braidburn school · edinburgh learns: standards and quality reporting and school improvement...
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BRAIDBURN SCHOOL
____________________ Standards and Quality Report
Session 2018-2019
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
How Good is our School?
Context of the School
Braidburn School provides a positive learning environment for learners aged 3-18 years where the presumption of mainstream cannot be met. Our learners require a significantly modified learning environment. The needs of learners are primarily associated with learning disability and visual, sensory and health and medical needs. A significant number of learners have a diagnosis of autistic spectrum disorder (ASD).
The work of the school is supported by one Head teacher and two Depute Head teachers. We have two full time Principal teachers in the school: one holds responsibility for the nursery. In addition the school employs 23.76 FTE teachers, 6.18 FTE,nursery nurses, 41.88 FTE pupil support assistants, 0.75FTE school administrator and 0.45 FTE business manager.
Braidburn has a Bright Start nursery class which has the capacity for ten children, eight at any one time. The nursery also hosts a playgroup for children under three on a Monday morning. During session 2019- 2020 the school will have one nursery class, nine primary classes, one transition class sitting within the secondary department and five secondary classes two of whom will be Senior Phase. The maximum school roll is 128 learners.
Braidburn is a multi-disciplinary school and our staff team includes Speech and Language Therapists, Occupational Therapists and Physiotherapists. Medical personnel are on campus and we welcome visiting health specialists for clinics. Interdisciplinary work is encouraged and supported.
Facilities in Braidburn include specialist classrooms, a soft play room, a sensory area, sensory circuits room, therapy rooms, medical suite, dental room, hydro-therapy pool, gym facilities and a conference room. The North facing playground has recently been developed ensuring access to high quality outdoor learning experiences for all learners
The school received very positive feedback in the most recent City of Edinburgh Council reviews which highlighted “Clear evidence that each learner is carefully considered in order to ensure that the school meets each individual learner’s needs. Targeted support is provided; and parents alongside partners support learning where appropriate”.
At Braidburn we challenge and educate our learners whilst valuing and nurturing everyone in an inclusive environment. We promote maximum independence in an atmosphere of mutual respect, compassion, trust and fairness
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Our Values, Vision and Aims
To continue to build the capacity of the school to best meet the needs of a wider profile of
learners
To support and challenge all staff to enrich learning experiences for all of our learners and
raise attainment
To ensure quality of experiences and learning for all our learners
To work collaboratively with families, allied health professionals, partners and the wider
community to support the development of our learners
Thinking into the future, what do we see?
A coherent and collaborative school, which facilitates sharing of good practice, expertise
and knowledge.
Staff equipped with a diverse skillset to meet the needs of all of our learners.
The school will embrace best practice and developments in pedagogy to be equipped to
meet the needs of all of our learners.
All learners engaged in a meaningful, relevant, creative and purposeful curriculum, built
around desirable and predictable tasks; with supports to access personalisation and choice
Independent young people having positive destinations and participating fully in their
communities regardless of their additional support needs
What do we hope to accomplish?
An aspiration to be recognised as an example of best practice by City of Edinburgh Council
and other authorities in play-based learning.
Opportunities for all children and young people to access a relevant and skills based
curriculum;
Young people who leave school with relevant skills, confidence and strong sense of self
and their place in the world;
Independent, happy, secure and achieving learners.
Purpose
How will our vision benefit the growth of the individuals that make up the team?
An increased skillset for individuals;
Ability to use data rich evidence to inform meaningful next steps for the school
How will our vision benefit others?
Improved outcomes for all learners;
Secure and well planned collaborative relationships with key professionals to Get It Right
For Every Child;
Creative and nurturing partnerships with the wider community and world of work.
What greatness can we strive for?
The best possible outcomes for all our learners and their families;
A school that is recognised as being outstanding;
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
A school that supports development of practice in other schools in the context of sharing
skills and resources.
Capacity for Continuous Improvement
The school has continued to drive forward on it’s journey to improvement
The school has made significant progress with priorities set in the previous improvement plan.
The school has created a very positive learning environment, offering personalised support. Staff
consider all learners as individuals with their own needs; and have good knowledge of individual
strengths, health and communication needs. Disability and SIMD are not barriers to participation and
achievement, and Pupil Equity Funding is facilitating opportunities and resources to support targeted
work to raise attainment in Literacy and Numeracy.
