Standards, Quality and Improvement Plan

Bruntsfield Primary School

Boroughmuir Cluster

Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context of Bruntsfield Primary School

Vision and Values We shall endeavour to create an inclusive educational environment of the highest quality which

Values and respects each individual Provides children with the necessary skills for life Works in partnership for the benefit of all Promotes Wisdom, Justice, Compassion & Integrity

School Aims: We aim to:

provide the highest possible standard of teaching and learning experiences to encourage all pupils to develop as successful learners, confident individuals, responsible citizens and effective contributors

facilitate pupils and staff to achieve their full potential and celebrate achievements create a stimulating, enjoyable and secure environment, built on mutual respect create an environment where pupils, parents and carers, staff and partnership services and agencies work together,

show respect for, participate and contribute to the life of the school and wider community develop an awareness and understanding of local and global issues

Curriculum: We aim to be guided by the ‘Principles for Curriculum Design’ outlined in a ‘Curriculum for Excellence’ which are:

challenge and enjoyment breadth progression depth personalisation and choice coherence relevance

In short, our vision for all pupils and staff is to:

‘Be the best you can be………achieve your personal best!’

The School in Context

Bruntsfield Primary School is a large City Primary School that prides itself on its strong co-operative links with parents, carers and the community, its friendly, warm and welcoming atmosphere and its rich curriculum. Our pupils represent a wide cross section of society and this makes for a very stimulating and culturally rich school environment.

The current Management Team comprises the Headteacher, two Depute Headteachers (DHT), one Principal Teacher and a new temporary Business Manager, following the retirement of our Business Manager in October. (Recruitment will be completed next session, following the City Business Review). One DHT starts maternity leave in June 2017, having been in position for two years. The Principal Teacher will be Acting DHT, increasing her hours from three days to four days per week. Appointed class teachers will share the Acting Principal Teacher remit.

This session, we have twenty classes, a Support for Learning Teacher, who started in October 2016, a part time Support for Learning Teacher, one-day support from an English as an additional language teacher (EAL), who replaced the existing EAL teacher who was seconded to the CEC ASL Team. This will change in June, due to the reorganisation of staff into Localities. Fifteen pupil support assistants provide support for pupils and teachers via a variety of learning and teaching activities and supervision during morning break and lunches.

There is a new Office Team, which comprises of a School Administrator and a Clerical Assistant. We have two Service Support Officers, who work in the school, maintain the swimming pool and look after weekend and evening lets. There are specialist teachers for PE, swimming and a variety of other sports instructors throughout the year. We benefit from cello and violin Instructors for music.

To meet the demand of rising rolls over the last few years, we created four additional classrooms, by splitting the largest rooms into two classrooms and reducing our general purpose spaces and resource bases considerably. A further classroom will be created in July 2017 to give twenty-one classrooms. £39 600 has been granted to the school from the Pupil Equity Fund, projects are detailed in the 2017-2018 Improvement Plan.

The Parent Council are very supportive and fully involved in the life and work of the School and local community. They lead a wide range of After School Clubs, plus a variety of social and fund raising events for families and work with the Headteacher to realise our School Vision.

Kidzcare provide a Breakfast Club and an After School Club (child care service) and hold a let for ninety children within the school in the afternoons. They also have use of the Annex building situated in the rear playground, which they share with the Community Nursery.

For further information, please visit our website.

School Priority 1: Ensuring Wellbeing, Equality and Inclusion NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver: School Improvement, School Leadership, Parental Engagement

HGIOS4/HGIOELC QIs: Identified Themes 1.2: Children and young people leading learning1.3: Strategic planning for continuous improvement2.3: Effective use of assessment2.3: Planning, tracking and monitoring2.5: Engaging families in learning3.1 Ensuring Wellbeing, Inclusion and Equality

Progress and impact: Very good progress has been achieved by developing and applying a whole school approach in Relationships: Positive Behaviour, Anti-Bullying and Building Resilience, in line with current national and local policy and research. Consultations were organised to gather views, audit practice, develop focus groups and complete next steps. Information evenings, with parent representatives for each class, proved successful in engaging the school community to following a consistent approach to emotional wellbeing.

