Support Improvement: Pedagogy and Equity3: Raise Attainment in Reading4: MindfulnessIn addition to this, we are looking to review Kelvindale’s Curriculum Rationale and extend and enhance our moderation processes within our LIG and cluster schools.People’s ViewsHow are we doing?

For several years now, we have gathered the views of our stakeholders through questionnaires to establish a holistic view of the progress we have made and our next steps.

Parents are also invited to give their opinions by e-mail and a suggestion box. Parents are invited throughout the school year to give opinions through the school newsletter and letters home e.g. Pupil Equity Fund, consultation on a new school in the West End, and the retention of the chalets.

We have a well-established Pupil Council where pupils give their views via their Pupil Council Representative questionnaires and surveys. There are other well established focus groups for the children to give their views e.g. Eco Team, PEPASS Committee. Individual pupils can put suggestions in the put in the Red Box. Pupils are also consulted through Assemblies. Each pupil completes a Pupil Questionnaire annually.

Staff views are sought on a regular basis through Teaching Staff Meetings, Support for Learning Worker Meetings, Clerical Meetings and INSET days.

Pupils know that their voice is heard and are able to confidently express their views.

How do we know? Individual Pupil Questionnaires (June 2017) Parent Questionnaires (June 2017) Parent Council Minutes Parent Teacher Association Minutes The Self Evaluation Process with teaching and non-teaching staff Minutes of Meetings (Clerical, Teaching Staff, Support Staff)

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2. Summary of our self-evaluation process. Professional Dialogue Learning Conversations Annual PRD process Support Staff CPD Reviews Sharing the Standard: Assessment and Moderation Calendar Feedback from Mindfulness Sessions Children from P1-P7 have the opportunity to represent their fellow pupils in a wide range of groups and committees. Children are

elected to these groups by their peers and we endeavour to ensure that different children are given the opportunity. Pupil Council Eco Committee Fair Trade Committee JRSOs PEPASS representatives Media Team

What are we going to do now? Through our work with Deirdre Grogan (Strathclyde University) we aim to further enhance pupil voice within the classroom. Pupils will

take ownership of their learning environment through creating learning zones and recording learning journeys. We will establish a staff and pupil focus group to evaluate our current Achievement Folders. P7 Ambassadors. We will continue with Pupil Groups and adapt the next Pupil Questionnaire to include questions on Pupil Groups. We will start to collect Family Feedback at Workshops/Open Evenings.

Direct ObservationHow are we doing?

Quality Assurance procedures including Learning Walks, Classroom Observations, Pupil Conversations show that the majority of our children can talk confidently about their learning

The majority of our learners are confident, well-motivated, enthusiastic and conscientious participants in their learning.

Collaborative approaches to learning are well established in classrooms. The majority of children are offered a range of active learning opportunities across the curriculum.

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2. Summary of our self-evaluation process.How do we know?

Sharing the Standard: Assessment and Moderation Calendar (Quality Assurance visits, Learning Walks, Peer Observations) Strategic Block Planners and a Collegiate Approach to Forward Planning Assessments Short term, medium term and long term planning Professional judgement Through self-evaluation in June 2017, most school staff gave school average rating of “good” for each aspect of 2.3.

What are we going to do now? Foster stronger links with local nurseries in order to share approaches to learning. Establish a different pedagogy for P1, a Play based approach to learning in P1 to ensure more depth and consistency of learning. As part of our Play Based Approach, P1 will undertake a soft start. This will enhance Nursery-P1 transition, to ease congestion at the

infant entrance and to foster parent/care relationships. We will involve all teaching staff in Improving Pedagogy and Equity (TLCs) All Teaching Staff will use Formative assessment strategies in their own classrooms We will expand upon our Sharing the Standard: Assessment and Moderation Calendar. We will continue to use the Strategic Block Planners and work on bundling Experiences and Outcomes. We will use the Moderation Cycle to plan, teach and asses using the Benchmarks to help with this. We will continue to use professional judgement as part of this process. We will develop a new Curriculum Rationale for Kelvindale Primary School.

Through this data we have identified our four School Improvement Plan priorities, directly linking to our Pupil Equity Funding.Priorities for development:1: Exploring Pedagogy in Primary 1

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2. Summary of our self-evaluation process.

2: Supporting Improvement-Pedagogy and Equity

3: Raising Attainment in Reading

4: Mindfulness

3. Action Planning

No. Quality Indicator Priority

1 1.3 Leadership of Change2.3 Learning, Teaching and Assessment2.5 Family Learning2.6 Transitions

Exploring Pedagogy in Primary 1 Reflect on how young children learn Adapt the learning environment to suit Engage families in pupil learning Raise attainment and achievement in P1

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Staff leading on this priority – including partners Resources and staff developmentGillian Roulston (Acting Depute Head Teacher) Deirdre Grogan from Strathclyde University working with P1

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Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

1. Reflecting on How Young Children Learn Training session led by Deirdre Grogan Background reading - Julie Fisher (2014) - Moylett

(2015) Active Learning (Curriculum for Excellence)

June 2017 P1 staff (and all teaching staff interested for their own CPD) to attend training with Deirdre Grogan on ………..

