Standards, Quality and Improvement Plan Kaimes School · 2017. 11. 20. · Standards, Quality and Improvement Plan Kaimes School We celebrate our unique skills and abilities We achieve

Standards, Quality and Improvement Plan

Kaimes School

We celebrate our unique skills and abilities

We achieve our full potential We respect ourselves and others

At Kaimes School we aspire to provide all our learners with access to the highest quality of learning and teaching alongside a mix of evidence based Autism specific approaches in order to maximise their success and encourage achievement in its broadest sense. Standards and Quality Report for session: 2016 - 2017

Improvement Plan for session: 2017 - 2018

Context Of The School

Kaimes School is an all through special school with Primary and Secondary departments across two buildings (K1 and K2). It is a School for learners

who have complex, long term additional support needs where the presumption to mainstream cannot be met. Needs of learners are primarily

associated with social and pragmatic communication needs associated with Autism Spectrum Disorder. The School serves a wide area with learners

from throughout Edinburgh and into the Lothians.

Our pupil roll is 98, with 32 learners in Primary and 66 in Secondary. Of this, we have 81 boys and 17 girls. Classes accommodate a maximum of 6

learners, there are 12 classes in Secondary and 6 in Primary. We currently have 4 learners on a split placement with our neighboring mainstream

Gracemount High School.

The School leadership team consists of the Head Teacher (Acting) and two Depute Head Teachers (one acting). In addition, there are three Principal

Teachers (two acting) and a compliment of 21.55 FTE teaching staff and 19.89 FTE support staff comprising of Nursery Nurses, Pupil Support

Assistants and an Escort. Our Business Manager is part-time (0.5 FTE) and we have an office administrator and a part-time clerical assistant. We work

collaboratively with community partners and Allied Health Professionals. The school has experienced an unsettled period of change in leadership and

teaching staff this session. The secondary Depute has stepped up to take on the Acting Headteacher role from Feb-June, ensuring minimal impact to

the school moving forward. This is evidenced by the successful education authority review, which took place in June.

Our Vision: Our shared vision is to engage our learners with a wide range of high quality learning experiences so they can achieve and attain their very best. We

strive to maintain positive outcomes at each transition and embed skills for learning, life and work.

We are committed to supporting the holistic development of the individual child through partnership working with families and our community. We

have high ambitions for our young people to reach their full potential and be included and respected in School and society.

We recognize that in readiness to learn our children and young people have to be supported and secure in their health and wellbeing.

Our Values: Our Autism specific ethos permeate our School Values:

To encourage communication

To develop social interactions and positive relationships

To support sensory needs

To encourage flexibility in thinking and behaviour

To create a predictable environment to reduce anxiety

Our Aims

Successful learners:

Deliver a challenging curriculum with a mix of evidence based Autism approaches so each individual reaches their potential.

Ensure staff have high expectations of both themselves and of the learners. This is based on sound knowledge of learners needs.

Ensure that staff are highly trained not only in all aspects of education and its delivery, but also in the strategies and philosophy necessary to teach learners with Autism effectively and successfully.

Confident Individuals:

Create a safe, comfortable, caring and stimulating environment where learners feel valued as individuals, are respected and their achievements celebrated.

Responsible Citizens:

Encourage active participation in all aspects of the school and the wider community in order to promote engagement in real life experiences and social contexts.

Effective Contributors:

Actively involve learners in the learning process so that they can be as independent as possible.

Continue to facilitate a positive partnership with parents to ensure key priorities for learning are being targeted.

Continue to seek the expertise of other professionals so as to enhance the teaching and learning process for staff and pupils.

School Priority 1: Raise learner’s attainment in Literacy

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

HGIOS4/HGIOELC QIs/Identified Themes

2.3 Learning teaching and assessment

3.2 Attainment in literacy and numeracy

Progress and impact:

Our whole school has a shared approach to the visual learning environment ensuring total communication strategies are consistent for learners and communication is improved as a result.

New resources have been introduced for literacy learning (Dragon software and SUMDOG reading/writing modules/iPad) teaching is exciting, engaging and accessible and attainment is raised.

A new process for creating, sharing and assessing IEP targets has begun, and now needs further adapted.

Learners will be better able to answer, ‘What are you learning and why? Also, where able be involved in setting their own next steps for learning.

Next Steps: (RSG 2.3) Develop a consistent approach to forward planning across the whole school. The secondary department need to focus on teachers writing forward

plans and communicate this focus to parents so they can reinforce at home

Ensure CPD relates to learning and teaching in the school. Concentrate on developing some aspects e.g. effective questioning.

The IEPs need to be further developed.