All staff participated in professional learning sessions on emotional wellbeing, conflict resolution and GIRFEC training. HWB curricular overviews were updated to reflect Building Resilience Themes. Resources were created and purchased. Rights Respecting Schools training developed staff knowledge. Rights Respecters (pupils) identified UNCRC articles to be the ‘Right of the Month’ which was shared each month at Gatherings and Assemblies and linked with Building Resilience themes.

The Pupil Council discussed strategies to support positive relationships, resolving conflict and anti-bullying. Anti-bullying posters were designed, reflective peer mediator bibs and mediation signs purchased and Friendship Benches identified. A Playground Charter was created by the Rights Respecters and a Playground Rota by Peer Mediators and Playground Team.

Through engagement with Assembly themes, and follow up class activities, staff noted improved pupil knowledge and understanding of emotional literacy and the rights of others. Feedback and observations from staff, parents and carers noted pupils’ engagement with the Building Resilience ‘toolkit’ and application of strategies to use in ‘down’ times. Almost all pupils are beginning to independently apply the approaches required to build and sustain positive relationships. For some pupils, applying this in the playground remains challenging. Therefore, we shall continue to support pupils and further develop the programme next session.

Next Steps: Develop and implement Year 2 of the Building Resilience Programme Achieve Level 1 Rights Respecting School Award

Cluster Priority 1: Implement the 1+2 Modern Languages Programme: French and German NIF Priority 1+2 Modern Languages by 2020 ProgrammeNIF Driver School Improvement, School Leadership, Teacher Professionalism

HGIOS4/HGIOELC QIs: Identified Themes 1.4 Leadership and management of staff2.2 Development of the curriculum2.3 Learning and engagement2.3 Quality of teaching

Progress and impact: All staff and pupils are fully engaged in learning and teaching French and/or German. Very good progress has been made in pupil’s learning and acquisition of French and German this session. As teachers move stages, time and resources will be allocated to continue to develop teachers’ knowledge and skills in order to build on their and pupils’ prior learning.

Staff continue to share experiences and practice in planning, learning and teaching of French and German within school and across the Cluster. School coordinators shared a summary of their own school experiences with the other Cluster schools in April 2017.Drop in training sessions in French have been extremely successful and staff applied knowledge, learned during this time, to class lessons. German CPD courses were led by Bruntsfield Primary School staff and attended by school, Cluster and CEC teachers.The Parent Council funded (£3000) for a native French drama specialist to work with all classes to promote correct enunciation and build pupils’ confidence in spoken French. Teachers have gained new ideas and strategies from this experience.

Staff use CEC planners and follow CEC’s Modern Languages programme. They link learning to class topics and routines as appropriate. Planning, teaching and assessment will continue to be developed to integrate the Modern Languages Benchmarks.Cluster pupils shared experiences and conversations at the P7 Modern Language Transition Event on Monday 08 May 2017 at Bruntsfield Primary School. Icebreakers, learning activities and conversations were planned to ensure all pupils had maximum opportunities to talk to each other, in French or German, and build relationships.

Mandarin has proven very popular in P3 and P4 and SWIRE funding for this project is secured for next session. Other Cluster Primary Schools are introducing Mandarin next session.

Next Steps: Continue to develop staff and pupils’ knowledge of French from P1 – P7. Continue to develop German in P6 and P7. Continue Mandarin in P4 and P5. Buckstone and South Morningside Primaries will start Mandarin in P5. Complete assessment activities, linked to Benchmarks, to aid transition between Cluster Primary Schools and BHS.