Learning and teaching across the school is ‘Good’, and in the Nursery, ‘Very Good’. There are very
positive relationships between staff and young people, and staff are skilled at motivating children and
young people to engage in their learning. Almost all young people are achieving their targets, and
there has been significant increase in opportunities for learners to access SQA units.
As a school, we are very proud that 100% of our learners achieved a positive destination.
Next Steps
We will ensure that the culture of self evaluation is developed further across our school community. At
Braidburn, a culture of self evaluation will underpin all school improvement activity.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Leadership of Change
Themes Developing a shared vision, values & aims relevant to the school and its community
Strategic planning for continuous improvement
Implementing improvement and change
Our Illustration
Developing a shared vision, values & aims relevant to the school and its community
The Senior Leadership Team provides strong leadership at all levels and promotes whole school engagement with our vision, values and aims.
Braidburn School has gone through a period of significant change in terms of an increase to school roll, diversity of population and a new Senior Leadership Team.
The Head Teacher has a clear vision for the school and the Senior Leadership Team promote this vision consistently and well
A communication charter was developed strategically in the context of the school’s Vision, Values
and Aims.
The staff team have a good understanding of the unique context of the school
Strategic planning for continuous improvement
There is clear and effective strategic planning for improvement involving all staff, parents, and
partners
The priorities in the school’s improvement plan are closely aligned with the NIF.
The school improvement plan is co-created and owned by all staff. This ensures active engagement and focus on improvement for our children and wider school community.
All class teachers are involved in development groups, focused on specific, identified areas for
improvement. Support staff also have the opportunity to participate in these groups. Teaching staff are clear on the school’s strengths and areas for development based on a range of
evidence collected and agreed upon collegiately
A Parent version of the SQIP is shared with all parents and carers.
Self-evaluation activities lead to identifying strengths as well as clear areas for improvement which are well-focused on learning, teaching and achievement.
Among staff there is a strong commitment to self-evaluation for improvement.
The self-evaluation calendar linked to risk assurance programme ensures a regular and robust programme of evaluation and improvement.
Senior Phase learners are well prepared for life beyond school. During session 2017 - 18 100% of
school leavers achieved a positive destination
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Implementing Improvement and Change
SLT are pro-active in promoting leadership opportunities for all staff
Staff skilfully take leadership roles in a range of school developments and initiatives.
Next Steps
The school will revisit the Vision, Values and Aims as a whole school community exercise. The Vision, Values and Aims will be linked to the school curriculum rationale.(August 2019)
The Journey to Improvement will be displayed on a strategic board sitting centrally in the school.
The whole school community will have access to this at all times and can measure progress. (Board
to be installed prior to August 2019)
Learners will be included in school improvement and will have opportunities to share their views
on astrategic board. The school community will have a deeper understanding of where the school
is on its journey to improvement and will be able to measure the impact on learner’s
achievements. Young people will be more active in their learning
Questionnaires will be distributed throughout the school year linked to school improvement.
Responses will be analysed, next steps set and shared across the school community.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Learning, Teaching and Assessment
Themes Learning and Engagement, including use of digital technologies
Quality of Teaching
Effective use of Assessment
Planning, Tracking & Monitoring
Our Illustration
Learning and Engagement
There are very positive relationships between staff and young people. The school values of
nurturing everyone in an inclusive environment promote respect, compassion, trust and fairness.
Young people are listened to, and contribute ideas to their ongoing learning.
Staff are skilled at motivating young people to engage in their learning. Teachers use creative
teaching strategies, including the use of play.
Many children enjoy their learning achievements (in and out of school) being recognised and
celebrated
A wide range of digital technologies are used to maximise communication and engagement in
learning.
Relevant learning activities are planned built on prior learning, and personalised to suit learners’
needs
All staff promote young peoples’ independence and individual responsibility for learning. An
appropriate range of supports is in place for all young people.
Young people are supported and encouraged to contribute to the wider life of the school.
Quality of Teaching
Staff have a shared understanding of the features of effective learning where lessons are well
planned and structured and include suitable levels of challenge and support for individuals.