Learning Environment Planning (Long, middle & short term) Evaluations

2. Planning the Learning Environment Training session led by Deirdre Grogan Background Reading - Reggio Emilia, High

Scope)

August 2017 Learning Environment High Level of Engagement Planning (Long, middle & short term) Quality Assurance Visits Parent Presentation Family Feedback

3. Exploring the Quality of Learning Experiences Sustained Shared Thinking Teacher Led, Teacher Initiated, Child Led

August 2017 Learning Environment High Level of Engagement Planning (Long, middle & short term) Children taking ownership of their learning Quality Assurance Visits Magic Moments AiFL Questions Ready Steady Read Phonological Tracking

4. Planning for Quality Teaching November 2017 Learning Environment High Level of Engagement Planning (Long, middle & short term) Quality Assurance Visits Magic Moments Assessment is For Learning Questions Ready Steady Read Phonological Tracking

Deirdre Grogan (Strathclyde University) teachersCurriculum ResourcesNatural MaterialsFurniture

No. Quality Indicator Priority

2 2.3 Learning, Teaching and assessment3.2 Raising attainment and Achievement

Supporting Improvement: Pedagogy and Equity Raise attainment and achievement Establish Teaching Learning Communities as a professional learning model for improvement Give teachers confidence in understanding the importance of reflecting on and improving pedagogy

in particular in relation to those messages identified through research Embed these into regular every day practice to ensure measurable improvement for learners

Tasks to achieve priority Timescaleand checkpoints

Evidence of Impact > (data, observation, views)

1. Creation of TLC Identify members and leaders

August 2016 PRDs and CPD Record

2. Professional Discussion Focusing on Learning

October 2017 Teachers plan for, share and ensure that the learners understand the focus of the learning and the criteria for successful learning

Learning Walks Learning Conversations

3. Professional Discussion Evidence of Learning – practical techniques

December 2017 Teachers use questioning, discussions and tasks to motivate learners, encourage deep thinking and to find out where the learners are in their learning

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Tasks to achieve priority Timescaleand checkpoints

Evidence of Impact > (data, observation, views)

Quality Assurance visits Learning Conversations Monitoring jotters Writing Moderation

4. Professional Discussion Evidence of Learning - Quality questions and planning your evidence

March 2018 Teachers use questioning, discussions and tasks to motivate learners, encourage deep thinking and to find out where the learners are in their learning.

Peer Moderation visits Learning conversations Attainment Meetings Writing Moderation

5. Professional Discussion Feedback that moves learning forward

May 2018 Teachers give feedback in a way that identifies strengths and next steps in an ethos where errors are welcome

Wall displays Learning Conversations NGRT Reading Assessments Oxford Reading Criterion Scale SNSA

Staff leading on this priority – including partners Resources and staff development

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Arthur Lynas (Class Teacher)Victoria Cockburn (Acting Principal Teacher)Ashleigh Prentice (Class Teacher)Sheila Thompson (Acting Principal Teacher

‘Embedded’ by Dylan WilliamDylan William Master Class for leading staff: 12.9.17 and 14.9.17Workshops for leading staff: 4.10.17, 29.11.17, 28.2.17, 16.5.17TLC workshops 9 hoursTLC update sessions with all staff 7.2.18, 25.4.18, 13.6.18

Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

1. Raising AwarenessStaff awareness of need to raise attainment in reading.

Feb 2017 Self-Evaluation Forward Plans Quality Assurance visits

2. Creating of Reading Pathways Literacy Working Party Literacy for All (Glasgow’s Attainment Challenge)

courses

June 2017 Long term and short term planning Teaching and Learning

3. Identifying, implementing and tracking reading progress

Standardised assessment – New Group Reading Test Holistic assessment – Oxford Reading Criterion scale KPS Reading tracking

May 2018 Attainment meetings Planning - Reading pathways

4. Reading MaterialsIdentification and purchasing of relevant and challenging reading materials

June 2017 Forward Plan Book banded libraries increased engagement of learners Teaching and Learning

5. Word Attack Strategies Further increase staff knowledge and skills -word attack strategies

INSET DAY 1 Learning conversations Learning environment – reading tools Increase in attainment

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No. Quality Indicator Priority

3 2.4 Personalised Support3.2 Raising attainment and Achievement

Raising Attainment in Reading Raise standards in Reading for all learners Further increase teacher knowledge and skills in the teaching of reading Increase Reading Mileage and the Enjoyment of Reading with the children

Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

Quality Assurance visits6. Reciprocal ReadingFurther increase staff knowledge and skills -Reciprocal ReadingTeam Teaching P3-7 (2 x 45minute sessions)Parent Workshops P2& P3 and P4-P7

INSET DAY 1 Learning conversations Learning environment Increase in attainment Increased engagement of Learners Parental Partnerships Quality Assurance visits

