0

Hurlford Primary School Improvement Plan2019/20

School Improvement Plan HURLFORD PRIMARY SCHOOL Head Teacher GILLIAN CAMPBELLDate Submitted JUNE 19Session (Date when each year is written)

2019-20

School’s/Centre’s Vision and Values

OUR VISIONAt Hurlford Primary School and Early Childhood Centre, we work together to create a safe, happy and healthy school environment, where everyone has the confidence, motivation and encouragement to be

the best we can be

OUR VALUESAmbition

CommitmentAchievement

TruthTeamworkRespect

At Hurlford Primary School & Early Childhood Centre, we aim to Create a welcoming, safe and secure environment Recognise and celebrate achievement and success Provide a broad, challenging and stimulating curriculum, developing the four capacities Provide high quality learning and teaching, promoting lifelong learning Encourage mutual respect Promote partnership with Parents and the wider community

In line with the Standards in Scotland’s Schools etc. Act 2000 (amended 2016), the following checklist is designed to assist Heads of establishment with whole school/centre improvement planning that fulfils statutory duties in accordance with the Act. This must be completed prior to submission.

Consultation on improvement Completed Content of plan Completed1

plan includes the following stakeholders:Children and Young People May/June 19 , as part of

self evaluation activity & assembly focus

Takes account of strategic priorities outlined in the education authority’s Annual Plan.There is clear focus throughout the plan on measures to reduce of inequalities of outcome as a result of socio-economic disadvantage.

Yes

Parent Council and Forum May /June 19, through questionnaires, parent

council meeting (May/June meetings)

88 parents responded to Improvement plan consultation (May, 19

Takes account of the strategy for parental involvement under section 2 (4A)

Yes

Teachers, practitioners and ALL school/centre staff

April - June 19, through staff meetings and

discussion

An audience-friendly summary of the SIP is available and contained in this document and will be provided to parents, children and young people.

This will be developed for

inclusion in GLOW website (Aug/Sept 19)

Volunteers/ Community partners May-June 19, through stakeholder evaluation

Appropriate cognisance has been made of the links between the plan and the working time agreement for teaching staff

Yes

Local bodies representing teachers, staff, volunteers and any parent bodies further associated to the school/centre.

June 19, McCrone agreement agreed by

staff.

Scottish Government Tackling Bureaucracy working group recommendations have been considered when planning for improvement and in the improvement activities specified

Yes

HGIOS 4 and HGIOELC are used as the frameworks to inform the content of SIPs

Yes

Head Teacher G. CampbellJune 19

Pupil and parental strategic involvement

2

For session 2019-20 , please describe below how children and young people will be involved in decisions relating to the operation of the school/centre

For session 2019-20 , please describe below how parents will be involved in decisions relating to the operation of the school/centre

Through weekly Thinking Tuesday

sessions, consulting pupils within each

P1-P7 home circle

Questionnaires to pupils e.g. use of

eforms

Pupil council/Eco Committee activities

Leadership roles

Through Parent council meetings

E forms asking for views/comments

Parent Open days

Participation in school activities e.g.

workshops

3

4

Improvement Priority 1 – Leading Learning: Improving Pedagogy To raise achievement at all stages, by embedding the following five key strategies in

daily classroom practice:o Ensuring understanding of expected learning and criteria for successo Using classroom discussions, questions and tasks that motivate and elicit

evidence of learningo Providing feedback that moves learning forwardo Providing opportunities for learners to support each other’s learningo Providing opportunities for learners to take responsibility for their own learning

Rationale for improvement priority based on evidence East Ayrshire Council has identified the need to support schools in raising achievement of pupils through providing schools with Tapestry programme on ‘Improving pedagogy’, supporting the development of consistent use of formative assessment within classroom practice to increase student engagement and teacher satisfaction, and increase pupil achievement.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

