Minard Primary School

Standards and Quality Report 2014-2015

Improvement Plan 2015-2016

Contents

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Vision, Values and Aims

Introduction

Attainment & Achievement

Active, Interdisciplinary and Cooperative Learning

Learning and Teaching

Monitoring and Evaluating

Management

Leadership

Quality Assurance

Improvement Plan 2015-16

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Our MINARDindful of othersnclusive of everyonechieving our bestespectful and kindetermined to succeedurturing and caring

Introduction

Our Values

Minard Primary School strives to be a welcoming, inclusive school where we all work together to challenge, motivate and inspire all children to become responsible, confident, successful and caring citizens of our diverse world.

We work together to provide a happy and creative environment where all children and staff feel valued, safe and able to enjoy, achieve and contribute to the school and the wider community.

We intend to promote a culture where pupils are happy, believe in themselves, can set and achieve their own targets and develop as independent learners and thinkers.

Our aim is that all our children should: Our aim is that all our children should:

Enjoy their primary school years and develop high self-esteem, regardless of academic ability.

Have a passion and need for learning and experience success.

Have access to a broad, varied, well planned and forward thinking curriculum which takes account of the pupil voice.

Develop an appreciation of the beauty and diversity of their world and acknowledge their part in maintaining and protecting it.

Be polite and caring, respecting themselves, others and the environment.

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Our MINARDindful of othersnclusive of everyonechieving our bestespectful and kindetermined to succeedurturing and caring

Standards,Quality and ImprovementThe first part of this document outlines our achievements during the last academic session with specific reference to priorities stated on the Improvement Plan for session 2014-15. It is designed to inform all interested parties of our progress and developments as well as to inform the improvement planning process for the coming session (2015-2016). The Improvement Plan is a shared one with Furnace Primary as the two schools are looked after by the same Head Teacher and are working collaboratively with each other. Although the improvements are the same in both schools each school will be able to develop them in their own ways.

For general information about the school, please refer to the school handbook which is available from the school.

Website: www.minard.argyll-bute.sch.uk

E-mail: enquiries@minard.argyll-bute.sch.uk

Telephone: 01546 886 636

Throughout the school’s diverse and holistic learning and teaching experiences we are guided by the following curriculum design principles:

AttainmentOver the session, all pupils have consistently achieved the targets set by themselves, their teachers and parents, through effective formative assessment procedures and they have good reason to be proud of their work.

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Some children have exceeded expectations and approached new challenges with an increasingly positive attitude.Almost all children met or exceeded nationally recommended targets in each of the three key areas; Numeracy and Mathematics, Literacy and Language and Health and Wellbeing.The Curriculum for Excellence attainment levels are as follows:

EARLY LEVEL- Pre School and Primary 1FIRST LEVEL- Primary 2 through Primary 4SECOND LEVEL- Primary 5 through Primary 7THIRD LEVEL- Secondary 1 through Secondary 2

In all cases, pupils will work at the rate and pace of development suited to their individual learning styles and needs.Various resources proved helpful this session, in maintaining a high standard of pupil tracking and standardised assessment, some of which were provided by the local authority. Overall, the Curriculum develops the child’s ability, not just to “know” facts, but to apply their knowledge and skills towards solving everyday problems and becoming responsible, decision-making, creative and enterprising adults with an enthusiasm for learning for life.

The 7 design principles of the curriculum are valued and practised in Minard Primary in the following respects and many others:

• Enjoyment and Challenge- Pupils are highly motivated by the regular experiential challenges offered, such as organising the Christmas craft fair, preparing for the Christmas Production and planning the Burn’s lunch and Duck Derby.• Personalisation and Choice- Pupils often choose their own roles and activities in many co-operative learning situations• Progression- Pupils are regularly encouraged to reflect on their learning and comment positively on their progress• Coherence- Wherever possible, interdisciplinary and cross-curricular activities are linked to improve understanding• Relevance- Pupils are encouraged daily to consider the relevance of their learning to real life• Breadth - the constant cross-referencing and interdisciplinary planning enable breadth of knowledge and understanding• Depth- the multi-directional focus on one wide topic area empowers a much greater depth of understanding.

