Standards, Quality and Improvement Plan Gylemuir Primary ... · play. This year Sports Reps, led by a PSA, provided organised play activities in the playground. The current School

Standards, Quality and Improvement Plan

Gylemuir Primary School

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

Context Of The School

(Including some or all of the following: school vision, value and aims; local contextual issues; Scottish Attainment

Challenge involvement; School attainment gap: factors affecting progress (e.g. staffing changes/issues); hyperlinks to

key documents, and outcomes from authority review/inspection etc.)

Gylemuir Primary School is a non-denominational primary school built in 1968. The School serves the West area. The catchment area takes in the Gyle Centre and Edinburgh Park. The building includes 2 gym halls, a food base, a library and Additional Support for Learning Base. In August 2016, working in conjunction with the ASL Service and Psychological Services, a Nurture Base was opened within the school. The School Playground provides a variety of surfaces for pupils to play on. The Friends of Gylemuir have worked in conjunction with the school to support a playground development project which has introduced free flow play and a greater variety of play opportunities to suit all pupils needs. This is now delivering a positive change in the playground ethos and encouraging greater creativity and team work in play. This year Sports Reps, led by a PSA, provided organised play activities in the playground. The current School role is 613. There are 17 classes and two nursery classes comprising a maximum of 60 AM and 60 PM pupils. 15 pupils can be accommodated in our Early Years Hub. Staff, parents and pupils collaborated to choose 4 school values: Welcoming, Happy, Supportive and Creative. These values are embedded in the school ethos. Our vision is to provide a nurturing learning environment which encourages and enables pupils to fulfil their potential. The Head Teacher and 3 part time Depute Head Teachers (equivalent to 2 DHT’s) have no full time class teaching commitment. There is 1 teaching Principal Teacher and 1 visiting music specialist. Specialist PE is provided by FHS for P7 as part of our transition programme. Swimming, German and French, Brass and Woodwind are also provided. This year focused teaching in Drama and Science has been provided through the delivery of NCCT. The Support for Learning team (2 part time teachers) is led by one of the DHT’s and has widened it’s remit to include nurture provision. PSA’s are provided with training to enable them to deliver programmes of work devised by SfL, SALT and OT. Providing consistent staffing has been challenging during 2017-18 with long term teacher absences and a high frequency of short term absences impacting on consistent learning and teaching. High levels of absence amongst PSA’s has had a significant impact on the

delivery of many Support for Learning groups, nurture groups and support for pupils with audit hours. A change to personnel supporting the Nurture Base was made during the year to try to provide continuity of care for some of our most vulnerable pupils.

Standards and Quality Report 2017-18

School Priority 1: Improvement in children’s attainment and achievement, particularly in Literacy and Numeracy.

NIF Priority 1 Improvement in attainment, particularly in literacy and numeracy NIF Driver Assessment of children’s progress

Please select the most appropriate QIs HGIOS4/HGIOELC QIs/Identified Themes

1.1 Analysis and evaluation of intelligence and data

1.2 Children and young people leading learning

1.3 Strategic planning for continuous improvement

2.3 Quality of teaching

2.3 Effective use of assessment

2.3 Planning, tracking and monitoring

3.2 Attainment in literacy and numeracy

3.2 Attainment over time

Progress and impact: 1. Attainment meetings now held with CT, SLT and SfL providing more joined up approach and sharing of

information across all relevant parties. This approach enables earlier identification of needs and ways in which to support and challenge. SIMD/FSM and attainment data used to identify targeted groups for support. PSA reading support provided at P3 stage (inconsistent due to absence). Targeted pupils have moved up a reading group. Teacher led reading comprehension support provided at P4 stage to target able learners whose attainment had dipped during the previous session. In 2017 15% of P4 were reading in the ‘high’ range. In 2018 testing indicated that 63% of pupils are reading in the high range.

2. OSIRIS Outstanding Teacher Intervention programme in place for a cohort of 5 teachers. High quality CPD focusing on Engagement, Feedback and Challenge. A positive influence on the quality of Learning and Teaching, effective Feedback and appropriate Challenge has been evidenced. The teachers have led 2 very well received CAT sessions for staff on ways to engage learners in lessons and how to ensure feedback is timely, appropriate and acted upon. Highly effective practice, particularly at P1 and P7 has been shared. Staff across the school have begun to use the same terminology in learning and teaching and

to adopt the ideas shared. HT/DHT cohort learning round identified an overall improvement in learning and teaching practice across the school. QI 2.3 previously evaluated as 3 – satisfactory, now a strong 4 – good.

3. The Literacy Co-ordinator led on the refurbishment of the school library, transforming this into an attractive reading space for pupils. Classes are timetabled now to use the library and pupils have roles as Junior Librarians to support the continued upkeep and development of the library and promote a love of reading across the school.