Staff have engaged in professional learning around play, leading to increased experiences of, and
learner engagement in learning through play.
All learners experience a range of learning environments and creative teaching approaches.
Staff have shared ownership and implementation of the school graffiti wall, a peer SCE tool, with
focus on learning and teaching, to share best practice across the school.
Learners have access to a wide range of digital technologies to enhance learning and
communication.
Staff aim to make learning relevant to young people and appropriate links to real life experiences.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
There is a strong focus on skills development across the school that encompasses skills for life,
learning and work.
Learners are achieving personalised targets through IEPs being regularly evaluated and adapted /
extended to ensure appropriate teaching input.
Senior phase learners have opportunities to attend Edinburgh College and other post school
destinations, as appropriate to their needs, as part of the post school transition process.
Effective use of Assessment
A range of evidence is used to support assessment judgments and identify next steps. Assessment at Braidburn is a dynamic process.
Assessment is a dynamic process, and ‘Assessment is for Learning’ strategies are used by all teachers.
Expectations of progress and achievement are agreed and shared in school; and Senior Phase moderation activities continue at planned times in the year.
National benchmarks are used to support assessment judgments (including milestones and skills development) ensuring attainment consistency with schools across Scotland.
Staff know the individual learners very well and continually make sound professional judgements on progress.
Planning, Tracking and Monitoring
Staff plan learning effectively using a range of forward planning documents that are manageable and appropriate to both the class and individual learners.
Plans are evaluated regularly, measuring progress and planning next steps. Plans are discussed and monitored termly with class teachers and SLT, ensuring further challenge and pace that is built on prior learning.
Different planning approaches are used in order to meet learners’ individual needs.
Teaching staff are issued with Daily Planners at the start of each session.
Very positive impact of use of mainstream Literacy and Numeracy planners has been observed for more able learners. Planners evidence consistently good levels of achievement and progress.
Regular SLT engagement with SIMD, LAAC, wellbeing and attendance data ensures any issues are identified. Targeted support is then planned and actioned to ensure learners holistic needs are appropriately met. Pupil Equity Funding is targeted to enable both planned interventions and support for ongoing needs as they arise.
All children’s pathways are tracked and appropriate actions are taken in order to ensure barriers to learning are addressed.
SQA coursework from S4 is tracked through a Senior Phase spreadsheet.
School tracking system measures progress using levels of involvement, with the Milestones used to show progression, where relevant.
Next Steps
Audit existing tracking system and work collegiately with other special schools to develop the EDICT tracking system so that it is fit for purpose for the context of the school.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Develop parental engagement to ensure parents are more aware of the Curriculum at Braidburn and of the SCERTS approaches.
Provide support for teaching staff to build confidence in leading class teams.
Review ‘Levels of Participation’ assessment tool through a moderation activity, to ensure consistency through a shared understanding.
Continue to develop staff skills in using ICT, including communication systems and new software, to support learning.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Ensuring Wellbeing, Equality and Inclusion
Themes Wellbeing
Fulfilment of Statutory Duties - including presumption of ASN for Looked After Children, unless
assessed to the contrary, and specific arrangements for support to improve outcomes
Inclusion and Equality
Our Illustration
Wellbeing
Staff consider all our learners as individuals with their own needs; and have good knowledge of
individual strengths, health and communication needs of our learners.
Staff training in areas including medical support interventions, Moving & Handling and Eating &
Drinking impacts positively on the wellbeing of learners in their engagement and ability to access
learning experiences.
A range of Allied Health Professionals are actively involved with our learners to support in
wellbeing; and partnership working with Allied Health Professionals and Educational Psychologists
is effective.
Learners have opportunities to improve physical wellbeing
Staff know our learners very well.
Our learners are valued; and are included in the life of our school. Our learners are at the centre.
Class teachers are aware of any Care Experienced learners, learners in SIMD 1 / 2 and EAL learners
in their class.
A number of learners are supported through individual Behaviour Support Plans and Risk
Assessments.
A number of learners are supported through individual Mobility Risk Assessments and Risk
Assessments related to medical needs; prepared in conjunction with Allied Health Professionals.