Summary of progress with previous Joint Improvement Plan with Furnace - Priorities 2014-2015

Priority Progress to Date Impact/Benefits1. Assessment

Continue developing the Staff have looked at the assessment on Staff have worked together to moderate their assessment of levels in Inter

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work in last year’s improvement plan on assessment

Build on the use of the 7 design principles for planning and assessing children’s work

Make use of the assessment materials developed by the Argyll and Bute working party

Develop use of ‘Solo Taxonomy’ for peer and self-assessment. Implement this in the classroom. Monitor its success and adapt if necessary.

Review our use of scrap books for PLP’s and ensure they sit alongside the school report in informing parents

Make use of the Tracking system on SEEMIS and use the new style report for parents

a regular basis throughout the year.

We have adapted our assessment tracking sheets for monitoring the progression through levels.

We have held regular moderation exercises using the Argyll and Bute assessment sheets

This has been developed slightly differently in each school but with the same end result. A workshop was held for parents

We have recently introduced Curriculum Focus sheets for parents that will be given out at the start of each term. A brief report will be issued based on the focus sheet at the end of the term.We have had regular discussions with the Parent council and held a meeting with all parents to inform them of the changes

This has been incorporated and when needs have been identified early intervention has been made a priority. This will be included in the new

Disciplinary Learning using the sheets from the Argyll and Bute Assessment Forum. This has helped staff plan more carefully considering differentiation across the multi class setting.

These have helped staff when entering the tracking information on SEEMIS. The children understand more of what the next steps in their learning are.

This has helped staff in their planning as they are more aware of what needs to be included for each Level.

The children are getting better at self-assessing their work within Literacy and Numeracy using the solo taxonomy model. We plan to develop this further by using it across more areas of the curriculum

The PLP’s now hold more information on each child. There is a mix of material including work the child wants to include and information from class teachers.

The Parent Council have been very supportive in the changeover to the new approach to reporting. We have made the change gradually and have kept everyone informed via meetings, newsletters and letters.We have introduced a Curriculum Focus sheet for parents at the beginning of term that outlines the main learning intentions for Literacy, Numeracy and Health and Wellbeing. It also tells the parents about the IDL that is planned for the term and gives suggestions and websites that may be helpful to use at home. At the end of the term the teachers will write a brief progress report to parents on how their child has got on with work covered. The children also use these sheets to identify the next steps in their learning.

We have developed a tracking sheet that sits alongside the SEEMIS system so that we can track achievement more easily.In partnership with the Educational Psychologist and the Speech therapist we have put strategies in place to help identify children’s needs. We have

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Continue to develop the ‘plan, assess and moderate’ cycle.

Improvement Plan again

Staff have had training on the Plan, Assess and Moderate cycle

used a variety of diagnostic tests that have helped us focus on individual needs. Our ASN staff have been working through an individual support plan with the children identified.

Staff are using the Plan, Assess and Moderate cycle for planning and the two schools work together to moderate each other’s work.Staff have in depth professional discussions on their teaching practice on a regular basis. This is also reviewed yearly through the PDR process. This helps staff to reflect on their current practice and to identify areas that they want to focus on.

2. Curriculum Design

To enable the children to

Achieve the highest possible

levels of literacy and numeracy

and cognitive skills

Develop each child to be

successful learners, confident

individuals, effective

contributors and responsible

citizens

Develop knowledge and

understanding of society, the

world and Scotland's place in it

Staff have looked at the design of our curriculum and planned outlines for the next three years.

We have started weekly review sessions with the children to evaluate their learning. In Furnace the children complete their ‘I can’ statements on a leaf and add it to the school ‘I can’ tree. At Minard they have an ‘I can’ lion and they add their statements to his mane.