NIF Driver School improvement Teacher Professionalism

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.2,1.3, 2.2-2.4 ,3.2

What actions are required to reach the desired outcome? Who When

Training and participation in the Tapestry programme, as follows:1. Introductory Session – PLC leader2. Session 1 – Focusing on learning3. Session 2 – Evidence of Learning – practical

techniques4. Session 3 – Focusing on Learning – quality learning

and planning your evidence5. Session 4 – Feedback that moves learning forward6. Session 5 – Giving learners responsibilities for learning

of others – collaborative learning, peer tutoring and peer assessment

7. Session 6 – Learners as owners of their own learning – self regulated learning

8. Session 7 – Sharing your learning journey

PLC leaders:Miss FrewMrs Wilson

Learning Facilitators:Mrs PatonMrs Mooney

SMT Lead – Mrs Campbell, HT

Involving all pupilsAll teaching staffECC representative

Introductory session:PLC leaders – 15/5/19 Collegiate-25/9/19 Learning facilitators – 16/8/19 INSETSESSION 19-20Session 1:PLC leaders – 25/9/19 Collegiate-30/10/19Session 2:PLC leaders – 13/11/19 Collegiate-15/1/20 Learning facilitators – 11/2/20 INSETSession 3:PLC leaders- 29/1/20 Collegiate- 19/2/20Session 4:PLC leaders – 18/3/20 Collegiate-29/4/20Session 5:PLC leaders – 3/6/20 Collegiate-6/6/20 Learning facilitators – 26/5/20 INSETSESSION 20-21Session 6: PLC leaders- 9/9/20 Collegiate- Sept. 20Session 7: PLC leaders- 4/11/20 Collegiate- Nov. 20

What actions are required to reach the desired outcome? Who When Self evaluation of learning and teaching/ attainment in Mathematics and Numeracy over

session 18-19 Staff implementation of numeracy approaches to teaching counting, place value, addition and

subtraction and multiplication and division from P1-P7–focusing on developing next steps from 18-19

Increased familiarity of use of East Ayrshire Numeracy and Mathematics Planners and Framework to support the planning of learning pathways for learners and to support reliable teacher professional judgements.

Access to training in using ‘Raising Attainment in Numeracy’ Programme (P1-7) for staff not trained in 18-19. Training provided by Lynda Keith and SAC Numeracy Manager and SAC numeracy team.

Staff participation in maths moderation activities across Learning Community, using the benchmarks

Pupil participation in a range of approaches to engage pupils in developing counting, place value addition and subtraction and multiplication and division out with the classroom

Parent sessions/Glow Blog to share numeracy strategies to enable parents/carers to support pupils at home

Consistent use of Educationcity MyCity to support provision of Numeracy homework (P1-P7)

Pupils, staff and Parents/carers

Staff/Learning Facilitators

Staff/SMT/SAC team

Teaching staff: training provided by Lynda Keith and the SAC team: Early Level: Mrs Carey First Level: Mrs Muir/Miss Frew Second Level: Mrs Ferguson, Mrs

Wilson, Miss Walley Learning Facilitators – training to be

arranged (AH, AP, JM, NM)

Staff/Loudoun Learning Community Pupils/Staff/ Carolyn McFarlane (Coach teacher – Thurs)Pupils/Staff/SMT/Glow PatrolPupils/Staff/SMT/Parents/carers

June, 19

E: 2 -4 Sept 19F: 9-11 Sept 19S: 24-26 Sept 19

E: 19 Nov 19F: 20 Nov 19S: 21 Nov 19

E: 24 Feb 20F: 25 Feb 20S: 26 Feb 20

E: 11 May 20F: 12 May 20S: 13 May 20

Term 2/3Throughout

5

Improvement Priority 2 - Numeracy Improved attainment in Numeracy at all stages, with 85 % pupils achieving appropriate levels in

Mathematics at P1, P4 and P7, with a particular focus on SIMD 1 and 2, by June, 20 Further develop Numeracy pedagogy to enhance pupils’ skills across counting, place value,

addition and subtraction and multiplication and division Increased parental engagement focusing on the development of pupils’ mathematical skills.

Rationale for improvement priority based on evidence The ‘Raising Attainment in Numeracy’ Programme contains very clear methodology and strategies for teachers and pupils which supports consistency in learning and teaching and increased attainment. Regular assessments are built in to ensure attainment can be tracked effectively against the structured progression across within and across stages.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.1,1.2,1.4,1.5,2.2-2.4,2.7,3.1,3.2

session

What actions are required to reach the desired outcome? Who When Embedding of active literacy approaches in reading and phonics Implementation of active literacy approach in writing Use of EA Writing assessment grids to support tracking and monitoring progress Increased familiarity of use of East Ayrshire Literacy and English Planners and

Framework to support the planning of learning pathways for learners and to support reliable teacher professional judgements.