Continue to develop and use the Graffiti wall as a means of improving consistency of learning and teaching.

To continue to focus on pace and challenge

School Priority 2: Raise learner’s attainment in Numeracy

NIF Priority Improvement in attainment, particularly in numeracy. NIF Driver Assessment of children’s progress


2.3 Learning teaching and assessment

3.2 Attainment in literacy and numeracy

Progress and impact: (2.3 RSG)

New resources have been introduced (Education city and SEAL) to enhance numeracy learning and teaching engagement and attainment is raised.

Greater staff collaboration and moderation exercises at a school/cluster level will improve staff confidence in assessing and share good practice.

The school promotes a positive ethos and positive engagement and staff have positive relationships with the learners.

Almost all lessons have clear learning intentions where prior learning is referred to and success criteria is explained. This provides learners with a clear structure and predictable routines to reduce anxiety.

Most classrooms are well organised and welcoming and learners experience differentiated tasks with strong evidence of Individualised learning/differentiation (including symbols, learning strips signing etc.).

In the majority of our classes the use of AiFL is used and learners use some strategies routinely and skilled questioning was observed

Most lessons were built on prior learning and learners had the opportunity of working independently, in pairs or as part of a group; In most lessons tasks, activities and resources are well matched to learning needs and interests. Sensory support given to learners

Overall pupils were engaged in their learning.

The learning environment was positive and nurturing for all learners at Kaimes

The learning journals are developing parental engagement

The self-evaluation calendar in place has a focus on improving learning and teaching. Classroom observations and SLT walk about are planned and all staff receive feedback on the observations. The Graffiti wall supports the M/E of learning and teaching and has been written for Kaimes

Next Steps: (RSG feedback) Develop a consistent approach to forward planning across the whole school. The secondary department need to focus on teachers writing forward

plans

Continue to develop and use the Graffiti wall.

Communicate this focus to parents so they can reinforce at home especially in the secondary department

Ensure CPD relates to learning and teaching in the school. Concentrate on developing some aspects e.g. effective questioning.

The IEPs need to be further developed.

To make sure if learners are excused PE because of an injury etc. that they are involved in the lesson in some way. They should not simply stand and observe

To continue to focus on pace and challenge

School Priority 3: Health and Wellbeing - Learner’s health and wellbeing is developed to maximise their success and achievements in all areas (and accredited with national awards wherever possible)

NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver Parental engagement School improvement


2.4 Personalised support

2.3 Learning, teaching assessment

3.1 Improving wellbeing, equality and inclusion

3.2 Raising attainment and achievement


A ‘Daily row’ is carried out by all classes, ensuring physical health and wellbeing is improved through daily active participation.

Emotional resilience is developed via the use of sensory therapeutic supports and other planned strategies to enable ‘readiness to learn’, so improving levels of attainment.

A few learners will have targeted support to improve their nutrition through a family engagement project in partnership with OT and Tapas restaurant.

Lifted from RSG 3.1

• It is clear that all pupils have a pride in their school and that they are happy. Learners were able to say what they were enjoying in school e.g. Georgie farm visits, Outdoor learning, Reading and writing, Horse riding, topic work, PE, making superheroes costumes, choosing, playtime on the trampolines, art, maths and building The Special K boat

• The parents felt that the school was responsive to needs and saw the pupil as a whole child. Parents felt the school was a very positive place to be in

• Relationships between staff and pupils were very good and the staff knew the pupils very well

• Staff respect each learner as an individual and know their families well

• Parental engagement is strong in the school

• There are a wide range of taster activities both in and out of school. Individual requests / needs are met when they can be

• Staff demonstrate HWB as a central part of their practice and understand its role in supporting autism

• Partners where possible are involved in helping develop areas of HWB including Queen Margaret College and Edinburgh leisure

Behaviour

• There was clear evidence of how staff managed and rewarded positive behaviour

• Clear strategies have been developed to support behaviour helping pupils engage in learning. Staff are skilled at supporting behaviour

• Risk assessments are detailed and good

Celebration

• All successes are celebrated whether small or large- in or out of school. Learners and their families really like the postcards sent home

• The achievement folders are very good

Partnerships

• The school has a wide range of partners and some help with finance for school trips and activities to ensure that all pupils are able to take part. This is improving equity

• Partners have an impact on learning

• All partners feel welcome and Kaimes and were very positive about the life and ethos of the school

• All partners understood their role within the school and were very child focused

• The school has been proactive in accessing funds to support the school in many other ways

GIRFEC

• The CPPMs are well written

• All learners have an IEP and are well linked to GIRFEC. STAR information and risk assessments are linked to IEPs.