Cluster Priority 2: Raising Attainment in Literacy and Numeracy

NIF Priority Improvement in attainment, particularly in literacy and numeracy

NIF Driver School Improvement, School Leadership, Assessment of Children’s Progress, Performance Information

HGIOS4/HGIOELC QIs: Identified Themes 1.1 Collaborative approaches to self evaluation1.1 Analysis and evaluation of intelligence and data1.1 Ensuring impact on learners’ successes and achievements2.3 Quality of teaching2.3 Planning, tracking and monitoring3.2 Raising Attainment and Achievement

Progress and impact: Our attainment trends over the last few years have compared very well with comparator schools and almost all pupils have made very good improvements in literacy and numeracy between P1 to P4 and P4 to P7. High achievements in CfE levels, in all areas of the curriculum, have been sustained with almost all pupils achieving the level appropriate to their stage. Stage partners work very well together to plan and moderate learning across all areas of the curriculum. Good links are established across the Cluster, as staff have worked together to agree a quality of standard in literacy and numeracy at each level.

Assessment data is used effectively by the Headteacher and Management Team to ensure the learning needs of each pupil are identified and resources to support learning allocated effectively in order for each individual pupil to achieve their full potential. Very good support is in place from the Additional Support for Learning Team, pupil support assistants and partnership services to ensure all individual needs are well supported and all pupils achieve outcomes agreed in their additional support plans.Staff use both formative and summative assessment data diagnostically to meet each pupil’s needs and to plan learning at a supporting and challenging level for each pupil, group or class. Pupils and staff use ‘Assessment is for Learning’ (AiFL) strategies, such as ‘Wait Time’, ‘No Hands’, ‘Traffic Lights’, etc., to celebrate successes and identify next steps. Learning discussions between teachers and/or pupil support assistants and pupils are effective when linked to learning intentions and success criteria.

Nursery literacy and numeracy trackers, baseline assessments, discussions with and visits to nurseries, along with child planning meetings, have ensured a smooth transition from Nursery to Primary. Teachers work together to ensure very good transition between stages. Programmes are in place to ensure successful transitions from Bruntsfield to Boroughmuir and other High Schools.

Next Steps: Agree a core programme of learning in literacy and numeracy with Cluster Schools. Design and trial assessment resources, linked to Benchmarks, to ensure moderation and quality of standard. Further develop AiFL: focusing on ‘Feedback’ from teachers to pupils in literacy and numeracy and encourage all children to

talk about their learning and next steps.

School Priority 3: Autism Training (continue training from previous years)NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver School Improvement, Teacher Professionalism, Parental Engagement

HGIOS4/HGIOELC QIs: Identified Themes 1.1 Ensuring impact on learners’ successes and achievements1.3 Strategic planning for continuous improvement2.4 Universal and targeted support 2.7 Impact on learners3.1 Ensuring wellbeing, equality and inclusion

Progress and impact: Personalised support and learning plans are designed and implemented to ensure autistic pupils’ needs are fully met, ensuring inclusion and equality for all. The Autism Toolkit is used to identify each pupil’s needs and new referrals are made through the ASL Team using CEC pathways to support. The school works effectively with parents, carers and partnership services to support and meet the needs of individual pupils to allow them to progress in their learning. The Learning, Language and Communication Team, educational psychologist, speech and language therapists and CEC’s ASL Team advise teachers and pupil support assistants on learning and teaching approaches, programmes of learning and resources best suited to meet individual needs.Support may include: social stories for transitions, pictorial educational communication symbols (PECS), visual timetables, Boardmaker, a tent and workstations for personal space, time out space in GP Base, plus group support focusing on ‘Emotions Talks’, social skills and/or gross or fine motor skills. Enhanced transition programmes are in place for pupils moving classes or schools and effective transition between Bruntsfield and Boroughmuir High School ensure pupils have as smooth as possible transition from P7 to S1.