Access to training in using ‘Raising Attainment in Literacy ’ Programme (P1-7) for staff not trained in 17-18. Training provided by Gail Elder, SAC Literacy Manager and SAC literacy team, including staff and SMT engagement with SAC Literacy manager, Gail Elder and Attainment Advisor, Cara Cooper to support successful engagement and development with the literacy programme as it is rolled out.

Staff participation in Literacy moderation activities across Learning Community, using the benchmarks, focusing on Writing

Pupil participation in a range of approaches to engage pupils in developing literacy out with the classroom

Parent sessions/Glow Blog to share literacy strategies to enable parents/carers to support pupils at home

Pupils, staff Staff/Learning FacilitatorsTraining by Gail Elder, SAC Literacy ManagerStaff/SMT

Staff/SMT

Teaching staff: training provided by Gail Elder and the SAC team: Early Level: Mrs Carey Second Level: Miss Walley Learning Facilitators – training to be

arranged (AH, AP, JM, NM)

Staff/Loudoun Learning Community

Pupils/Staff/ Carolyn McFarlane (Coach teacher – Thurs)

Pupils/Staff/SMT/Glow Patrol

Collegiate night: 28/8/19

E: 4-5 June 19S: 27-28 Aug 19

Ongoing throughoutsession

Term 2/3

6

Improvement Priority 3 - Literacy Improved attainment in Literacy at all stages, with 85 % pupils achieving appropriate levels in

Literacy at P1, P4 and P7, with a particular focus on SIMD 1 and 2, by June, 20 Further develop Literacy pedagogy to enhance pupils’ skills across reading, writing and listening

and talking. Increased parental engagement focusing on the development of pupils’ literacy skills.

Rationale for improvement priority based on evidence The ‘Raising Attainment in Literacy’ Programme contains very clear methodology and strategies for teachers and pupils which supports consistency in learning and teaching and increased attainment. Regular assessments are built in to ensure attainment can be tracked effectively against the structured progression across within and across stages.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.1,1.2,1.4,1.5,2.2-2.4,2.7,3.1,3.2

What actions are required to reach the desired outcome? Who When Raise awareness of benefits of outdoor learning through:

o Whole school CLPL twilight will focus on learning pedagogy of teaching outdoors and the associated HWB benefits.

o Parent Council presentation to explain this programme and the value of learning outside in different contexts to the parents and through GLOW blogs and GLOW. Identify parent volunteers to help on a Thursday.

o COACh resource pack; lesson plans, class sets of Literacy and numeracy resources and other equipment- den building, fire lighting, conservation, materials, waterproofs, etc.

Our specialist outdoor teacher will team teach with P1, 4 and 7 teachers with materials that have been created for each level, focusing on the following:

o Numeracy focus on fractions, decimals and percentages and application/understanding of word problems, number and measure

o Literacy focus on listening, talking and reading, through use of novels, making connections with outdoors. Pupils will achieve a nationally recognised certification in P1 -RSPB Wild Challenge Aware, P4 -Heritage Hero Award,

P7 -John Muir Award Parent sessions supported by key partners to promote positive healthy play opportunities in the wider community

and encourage parent involvement Big school sleep out offers the chance to engage with parents in an informal way, building relationships and

meaningful, memorable experiences- Primary 4.

Whole school ( including janitor, catering, cleaning staff ) and ECCParent council/ParentsMiss Mair, DHT

Carolyn McFarlane,COACH teacher (Thursday)

Primary 1 – Mrs Cuthbertson/Mrs CareyPrimary 4 – Miss Frew Primary 7 – Mrs Johnstone/Mrs Ferguson

DHT

Primary 4

Collegiate night – 4th Sept. 19

Throughout the session:

**Term 1 will focus on school grounds, Term 2 and 3 will focus on green space within 500 m of the school, Term 4 will further develop community partnerships.