4. The Maths Development Group have audited and recently purchased new maths resources to support effective teaching. The Maths Co-ordinator has attended CPD relating to embedding the benchmarks, assessment and moderation. Sumdog has been purchased and training provided for all teachers. A recent parent survey gave positive feedback on the use of this as a homework tool. Teachers are able to track usage and accuracy. Best practice has seen this data used to influence the activities set by teachers.

5. We have begun to engage with the Benchmarks. Time was spent on the January INSET doing this. Teachers responded positively.

6. Resources purchased to support high quality learning and teaching – visualisers, Literacy Shed, Education City, early years play resources, reading material.

7. Play in the Early Years Development Group researched and produced a Play Strategy. Play trialled successfully in P1.

Next Steps: 1. Adapt the attainment meeting format to allow for more rigorous follow up on strategies for SIMD/FSM, other

target groups, CIRCLE document action plans, evaluations and other strategy support sheets (e.g. CPM’s, IEP’s, OT).

2. 5 further teachers to take part in the Outstanding Teacher Intervention programme. Develop and embed a new Learning and Teaching policy with expectations for ‘must have’s’ in the classroom and in lessons. Peer learning rounds developed to share and embed effective and consistent practice across the school. Continue to use the Teaching Backwards book as a CPD and professional reading resource. PT to lead on Learning and Teaching and curriculum development.

3. The Literacy Co-ordinator has produced an action plan to develop a reading culture and the systematic teaching of reading comprehension skills across the school during session 2018-2019. It is planned that the Literacy Co-ordinator will have a block of time out of class to facilitate this.

4. The Maths Co-ordinator and Maths Development Group will drive forward our whole school approach to planning and assessment during session 2018-19. Current maths planners will be re-evaluated. More real-life and practical contexts for learning maths will be explored, in particular the delivery of word problems. Attainment data will be analysed to identify key weaknesses at individual stages to allow targeted support. The use of Sumdog will continue to be embedded to support the teaching of maths within school. It is planned that the Maths Co-ordinator can have a block of time out of class to facilitate the delivery of high quality maths lessons. Weekly 45 minute NCCT slots throughout the session will focus teaching mental maths and problem solving skills, using SEAL and Mental Agility Guidelines as a framework for progression.

5. Literacy and Maths Co-ordinators and Development Groups to look at how to embed the Benchmarks within the school.

6. Embed use of new resources. P1 and P2 environment changed to create increased opportunities for shared learning and more effective use of indoor and outdoor space for learning. Pilot Leuven scale for involvement and wellbeing during transition from nursery to P1 and P1 into P2.

7. Planned play opportunities embedded at P1 and extended into P2. 8. Analysis of data and collaborative work with Oxgangs PS (comparator school) by HT/PT to examine what

has had an impact in maths and literacy attainment. PT remit includes analysis of annual attainment data and next steps for whole school and individual stages or classes. Liaison with ASL team required.

School Priority 2: Closing the Attainment Gap

NIF Priority 2 Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Assessment of Children’s Progress


1.3 Developing a shared vision, values and aims relevant to the school and its community

2.3 Quality of teaching

2.4 Targeted & universal support

2.4 Removal of potential barriers to learning

3.2 Equity for all learners

3.2 Attainment over time Progress and impact:

1. Pupils at risk of not fulfilling potential identified at attainment analysis CAT session and through joined up approach to attainment meetings. Children targeted for support, appropriate type of support identified through CIRCLE checklist and professional dialogue. Input tracked. HWB analysis of impact trialled with a few groups, impact also measured through standardised assessment. Wide range of support measures available – nurture groups, literacy and numeracy support, Seasons for Growth and Language across the Curriculum (EAL project) – to classes, groups and individuals. The Language across the Curriculum has delivered a reduction in teacher presentation, a reduction in off task talking and an increase in independent working in the classes in which it was trialled.

2. SIMD/FSM data shared with teachers and referred to in attainment meetings. All staff now aware of and take this information into account. Free Active School Club places offered to SIMD pupils, free Coding Club places offered to pupils with low wider achievement opportunities. Poor uptake from eligible pupils. Positive feedback from one family for Coding Club – improved sibling relationship, improved engagement and discussion with family. 1 in 5 Poverty document shared with staff.

Next Steps: 1. Further strengthen the procedures in place for identifying and responding to pupil needs. Continue to

identify and respond to training needs of staff. Embed robust use of CIRCLE document and consistent

practice for measuring and recording impact of interventions. Ensure focus remains on identified SIMD/FSM pupils.

2. Newly appointed Acting PT to take on role of Equalities Co-ordinator with responsibility for delivering on 1 in 5 Poverty document (along with SfL teacher) and ACE’s. Language across the Curriculum project to continue to be rolled out across the school. Acting PT to team teach and support teachers in planning and delivery of language rich lessons 1 day a week. Nursery strategy to reflect our multicultural and diverse service.

3. Inclusive Practice training to be provided by ASL and Ed Psych early in new session.

School Priority 3: Improvement in children’s HWB, including support of pupils with ASD.