CPD training is updated annually for all staff on next steps, strategies, approaches and new resources. Additional training is provided, as appropriate, for staff to develop the skills necessary to meet the individual needs of pupils in their classes. Strategies implemented are monitored and evaluated by line managers, the ASL Team and partnership services. Successes and next steps in learning are shared with parents, carers and partnership services at Child Planning Meetings.In addition to school support and Child Planning Meetings, the CEC ASL Team offer additional support meetings/workshops to parents and carers. Parents tell us they welcome this opportunity to meet, share ideas and build friendships with other families within the city.

Next Steps: Refresh staff on Autism Toolkit and provide training for new staff. Plan programme of learning and support for pupils with autism. Provide additional CPD for teachers and pupil support assistants to support individual needs in their classes.

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

Leadership And Management Overall1.1 Self-Evaluation for Self-Improvement √ √ √ √

1.2 Leadership of Learning √ √ √ √

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff √ √ √ √

1.5 Management of Resources To Promote Equity √ √ √

Learning Provision 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 √ √ √

Successes and Achievements3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability √ √ √

Key Areas for School Improvement

NIF Priority 1: Improvement in Attainment, Particularly in Literacy and Numeracy.

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Analysis and evaluation of intelligence and data2.3 Effective Use of Assessment2.3 Planning, Tracking and Monitoring3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in literacy numeracy Overall Responsibility Cluster Coordinators

Outcomes There will be improved attainment in numeracy at Early,1st, 2nd 3rd Level. All staff have a shared understanding of CfE Levels (and use Benchmarks to aid assessment and transition)Children use Feedback from teachers to help achieve next steps in learning.

Tasks By Whom Resources Time Impact/ Progress

DHTs to meet to plan August IS Day and development programme in literacy and numeracy.

Cluster DHTs Literacy CL (BHS Maths CL (BHS)

Planning time 5 June 2017

Overview of role of QAMSOs.and use of benchmarks and

Cluster staff work together to review the learning journey in literacy and numeracy.

QIEO: Stephen Gilhooley

All staff

Inservice Day: AM

Benchmarks CfE E&O Achievement of a

Level Poster

15 August 2017

Cluster staff work together to plan the learning journey in literacy and numeracy.

QIEO: Stephen Gilhooley

All staff

Benchmarks CfE E&O

Inservice Day: 15 August 2017 23 October 2017

Coordinators deliver the core curriculum and support staff to design and appropriate range of holistic assessments in literacy and numeracy.

School literacy and numeracy coordinators

All teachers in cluster schools

Big Writing TJ Maths SEAL CfE E&O Assessment

resources

CAT x 3, each 1.5 hours: total 4.5 hours

25 August 2017 08 September 17 05 October 17

Benchmarks Plan CPD on Feedback. Cluster DHTs AiFL Resources

Shirley Clarke &John Hatti Resources

Time in school day

October 2017

Cluster CPD on Feedback delivered by DHTs.

All teaching staff Inservice Day Venue tbc (BPS,

BSPS or SMPS)

23 October 2017: 1.30-3.30pm

Individual schools AiFL programme: develop skills in quality Feedback about their learning.

DHTs in each cluster school

Inservice day: AM CAT: 1.5 hours AiFL Resources Shirley Clarke &

J. Hattie resources

08 January 2018 Tuesday 20

March 2018

Update policies in Planning, Learning, Teaching, Assessment.

All staff at Bruntsfield Primary School

Inservice Day: AM Policies

Tuesday 08 May 2018

Teachers use and evaluate the use of Feedback to raise attainment.

All staff 6 hours individual CPD

Learning dialogues

Ongoing, throughout year

Cluster moderation of literacy & numeracy.

All staff Inservice Day: PM Assessment

resources, Benchmarks

08 January 2018

Complete new standardised literacy & numeracy assessments for P1, P4 & P7.

Benchmark data to be gathered and analysed.