A number of learners are supported through Moving and Handling plans, prepared in conjunction
with Allied Health Professionals
A number of learners are supported through individual Eating and Drinking profiles, with teaching
and support staff trained by Allied Health Professionals to provide appropriate support
Class teams engage in weekly dialogue in the context of supporting learners within the classroom.
Minutes are taken at class team meetings.
All learners access weekly sessions in the swimming pool – either in the context of swimming
lessons or hydrotherapy, dependant on individual needs.
Head Teacher meets formally with Allied Health Professionals in a 6 weekly cycle.
Breakfast club funding has been secured for session 2019 / 2020
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Fulfillment of Statutory Duties (with specific reference to Looked After children)
All staff in school who have direct contact with children participate in face-to-face training sessions
for the Specific Contact Workforce every two years.(Additional training sessions are arranged /
booked, as required).
All staff understand their responsibilities in the context of child protection; and all staff have
engaged in appropriate training.
SLT monitor attendance falling below 85%; along with LAC attendance
All staff are reminded of their child protection duties through an annual update.
Volunteers, students and new staff are made aware of their child protection duties, as part of their
induction.
Signs are displayed throughout the school; showing names / posts of Designated School Manager
for Child Protection.
Promoted staff complete training for the Intensive Contact Workforce every three years.
All staff are aware that promoted staff have completed training for the Intensive Contact
Workforce; and know who the designated child protection co-ordinators are in school.
SLT completeother relevant identified training opportunities and cascade information to staff, as
relevant.
All SLT have completed training in Managing Allegations of Abuse against Staff.
Inclusion and Equality
A range of strategies and resources are implemented to increase attainment and range of
opportunities for achievement for learners facing a range of additional challenges. Disability is not
a barrier to participation and achievement. Learners are well supported to do their best.
Learners’ wider achievements are celebrated collectively through our weekly assemblies and on
our Achievement Wall
Pupil Equity Funding (PEF) is facilitating opportunities and resources to support targeted work to
raise attainment in Literacy and Numeracy. PEF is supporting opportunities and resources,
including a Play Therapist for targeted individuals, as part of developing a play based curriculum
throughout our school, where appropriate.
A parental engagement / family learning development group is established – with parental
representation on the group.
Some learners have opportunities to attend a mainstream school as part of their learning.
We communicate with, and involve parents and families in the life of our school.
Family learning is promoted through a weekly Parenting course; run in conjunction with CAMHS.
A family information session, in the context of ASD, was delivered by Educational Psychologists
alongside Allied Health Professionals in April 2019
Allied Health Professionals are available to parents who attend a weekly drop in parent group in
our Family room.
A family ceilidh took place in February 2019 at no cost to parents and was attended by learners
and families (60 attended)
P7 JASS sessions were delivered by a parent during Term One, with support from DHT, Primary.
Parental attendance at all school events is monitored.
A number of learners access experiences in the context of shared placements with mainstream
SLT have attended Equalities and Diversity training.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Post School opportunities are promoted in an annual Careers Fair.
Partnership working with staff from the’ Transition Support Project’ offers additional support for
families and young people moving into post school provision.
Next Steps
Provide enhanced opportunities to promote physical activity for learners using the South
playground area through development of this resource.
Complete work towards gaining the Silver Rights Respecting Schools Award.
Consider ways to increase parental engagement at all stages with high quality involvement. All
families have the opportunity to engage in the life and work of the school- resulting in improved
outcomes for learners. Extend opportunities to develop family learning.
Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways
in which PEF is directed in our school.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Raising Attainment and Achievement
QI 3.2
Themes Attainment in Literacy and Numeracy
Attainment over time
Overall Quality of learners achievement
Equity for all learners, including specific reference to Looked After children and other Equity
cohorts
Our Illustration
Attainment in Literacy and Numeracy
Progress in Literacy and Numeracy is tracked using Education Scotland Benchmarks; with
Milestones (including pre-early and foundation) introduced in Tracking documents, where relevant.
Tracking system measures progress using levels of involvement – and milestones support in
showing progression, where relevant
Feedback from families regarding the new process for sharing Literacy and Numeracy targets is
positive; and indicates that learning can be transferred to home.
Data shows that almost all learners achieved targets last session (92% in Secondary / 84% in
primary – with the lower achievement rates in Primary attributed to one identified groups of
learners. New and targeted staff are now supported in setting clear and appropriate outcomes.)