NIF Priority 3 Improvement in children and young people’s health and wellbeing NIF Driver Assessment of Children’s Progress


1.3 Developing a shared vision, values and aims relevant to the school and it’s community

2.4 Targeted & universal support

3.1 Wellbeing

Progress and impact: 1. Building Resilience programme introduced and shared with whole staff at August INSET. Resources

provided. Assemblies and homework activities led by DHT. HWB parental survey at beginning of school year and parental feedback on Building Resilience programme gathered in Spring term. In a parent survey in the Spring term 208 parents out of 223 who responded felt that the Building Resilience programme had had a positive impact on their child/ren. Language of Building Resilience used across the whole school. SLT consistency in restorative approaches.

2. 2 SfL teachers and 1 PSA received authority nurture training. Nurture Base developed to support more groups of pupils. Support inconsistent throughout the year due to exceptionally high level of staff absence. This has had a negative impact on key pupils who attend a daily soft start group. The staffing of the nurture base was changed in May to try to deliver greater consistency.

3. Staff feedback on behaviour/relationship concerns led to SLT attending Bill Rogers day. January INSET work on behaviour using Bill Rogers videos. DHT attended Paul Dix conference. School signed up to work with Pivotal Education for 2018-19. School health check and report completed by Pivotal in June 2018. DHT and PT attended 2 day train the trainer course.

4. CIRCLE document used in Attainment Meetings. Staff have a wider range of strategies to support pupils at their disposal. Staff are responsive to the needs of most children.

5. HWB Development Group introduced Sports Reps Group led by PSA co-ordinating playground activities. Group working towards Sports Scotland Silver Award.

6. Outdoor Learning Development Group have developed ideas for outdoor learning and shared with staff. Staff understand the benefits of outdoor learning but many still do not feel confident in using outdoor

spaces. P1 and P3 stages have used outdoor learning effectively to engage their learners. Confident teachers have buddied up with other classes to support outdoor learning. Outdoor Learning day organised in May which saw the majority of classes engaged in outdoor activities. Observations of playground play show engagement in den building, water play, scooters and ride ons and imaginative use of loose parts. Greater and more successful collaborative and problem solving play across the ages.

7. New Educational Psychologist and ASL Service Leader appointed. Support has been mixed during the year as new working relationships are developed.

Next Steps: 1. Building Resilience programme to be followed up in class consistently across the whole school. 2. Develop consistent approach towards adult-pupil relationships through engagement and training with

Pivotal Education on August INSET day and through CAT sessions led by DHT and PT. 3. DHT and 1 PSA received authority nurture training. Review of success of nurture groups and organisation

of base for session 2018-19. 4. CIRCLE document to be used more consistently and robustly with actions reviewed and assessed for

effectiveness. This to be done through professional dialogue at Attainment Meetings.

5. Sports Rep Group to continue to lead on pupil inspired activities and actions.

6. Outdoor Learning Development Group to continue to develop resources and ideas for teachers within

school grounds. Develop outdoor learning in the local community. Plan for lead teacher to have block of

time to team teach across the stages and to provide training for PSA’s. Continue to encourage and develop

PSA engagement and confidence in playground play.

7. Child Protection update training before Christmas 2018.

8. Review transition procedures to ensure passing on of information is robust and includes all information for

a pupil.

School Priority 4: Improvement in employability skills

NIF Priority 4 Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver Assessment of Children’s Progress


1.2 Children leading learning

3.3 Increasing employability skills

3.3 Creativity skills

Progress and impact: 1. August and October INSET presentations about creativity in education (Sir John Jones and Sir Ken

Robinson). Staff encouraged to consider the place that relationships, creativity and skills development have within the curriculum and how this can influence classroom practice. Skills Wheels adapted in Early Years. Gylemuir Gatherings consistently providing creative learning experiences for pupils. In a parent survey in the Spring term 95 out of 109 parents who responded felt that Gylemuir offered a range of creative learning opportunities for their child/ren.

2. Leadership roles developed for pupils during the year – Junior Jannies, Junior Librarians, The IT Crowd etc. Pupils complete application forms and interview for posts. Many pupils keen to take on roles. Wide variety of pupils applying for a leadership position – all those successful performing jobs conscientiously, allowing pupils to experience success and purpose at school whilst developing life skills. Lloyds Banking Group volunteers spent half a day with each P6 class on CV and interview skills practice. Teacher feedback on usefulness of day was very positive.

Next Steps: 1. Continue to encourage creativity and engagement in learning – responding to pupil interests, developing

real life contexts for learning, using the outdoors and technology to support learning. Use Ted Talks to inspire and provoke thought. Continue with Gylemuir Gatherings.

2. Expand leadership roles to include Gylemuir Gardeners. Explore possibility of introducing Friday sessions where across the whole school pupils develop skills, carry out leadership and enterprise roles e.g. running a community café.