DHTs

HT, DHT, teachers

Allocation of time in line with WTA

Management and Departmental Meetings

May 2018

May / June 2018

NIF Priority 1: Improvement in Attainment: Modern Languages

HGIOS4/HGIOELC QIs/Identified Themes 1.3 Strategic planning for continuous improvement2.3 Learning and engagement3.2 Attainment over time

Priority 1b To raise attainment in Modern Languages (Cluster Priority) Overall Responsibility Class Teachers, Modern Language Coordinators

Outcomes There will be improved skill in learning and teaching French P1-P7, German P6-P6 and Mandarin P4-P5

Tasks By Whom Resources Time Impact/ Progress Plan programme of

learning for Year 3 of French P1-P7.

Modern Language Coordinators

Class teachers CL Modern languages

CAT CPD (teachers

own hours) CEC programme

of learning: French Benchmarks

07 December 17 (1.5 hours)

CPD: 10 hours

Plan programme of learning for German P6 & P7.

Modern Language Coordinators

Class teachers CL Modern languages

CAT Time CPD (teachers

own hours) CEC programme

of learning: German

Benchmarks

07 December 17 (1.5 hours)

CPD: 10 hours

Support teaching of Mandarin in: P4 & P5 (Bruntsfield)P5: Buckstone & SMPS.

Mandarin teacher SWIRE funding for Mandarin teacher

6 hours per week per school (within the school day)

Plan assessment strategies across the Cluster.

Modern Language Coordinators

Class teachers CL Modern Languages

Assessment resources

Benchmarks

4 sessions per school (within the school day)

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

HGIOS4/HGIOELC QIs/Identified Themes 1.5 Management of resources and to promote equity2.5 Engaging families in learning3.2 Equity for all learners

Priority 2 Reduce the attainment and achievement gap for our school Overall Responsibility HT

Outcomes: All staff will be aware of the attainment and achievement gap and have clear plans to meet the needs of each individual pupil.Stakeholders are aware of Pupil Equity Funding (PEF) allocation and how it will be used in 2017 – 2018.Staff use a wide range of performance information to plan programmes of learning to raise attainment and achievement.

Tasks By Whom Resources Time Impact/ Progress Identify the gap for

each year group. Management Team All staff

Insight data Assessment data

May 2017

Share information with all staff.

HT In service day PEF updates and funds

May 2017

Complete PEF proposal for CEC

HT Planning format By 19 May 2017

Discuss pupils in each class and plan targeted intervention to meet individual needs.

Management Team Teachers PSA

Inservice days Planning meetings Attainment meeting Planning dates

May August October December April

Coordinate intervention strategies.

DHT for each department

Departmental meetings Planning meetings

August 2017 September

2017

H&WB programme: Music, Art, Therapy, Social Skills, etc.

PSAs 16 hours per week from PEF funds (4 PSA work in afternoons)

August 2017

Group support in literacy and maths.

Support for Learning Teacher

PEF funding: 2 days teaching Text books: Nelson &TJ SumDog

August 2017 to March 2018

NIF Priority 3Improvement In Children And Young People’s Health And Wellbeing: Autism

HGIOS4/HGIOELC QIs/Identified Themes 1.2 Professional engagement and collegiate working1.3 Strategic planning for continuous improvement2.3 Learning and engagement 3.1 Inclusion and equality3.2 Equity for all learners

Priority 3a: Improvement in children and young people’s health and wellbeing: Overall Responsibility ASL Coordinators

Personalised Support for children with autism (DHTs for Departments)

Outcomes: Children with autism will feel supported and achieving in school.

Tasks By Whom Resources Time Impact/ Progress

Update staff on Autism Toolkit

SfL Teacher Autism Toolkit www.autismtoolkit.co.uk

August 2017

Complete training Autism courses

Management Team

Class teachers PSA

CEC training programme Learning and Teaching

Meetings PSA training

August 2017 Throughout

year October

2017

Plan and implement individualised support for identified pupils

Management Team

ASL Coordinator SfL Teacher PSA Partnership

services

Planning Meetings (each term) CEC: ASL Leader PSA ‘Time out’ spaces PECS Workstations

August October January April

(within the school day)

NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing

HGIOS4/HGIOELC QIs/Identified Themes

1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.1 Arrangements to ensure wellbeing 3.1 Wellbeing

Priority 3a To further develop whole school approach to improving emotional health and wellbeing and building resilience strategies for all.

