YOUR SCHOOL

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SCHOOL IMPROVEMENT REPORT AND PLAN

PART ONE – Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

School: Bun-sgoil Ghàidhlig Inbhir Nis

Head Teacher: Mrs Lena Walker

Date submitted: 5th July 2018

Context of the school: Including some or all of the following: local contextual issues; Scottish Attainment Challenge involvement; factors affecting progress (e.g. staffing changes/issues); and outcomes from authority quality improvement visits etc.

Gaelic medium education provision in Inverness. For session 18/19 we have a pupil role of 226 and pre-school role of 76.

BSGI opened in 2007 as the first Gaelic Medium provision school in Highland council. The school role has grown year on year and we do not have a designated catchment area.

Nursery provision in our Sgoil-àraich delivers a flexible hours model with an out of school service running after school. The nursery is managed by a Childcare manager with curriculum support from DHT.

Management Team - We have currently have 1 Acting DHT, 1 Acting PT and Head Teacher on secondment. The HT started in April 2018 and new management team was formed in June 2018 due to a PT maternity leave and DHT secondment. Before the HT started in August, the school has been led by a mixture of 7 previous permanent and acting Head Teachers.

Teachers – the school has also had staffing pressures with a difficulty in recruiting full time Gaelic medium teachers to cover maternity leaves. Some classes during session 16/17 and 17/18 have had 3 teachers which have also varied from term to term depending on cover available. This was due to a diluted

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management team and maternity cover. The next session, we have a compliment of supply teachers to create more structured job share agreements with permanent staff and are using part time staff to complete CCR allocations.

When the present HT came into post, it has been agreed to prioritise the Vision, Values and Aims of the school and focus on creating a curriculum rationale specific to BSGI. We will also look at implementing progressive frameworks linked to the curriculum rationale linked with a more rigorous assessment model to introduce improved tracking and moderation of pupils throughout the year as well as during transition times.

We have 1 ASN teacher who works 3 days and 6 PSA (2 full time and 4 part time).

The majority of the children join sgoil-àraich with limited or no Gàidhlig. The school uses the immersion policy to support pupils in acquiring Gàidhlig during Early Years. A Childcare Manager is appointed to liaise with the school SMT on pre-school provision and provide flexible hours entitlement.

School Vision, Values and Aims:

school community where everyone is valued2. Encourage a climate of Gaelic language and culture3. Provide opportunities to become confident individuals, successful learners, responsible citizens and effective contributors4. Motivate children through stimulating learning experiences5. Celebrate achievement and personal success6. Foster strong home school links7. Engage with other schools and the wider community8. Encourage a climate of positive behaviour and respect for all

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Child friendly VVA – Gaisgich Òg na Gàidhlig (Gaelic Superhero/ambassador) Coibhneas, Dòchas, Spòrs & Deònach

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Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

Engagement throughout session as per self evaluation calendar and WTA.

Parents Ongoing engagement with Parent Council monthly meetings. See minutes.Parent info meetings as per self-evaluation calendar.Parent survey to be completed term 1.Parent coffee mornings.

Pupils Pupil Survey to be completed term 1.Pupil survey group during moderation time.

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Survey of afterschool groupsSurvey of parent views of those who run groups

Other partners Ongoing throughout session

Associated Schools Group

ASG moderation sessions involving class teachers and SMT.Monthly meetings focused on ASG priority. See minutes.

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Full details of engagement activities can be found in the school’s self-evaluation records.

What have we done to close the attainment gap?Evaluative account explicitly stating the impact of your work on reducing the attainment gap in your context, referring to supporting data. This box must reference the impact of your Pupil Equity Fund spend and, if relevant your Scottish Attainment Challenge spend. Comments must refer explicitly to the National Improvement Framework Priorities as they apply to children and young people at risk of under-attainment through deprivation.

See 3.2 for impact.

What have we done to improve attainment, particularly in literacy and numeracy? (refer to specific projects and outcomes)

See 3.2 for impact.

What have we done to improve children and young people’s health and wellbeing? (refer to specific projects and outcomes)

See 3.1 for impact.

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What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations? (refer to specific projects and outcomes)

Links with community partners during Assembly time. Enhanced STEM progression framework. Outdoor learning resources in ELC are now linked to DYW. School trips were linked to partner agencies such as National Trust, UHI and HC Rangers.

Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☒* We have some concerns about our capacity for continuous improvement ☐

Comment:

QI 1.1 Self-evaluation

for self-improveme

nt

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Choose one evaluation from the six options.

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE

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THEMES (HGIOS?4) Collaborative

approaches to self-evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

THEMES (HGIOELC?) Collaborative

approaches to self-evaluation

Evidence-based improvement

Ensuring impact of success for children and families

Nursery staff have evaluated HGIOELC quality indicators over the yearTeachers have undertaken regular self-evaluation of HGIOS 4

Staff analyse INCAS data, oral language data, phonological assessment data , SPP data, SNSA data and Maths diagnostic assessment data

Big Maths development has raised attainment in mental mathsSurvey carried out with parents on parental engagement

SPP data used as basis for additional support

Meetings with Nursery staff when QI’s are discussed and improvements are planned:Language boards, less english translation, improved pedagogyIncreased staff awareness of HGIOS4 documentation and of next steps in order to improve eg renewed vision values and aimsSelf evaluation procedures are now in place and are in collegiate calendar. Feedback is built in to Self-evaluation and monitored by SMTIndividuals and groups were targeted for extra supportMental maths trackers show improvementSelf-evaluation has resulted in new behaviour system, pupil committees, Learning conversations, Key Assessment Tasks, Learning cafes, Re-evaluation of Class assemblies due tp parent feedback

Continue to self-evaluate using HGIOELC - SMT to attend some staff meetings

Engage pupils and parents in self-evaluation procedures

Increase moderation activity to agree standards and expectationsChildren to be re-assessed to check for impactContinue to evidence that changes we make have improved outcomes for learnersParents to have regular opportunites to support improvement by engaging in a range of formal and informal activitiesContinue to monitor parent views

Gaelic SNSA introduced – MCNG at P1, P4 and P7.Use as a diagnostic tool and to track where interventions are required.

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QI 1.3 Leadership of change

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED FROM THESE

THEMES (HGIOS?4) Developing a

shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

THEMES (HGIOELC?) Developing a

shared vision, values and aims relevant to the ELC setting and its community

Strategic planning

Vision, values and Aims revisited this session and updated by HTPupil Council revisted VVA and produced pupil friendly version in the form of a song

Staff working groups are engaging with the school improvment plan Reading and Science working groups are in place

Staff and parents are engaging with profiling processEngagement of staff in the school agenda has moved the school forward

Some staff have taken responsiblity in implementing change in Science, Reading Literacy, French

Increased engagement with VVA terminology by children and shared with parents on school website

Progression frameworks for reading and science have been created by staff working groups and are linked to benchmarks

Pupils have engaged with parents on Key Assessment Tasks and have taken part in Learning conversations with teachers

Increased pupil engagement with the Science curriculum. Emerging Literacy training has resulted in increased focus on phonological awareness

VVA to be embedded across whole school community with a particular focus during assemblies. Pupils own song to be sung regularly. Twitter to highlight ‘Gaisgich Oga na Gàidhlig’ as profile for the pupils within their community events. Introduce a ‘Gaisgich’ award from HT to be awarded at assemblies linked to VVA.House groups to design a Gaisgich that represents their House and link to one of the core 4 values from the song pupil’s have written.Learning in classes to link to Gaisgich values using the superheros.

Embed Science and reading frameworks into planning.

Introduce planning

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for continuous improvement

Implementing improvement and change

frameworks that are consistent across all levels to ensure effective transition.Introduce Medium Term Planners that will link to IDL and inform Key Assessment tasks as part of ongoing Profiling of pupils.

Continuation of profiling process with an introduced focus on DYW and IDL

Establish a parent focus group for evaluation.

Identify a digital leader for the school.

Continue to link SIP to collegiate calendar to move the school on

Engage with Literacy Development officer in rolling out wraparound spelling throughout the school with a CAT session delivered by the officer.