3. Develop skills for work within the nursery e.g. developing role play areas, invite parents in to speak about careers, use of early years Skills Wheel.

4. Continue links with the local community – Claycotts Care Home.

Self Evaluation 2017 – 2018

Quality Indicator School Self – Evaluation

2017 - 18

Inspection Evaluation

(If during 2017-18)

Nursery Self – Evaluation 2017 - 18

Inspection Evaluation

(If during 2017-18)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 3

2.3 Learning, Teaching And Assessment 4

3.1 Ensuring Wellbeing, Equity And Inclusion

3

3.2 Raising Attainment And Achievement 4

2.4 Personalised Support 4

2.7 Partnerships 4

Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £38,673. There is a carry-forward of £18,927 to

session 2018-19. This spend is deemed exceptional and the plans for this spend are outlined in the school

improvement plan for 2018-19 and coded green.

1.3 Evaluative comment on school’s capacity for continuous improvement:

Developing a shared vision, values and aims relevant to the school:

• The majority of staff show commitment to our shared educational values and professional standards. Our school values –

Welcoming, Supportive, Creative and Happy – are regularly referred to by most adults and pupils and underpin the school ethos

and vision of providing a nurturing learning environment for all pupils. Our vision has evolved through increased awareness of the

social, economic and cultural context in which our pupils live alongside greater awareness of current educational thinking, policy

and good practice. Ted Talks and inspirational speakers are used to provoke thought and encourage reflection and debate on

practice. The SLT recognise and has planned for further opportunities for staff to develop their understanding of the factors

affecting pupils within Gylemuir Primary and how we, as a community, should respond to these needs. The SLT are fully

committed to supporting all staff on the journey to embrace the school values and have developed a plan responsive to school

self-evaluation to enable this to happen.

Strategic planning for continuous improvement:

• There is an environment that encourages staff who express a desire to develop and take responsibility for implementing change.

Staff feel confident in sharing ideas and proposals with the SLT and are actively encouraged to take responsibility and initiate

informed changes to practice, working collegiately and referring to SLT for guidance when required. Staff led Development

Groups, involving all teachers, are beginning to drive forward change in a number of important areas. PSA’s are provided with

cluster wide training opportunities at each INSET day, training is provided within school by the ASL Team and they are

encouraged to participate in relevant CPD sessions. PSA’s have been encouraged to adopt leadership roles – leading the Sports

Reps and application for Sports Scotland Silver Award, managing the school library and developing the Secret Garden along with

pupils. SLT recognise the need to manage change and are becoming increasingly focused on remaining on task. Self-evaluation,

using the HIGIOS 4 challenge questions, has been embedded into CAT sessions and INSET days. Protecting professional

dialogue time and acting on self-evaluation results are recognised as next steps for the SLT.

Implementing improvement and change:

• Creativity and innovation are promoted and supported. This session staff have been encouraged to develop a practitioner enquiry

approach to change. This will be developed further during 2018-2019. Strategies to monitor and evaluate the impact of change

have been developed during this session – with greater emphasis placed on consultation with pupils and parents.

Impact of PEF 2017-2018:

• Whole school ethos of attainment for all:

o Developing and embedding nurture ethos

o Language across learning project led by Louise Ret

• Address behaviour and attendance:

o Review of behaviour policy

� Bill Rogers conference

� Paul Dix conference

� Sophie Lowe leading

• High quality teaching for all:

o OSIRIS developing teachers professional development - building teacher capacity

o Improving resources to support learning experiences – visualisers, Literacy Shed etc.

• Meeting individual learning needs:

o Developing and embedding nurture ethos

o Developing use of the Nurture Base to support different individuals

o Building Resilience whole school programme led by Sheena McArthur

o Developing play within the early years

o Developing ASL team within school led by Sheena McArthur

o New tracking procedures introduced

• Deploying staff effectively:

o Targeted PSA support for individuals and groups

o Staff absence and difficulty securing supply or temporary teachers impact

o Building staff capacity:

� Language across learning project

� EAL phase 1 and phase 2 project

� Challenging able readers support

• Data driven and responsive to evidence:

o Developing current tracking of reading, spelling, writing and maths

o Purchased new tracking system for pupil engagement and wellbeing

o ASL Team responding to needs identified through tracking e.g. challenging able readers groups

• Clear responsive leadership:

o Challenge of managing FM and staffing/recruitment issues

o Values reinforced – Welcoming, Supportive, Happy and Creative – in assemblies, through interactions and at staff CPD.

o Health and wellbeing is key to Getting It Right, attainment, achievement

o CPD linked to SQIP and HGIOS4.

o Staff development groups

Long term impact on attainment and achievement will be achieved through embedding a nurture ethos and increasing capacity within the staff team to deliver

high quality learning and teaching. Staff development groups and Lead Teachers will play a key role in delivering curriculum change relevant to Gylemuir’s

context. The development of the ASL Team role within school, continuous self evaluation of this key role and a strengthening commitment to and understanding

of meeting the needs of individuals will support class teachers in the delivery of the curriculum.