A curriculum policy has been written and shared with parents

The children have been given access to a wide and varied curriculum and experiences this year. These have included

The children have all had a wide range of experiences throughout the year. Some of the events have been both schools together and some have been covered individually.

This has helped to focus the children on their learning during the week that has just passed. It helps with the self-evaluation of their work and setting their targets. They are getting more proficient at this. The children are more aware of their own abilities and can talk about it. They are also becoming more proficient at producing evidence to back up their ‘I can’ statement.

Parents are supportive of both schools and appreciate the work we do to include them in the design of the curriculum.

The children have developed a variety of skills that have been linked to real life situations. This has made their learning more realistic and they have been able to transfer skills they have learnt in other lessons.

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Develop skills for learning, life

and work

*Furnace- working with Kilmartin museum to write a play and then film it at Carnasserie Castle*The film was then shown at a community event in an Oscar’s style evening* Minard have been involved in Outdoor education – setting up an outside classroom and a keep fit trim trail*P6 and7’s in both schools are members of the Mid Argyll Pupil council. They have worked together to revive the Mid-Argyll inter-school quiz* Children are encouraged to be members of the different school committees*Both schools have worked together on a Christmas Craft Fayre with a soup and sandwich lunch*Both schools worked together to produce a pantomime at Christmas and formed a joint school choir to compete at the Mid-Argyll music festival*P6/7 attended a World of work day organised by Education Scotland

Through working with a wide range of providers the children have been able to develop their confidence and communication skills. We have also welcomed many visitors into both schools.

All the children have been involved, from P1 to P7 and encouraged to achieve as much as they can to the very best of their ability.

As the learning is related to real life situations it is more meaningful to the children.

There are more details on the achievement page

The quiz was very successful and involved all the Mid-Argyll schools

The children are on the schools’ Eco committee and the pupil council.Children in P6/7 are members of the Mid-Argyll pupil council

This was very successful. The children made crafts to sell and then prepared for the event by advertising it and setting their stall up. On the day they took turns manning the stall and acting as waiters/waitresses for the lunch

The children have performed in public and gained confidence in their presentation skills. They have worked together as a team and individually.

The children met a variety of people to hear about different aspects of the world of work

2. Health and Wellbeing

Review the Health and Wellbeing curriculum and the approaches we use to deliver it

Review resources

This has not been fully implemented so will be included in the next Improvement plan

Resources have been reviewed in both schools and shared between them.

A start has been made on this but there is still a lot more to be done. It will be included in the new Improvement Plan for 2015 -16.By looking at the different approaches to learning we are ensuring that all the children are being taught in the way that suits their learning style best.

We have been able to use resources from both schools to be able to deliver high quality lessons. New resources have been purchased. These

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Ensure we are covering 2 hours of P.E. a week

Develop the programmes in Healthy Eating, Road Safety and Stranger Danger

Work with Grab Trust Scotland on Beach Schools

Fully implement the anti-bullying policy. Attend Respect Me training

Priority_________________________

4. Raising Attainment through Professional Development

Develop the monitoring of teaching and learning

New resources have also been purchased

Both schools join together one afternoon a week for P.E. with the visiting P.E. teacher. Staff in the individual schools cover the second hour. Both members of staff have had training in outdoor P.E. games skills with Stramash

Completed over the year and covered with all the children

Unfortunately this did not happen as the Grab trust did not receive enough funding

Mrs Munro attended training in October and covered this with all members of staff on the November in-service day

Progress to date_______________________________

Although we have not gone for a formal approach to the monitoring of teaching and learning, staff have in depth professional discussions on their

are games that will help deliver the P.S.D. programme of study

The children are split into their peer groups when they get together for P.E. This allows for more age appropriate lessons and children can be paired up with a partner close to their year group and ability.The training offered by Stramash has been very beneficial to help staff cover the second hour of P.E. It has offered a different approach to teaching P.E. outside. We have also worked with the Active Schools Coordinator and the Shinty Development Officer. This has added to the quality of the P.E. offered.Staff attended Bilateral exercise in-service training at the beginning of term. They use these exercises regularly throughout the week. These are benefitting all children.