Teaching and Support staff are skilled in a range of communication approaches including the use of
symbols, sign, objects of reference signifiers and song signifiers.
Teaching and support staff are developing skills in sign (Signalong / BSL) through opportunities to
attend Signalong level 2 / BSL level 1
Learners are supported in engaging in learning experiences, developing listening skills and in
interacting with others and taking turns in a communication rich environment across our school.
Learners are supported in communicating their wants and needs; and in making choices through a
range of visual supports, song / object signifiers and communication systems
Attainment over time
A greater number of learners are now following Individual Milestones (Literacy / Numeracy).
Individual Milestones support in demonstrating progression. Staff have been aware of Education
Scotland Individual Milestones since their production early in 2018 – and this can explain the
increased number of children following own milestones
Opportunities for accreditation within the Senior Phase
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
IEP targets – Long term targets set at the start of each session are underpinned by short term
targets which are evaluated and reported on tri-annually.
Collegiate approach at times of transition to support in terms of building on prior learning.
August 2018 – 15% following own milestones
August 2017 – 4% following own milestones
Milestones embedded in Tracking documents (August 2018)
Numeracy Development group shared information to support staff in terms of practical ways to
take Milestones documents forward (Pre-Early Milestones / Mathematics / Foundation
Milestones)
Accreditation within the Senior Phase remains across 7 curricular areas. (Majority of awards have
been within HWB, Mathematics and Languages, reflecting our focus on the NIF).
Overall quality of learners’ achievement
Learners’ wider achievements are celebrated collectively through weekly assemblies and on our
Achievement Wall.
Learners have increased opportunities for wider achievement.
Parents are given a monthly opportunity (more frequent, if required) to share information re wider
achievement from home, through ‘Achievement Bricks’ which are displayed at Braidburn
Creative Arts group created for Secondary learners.
JASS introduced for P7 learners from January 2019 as an opportunity for further achievement and
to support transition.
Learners access Horse-riding and The Yard
A Braidburn Scouts group is now in place for targeted learners in upper primary department
Equity for all learners, including specific reference to Looked After & Equity
SIMD is not a barrier to accessing opportunities. Class staff are aware of LAC / EAL / Equityy
learners in their class groups. We have worked conscientiously to minimise the impact of cost on
learner experiences. Horse riding / visits to The Yard are now significantly subsidised. Parents /
carers are not asked to make any financial contribution in practical subject areas.
We have hosted a Friends and Family Ceilidh at no cost to parents / carers. (Ceilidh in diary for
22.02.19).
Events, including discos for our Secondary learners / Primary parties are at no cost to parents /
carers.
Nursery contributions have been reduced; with funding sourced to provide wider outdoor
opportunities.
Families are asked to make a donation towards the full cost of some excursions, and are not asked
for fixed contributions so as not to exclude any learners from these wider experiences.
100% school leavers moved into a Positive Destination (2018 - 19).
0
Next Steps
Review tracking system to ensure clear progression for all learners. Implement Edict system
adapted for Braidburn School.
Create a Braidburn Literacy rationale. Rationalise and re-organise Literacy / Numeracy resources
and create a tiered inventory. Establish opportunities and resources to support targeted work in
Literacy and Numeracy.
Develop a consistent approach to teaching emergent literacy for learners working within Early
Level in early stages of Braidburn. Collate and organise Literacy Resources
Develop a consistent approach to teaching emergent numeracy for children working within the
SEAL programme.
Develop skills in Literacy and Numeracy through purposeful play and sensory opportunities
Develop staff knowledge / skills as part of ensuring an ethos of positive play across the curriculum.
Develop play guidance with input from Educational Psychologist and school SCERTS development
group.
Develop further opportunities for learners to engage in literacy opportunities through planned
creative sensory approaches; including development of a school library area in the context of ‘How
Good Is Our School Library’ located within an interactive play zone. Invest in sensory story books /
sensory story boxes.
Learners to benefit from targeted interventions in the context of Literacy and Numeracy; and
targeted supports in the context of play.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Choice Quality Indicator
QI 2.4 Personalised support
Themes
Universal support
Targeted support
Removal of potential barriers to learning.