Term 4

7

Improvement Priority 4 – Curriculum Outdoors Attainment Challenge Improved attainment in Literacy, Numeracy and Health and Wellbeing at all stages, with

85 % pupils achieving appropriate levels at P1, P4 and P7, with a particular focus on SIMD 1 and 2, by June, 20

Increase opportunities for outdoor learning and pupil engagement in outdoor learning. Increase staff confidence in teaching outdoors. Increased parental participation and engagement in learning outdoors.

Rationale for improvement priority based on evidence Scottish Attainment Challenge seeks to work with schools to bridge the equity gap and raise attainment for all by exemplifying the breadth and depth of experiences that can be achieved outdoors, through an intensive outdoor programme of Numeracy, Literacy and Health and Wellbeing providing meaningful and engaging learning opportunities.

NIF PrioritiesImprovement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.2,1.3,1.4,1.5,2.2-2.4,2.7,3.1,3.2

What actions are required to reach the desired outcome? Who When - Through professional research, involvement of stakeholders, Promoting positive behaviour policy to be refreshed and updated and relaunch as Relationships policy. - Refresh staff training on Peer massage/Circle time and develop consistent implementation across P1-P7- continue to develop the ‘Weekly mile’ through Thinking Session. - to implement the ‘Change and Loss’ programme across P1-P7- to implement the ‘Roots of Empathy’ programme at Primary 3- to run ‘ Health and Wellbeing workshops ’ for Parents/Carers- to work towards ‘Gold’ Sportscotland award- Participation in CANI parent empowerment programme and

implementation

All staff/ Miss Mair, DHTMiss Mair, DHT ( Jenny Mosely training – Promoting positive relationships through circle time & powerfully positive lunchtimes, playtimes and calm dining rooms)

Staff training - Change and loss training‘Roots of Empathy’ programme at P3/Mrs MillerRange of partners e.g. NHS, Police, etc.Pupil, parents, staff, Active schoolsParent group identified, Miss Mair, DHT /Catrina O’Neil, HWB

Staff meeting focus:21/8, 2/10, 27/11 ,9/3, 15/4, 5/6, Inservice day – 21/10/19

3/10/194/10/19

Inservice day – 11/2/19

Throughout session

8

Improvement Priority 5- Health and Wellbeing To review our ‘Promoting positive behaviour’ strategies in line with national and local

policy developments. Implementation of EAC 3-18 Mental Wellbeing Support Materials, including

implementation of ‘Change and loss programme’ and ‘Roots of Empathy’ programme Increased parental participation and engagement in Health and Wellbeing Information

sessions, involving a range of partners.

Rationale for improvement priority based on evidence Over the session 18-19, we have had a high level of high tariff pupils and increase in exclusions. Local and national policy has developed and our promoting positive behaviour policy would benefit in being refreshed and changed as required, to meet current needs. Stakeholder evaluations ( parents/pupils) and staff discussions have highlighted improvements required in this area.

NIF PrioritiesImprovement in children and young people’s health and wellbeing

NIF Driver School improvement Teacher Professionalism Parental Engagement

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.4,1.5,2.2-2.4, 2.7, 3.1

9

Improvement Priority 6- Rights Respecting schools To continue to work towards attaining Level 1 ‘Rights Respecting Schools’ status, by developing an understanding

of Rights-respecting values and UNCRC within our school community, to help pupils become rights respecting

global citizen.

Rationale for improvement priority based on evidence Embed children’s rights and responsibilities within the school.

NIF PrioritiesImprovement in children and young people’s health and wellbeing

NIF Driver School improvement School leadership

HGIOS/ HGIOSELCC QI’s for self-evaluation (see appendix)1.4, 2.2-2.3, 3.1

What actions are required to reach the desired outcome? Who When- Undertake self evaluation of understanding of Rights-respecting values and UNCRC and pupils’ current roles as global

citizens, identifying strengths and areas for further development

- Raise awareness of RRSA within the school community and Promote RRS on the GLOW/ at assembly/ Thinking Sessions/

in classrooms/displays

- Review Policies and practices ,with reference to the Convention and further develop as appropriate

- Explore how current procedures can be adapted or further developed around recognising ‘Rights Respecting Behaviour’ - Develop P1-P7 ‘Rights Respecting Schools’ Committee to lead developments

- Develop Individual class charters to be agreed and clearly displayed on each dedicated classroom RRS display

- Through Thinking Sessions, develop Playtime and Lunch Charters to be agreed

- Each class to choose their own charities to link with work being done in class. Whole school assemblies to highlight worldwide

situations such as natural disasters and to share learning from classes.