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020

Comments

1.1 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

Leadership And Management Overall

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 √

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability

Successes and Achievements Overall

Key Areas For School Improvement 2018-19

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

QIs/Themes

1.1 Analysis And Evaluation Of Intelligence And Data

2.3 Effective Use Of Assessment

2.3 Planning, Tracking And Monitoring

3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in reading. Overall Responsibility HT/Literacy Co-ordinator

Outcomes There will be an improved understanding of the skills taught at all stages to develop reading comprehension skills.

There will be a progressive plan in place to ensure reading comprehension skills are taught and developed in different contexts.

There will be improved attainment in reading at Early and First Level, P1-P4 with particular focus on P3.

All staff will have a shared understanding of the standard at their stage and level (leading on to a more holistic appreciation of standards).

All staff will have a shared understanding of the Literacy Benchmarks and how to apply them.

Tasks By Whom

Resources

Time

Impact/ Progress

1. Analyse achievement of reading across the school

2. Analysis results and next steps to be shared with staff

3. PT/Literacy Co-ordinator

4. Staff meeting 5. By end of August 2018

6. Audit current staff confidence and strengths in teaching reading to their current stage.

7. Literacy Co-ordinator

8. Staff survey and meeting

9. 1 staff meeting and time for Co-ordinator to collate (mid September 2018)

10. Share with parents

and pupils development work to be carried out in reading and gain their views.


12. Parent Council meeting/Junior Librarian meeting/display at Parent Consultations.

13. By end October 2018.

14. Continue to develop and embed Reading for Enjoyment project (see Lit Co-ord plan).

15. Literacy Co-ordinator/Reading Development Group

16. Time for meetings. 17. September – March 2019

18. Consult with Reading Development Officer/research/Moray House on skills to be taught to successfully teach reading.


20. Email, meeting 21. By mid September 2018

22. Compare skills with Benchmarks and Highland Literacy Planners to create progression pathway - consult with PT.


24. PT

25. Time for Development Group to meet after school.

26. By mid October 2018

27. Staff training of reading skills (and sharing of progression pathway).

28. Literacy Co-ordinator/Reading Development Group or other presenter.

29. CAT session 30. By end October 2018

31. Embed teaching of reading comprehension skills across the school, particularly in P2 and P3.

32. Class teachers 33. Class teaching time

34. November – June 2019

35. Investigate purchase

of new reading comprehension resource.

36. Literacy Co-ordinator/Reading Development Group/PT

37. Time to meet 38. Consult with

Reading Development Officer.

39. Consult with city schools.

40. Small scale trial of resources.

41. By end November 2018

42. Match up Literacy Shed activities with Orkney writing grid.


44. Time to meet 45. By end January 2019

46. Investigate possibility of whole school training for Literacy Shed.


48. Email, phone calls 49. By mid September 2018.

50. Staff training on use of Literacy Shed as a reading/writing resources.

51. Literacy Co-ordinator/Reading Development Group or other presenter.

52. CAT session 53. By end January 2019.

54. Explore possibility of purchasing Accelerated Reader to support reading attainment – practitioner enquiry.

55. Literacy Co-ordinator/SfL teachers/PT

56. Reading Development Officer

57. Time for meetings and consultation.

58. By end November 2018.

59. Gather pupil and parent views on teaching of reading skills.


61. Pupil/Parent survey

62. March 2019 (survey parents at parent consultation).

63. Audit staff confidence

in teaching reading skills and feedback results.


65. Staff meeting x2 66. May 2019.

67. Analyse reading results from SNSA and school assessments and report to staff and SLT.

68. Literacy Co-ordinator/PT

69. Time to meet during PT time.

70. Staff meeting.

71. June 2019.

72. Gylemuir Play in the Early Years strategy embedded in P1 classes.

73. P1 class teachers. 74. Time to read and discuss Play Strategy with colleagues.

75. By August 2018.

76. Shared understanding of purpose and organisation of play developed across P1/2 and P2 classes.

77. DHT, HT and P1/2 and P2 teachers.

78. Time for meetings after school.

79. By end August 2018.

80. Gylemuir Play in the Early Years strategy trialled in P1/2 and P2 classes.

81. Class teachers. 82. Time to read and discuss Play Strategy with colleagues and work out organisation.

83. By mid September 2018.

84. Opportunities for play across Nursery – P2 developed.

85. Nursery/P1/P2/DHT and HT.



88. Use of Literacy Benchmarks explored.

89. Reading Development Group


91. By mid September 2018.

92. Literacy Benchmarks

used by all teachers. 93. Reading

Development Group

94. 1 Departmental Meeting.

95. By end September 2018.

96. 5 teachers taking part in Outstanding Teacher Intervention programme.