Our Illustration
Universal support
All learners are at the centre of all planning and are active participants in their learning
All staff respond very well to the individual needs of learners and promote and support their
wellbeing
Class teams have an awareness of individual support needs; and plans are in place to support individual learners.
Targeted support
All learners at Braidburn receive support from appropriate specialist services for example: ASLS, educational psychologist, allied health professionals as well as from social work. This targeted support allows all of our learners to have full access to learning
All staff understand why the learners need targeted support creating an inclusive and positive learning environment. eg. Family circumstances. Disability and health needs.
A key strength of the school is the positive relationships developed between staff and learners supporting them to engage in learning
Staff identify the learning needs of each young person and plan individually when appropriate. The
curriculum allows flexibility and there is coherence between BGE and Senior Phase supporting
young people to achieve
A number of learners access breakfast club provision.
Through PEF the school has invested in a range of resources to enable access to learning through
play, and to support interventions in Literacy and Numeracy for targeted learners. Engagement of
a trained play therapist will support interventions for targeted learners over a 14 month period.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Removal of potential barriers to learning.
There is a strong focus on monitoring and tracking the progress of our learners facing challenges,
resulting in improved outcomes for young people
A system is in place to praise learners and celebrate success; improving outcomes through regular opportunities to celebrate achievement and share success with peers and family.
We have helped ensure a range of basic needs are met for learners where families are in need of
financial assistance.
Next Steps
Continue to use PEF to support vulnerable learners. Increase staff awareness in the context of ways
in which PEF is directed in our school.
Develop staff knowledge / skills as part of ensuring an ethos of positive play across the curriculum.
Develop and begin to implement strategic SCERTS plan.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Equity and Best Value
Pupil Equity Fund
Best Value
Braidburn School received additional funding of £32400 from the Scottish Government for Session 2018/19.
We identified a gap in terms of consistent engagement and participation in learning for our children and young people with complex additional support needs. We identified this through analysis of tracking data, planning meeting minutes and observations. We worked to consider where we could close our gap and add greatest value with subsequent impact on attainment in Literacy, Numeracy and equity in opportunity to succeed, in line with key priorities from the National Improvement Framework and School Improvement Plan.
In removing barriers to engagement in learning, and working towards delivering equity for all we:
Collated baseline information (eg questionnaires in the context of ‘play’)
Shared best practice to build capacity of staff eg through professional learning and opportunities
for practitioner enquiry.
Started to support consistency in teaching approaches / learner enjoyment and engagement
through developing approaches to meet the needs of learners, supported through relevant
resourcing.
Provided ‘Play’ training opportunities for staff.
Engaged a trained Play Therapist to support interventions for targeted learners over a 14 month
period.
Identified and purchased resources, including software, to support interventions for targeted
learners and enable access for all. Resources were purchased in the context of statutory
procurement regulations.
Worked conscientiously to minimize the impact of cost in ensuring access to experiences for all
learners.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Resourcing to Raise Attainment and Achievement 2018 / 19
Area Focus Resources purchased using PEF
LITERACY
To develop a consistent
approach to teaching emergent
literacy for targeted children
working within Early Level in
early stages of Braidburn
A2 Magnetic boards and
Sounds;
A4 whiteboards;
‘Songbirds’ reading scheme;
Ginn / All Aboard schemes;
PIPs assessment toolkit
ICT to support literacy and
communication
To purchase appropriate
software to enable access for all
Clicker 7 site licence
NUMERACY
To develop a consistent
approach to teaching emergent
Numeracy for targeted children
working within Emergent stage
within the SEAL programme
SEAL Emergent boxes x 2;
SEAL Green manual x 4;
SEAL Blue manual x 1;
SEAL Purple manual x 1;
SEAL planners
PLAY
To develop an ethos of positive
play throughout Braidburn Tuff trays (with legs) x 17;
Range of Play Boxes
resources;
Range of resources to
support play, identified
strategically by the staff
team, in the context of play
Schemas.