We have covered these areas in blocks once a week when both schools have worked together. This has allowed the children to work in their peer groups rather than whole school. The block on Road Safety included practical on road training with the Road Safety officer.

We were disappointed that this did not happen and hope to be offered this again.

All staff are aware of the ‘Respect Me’ approach to tackling bullying. The approach is consistent across both schools. A new policy has been written and shared with parents and carers.

Impact /benefits___________________________________________________________

This has ensured support for staff. They have also been able to offer suggestions for resources to the other. We hope that by restructuring the timetable next year we will be able to give more time to be able to work together than is available at the moment.

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Develop staff skills in self-assessment/reflection

Use the PRD/PDR with all staff to develop their skills

Use made of skills/expertise acquired through continual professional development

teaching practice on a regular basis.

This is also reviewed yearly through the PDR process. This helps staff to reflect on their current practice and to identify areas that need updating.

Good use has been made of staff strengths and by working collaboratively this has benefitted the children.This year Mrs Goodwin has undertaken training in Outdoor Education. This has been in partnership with the Outdoor specialist group ‘Stramash’. Mrs Goodwin has attended workshops and a tutor has visited the school on 4 occasions to work alongside her with the pupils in Minard

Mrs Baird, in Furnace, has been trained as a language leader to take forward the language 1 + 2 initiative.

When the two schools come together on a Wednesday we are able to split the children into peer groups – P1-4 and P5-7. Each teacher takes the grouping that makes most use of their teaching experience.

Has helped staff reflect on their teaching. They have looked for ways to develop themselves professionally.Mrs Goodwin has been working with O.W.L. – Outdoor Woodland Learning – and ‘Stramash’. They have funded the training sessions she has attended and paid for a tutor to visit the school over 4 sessions to work alongside Mrs Goodwin and the children. This has been a huge advantage to have someone working alongside the teacher and pupils.The children have benefitted hugely form the expertise and their experiences of outdoor learning has increased.

The school put on a display of the work they have been doing at an inter-school event in Inveraray and plan to do this again at an Outdoor Learning Festival planned for September.

Mrs Baird has taken on the role of Language Leader for the Mid-Argyll schools. She has a clear understanding of how to take forward this initiative and will be delivering in-service training and mentoring local schools. Mrs Baird will also be leading this across both schools.

ACHIEVEMENT

We are proud of our learners, all of whom contribute much to the life of the school and who have high standards of social and communication skills, many of which are developed through the frequent co-operative learning activities practiced in the school.

P1’s at a Bookbug event

Orienteering and rope swings with Andy Craven

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Halloween party held for both schools at Minard village hall

Community Bonfire/Fireworks and soup evening on shore.

Remembrance Day event in the community

Children in Need fundraiser - Superheroes

Shinty coaching at Furnace Primary

Christmas Craft Fair to raise funds for school- Christmas Cards produced

School trip to Oban cinema with Furnace

Christmas production, ‘’Snow White and the Seven Dwarves’

Christmas lunch and party for both schools held at Furnace

P6 taking part in the Burn’s recital competition

World book day activities: the colour yellow

Participation in Mid Argyll Music festival -individuals and school choirs-Action song, Music is Fun

Visit from local author

Duck Derby fund-raiser

Childline event for P6

Swimming lessons at Mid Argyll Pool

Pancake Day activities

Joint PE, Art, PSD and RME lessons at Furnace

BBC10 Music activities with Furnace

Regular visits to the Library van

Working with Morag Duff on Outdoor Learning

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Regular joint themed lunches at Furnace

Outdoor PE with Stramash

Twit-twoo puppet show on an anti-litter theme

Revamping Minard school front fence and working in the garden (Eco schools)

Mull Theatre performance at Inveraray Primary

Visiting Tarbert Castle for their castle project – Participating in an archaeological dig at Kilmartin