97. Naomi, Mark, Claire, Kirsty, Nicola (Julie taking part in first module).

98. 3 whole training days.

99. 3 observation days.

100. 3 feedback days.

101. Celebration event.

102. September – May 2019.

103. OTI teachers to share good practice from training days with all teachers.

104. Naomi, Mark, Claire, Kirsty, Nicola, Julie.

105. CAT x2 106. By end January 2019

107. By end March 2019.

108. Shared classroom experience/team teaching opportunities for all teachers.

109. PT 110. ½ day weekly PT time out of class

111. September – May 2019

112. Develop new learning and teaching guidance for teachers and share at INSET day.

113. PT 114. Time to research and prepare.

115. Teaching Backwards book

116. Education Scotland guidance

117. By mid October 2018

118. Lead on and co-ordinate curriculum development, including

119. review of curriculum map

120. evaluate HGIOS 2.3

121. PT 122. Time to consult with colleagues.

123. September – May 2019

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

QIs/Themes

1.1 Analysis And Evaluation Of Intelligence And Data

2.3 Effective Use Of Assessment

2.3 Planning, Tracking And Monitoring

3.2 Attainment In Literacy And Numeracy

Priority 1b To raise attainment in maths. Overall Responsibility HT

Outcomes There will be an improved understanding of the skills taught at all stages to develop mental maths and problem solving skills.

There will be a progressive plan in place to ensure maths skills are taught and developed in different contexts.

There will be improved attainment in maths, particularly at the transition to P4 and at P5 and P6.

All staff will have a shared understanding of the standard at their stage and level (leading on to a more holistic appreciation of standards).

All staff will have a shared understanding of the Maths Benchmarks and how to apply them.

Tasks By Whom

Resources

Time

Impact/ Progress

1. Analyse achievement of maths across the school

2. Analysis results

and next steps to be shared with staff

3. What worked well in P1-P3 shared with colleagues –

4. PT/Maths Co-ordinator

5. Staff meeting 6. By end of August 2018

can this be replicated?

7. Issues for maths identified within each class.

8. Delivery of targeted NCCT mental maths/problem solving for P3-P7.

9. Maths Co-ordinator to liaise with NCCT teacher and class teacher.

10. Time to meet (can be during school day). Cover required.

11. SEAL planners 12. Mental Agility

Guidelines. 13. City of

Edinburgh problem solving pack.

14. By end of August 2018

15. Audit current staff confidence and strengths in teaching maths to their current stage.

16. Maths Co-ordinator

17. Staff survey and meeting

18. 1 staff meeting and time for Co-ordinator to collate (mid September 2018)

19. Embed use of Sumdog and Education City for homework.

20. PT 21. Staff meeting 22. By mid September 2018

23. Consult with Maths Development Officer on skills to be taught to successfully teach maths.

24. Maths Co-ordinator/Maths Development Group

25. Email, meeting 26. By mid September 2018

27. Staff confidence in teaching maths to be supported. Specific area – e.g.

28. Maths Co-ordinator/SEAL champion

29. CAT session 30. Time for Maths

Co-ordinator/SEAL

31. By end November 2018

mental agility guidelines, problem solving

Champion to plan and team teach maths lessons

32. October 2018-March 2019

33. Share with parents and pupils development work to be carried out in maths and gain their views.


35. Parent Council meeting/display at Parent Consultations.


37. Development of real life contexts for delivery of maths/holistic assessments to be explored.


39. Time to meet 40. Stuart Naylor

Formative Assessment book

41. By December 2018

42. Cluster moderation of maths – develop staff confidence of what a level looks like.


44. Time to meet and plan events with cluster colleagues

45. 16th and 30th January 2019

46. Evaluation of current maths planners and comparison to Benchmarks.

47. Maths Development Group

48. Time to meet 49. Maths planners 50. Benchmarks

51. By end March 2019

52. Shared understanding of staff on use of planners and Benchmarks.

53. Sharing of real life contexts for holistic assessments.

54. Maths Development Group

55. CAT session 56. By end April 2019

57. Gather pupil and

parent views on teaching of maths skills.


59. Pupil/Parent survey

60. March 2019 (survey parents at parent consultation).

61. Audit staff confidence in teaching maths skills and feedback results.

62. Maths Co-ordinator

63. Staff meeting x2

64. May 2019.

65. Analyse maths results from SNSA and school assessments and report to staff and SLT.

66. Maths Co-ordinator/PT

67. Time to meet during PT time.

68. Staff meeting.

69. June 2019.

70. 5 teachers taking part in Outstanding Teacher Intervention programme.

71. Naomi, Mark, Claire, Kirsty, Nicola (Julie taking part in first module).

72. 3 whole training days.

73. 3 observation days.

74. 3 feedback days.