• Staff evaluate the IEPs and processes for staff are strong

• Short term targets sit in the learning journal

• The wellbeing indicators are used to discuss and evaluate learners progress in HWB

• There was clear evidence of staff knowledge on policies

• CAT sessions are well planned and are included in the school’s self-evaluation calendar

• CPD and planned CAT sessions are relevant to the Improvement Plan and staff are clearly leading their own CPD

Next Steps: 3.1 Make sure partners are made aware of all school policies

Give partners the opportunity to get involved with other activities within the school

It is not clear on what parent and pupil input is in CPPMs

Further focus on IEPs is needed. Do not use Es and Os as targets. Short term targets being stored elsewhere makes it confusing when being presented.

Address quickly why pupils are not meeting all of their targets set in the IEPs.

Pupils felt that the pupil council were not having an impact on improvements. It may be that the pupil council have to be higher profile in school or that their achievements are continuously praised and publicised

School Priority 4: IDL - Continue to create rich IDL experiences which develop skills for learning, life and work, and are also fun and engaging.

NIF Priority Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver Assessment of children’s progress and our priorities


2.2 The Curriculum

2.3 Learning, teaching and assessment


3.3 Increasing employability skills


Complete and celebrate our Voyages IDL project so learners/staff have a sense of achievement and pride in their endeavours.

Support development of Food for Thought phase 4 project which will target improved nutrition for some learners.

Share Kaimes sector leading IDL practice with a wider audience and continue to encourage creativity and a ‘can do’ attitude among both staff and learners.

A rationale and design for residential trips will be created ensuring access and equity for all learners.

RSG 3.2 feedback IDL Across the whole school

There is a progressive framework for IDL across the school. This is particularly strong in the primary department. Children and young people can speak about IDL topics and projects e.g. Superheroes. They are proud of the boat being built as part of ‘the voyage’ project.

Connections are made across all subjects and is linked to prior learning

IDL is very well planned in the primary department showing links to each learners IEP and there is a good coverage of Es and Os

Partnerships have developed around IDL and are having an impact both on the delivery of IDL and attainment

IDL is also delivered as whole school projects for example ‘The voyage’. This project has totally embraced IDL and has had an impact on the life and ethos of the school. There is a real excitement in the school about the boat launch at Portobello on June 8th.

The school are planning to develop a rowing interest for all pupils and hopefully they can join a sailing club once they have left school. • All learners are achieving in BGE and Senior Phase. There are very strong relationships across the schools resulting in children and young people being engaged in their learning and improved outcomes for all. • Across the school the curriculum continues to develop ensuring learners’ entitlements across the four contexts whilst developing in the four capacities. Personalisation and choice continues to be developed across the school. • A strong commitment to creativity and innovation is leading to a culture of active learning across the school. • Achievement folders are in place for all learners

• There is now a planned pathway from BGE to Senior Phase. C for E Levels in BGE link well to SQA levels in Senior Phase. Almost all learners in BGE are working on and in some cases achieving from early through to second level of C for E. Progress within the senior phase is demonstrated through a tracking system of SQA attainment over time with opportunities for identified pupils to achieve at similar levels to their mainstream peers and go onto achieving a positive, relevant and sustainable onward destination • SQA is presented well as data. Senior phase learners are doing certificated courses and units across all subjects. The schools continue to increase the number of SQA courses and units being offered to learners. There is an increase in SQA presentations over the past three years ranging from National 1 to National 4. • There are good samples of learner journals, pupil profiles and records of achievement folders highlighting successes and achievements for all. • The school has built up an extensive range of partners. The majority of partners have had a positive impact on attainment and achievement. The schools work very well with partners to ensure that children can move onto positive destinations. The coordination of planning with other services to meet children’s needs is very effective. • There are opportunities for P5-S2 for wider achievement to be recognised through JASS. In session 2016-2017 a number of pupils have moved from bronze award onto silver. • Pupil achievements are recognised and celebrated at assemblies, end of session events and in the individual achievement folders • Attendance in the school is generally sitting around 90%

Share Kaimes sector leading IDL practice with a wider audience and continue to encourage creativity and a ‘can do’ attitude among both staff and learners.

Evaluate sixth year curriculum

To ensure that attendance is a focus in SLT and evidence is gathered in this area. Meetings and information regularly shared with staff

To introduce a tracking system at Kaimes - CEC system created by the curriculum development group

To continue to develop Kaimes as a data rich school. Write a value added report with Louise Stevenson. Take SIMD profile into account when tracking attainment and achievement.