P6 participation in area pupil council – working on an inter-school quiz

Easter service at Minard with Furnace and an Easter bonnet competition with an Easter Egg hunt

Visit to the Science Centre in Glasgow

P1-4 visit to the ‘Barrowband’ in Lochgilphead

School sports at Furnace – Non uniform day for charity

ACTIVE, INTERDISCIPLINARY, CO-OPERATIVE LEARNING

Over the school year the children, staff and parents have worked on developing their renewed Vision, Values and Aims. This has helped everyone focus on what makes the school unique and brings a jointed understanding of how to take their learning forward.Mrs Goodwin has been developing her professional skills by taking on an Outdoor learning course throughout the school year. The children have benefitted with more learning outside. They made a Trim Trail around the grounds and complete laps around it daily. This has increased their stamina and fitness levels.

ENTERPRISE, ENVIRONMENT and EQUALITY.The children have worked hard to achieve their 2nd Green Flag in May 2015. They have developed the school grounds and worked with the Dog Warden and Environmental Officer to combat the problem of dog fouling in the village and marine litter on the shore.

Literacy across the CurriculumLiteracy skills are life skills which help learners broaden their horizons and communicate effectively in increasingly varied and demanding situations.

The children write regularly for a variety of purposes and real audiences

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Teachers help the children experiment with words, sentence structures, styles and narrative voices. Use of Interdisciplinary activities enable a greater depth of learning and with an increased focus on literacy across the curriculum, there is a marked impact on the children’s performance in reading and writing, as well as their knowledge and understanding about the topics. Over the year, most of the fiction and non-fiction texts studied at the upper levels were directly connected with links to our Inter-disciplinary topics.

The children have been given many opportunities to use their literacy skills within investigative and research tasks.

ETHOSThe school is proud of its’ caring and relaxed atmosphere in which each child is encouraged to develop to their full potential in all areas of school work and in life to develop as independent, creative and confident individuals who respect the views, opinions and beliefs of others.The use of praise by staff and high expectations of behavior and effort, help establish a welcoming learning environment and purposeful atmosphere throughout the school.Staff strive to achieve a well ordered environment, encouraging pupils to show positive attitudes to their work and towards others and to achieve good attendance and behaviour.

Learning and TeachingLearning has become ever more practical, investigative and creative as we continue to develop the Curriculum for Excellence, with an increasing number of stimulating resources at our disposal.These include interactive web activities, ICT software programmes, Smartboard resources and a wide range of exciting board games. Use of these resources is carefully planned so as to be relevant and meaningful and teachers take full account of the child’s stage of development, learning needs and prior knowledge.

The result is that the activities are highly motivating and successfully engage all learners.We have linked with Furnace Primary once a week for expressive arts activities. At other times we have made use of staff expertise and visiting specialists to bring the children together. These have proved very valuable, allowing children to have a wider peer group as well as benefitting from a wide range of experiences.

Through interdisciplinary learning children will develop, within the four capacities, their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.

We have included a variety of ways of delivering the learning and teaching. These have included cooperative learning, paired activities, individual challenges and team problem solving. We have been making more of the outdoor area.

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Management -how good is our management?

Minard Primary is currently staffed by 1.6(FTE) experienced teachers, a classroom assistant, a support assistant and a janitor/catering assistant. The school shares a Head Teacher with Furnace Primary and when the Head Teacher is not at the school the class teacher has a Principal teacher commitment. This shared Headship allows the two schools to work closely together and broadens the area of expertise open to our school and benefits the pupils socially and academically. Our staffing is complimented by a PE and Art teacher. P4-7 Furnace and Minard pupils joined forces in a choir for the Mid Argyll Music Festival.