OUTDOOR LEARNING
To create and resource increased
opportunities for outdoor
learning and play for learners
Wellies and waterproofs;
Loose parts equipment;
Outdoor small toys and
games
Going forward, we will:
Monitor and analyse behaviour data as a measure of impact of interventions;
Analyse data collated by a trained Play Therapist;
Seek feedback from learners, parents, staff and partners;
Monitor progress through IEP targets and actions identified during Child Planning Meetings;
Analyse data in the context of participation and engagement. (Class teams will collate this data);
Track progress;
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Create a library of resources to ease access to Play, Literacy and Numeracy activities;
Create a library of resources to ease access to Outdoor Learning opportunities;
Ensure staff are aware of approaches to Poverty Proofing the school day, including ‘One in Five’
training delivered by the DHT (Primary);
Plan opportunities for Shared Classroom Experience – with dialogue supported by ‘Challenge
Questions’ ;
Provide opportunities for staff to engage in SEAL training.
There is a current carry forward of £12000 to Session 2019 / 20. This will support in developing further opportunities for learners to engage in Literacy opportunities through planned creative sensory approaches; including development of a school library area within an interactive Play Zone.
PEF spend is deemed exceptional, and plans for this spend are included in the School Improvement Plan for 2019 / 20 and coded in green.
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning
Quality Indicator Grades
School Nursery HMI/Care
Inspectorate
Leadership of Change 4 5
Learning, Teaching & Assessment 4 5
Wellbeing, Equality & Inclusion 5 5 5
Raising Attainment & Achievement 4 4
School Choice 5 5
Self-Evaluation Schedule
17/18 18/19 19/20 20/21
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
BRAIDBURN SCHOOL
_____ School Improvement Plan
2019-2020
Priority 1 To further develop parental engagement and family learning Overall Responsibility Head Teacher - Mrs C Weir
Measurable
Outcomes
By the end of session there will be an increase in numbers of parents and families attending formal meetings to support learning;
By the end of session there will be an increase in numbers of families attending whole school events;
By the end of the session there will be an increase in opportunities for parents to engage in the life and work of the school;
There will be resources to enable parents to easily access up to date relevant and important information to support engagement.
Outcomes By the end of session :
Parents will feel comfortable coming into Braidburn School to engage in the life and work of the school and improve outcomes for
learners.
A clear ‘Aims and Rationale for Parental Engagement and Family Learning’ will be shared with all stakeholders.
A range of home and family learning activities will be in place.
Parents, carers, partners and staff will be upskilled to support learning.
NIF Priority 1- Improvement in attainment particularly in literacy and numeracy
NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children
NIF Priority 3- Improvement in children and young people’s HWB
QIs/Themes
QI 2.5
Engaging families in learning
Quality of family learning programmes
QI 2.4
Removal of barriers to learning
QI 2.3
Learning and engagement
Dq
Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning 1
Tasks Resources
Time Progress & Impact
Create a dynamic development group, led by Head
Teacher, to build on parental engagement across all
stages in school
- Invite parents and partners to be involved with the development group;
- Ensure parental views are gathered; - Take forward identified tasks in a ‘Parental
Engagement’ Strategic Action Plan; - Create a Rationale for Parental Engagement at
Braidburn
Head Teacher
Development Group meetings and associated activities
Pupil Equity funding
Practitioner Enquiry resources – research / literature
Allocation of time in line with Working Time Agreement
Aug 2019 – June 2020
Development group meetings and tasks within 16 hours allocated development time.
Development meeting times to be shared with SLT by 16 September 2019
Priorities identified in Strategic Action Plan to be confirmed by 16 September 2019 and actioned throughout session.
Rationale for Parental Engagement to be shared with parents and staff team by end of September 2019.
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Develop a range of family learning activities in the
context of the school curriculum;
Arrange further family learning activities designed to
assist parents in developing skills to support their
children’s learning.
Senior Leadership / Development Group / Teacher meetings
Pupil Equity Funding
Aug 2019 – June 2020
Plan key days throughout the session to enable
parents to experience learning at Braidburn. Senior Leadership / Development Group / Teacher meetings
Visits to other schools
Pupil Equity Funding
Aug 2019 – June 2020
Key dates to be planned by November 2019
Plan opportunities to promote wellbeing for parents and families.
