??Web viewImplementing improvement and change. ... continue to build on Emotional Literacy Skills for all learners. ... training for P2 teachers in Emerging Literacy

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<p>SCHOOL IMPROVEMENT REPORT AND PLAN</p> <p>Believe You Will Achieve</p> <p>School: Smithton Primary School</p> <p>Head Teacher: Lynda Banks (Acting Head)</p> <p>Date submitted: June 2017</p> <p>Our Vision and Aims</p> <p>Smithton Primary School and community is a place where</p> <p> Everyone has a sense of belonging</p> <p> Experiences and opportunities develop skills for lifelong learning</p> <p> Everyone is inspired to be ambitious and to achieve their best</p> <p> Expectations are high</p> <p> Everyone is supported and listened to, confidence and resilience instilled</p> <p>In partnership with the parents/carers and the wider community, we aim to</p> <p> Value, respect and include everyone</p> <p> Nurture and support each individual</p> <p> Work together to help children reach their full potential</p> <p> Challenge and motivate children in their learning</p> <p> Provide wide and varied learning experiences</p> <p>Our Values</p> <p>Respect Honesty CaringFriendliness Positivity</p> <p>Our Vision, Values and Aims were developed and agreed by all on pupils and parents/carers in 2017.</p> <p>Summary of Improvement Report/Plan engagement process:</p> <p>Participants</p> <p>Engagement details</p> <p>Teachers and other staff</p> <p>Collegiate meetings on SIP</p> <p>February Inset Day/May Inset Day to evidence QI 1.1, 1.3, 2.3, 3.1, 3.2</p> <p>Parents</p> <p>Self Evaluation Meeting with SLT May 2017</p> <p>Parent Council Meetings throughout session</p> <p>Newsletters</p> <p>School Blog</p> <p>Pupils</p> <p>e.g. Pupil Council meeting- May 2017</p> <p>e.g. Pupil survey carried out- May 2017</p> <p>Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)</p> <p>Other partners</p> <p>Associated Schools Group</p> <p>ASG meetings twice termly</p> <p>Full details of engagement activities can be found in the schools self-evaluation records.</p> <p>PART TWO Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):</p> <p>Context of the school: </p> <p>At Smithton Primary School we have approximately 315 children in P1-7 and 98 children in our Early Learning and Child Care (ELCC). We have 12 classes in the school with 12 full time teachers, 2 part time teachers and 2 part time Additional Support Needs teachers (one of whom is on maternity leave). Our Senior Leadership Team consists of one Head Teacher, one teaching Depute Head, one permanent Principal Teacher and 1 temporary Principal Teacher. Children and teachers are well supported by Pupil Support Assistants. Our ELCC has a Child Care Manager and 11 Early Years Practitioners.</p> <p>The school is in the east side of Inverness and incorporates a wide and varied social catchment area. Using the SEEMis Risk Matrix, as advocated by the Highland Council, we know that within the school and ELCC, 14% of children are classed as red (high risk), 31% amber (medium risk) and 55% green (low risk).</p> <p>21% of children are in receipt of Free School Meals.</p> <p>7% of children have English as an Additional Language.</p> <p>The Head Teacher has been on secondment for the past 18 months. Within this time, there have been two Acting Head Teachers. The permanent Head Teacher is due to return in January 2018.</p> <p>We have 38 Childs Plans, most of which are Level 3 and Level 4.</p> <p>Session 17-18 will see 2 portable classrooms installed in the playground to accommodate the increase in numbers in our school roll. Our school is capped in session 17-18. </p> <p>What have we done to close the attainment gap?</p> <p>This session we have focused on developing the Emerging Literacy Programme within P1/ELCC. All P1/ELCC staff have been trained in the Emerging Literacy programme. 150 children across P3-P7 involved in National Literacy Trust programme; 3 Literacy events took place, with each child receiving 3 books. </p> <p>We have also had a focus of how we track assessment within Numeracy. We have pupil progress meetings with teachers to discuss individual pupil progress data. We use INCAS data to identify learning needs of individual pupils.</p> <p>Our overall evaluation of the schools capacity for continuous improvement:</p> <p>* We are confident in our capacity for continuous improvement </p> <p>* We have some concerns about our capacity for continuous improvement </p> <p>Comment: </p> <p>We are confident we currently have continuous capacity for improvement with the staff we have. There are always improvements to be made, however the school is moving forward in a positive way.</p> <p>We try to involve parents/carers and pupils as much as we can to improve our school and ELCC and we will continue to develop this. </p> <p>Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?</p> <p>How are we doing?</p> <p>Whats working well for our learners? (what are the features of effective practice in our school?) </p> <p>How do we know?</p> <p>What evidence do we have of positive impact on our learners?</p> <p>What are we going to do now?</p> <p>What actions will move us forward?