Minard and Furnace Primaries also share a teacher on a regular basis and teamwork and collaboration between the two school staffs has been beneficial to both, enabling two small schools to share costs of staff development courses and resources. The three school cluster- Inveraray, Minard and Furnace Primary Schools, as well as the wider Mid Argyll Schools Group, have been working collaboratively on in-service and collegiate activities such as Moderation of Writing, Assessment and Skills development , as well as taking forward A Curriculum for Excellence. This is beneficial to all, providing a range of ideas and collaborative results which would possibly not be achieved in individual schools.

Staff in Minard Primary attended training courses during school time, in-service days and after school activities (twilights). Staff in both schools also spent collegiate time together developing new initiatives and supporting each other.

Management, Leadership and Quality Assurance14

The school has a monitoring effectiveness system which involves all staff, parents and pupils and is ongoing throughout the session. The system is inclusive and incorporates:*A self-evaluation process which informs improvement planning and the production of the standards and quality report. This is based on ‘How Good is our School’ and related support materials both national and authority produced. *Needs Analysis, Career Development and Review, Performance development Review to inform and identify staff development needs.*Timetabling of the Head Teacher to work alongside class teachers.*Ongoing monitoring and evaluation of aspects of the learning and teaching and corporate life of the school e.g. forward plans, pupil attainment in national tests and ongoing work, learning support needs, resources, health and safety, school security etc.*Involvement of all staff in the formulation of school policies and programmes of study.*Involvement of parents and pupils by means of a variety of methods including parental meetings, questionnaires (when appropriate), parent workshops, use of parent helpers in school and out of school activities, supporting children with their homework, bringing their expertise to the class support of class topics.*Involvement of the children by use of circle time and the Pupil Council. Primary Seven children benefit from the added responsibilities given to them in their final year.

Areas identified in the audit have either been addressed immediately (small scale initiatives) or incorporated into the Improvement Plan for the Session 2015/2016.School staff work well as a team and with visiting staff. They understand their remits and produce high quality work. The Head Teacher fosters this spirit of team work amongst her staff and has established an open, consultative style of management which combines a clear vision of long term aims for the school in which everyone has ownership of.

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Furnace and MinardPrimary Schools Improvement Plan

2015 – 201617

Furnace and Minard Primary Schools Improvement Plan 2015-2016

Introduction

As we wish to make the most of our shared Headship the school communities of Furnace and Minard Primaries have worked together to identify priorities within both schools to take forward for development. These priorities are also linked to those in the Argyll and Bute Education Plan. We have therefore created a joint Improvement Plan and will take these priorities forward as a team, which will continue to unite both schools, although there will still be scope for each school to develop its’ own learning community.

Summary of new priorities to be taken forward in 2015-16

Target Priority1. Literacy Reciprocal Reading

Listening and Talking skills using the6 Thinking HatsLanguages 1+2

2. Numeracy To work with the new Numeracy champion

3. Health and Wellbeing ASDBetter Eating Better Learning

4. Leadership and curriculum Progression PathwaysCurriculum Design

Halloween Party at Minard P1’s at Bookbug event Visit from a theatre group to Furnace

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Before the Christmas The cast of ‘Snow White’ Enjoying a visit to party at Furnace Oban cinema

Improvement Priorities for 2015-16Priority Number 1- Literacy

What do we want to do? (Focus) Review our approach to Reading Introduce Reciprocal Reading Review the next stage of teaching phonics- blending Look in more detail at our assessment of Literacy and the use of diagnostic tests Develop the Languages 1 + 2 approach

Why do we want to do it? (Evidence) To improve reading standards To raise attainment in reading To encourage a life- long love of reading across all genres To review our approach to teaching phonics and to develop the next stage – blending To ensure our assessment procedures are linked to the planning To introduce the languages 1 +2 approach

How will this benefit pupils? (Impact) Important for life skills and to be able to access all areas of the curriculum To be able to extend their vocabulary and this will have benefits in their writing skills as it will develop the imagination for story writing An enjoyment of reading will encourage children to extend their reading ability and want to read other genres By developing the children’s phonic skills and especially blends will make it easier for them to sound out a word correctly and be able to retain it so that they will recognise the word the next time they see it With good assessment procedures we can ensure that our planning for next steps takes account of each child’s individual needs Important for children to converse in another language and to be able to make word connections across languages. It will improve job prospects, raise their confidence in their own ability and encourage a love of languages