7.Sharing the Standard Moderation visit to St Saviour’s Primary

September 2017 Sharing the Standard

8. Increasing Reading MileageTo foster a lifelong love of reading

Kelvindale Reads (P1 & P7) First Minister’s Reading Challenge Library revamp Infant Book banded libraries Author visits

January 2017 Increased engagement of Learners Learning from others Increased attainment Learning Conversations

9. Digital LiteracyFurther increase staff knowledge and skills of Digital Literacy

purchase I pads appointment of P7 Digital Ambassadors

INSET 4 Increased engagement of Learners Increased attainment Learning and Teaching

10. Close ReadingFurther increase staff knowledge and skills with close reading

INSET 4 Increased engagement of Learners Increased attainment Learning and Teaching

11. Reading Recovery Train ASL teacher in Reading Recovery

Attend intensive training with UCL tutor Impact on 2 groups x4 P2 children ASL teacher cascade knowledge and skills to teachers

September onwardsINSET 4

Parent partnerships Increased engagement and attainment of targeted

children

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Staff leading on this priority – including partners Resources and staff developmentGillian Roulston (Acting Depute Head Teacher)Barbara Matheson (Acting Head Teacher)Sinaid McCreadie (Depute Head Teacher from January 2018)Sophia Salt (Support for Learning Teacher)

Age-appropriate books for less able readersReading Recovery Training for Sophia SaltNew class libraries for all classes with books for Reading for EnjoymentNew Group Reading TestI-pads(PTA will be purchasing)

No. Quality Indicator Priority

4 1.4 Staff well-being and pastoral support2.4 Personalised Support3.1 Ensuring Wellbeing, Equality and Inclusion

Mindfulness

Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

1. Awareness Raising for all staffWhole staff Mindfulness Session on Inset Day 4 with 1 hour staff follow-up session.

15th February 201728th March 2017

These sessions were very positively received by almost all staff (teaching, support and clerical) and several requested more training.

2. Awareness Raising for ParentsI hour introduction to Mindfulness for Parents.

28th March 2017 Positive feedback from Parent Questionnaires on this session.

Almost all parents attending were keen for school to take Mindfulness on further.

3. Mindfulness for Staff8 week Mindfulness course for all staff-8x 2 hour sessions

7th September 2017 -15th November 2017

The majority of staff members from teaching, clerical and support staff requested more training on Mindfulness as part of their own CPD.

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Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

plus afternoon retreat on Inset Day 3. The majority of teaching staff have identified Mindfulness as an area within their PRD.

The majority are undertaking 16 hours of their CPD on Mindfulness.

We will seek the qualitative views of staff participating in programme.

Questionnaire for all staff who are participating in programme.

4. Youth Mindfulness8 week Youth Mindfulness, Kids Programme.2x1 hour lessons per week for 2 P6 classes and 2 P7 classes.

Week beg 4th Sept – Week beg 13th Nov 2017

Youth Mindfulness Questionnaire for all pupils in September, November and June.

Teachers in P7 classes adopting Mindfulness practices in P6 and P7 classes.

Targeted children Qualitative views of P6 and P7 staff based on HIGIOS 4

Quality Indicators. Teachers to complete individual profiles for targeted

children at beginning of and end of the Youth Mindfulness sessions and in June 2018. This will based on the Attunement Profiles from “Applying Nurture as a Whole School Approach”.

Boxall Profile for targeted children at beginning of and end of the Youth Mindfulness sessions and in June 2018.

6. Taking Mindfulness Forward in Kelvindale Staff invited to be a Mindfulness Mentor as a Personal

and Professional Development Opportunity. P7 Mindfulness Ambassadors appointed.

November 2017 Mindfulness Mentor(s) to have collegiate discussions with staff about Mindfulness and will advise staff about resources etc.

Short Mindfulness sessions for staff at INSET days. Pupils take short Mindfulness sessions with individual

classes not involved in original Youth Mindfulness project.7. Taking Mindfulness Forward in Kelvindale with parentsMindfulness for Parents workshop for parents with input from staff and pupils.

March 2017 Family Feedback on session on impact and suggesting next steps.

On- going dialogue with Parents via Parents Annual Questionnaire and Annual Report feedback.

8. Measuring Impact June 2017 Assess and analyse data.

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Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

Reissue Staff Questionnaire on Mindfulness to assess on-going impact.

Staff leading on this priority – including partners Resources and staff developmentSarah Maclean (Acting Depute Head Teacher till December 2017)Sinaid McCreadie (Depute Head Teacher from January 2018)Michael Bready from Youth MindfulnessLorna Walker from Youth Mindfulness

Course Manual for staff participants and access to on line audio meditations.

Youth Mindfulness 2 hour Introduction to Mindfulness for staff (15.2.17) 1 hour staff follow up session (28th March 2017) 1 hour parent presentation (28th March 2017) 8 week Mindfulness course for all staff-8x 2 hour

sessions plus afternoon retreat on Inset Day 3 8 week Youth Mindfulness, Kids Programme. 2x1 hour

lessons per week for 2 P6 classes and 2 P7 classes

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