75. Celebration event.

76. September – May 2019.

77. OTI teachers to share good practice from training days with all teachers.

78. Naomi, Mark, Claire, Kirsty, Nicola, Julie.

79. CAT x2 80. By end November 2018

81. By end May 2019.

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

QIs/Themes

1.5 Management Of Resources And Environment For Learning

2.5 Engaging Families In Learning

3.2 Equity For All Learners

Priority 2a: Reduce the attainment and achievement gap for our school Overall Responsibility Acting PT/ASL Team

Outcomes: All staff will be aware of what the attainment and achievement gap looks like.

Stakeholders are aware of Equity Funding allocation and how it will be used in 2018-19

Staff use a wide range of performance information to reduce the attainment and achievement gap.

All staff will have a shared understanding of inclusive practice and their role in supporting and meeting the needs of pupils at Pathways 1, 2 or 3.

All staff will have a shared understanding of Adverse Childhood Experiences (ACE’s) and their impact on pupils.

All staff will have a shared understanding of the 1 in 5 Poverty document and it’s relevance to pupil’s and school life.

Tasks By Whom Resources

Time

Impact/ Progress

1. Sharing information about PEF allocation and how it will be used in 2018-19.

2. HT 3. INSET day 4. 14th August 2018

5. Attainment data shared with staff – identification of key pupils to target and track.

6. HT/PT 7. Class teachers

8. Departmental meeting

9. By end August 2018

10. Identify attainment gap within each class for SIMD/FSM and implement rigorous

11. SfL teachers 12. Class teachers 13. SLT

14. INSET 15. 14th August 2018

recording and tracking system:

• Record reason

• Record support strategies.

16. Vocabulary development attainment gap identified by SfL and shared with class teachers.

17. Identify how this can be addressed and taught:

• Interactive storytelling

• Reading a variety of books to pupils

• Reading for Enjoyment project

• Big Talk

• Lang across Curr project

• Word of the day

18. SfL teachers 19. Class teachers 20. Literacy Co-

ordinator 21. PT

22. Time to meet 23. Time to implement

in classes/across school

24. Revisit Big Talk in staff meeting

25. September – June 2019

26. Identification of classes benefiting from Language across the Curriculum intervention.

27. Acting PT 28. EAL colleagues

29. Analysis of class composition

30. Staff meeting

31. By end August 2018

32. Targeted class teachers supported in delivery of Language across the Curriculum project.

33. Acting PT 34. Time for collegiate planning and evaluation

35. September – June 2019

36. Share with parents

and pupils development work to be carried out in EAL/L across C and gain their views.

37. Acting PT 38. Parent Council 39. Pupil Council x1 40. Display at Parent

Consultations

41. By end October 2018

42. Measure impact of L across C project.

43. Acting PT 44. Pupil HWB follow up survey

45. Parent feedback

46. By end June 2019

47. Staff developing a deeper understanding of inclusion and inclusive practice

48. Ed Psych/ASL Service

49. CAT session 50. By end Oct 2018

51. Pupils and parents developing an understanding of 1 in 5 Poverty document.

52. Acting PT/SfL teacher

53. Pupil Council meeting x2

54. Display for parents – Meet the Teacher event

55. Parent Council meeting

56. By end of September 2018

57. Mid September 2018

58. By end of October 2018

59. Strategies developed to support 1 in 5 Poverty document.


61. Time to meet 62. Consulting with

other schools

63. By end December 2018

64. Staff developing a shared understanding of 1 in 5 Poverty document.


66. INSET – ½ day 67. Jan 2019

68. Implement chosen 1 in 5 strategies


70. Resources dependant on chosen strategies

71. By end February 2019

72. Staff developing a

shared understanding of ACE’s

73. Acting PT 74. INSET x ½ day 75. Jan 2019

76. Procedure developed to record ACE’s

77. Acting PT/ASL team

78. Time for ASL team and Acting PT to meet

79. Consulting with other schools

80. By end Jan 2018

81. Small scale trial of recording ACE’s

82. Acting PT/identified class teachers

83. Time to meet and discuss – attainment meeting

84. By end February 2019

85. Eligible 2’s – increase in hours, consultation with parents, review of transition process

86. DHT/Hub/Nursery staff

87. Blueprint for 2020 88. Relevant early years

documents 89. Visit other settings 90. Modern Apprentice

91. By January 2019

92. Staff training in Hanen Programme to monitor language acquisition

93. Hub staff 94. Time for training 95. By end October 2018

NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes

1.3 Developing a shared vision, values and aims relevant to the school and it’s planning.

2.4 Universal support

3.1 Wellbeing

Priority 3a: We can demonstrate a commitment to ensuring all our pupils feel valued and supported.

Overall Responsibility DHT’s

Outcomes: All staff will have a shared understanding of and commitment to embedding a nurturing ethos across the whole school.

A clear blueprint for behaviour will be established and followed by all staff consistently.

Tasks By Whom

Resources

Time

Impact/ Progress

96. Continue to roll out year 2 of Building Resilience programme through assemblies, class activities and homework activities.