How and when are we going to do it? (Process)(Name) leading Resources Key Milestones

Head Teacher (+ staff)

Hilary Bombart

Karen Baird

Head Teacher (+ staff)

Head Teacher (+ staff)

Look at our reading and phonics materials Attend Reciprocal Reading training. Continue this in school Attend training on the Languages 1 + 2 approach Personal reading on approaches to teaching phonics – attendance at phonics training courses

By October 2015

In service day August 2015 “ “

Throughout the year

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Using the Argyll and Bute assessment material By May 2016

The main links to HGIOS3 are…

5.1 The curriculum 5.3 Meeting learning needs 5.4 Assessment for learning

Priority Number OnePriority title: LiteracyAspect of Progress / Date Impact on Learning and Teaching

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Improvement Priorities for 2015-16Priority Number 2- Numeracy

What do we want to do? (Focus)

Develop confidence in each child’s ability in numeracy

Relate the work they do to real life experiences

To work alongside the Numeracy Champion to review our programme for maths

To renew and update our approaches to teaching numeracy and to make use of the new

Numeracy HubWhy do we want to do it? (Evidence)

*To ensure no child develops a ‘fear’ of mathematics

* To raise attainment in numeracy at all levels

*To make use of the Argyll and Bute assessment sheets for Numeracy

* To look for new refreshing and innovative approaches to teaching numeracy and ensure that it is covered within context

How will this benefit pupils? (Impact)*The children will develop their self confidence in their own ability*Children will understand why they cover number work in school – they will be able to relate it to real life*Children will be able to continue developing these new skills – using self assessment procedures with a SOLO taxonomy*Children will benefit from a variety of learning approaches- this will suit all learning styles* Attainment will be raised in numeracy

How and when are we going to do it? (Process)(Name) leading Resources Key Milestones

(Head teacher + staff) *staff attending training with the

Numeracy Champion

*To develop our Numeracy

programme with all staff involved

* To develop the assessment

Staff development day withCluster schools – cost of training

August 2015 and developing this throughout the year

Throughout the year – progress reviewed in

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work we have been doing within

Numeracy

*To attend training courses or to

access online material to help

with the learning and teaching of

maths in the classroom

* Audit of resources and

approaches to numeracy

CPD time – staff meetings -Time to implement

Staff meetings and collegiate timeAttendance at courses when available

Within staff meetings and collegiate time

December and March

Outcome presented in May to Parent Council and report written in the Standards and Quality report

Throughout the school year

Will be reviewed in December and April

Throughout the yearThe main links to HGIOS3 are…

1.1 Improvements in performance 2.1 Learners’ experiences 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.4 Assessment learning 9.4 Leadership of improvement and change

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Priority Number TwoPriority title: NumeracyAspect of Progress / Date Impact on Learning and Teaching

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Improvement Priorities for 2015-16Priority Number 3- Health and WellbeingWhat do we want to do? (Focus)

Continue to review the Health and Wellbeing curriculum and the approaches we use to deliver it

Review resources Develop the Better Eating, Better Learning philosophy Develop the support for learning approaches across the curriculum To increase staff knowledge of ASD

Why do we want to do it? (Evidence)

To ensure the work we cover in Health and Wellbeing is linked to the Health and Wellbeing framework

To have an up-to-date appropriate curriculum for today’s society To have a variety of resources which cover all stages and learning

styles To highlight Healthy Eating and its relationship to learning To ensure our Early Intervention strategy is working and children are

getting the support they need To understand the needs of children who are on the Autistic Spectrum

and be able to meet their needs

How will this benefit pupils? (Impact)