Senior Leadership / Development Group / Parent Council / Friends of Braidburn meetings
Pupil Equity Funding
Aug 2019 – June 2020
Key dates to be planned by November 2019
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Review use of the Family Room to maximise
opportunities for families to benefit from accessing
this resource
Senior Leadership / Parent Council Meetings
Collation of views of entire school community to inform ‘next steps’
Views of school community to be collated by October 2019
Establish further opportunities for parents to share
their skills in the context of leading learning Parent Council
Senior Leadership Team
Creation of a database of parents identifying skillsets / ways in which individual parents can potentially support or lead learning
Parental involvement in Primary IDL groups
Database to be collated by November 2019
Parents involved in leading learning for Primary IDL groups by January 2020
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Consider SCERTS in the context of all developments Senior Leadership Team (in consultation with SCERTS development group)
Aug 2019 – June 2020
Evaluate progress and Impact of parental
engagement and family learning Head Teacher
Development Group
Parent Council
Progress to be evaluated in line with Strategic Action Plan
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Priority 2 To ensure all learners are engaged in a meaningful, relevant, creative,
and purposeful curriculum built around desirable and predictable
tasks, with supports to access personalisation and choice
Overall Responsibility DHT Mrs L Liddle
DHT A.N. Other
Measurable
Outcomes:
Targeted support has improved learners’ engagement;
A significant improvement is observed in terms of children and young people achieving individual targets;
The curriculum offers more relevant and challenging choices in the Senior Phase;
Skills developed in BGE are preparing learners to for the Senior Phase;
An increased number of partners are providing very good learning experiences to support learning.
Outcomes The curriculum meets the needs of every learner;
The curriculum has a clear vision and rationale shaped by our school’s values;
Staff have a shared understanding of purposeful learning in raising attainment and achievement;
A coherent and progressive curriculum is delivered across the whole school
NIF Priority 1- Improvement in attainment particularly in literacy and numeracy
NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children
NIF Priority 3- Improvement in children and young people’s HWB
QIs/Themes
QI 2.2: Rationale and design
Learning pathways
QI 2.4 Removal of barriers to learning
Targeted support
Universal support
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Tasks
Resources
Time
Progress & Impact
Create dynamic development groups to take forward Literacy,
Numeracy, Play / Outdoor Learning across our school. All
groups to:
- Create a Curriculum Design wheel; incorporating a
Rationale, strategies, supports and resources
- Create a Strategic Action Plan and take forward allocated
tasks;
- Create / update an inventory of resources
Play / Outdoor Learning development group to consider
flexibility of outdoor spaces for the range of different needs
across the school, and to take forward design and purchase of
resources to upgrade the South Playground area.
Development Group meetings and associated activities
Practitioner Enquiry resources – research / literature
Allocation of time in line with Working Time Agreement
Friends of Braidburn meetings
Pupil Equity Funding
Aug 2019 – June 2020
Development group meetings and tasks within 16 hours allocated development time.
Development meeting times to be shared with SLT by 16 September 2019
Priorities identified in Strategic Action Plan to be confirmed by 16 September 2019 and actioned throughout session.
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Individual group Curriculum Design Wheel documents to be shared with parents and staff team by end of November 2019.
Identified 2 x hour CAT sessions
Develop further opportunities for learners to engage in
Literacy opportunities through planned creative sensory
approaches; including development of a school library area
within an interactive Play Zone.
Pupil Equity Funding
Senior Leadership Team / Friends of Braidburn meetings
Resources to be in place by December 2019
Dynamic development group leading SCERTS to take forward second year of a 3 year Action plan.
- SCERTS development group to support improvement in staff skill and confidence in assessing, planning appropriate targets and implementing effective strategies to support engagement in learning through the SCERTS programme;
Development Group meetings and associated activities
Practitioner Enquiry resources –
Aug 2019 – June 2020
SCERTS training for identified staff in September 2019
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- SCERTS development group to ensure parents are aware of SCERTS, and to invite parental representation on the development group.
research / literature
Allocation of time in line with Working Time Agreement
Development group meetings and tasks within 16 hours allocated development time.
Development meeting times to be shared with SLT by 16 September 2019
Updated Strategic Action Plan to be shared with SLT by 16 September 2019 and actioned throughout the session
2 x hour CAT session
In Service training session
Evaluate progress and Impact of all developments; and measure against outcomes set.
DHT (Primary / Secondary)
Development Groups
Progress to be evaluated in line with Strategic Action Plans
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