</p> <p>(improvement priorities highlighted in this area)</p> <p>How would we evaluate this QI using the HGIOS?4/</p> <p>HGIOELC six-point scale?</p> <p>1.1 Self-evaluation for</p> <p>self-improvement </p> <p> Collaborative approaches to self-</p> <p>Evaluation</p> <p> Analysis and evaluation of intelligence and data</p> <p> Ensuring impact on learners successes and achievements </p> <p>Collegiate time with staff to evaluate Learning and Teaching and Qis</p> <p>Involvement of all staff in school and ELCC self-evaluation </p> <p>Staff track and engage with attainment data for literacy and numeracy</p> <p>Tracking and monitoring of individual pupils being developed </p> <p>Learning conversations being developed </p> <p>Staff working together as a strong team - peer support, sharing of practice</p> <p>ELCC staff have regular self-evaluation meetings using HGIOELC to evaluate</p> <p>Continuing to obtain parents/carers views of school, communication</p> <p>Professional dialogue with teachers</p> <p>Staff feedback</p> <p>Peer evaluations which have focused on sharing the purpose of learning with pupils; developing the ability of pupils to self/peer evaluate progress</p> <p>Professional dialogue with teachers re pupil progress</p> <p>Analysis of data; individual, class and whole school </p> <p>Feedback from Senior Leadership Team on INCAS data</p> <p>Children are better at discussing their strengths and areas for improvement </p> <p>Use of the developmental overviews to prioritise next steps for learners in ELCC</p> <p>Enhanced communication between school and home</p> <p>Ensure rigorous self- evaluation calendar is in place, shared and adhered to.</p> <p>Try different monitoring approaches with classes to ensure rigour and consistency.</p> <p>More involvement of pupils and parents/carers in self- evaluation process </p> <p>Continue to develop how we analyse and use data to ensure a positive outcome for learners</p> <p>Ensure robust moderation within stages and across ASG in agreed area</p> <p>Improved target setting by pupils</p> <p>More pupil involvement in self-evaluation to support school improvement</p> <p>Ensure Learning Conversations are timetabled in all classes and PSAs are trained in questioning techniques </p> <p>More pupil involvement in planning and assessing learning and teaching </p> <p>Provide more specific opportunities for parents/carers to support improvement by participating in Numeracy Information/games sessions</p> <p>update positive behaviour policy</p> <p>3</p> <p>Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?</p> <p>How are we doing?</p> <p>Whats working well for our learners? (what are the features of effective practice in our school?) </p> <p>How do we know?</p> <p>What evidence do we have of positive impact on our learners?</p> <p>What are we going to do now?</p> <p>What actions will move us forward?</p> <p>(improvement priorities highlighted in this area)</p> <p>How would we evaluate this QI using the HGIOS?4/</p> <p>HGIOELC six-point scale?</p> <p>1.3 Leadership of Change</p> <p> Developing a shared vision, values and aims relevant to the school and its community</p> <p> Strategic planning for continuous improvement</p> <p> Implementing improvement and change</p> <p>pupils, staff and parents all involved in developing shared vision, values and aims for the whole school community</p> <p>beginning to create a culture of leaders at all levels staff and pupil involvement </p> <p>involvement of staff and pupils in self-evaluation </p> <p>staff awareness of our strengths </p> <p>Teacher Learning Community advocated by Tapestry is providing leadership opportunities</p> <p>EYPs very creative and show a willingness to develop their own expertise</p> <p>all stakeholders voted on our new values</p> <p>discussion with pupils, staff and parents about values, vision and aims</p> <p>Pupil Council has ensured the issue of road safety in and around the school is being addressed</p> <p>Citizenship Groups help develop explicit skills for learning, life and work</p> <p>Staff very good at managing SEBD </p> <p>Parental feedback shows that communication has improved; more information how they can support their children; very positive feedback about the Daily Mile which impacts on health and well-being of children</p> <p>Teachers, PSAs leading in different areas, e.g Outdoor Learning, Multi Sports which provides opportunities for pupils after school </p> <p>leading on tracking pupils progress and assessment in collegiate times </p> <p>(ELCC) children have greater choice in where they want to play; more free movement within rooms/outside</p> <p>have a whole school and community focus of our new vision, values and aims and ensure that everybody understands and has an investment in these </p> <p>ensure high expectations of all pupils by all staff</p> <p>stage/department meetings on regular basis</p> <p>provide more leadership opportunities for staff; Outdoor Learning, ICT Lead</p> <p>provide more leadership opportunities for pupils; P7 Newsletter, Personalisation and Choice</p> <p> ensure that all staff, pupils and parents/carers are aware of areas of developments </p> <p>teachers to regularly engage and reflect on GTCS standards for teaching and leadership</p> <p>ELCC continue to offer great flexibility for children to go outdoors</p> <p>3</p> <p>Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?