They will be encouraged to live healthier lifestyles Resources used will encourage the learning and support children with

needs The children will be eating more healthily in school and there should be

an impact on their learning By targeting children with needs any difficulties can be addressed early

and the appropriate help put in placeChildren with ASD will have their needs better cared for as everyone will understand how best to take their learning forward

How and when are we going to do it? (Process)(Name) leading Resources Key Milestones

Head Teacher + staffReview our Health and Wellbeing curriculum and resourcesHT/Staff and catering staffDeveloping the Better Eating, Better Learning

TimeCost of new resources

TimeCosts of changes to the

By December 2015

New resources purchased by March 2016

Raising awareness - August – December 2015

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approachHT/staff/Ed PsychAttend and deliver ‘ASD training – CPD time

lunch menu

TimeTravel costsCost of new resources

And implementing from January 2016

Nov in-service and staff meetings throughout the year

The main links to HGIOS3 are… 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.7 Partnerships with learners and parents 5.8 Care, welfare and development 7.3 Staff development and review

Priority Number ThreePriority title: Health and Well-BeingAspect of Progress / Date Impact on Learning and Teaching

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Improvement Priorities for 2015-16Priority Number 4-Progression PathwaysWhat do we want to do? (Focus)

To produce Progression Pathways in Literacy, Numeracy and Health and Wellbeing To produce Progression Pathways across other areas of the curriculum if time allows To use the pathways to support staff in assessing their pupils Through Professional Dialogue ensure quality assurance and moderation of the work covered Use made of skills/expertise acquired through continual professional development

Why do we want to do it? (Evidence)

To give children a context for their learning To ensure that there is appropriate progression for each child within a multi-

composite setting To support staff in developing progression in their planning Keep staff abreast of new developments and implement this in the classroom

How will this benefit pupils? (Impact) Children will have a better understanding of the purpose of their learning Children will progress at an appropriate rate through the Levels Staff will plan lessons with progression in mind The children will gain from being taught by staff who have expertise and

enjoy the subjects they teachHow and when are we going to do it? (Process)(Name) leading Resources Key Milestones

Head Teacher +staffIn-service days and staff meetings

Develop skills through attendance at courses or through personal reading

Keeping a record of professional development and input to the PDR process

Time, discussions on the way forward.

In-service training , courses and twilights

Yearly PRD/PDR interviews

Resources for staff where needed

Initial meeting Aug 2015 then throughout the year

Throughout the year

February 2016

The main links to HGIOS3 are... 1.1 improvements in performance

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2.1 Learner’s experiences 5.1 The curriculum 5.2 Teaching for effective learning 5.9 Improvement through self-evaluation 7.3 Staff development and review

Priority Number FourPriority title: Progression pathwaysAspect of Progress / Date Impact on Learning and Teaching

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Maintenance Agenda for Teaching and LearningAspect Reason For InclusionEco Schools – developing this through the curriculum – input from the Eco Schools coordinator

Skills book

Continue to develop PLP’s and to develop the Curriculum Focus sheets and reporting format to parents

Technology

Continue to develop the use of the outdoors.

Furnace will be working on achieving their 4th Green Flag.Minard will be developing the work they did to achieve their 2nd flag and working towards their 3rd

This is being re-launched across schools in Argyll. This will be developed to be used as the P7 profile in June 2016

These are always evolving and need to be kept up dated

To continue to look for different ways of including more technology experiences across the curriculum

To develop the work started on the Outside Classroom in Minard

Glossary

AifL - Assessment is for Learning P.E. – Physical Education C.P.D. – Continued Professional Development I.C.T. – Information Communication Technology P.L.P. – Personal Learning Plan

Equal OpportunitiesIf you would like the information in this report in another language or format please ask at the school office.

ContactsFurnace Primary School – email address – enquiries@minard.argyll-bute.sch.uk Telephone Number – 01546 886636Argyll and Bute Council website – www.argyll-bute.gov.uk School WebsiteOur website address is - www.minard.argyll-bute.sch.uk

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