Overall Responsibility DHT

Outcomes

To improve emotional and social wellbeing outcomes for all. Children to feel safe, healthy, active, nurtured, achieving, respected, responsible and included.

Tasks By Whom Resources Time Impact/ Progress

Staff participate in professional learning sessions on Building Resilience themes for Year 2 & emotional literacy.

DHT Building

Resilience Team

Educational Psychologist

Inservice Day & CAT Building Resilience

Programme: Year 2 Confident Staff, Confident

Children Course GIRFEC Seasons for Growth Restorative Practice

14 August 1708 January 18

CAT x 3, each 1.5 hours (4.5)

08 Nov 17 15 January 18 20 March 18

Build pupils’ knowledge, understanding & skills to develop resilience & emotional literacy.

All staff Pupil Council

Building Resilience Programme Assemblies Follow up class learning

Weekly Assembly & class activities

Parental engagement: develop knowledge, understanding & strategies in Building Resilience & emotional literacy.

DHT Parent & Carer

Class Representatives

Parent Rep information evenings on Year 2 Themes

Building Resilience Resources Information postcards, leaflets

and updates on website Raising Children with

Confidence (parent course)

September 2017

January 2018

Support pupils to apply skills learned in later life.

Partnership Services

Staff ASL Team

GIRFEC Seasons for Growth Emotion Talks, Social Skills Therapy Inclusion Programme

Ongoing – by June 2018

Develop leadership opportunities for pupils.

DHT Staff

Building Resilience Pupil Council Representatives

Rights Respecters Peer Mediators Community Team Leaders Buddies

Ongoing-by June 2018

Achieve Level I of Rights Respecting

DHT RRS Team

Audit information Level 1 Action Plan (completed

Completed by

Schools by promoting and respecting Children’s Rights.

Staff Pupils

over last 18 months) Resources for RRS Inservice Day

February 2018

Use self evaluation to identify and plan next steps

DHT Class teachers Pupils Parents Partnership

services

Building Resilience Health and wellbeing questionnaires

Building Resilience Unit: Assess your progress

March 2018

May 2018

NIF Priority 4 – Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People

HGIOS4/HGIOELC QIs/Identified Themes 1.5 Management of resources and environment for learning 2.3 Learning and engagement 3.3 Digital innovation3.3 Digital Literacy 

Priority 4 Create and embed digital strategy to ensure digital literacy is emphasised across all areas of learning.

Overall Responsibility Headteacher ICT Coordinators

Outcomes Technologies outcomes embedded in learning and teaching.Technology used to close attainment gap. Refresh completed successfully.

Tasks By Whom Resources Time Impact/ Progress Attend ICT strategy

meetings and share information with staff.

Headteacher ICT Coordinators

CEC Courses Staff Meetings Strategy Framework

May 2017 June 2017 Ongoing

Move computer suite to new room.

CEC Staff

Refit of room from CEC to meet rising roles

July 2017

Review ICT hardware in preparation for ICT Refresh.

Management Team ICT Coordinators Staff

 ICT Refresh Plan Budget to replace old

computers

September 2017

£tbc

Complete and share school strategy and refresh with staff, parents and pupils.

Management Team Strategy Framework Staff Meetings Parent Council Meetings Newsletters

Ongoing: once CEC timeframe is set

Training on use of new ICT resources and hardware.

ICT Coordinators DHTs

SumDog for Maths (£2800) Digi Maps (£68) Windows 10

October 2017

Use Technology Benchmarks to plan assessments.

Teachers Benchmarks Ongoing

Monitor use of ICT to raise attainment in maths.

Management Team Staff Pupils

Shared class room experiences

Feedback form staff, pupils

Ongoing