</p> <p>How are we doing?</p> <p>Whats working well for our learners? (what are the features of effective practice in our school?) </p> <p>How do we know?</p> <p>What evidence do we have of positive impact on our learners?</p> <p>What are we going to do now?</p> <p>What actions will move us forward?</p> <p>(improvement priorities highlighted in this area)</p> <p>How would we evaluate this QI using the HGIOS?4/</p> <p>HGIOELC six-point scale?</p> <p>2.3 Learning, Teaching and Assessment</p> <p> Learning and engagement</p> <p> Quality of teaching</p> <p> Effective use of assessment</p> <p> Planning, tracking and monitoring</p> <p>strong and positive ethos reflecting a commitment to positive relationships with all stakeholders</p> <p>childrens enjoyment of outdoor learning </p> <p>focus on sharing purpose of learning </p> <p>teachers are aware of data and are beginning to use baseline assessments to inform next steps for learners </p> <p>Highland Literacy Progression </p> <p>Emerging Literacy Programme</p> <p>identification of children with Additional Support Needs</p> <p>introduction of tracking method for Numeracy</p> <p>appropriate differentiation to meet individual needs </p> <p>assemblies</p> <p>citizenship groups</p> <p>Pupil Council discussions </p> <p>Classroom observations</p> <p>teacher peer observations </p> <p>formative assessment methods used across all stages </p> <p>INCAS, SPP, CfE level data, Emerging Literacy to track, assess pupils, inform planning and identify next steps. </p> <p>analysis of data show how well this programme is benefitting children</p> <p>children are engaged and motivated in their learning </p> <p>interventions put into place when necessary to support learners</p> <p>ensure all children are challenged appropriately</p> <p>continue offer choice for learners in how they learn and how they present their learning </p> <p>upskill all staff in Highland Numeracy Progression, strategies, language so that there is consistency across all stages</p> <p>all children to be given numeracy baseline assessment in Aug/Sept 2017 which will inform planning, grouping, etc</p> <p>continue to develop Emerging Literacy and ensure P2 teachers have relevant training</p> <p>develop Key Assessment Tasks </p> <p>use of benchmarks for assessment </p> <p>ensure that assessment is planned at planning stage </p> <p>streamline planning to ensure consistency across the school, clearly identifying what is to be learned and assessed</p> <p>collaborative planning with stage partners to ensure continuity and standards across levels</p> <p>develop robust arrangements for moderation across stages</p> <p>3</p> <p>Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?</p> <p>How are we doing?</p> <p>Whats working well for our learners? (what are the features of effective practice in our school?) </p> <p>How do we know?</p> <p>What evidence do we have of positive impact on our learners?</p> <p>What are we going to do now?</p> <p>What actions will move us forward?</p> <p>(improvement priorities highlighted in this area)</p> <p>How would we evaluate this QI using the HGIOS?4/</p> <p>HGIOELC six-point scale?</p> <p>3.1 Ensuring wellbeing, equality and inclusion</p> <p> Wellbeing</p> <p> Fulfilment of statutory duties</p> <p> Inclusion and equality</p> <p>all staff and partners are sensitive to the wellbeing of children and colleagues </p> <p>relationships between staff and pupils/staff and staff is very good</p> <p>staff and partners feel valued and supported</p> <p>understanding individual child and needs and responding appropriately and positively</p> <p>positive behaviour promoted by all </p> <p>pupil voice</p> <p>children and families feel supported </p> <p>outside agencies used effectively</p> <p>some after school activities </p> <p>robust transition from ELCC into P1</p> <p>staff aware of inclusion and equality documentation </p> <p>knowledge of children who are looked after and those with additional Support needs, SEBD</p> <p>outdoor spaces used effectively to promote and enhance wellbeing</p> <p>Pupil Council meetings </p> <p>class meetings </p> <p>Citizenships groups </p> <p>Parental feedback about staff caring and listening to children </p> <p>links with Childrens Service Worker and friendship groups</p> <p>behaviour protocols in place and shared </p> <p>Different Families, Same Love programme delivered </p> <p>links with Health Visitors, Child Smile, Community Police, Transport Police, NSPCC, </p> <p>readiness of children to learn and adapt to new learning environment </p> <p>effective strategies in place to support children; Childs Plans, Individual Educational Programmes, use of GIRFEC</p> <p>feedback from staff and pupils, regular and timetabled use of outdoor spaces</p> <p>Outdoor Explorer Club</p> <p>continue to build on Emotional Literacy Skills for all learners</p> <p>embed vision and values within whole school community</p> <p>ensure all classes participate in the Daily Mile</p> <p>ensure pupil voice continues and develops ensuring that it is a key element of how we plan for and ensure we...</p>