97. DHT/class teachers/parents

98. Building Resilience programme and resources

99. Assemblies throughout 2018-19

100. Time in class for follow up activities

101. Time for homework activities

102. Whole staff training on creating a positive school ethos.

103. Pivotal Education

104. DHT and PT

105. INSET day

106. 13th August 2018

107. All staff

involved in creating a blueprint for behaviour.

108. Pivotal Education/All staff

109. INSET day 110. 13th August 2018

111. HWB pupil survey – gain views about school.

112. Class teachers/DHT

113. Time for survey – during class

114. By mid August 2018

115. Share updated approach towards behaviour and school ethos with parents.

116. DHT/PT 117. Meet the Teacher event

118. September 2018

119. All staff developing and following a shared understanding of expectations for behaviour for all.

120. DHT/PT 121. CAT’s x3 122. ½ INSET day x3 123. Paul Dix – When

Adults Change Everything Changes book (copy for all staff)

124. 2018-2019 125. Oct 18 and

Jan 19

126. Gather parent views of behaviour and ethos.

127. DHT/PT 128. Parent Consultations

129. March 2019

130. HWB

pupil survey – gain views about school.

131. Class teachers/DHT

132. Time for survey – during class

133. By mid June 2019

134. Whole school training on Child Protection.

135. Authority trainers

136. CAT session 137. By beginning December 2018

138. Outdoor Learning Development Group to continue to develop resources and ideas and support teachers in lesson planning and delivery.

139. Outdoor Learning Group

140. Time to plan with colleagues.

141. CAT session

142. September – June 2019.

143. By end May 2019.

144. Team teach outdoor learning lessons and support PSA’s in delivery of outdoor activities.

145. Lead Teacher

146. Time out of class (block of ½ day per week).

147. October – June 2019 (TBC)

Cluster Plan: NIF Priority – Improvement in children and young people’s attainment/achievement, particularly in literacy and numeracy.

QIs/Themes

1.2 Leadership of Learning

2.3 Learning, Teaching and Assessment

3.2 Raising Attainment and Achievement

Cluster Priority

To raise attainment in maths. Overall Responsibility Cluster Maths Co-ordinators

Outcomes Primary and secondary cluster colleagues will have the opportunity to share good practice in maths.

Primary and secondary colleagues to take part in cluster moderation of maths activities.

Primary and secondary cluster colleagues will have a shared understanding of the standard at their stage and level (leading on to a more holistic appreciation of standards).

Tasks By Whom

Resources

Time

Impact/ Progress

1. Maths Co-ordinators to plan Cluster CAT’s x2.

2. Maths Co-ordinators for each cluster school.

3. Time to meet. 4. Discussion with own

HT’s. 5. SQIP cluster

planning page.

6. Sept – Jan 2019

7. Sharing of Cluster CAT plans in each school and tasks assigned.

8. Maths Co-ordinators

9. Time to meet and discuss – staff meeting?

10. Nov-Jan 2019

11. Activities prepared

for CAT sessions. 12. Teachers in

cluster primaries. 13. Time to prepare. 14. Nov-Jan

2019

15. Sharing of good practice:

16. Murrayburn – fluency in maths

17. Gylemuir – numeracy across the curriculum (play, ICT, real life contexts, outdoors)

18. Carrick Knowe – AiFL strategies in maths

19. Broomhouse – SEAL

1 rep per school to plan

what to showcase. Clear

remit. Gather what the

school does in their area.

Presentation then a

showcase. 4 groups. Each

group goes to each school

over the 2 sessions (half a

session at each school).

20. Teachers in cluster primaries and secondary colleagues.

21. CAT’s x2 22. 16th Jan and 30th Jan 2019

23. Teachers

implementing good practice in own class/setting.

24. Teachers in cluster primaries.

25. Time for planning and delivery in class.

26. Feb – March 2019

27. Evaluation of cluster CAT’s and impact.


29. Staff meeting 30. By end March 2019

31. Sharing of feedback and impact within individual schools and at cluster level.


33. HT’s

34. Time for meeting 35. Cluster planning day

36. By mid May 2019

All schools are looking at the theme of inclusion using a variety of documents:

1. Inclusion – Bill Rogers / Paul Dix / CIRCLE / Up Up & Away (Early Years) so that we can agree on similar strategies that could be used across the schools

that feed into Forrester. Forrester would then continue to use these strategies.

2. Training for PSAs on INSET Days 1.30-3pm

a. INSET 2 Tuesday 14th – Gylemuir (either Numicon or Interactive Story Telling)

b. INSET 3 – October - Carrick Knowe TBC

c. INSET 4 - January – Gylemuir – Paul Dix theme

Documents

Standards, Quality and Improvement Plan Gylemuir Primary ... · play. This year Sports Reps, led by a PSA, provided organised play activities in the playground. The current School