With the introduction of a sixth year ensure opportunities for progression

To plan a higher percentage of achievable long term targets. Although school data shows that almost all children and young people are achieving at

least one of their targets but less than half are achieving all targets

School Priority 5: Self-evaluation - Ensure evidence from self-evaluation is being used to drive forward change and improve learner’s attainment.

NIF Priority Improvement in attainment NIF Driver School improvement


1.1 Self-evaluation for self-improvement 1.2 Leadership of learning

2.2 Curriculum

2.4 Personalised support



Communication between home and school will be improved so learners are better able to share successes in learning.

Learners and curricular staff to be aware of IEP targets. Staff training, guidelines and collaboration will ensure the assessment of these will be more robust which will translate to greater attainment throughout the school.

Learners will be more involved in the recording and sharing of information in their learning journal. This will develop learner’s self-esteem by sharing achievements in a forum such as assembly.

Collegiate sharing of good practice is more frequent and consistent ensuring quality of learning and teaching experiences.

Further opportunities for teachers to moderate literacy and numeracy assessment levels in SQA and CfE

Learning and Teaching policy is updated and will include consistent procedures for planning and delivery along with a ‘toolbox’ of L+T strategies.

Progression pathways from BGE into Senior Phase will be reviewed ensuring appropriate progression and challenge in the learner’s journey.

Develop a three year model for Senior Phase with partner providers in consultation with authority to ensure learners entitlements are in line with CfE design principles.

From RSG –

The rationale for the curriculum in Kaimes is linked to the vision for the school and has been recently updated.

There is a clear BGE and flexible pathways to Senior Phase in place and the whole staff have been involved in creating a new curriculum map showing the purpose and how the curriculum was developed.

DESIGN

The design is well thought out and has been developed using the design principles across the 4 contexts one of which IDL was a focus for the review team

The impact is that learners are developing in the four capacities

There are 8 learning areas and an extensive exercise has been done to tell the story of what each learning area looks like at Kaimes. For example, within language/communication sits English, Literacy focus, modern languages, IDL

You are also offering Outdoor learning and clearly set out next steps for the curriculum e.g. looking at introducing vocational experiences within BGE

There are clear pathways into Senior Phase. The pathways accommodate every child and are called MY PATHWAY

Senior Phase offers core subjects and learners have the opportunity also to select some subjects to study

There are two discrete pathways for S4 and S5 LEARNERS: Pathway one: Is for learners who can study at National 1 and 2 PA / PD awards level. Pathway two: Is for learners who can study at up to National four level and participate in

college links, college courses and links with Gracemount High school

Partners have been involved in the delivery of the curriculum e.g. PE and HWB-health eating.

From August 2017, all learners at Kaimes will have the opportunity to stay on at school for a sixth year

It is positive that a well-designed curriculum has been designed for sixth year learners

The purpose of this curriculum is to prepare all young people for life beyond school. The sixth-year curriculum proposed is both relevant and challenging. Learners’ experiences will be enriched in real life contexts. Skills for life will be developed by exploring employment and learning in the community. Learners will also take part in formal learning within school and college as well as during flexible supported study on a Friday afternoon. Parents have been consulted.

Next Steps: • Implement the new S6 curriculum and carry out an ongoing evaluation and costing. To create a framework for IDL across the secondary department. This could be done using the framework used by the primary department so that there is continuity. • The secondary department need to address forward planning. All teachers should write forward plans and they should be monitored by SLT as part of the M/E of learning and teaching • Increase certification around IDL especially in the senior phase • Link wider achievement awards to IDL across the school • Voyage project be submitted for an Education Award? • All parent’s need to be informed about the new S6 curriculum.

Self Evaluation 2016 – 2017

Quality Indicator School Self –

Evaluation 2016 - 17

Inspection Evaluation

(If during 2016-17)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 4

2.3 Learning, Teaching And Assessment 4

3.1 Ensuring Wellbeing, Equity And Inclusion 4

3.2 Raising Attainment And Achievement 4

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

Priority 1a To raise attainment in numeracy Overall Responsibility Professional Dialogue: Math steering group/HT

Outcomes There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd measured against baseline assessments.

All staff will have a shared understanding of the standard at level early to 3rd level numeracy and assess with confidence.