- Integration of UNCRC resources into Interdisciplinary planning, as appropriate.

- Young people and adults use the values and language of the Convention.- Young people are encouraged to talk about their learning and wellbeing. They are encouraged and supported to express

their views appropriately and are involved in decisions making, using FAB feedback and Starting a conversation evaluations.

- Young people have access to information that enables them to make informed decisions about their learning, health and

wellbeing.

- Some children are involved in taking action to improve the lives of children locally and globally, leading specific projects.

- Schools to embed HGIOS (YP) and all schools to seek to attain RRS status, through Thinking Tuesday.

Pupils/Staff/SMT

Staff/SMT

P1-P7 ‘Rights Respecting Schools’ Committee Pupils/Staff/SMTStaff/PupilsDHT/Pupils

Staff/Pupils/Parents

Staff

School community

Staff/Pupils

Staff/Pupils

SMT/CT/pupils

19-20

19-20

19-20

19-20

19-20

Appendix 1 - HGIOS 4

LEADERSHIP & MANAGEMENT LEARNING PROVISION SUCCESSES AND ACHIEVEMENT

How Good is our leadership and approach to improvement?

How good is the quality of the care and education we offer?

How good are we at ensuring the best

possible outcomes for all our learners?

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3self

evaluation for self

improvement

Leadership of

learning

Leadership of

change

leadership&

Management of staff

management of resources to promote equity

safe-guarding& child

protection

curriculum learning, teaching &

assessment

personalisedsupport

family learning

transitions partnerships improvingwellbeing

& inclusion

raising attainment

& achievement

increasingcreativity

& employability

Leading Learning- Improving Pedagogy

Numeracy Literacy Health &

Wellbeing

Curriculum Outdoors

Attainment Challenge

Rights Respecting

schools

Appendix 2 - Evidence of Impact against outcomes for learners

10

Evidence of Impact against outcomes for learners Evidence of Impact against outcomes for learnersPriority 1 -Leading Learning- Improving Pedagogy Self evaluation pupils and staff % staff and pupil participation % Involvement of Parents/carers in parent and child workshops Staff survey of confidence in delivering pedagogy – pre and post

training Pupil surveys: confidence and enjoyment – pre and post training

Priority 2 – Numeracy Using appropriate and effective collection of data to support increased pace and

challenge Using appropriate and effective collection of data to identify when a learner needs

support and to identify an appropriate intervention. Using appropriate and effective assessment approaches to help inform teacher

judgements of progress in pupil skills % Involvement of Parents/carers in parent and child workshops Parent surveys: feedback from workshops,etc.

Priority 3- Literacy Using appropriate and effective collection of data to support increased

engagement and participation Using appropriate and effective collection of data to support increased

pace and challenge Using appropriate and effective collection of data to identify when a

learner needs support and to identify an appropriate intervention. Using appropriate and effective assessment approaches to help inform

teacher judgements of progress in pupil skills Use of new EA assessment grids to support assessment of writing Parent surveys: confidence and engagement

Priority 4- Health and Wellbeing Using appropriate and effective collection of data to support increased

engagement and participation Self evaluation of HWB, focusing on mental health and wellbeing Pupil survey of confidence in delivering mental hwb– pre and post training Parent /staff surveys: confidence and engagement Using appropriate and effective assessment approaches to help inform teacher

judgements of progress % participation of parent group and impact of CANI Coaching Empowerment

programme

Priority 5- Curriculum Outdoors Attainment Challenge Self evaluation pupils and staff in outdoor learning % staff and pupil participation in outdoor learning % Involvement of Parents/carers in outdoor learning activities Staff survey of confidence in delivering outdoor learning – pre and post

trainingPupil surveys: confidence and enjoyment – pre and post training

Priority 6 - Rights Respecting schools Using appropriate and effective collection of data to support increased engagement

and participation Self evaluation of RRS Staff survey of confidence in delivering RRS – pre and post training Pupil surveys: confidence and enjoyment Using appropriate and effective assessment approaches to help inform

teacher judgements of progress in pupil skills

11