Tasks By Whom

Resources

Time

Impact/ Progress

Maths steering group to meet

Maths steering group Meetings

Presentation

27 August 2017 – CAT 1 hrs

Rota of PDG meetings Aug to Dec- 6 hrs

18 March 2018 - CAT 2 hrs

Maths steering group to agree baseline assessment material/standardised tests

Maths steering group Baseline assessment

23rd Oct INSET

3hrs

Cluster moderation of numeracy at all levels from E – 4th

Stephen Chester/Ruth Richards/Jenny Kubis

Cluster meetings 19 January 2018 – Cluster CAT 2 hrs

Audit assessment of numeracy across the school

Audit results/feedback to be shared with staff


Cover (1 – 3 days)

Faculty/Staff meetings

By December 2017

January 2018 (Feedback)

SSLN to be completed/

P1, P4, P7, S3 Standardised assessments to be completed

Benchmark data to be gathered


Allocation of time in line with WTA

SLT meetings

April/May 2018

Numeracy levels to be entered on SEEMIS for collation by CEC/ES

DHT

Administrative time

SLT meetings

May 2018

Priority 1a

To raise attainment in literacy Overall Responsibility Professional Dialogue: literacy steering group/ DHT’s

Outcomes There will be improved attainment in Literacy at level Early,1st, 2nd and 3rd measured against baseline assessments.

All staff will have a shared understanding of the standard at level early to 3rd level literacy and assess with confidence.

Tasks By Whom

Resources

Time

Impact/ Progress

Literacy steering group to meet

Literacy steering group

Meetings

Presentation

27 August 2017 – CAT 1 hrs

Rota of PDG meetings Aug to Dec- 6 hrs

18 March 2018 - CAT 2 hrs

Literacy steering group to agree baseline assessment material/standardised tests

Literacy steering group Baseline assessment

23rd Oct INSET

3hrs

Cluster moderation of Literacy at all levels from E – 4th

Graeme Duncan/Donna Bissett

Cluster meetings 19 January 2018 – Cluster CAT 2 hrs

Audit assessment of Literacy across the school

Audit results/feedback to be shared with staff


Cover (1 – 3 days)

Faculty/Staff meetings

By December 2017

January 2018 (Feedback)

P1, P4, P7, S3 Standardised assessments to be completed

Benchmark data to be gathered


Allocation of time in line with WTA

SLT meetings

April/May 2018

Literacy levels to be entered on SEEMIS for collation by CEC/ES

DHT

Admin

Administrative time

SLT meetings

May 2018

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 HT –

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 2017 – 18

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

Tasks By Whom Resources

Time

Impact/ Progress

Identify the gap for each year group.

All Staff

DHTs

Insight data

CEC analysis

June 2017

Share information with all staff.

SLT

All staff

In service day August 2017

Staff to discuss names of students in their faculty for targeted intervention.

Faculties Meeting time August 2017

Lead people to be identified for coordinating intervention strategies.

DHT

Identified staff

1 ppw August 2017

Parental engagement to be reviewed/strategies to be put in place to engage families in learning/ target group of parents to be invited to workshop.

DHT

Identified staff

Meeting time

September 2017

January 2018

April 2018

NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes

Blue 1.2 Leadership of learning

Orange 2.4 Personalised support

Green 3.1 Ensuring wellbeing, equality and inclusion


Priority 3a: Reducing the barriers to learning as presented by ASD Overall Responsibility HT/ PEF supported staff

Outcomes: Improved ability and attitude to allow access to learning

Tasks By Whom

Resources

Time

Impact/ Progress

Expand and target the use of Playbox in junior primary

Playbox trained staff

Playbox resourses Training and development Timetable

2x40mins per targeted pupil per week (TBC)

Develop the use of ‘relaxed kids’

‘relaxed kids’ trained staff

Timetable

Soft blankets

Cushions

Relaxed music

1x40mins session per target classes

Mindfulness Programme

Mindfulness trained staff

Quiet space / room /pod 2x 30min sessions

Up-skill new staff in Autism Strategies

HT /DHT/PTs Autism Toolkit www.autismtoolkit.co.uk

School strategies – talking mats – comic strip conversations

Induction time set aside for new staff – 3hrs

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

QIs/Themes

Blue 1.5 Management of resources to promote equity

Orange 2.7 Partnerships

2.6 Transitions

Green 3.3 Increasing creativity and employability

Priority 4 Develop skills for life and work Overall Responsibility HT, DHT (sec) and PT (sec)

Outcomes Encourage aspirational thinking at an earlier stage for our secondary pupils

Tasks By Whom

Resources

Time

Impact/ Progress

Overall PSE programme to include careers education

PSE teachers

Skills development Scotland

PSE resources

Film

Industry and commercial contacts

10 week I period programme for S3 cohort

http://www.autismtoolkit.co.uk/

Develop further work experience opportunities for senior phase students

DHT PT and S6 lead teacher

Funding

Programme developed

Industry and commercial contacts

3 days per student at work experience opportunity

Documents

Standards, Quality and Improvement Plan Kaimes School · 2017. 11. 20. · Standards, Quality and Improvement Plan Kaimes School We celebrate our unique skills and abilities We achieve