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QI 2.3 Learning, Teaching

and Assessmen

t

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE THEMES (HGIOS?4) Learning and

engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

THEMES (HGIOELC?) Learning and

engagement

Quality of interactions

Effective use of assessment

Planning, tracking

All pupils belong to a committee and contribute effectively to life in the schoolScience curriculum development has engaged learners and increased motivation. Increased awareness of differentiation due to phonological testing and ongoing ASN work across the schoolFocussed approach to assessment in mental maths, oral language and phonicsTrack through SPP for literacy and numeracy.INCAS in P5 and P7IDL planner used across the schoolASN overview shared with teachers and support staffChilds’ Plan tracker completedSPP tracking for Reading

Learning conversations and Key Assessment Tasks are increasing pupil responsiblity for their learning

AIFL is beginning to embed in classesMost classes provide a stimulating learning experiences

Challenge more able learners – track using ASG tracker and identify pupils for individual support

Evaluate impact of committees – engage with pupils on choice and choose best way to ensure pupil voice in the school community.

Termly observations and effective feedback for improvement

Monitor and track pupils in other curricular areas by introducing Science to SPP.

Increase moderation activity throughout the curriculum, linking to another GM unit. CAT sessions within ASG.

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and monitoring Writing and NumeracyTermly monitoring by SMT

Embed new frameworks for reading and STEM. Introduce Highland frameworks for planning in other curricular areas.

Monitor and tracking in STEM.

Develop DYW & Digital literacy.

Introduce assessment calendar linked to progressive frameworks and class tracker. Use to inform planning meetings with SMT.

Continue to embed Emerging Literacy in the school.

More rigorous use of Form 1 to introduce targeted short term support when identified.

Parent Council Consultation on SIP priorities – they would like Outdoor Learning Day with parent involvement and more Assembly speakers linked to VVA’s. They agreed that bilingualism needs to be celebrated more with an increased celebration of this and introduction of more French learning in P7.

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QI 3.1 Ensuring

wellbeing, equality

and inclusion

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE THEMES (HGIOS?4) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

THEMES (HGIOELC?) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

ASN needs in school are met by focussed and targeted support by ASN teacher, support staff and teaching staff.Improving outcomes for our learners and families

Whole school approach to behaviour managementGood behaviour and positive relationships

Pupils are aware of their rights and responsibilities

PEF funding targeted to recruitment of Language PSA

Resilient Kids interventions

Childs’ Plans in place for all children who require extra input and support by staff and managementASN overview shared with all staff including support staffUse Highland Practice Model and the staged approach to meeting children’s needs

New behaviour system in place

All staff Child Protection trained

Almost all staff have attended Autism trainingClear structures in place for behaviourResilient Kids programme delivered by ASN teacher

Move towards UNICEF accreditation with a view to teacher leadership opportunityCollegiate calendar to include UNICEF input. Link to Health and Wellbeing progression framework.

Ensure Childs’ Plans are updated regularly

Continue to encourage all staff to seek CPD opportunities to inform and improve practice

Ensure transition is focussed and tailored to learner’s needs

Continue to build on teacher/parent relationships

Ensure compulsory training needs are in place eg first aid,

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UNICEF rights of the child teaching in some classesParent feedback at Childs’ Plan meetings and parent/teacher meetings

Equity and Diversity Toolkit used at CAT for teachers and PSA’s to design a model of how BSGI ensures this.Policy in place June 2018.

child protection

PEF funding to be allocated to children in deprived areas in order to raise attainment in Gaelic language

Introduce HWB planner and focus on Growth Mindset with ‘Learning Pit’ as a vehicle for emotional literacy.

PEF PSA will be trained in Nurture to provide an more diverse learning context for language attainment and ensure wellbeing is being met.

Parents to involved in Policy review of Equity and Equality Policy.

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QI 3.2 Raising attainment and achievement/

Ensuring children’s progress

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESETHEMES (HGIOS?4) Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

THEMES (HGIOELC?) Progress in

communication, early language, mathematics, health and wellbeing

Children’s progress over time

Raised attainment in phonics

Mental maths attainment has risen

Tracking procedures in place for mental maths, phonics and oral languageTargeted interventions for learnersTracking procedures in place for Phonological awareness using Emerging literacy guidelines

Gaelic immersion guidelines are followed by early learning staff

A variety of Early level numeracy activities are used

Children’s achievements are marked and celebrated

Targeted support in phonological awareness and oral Gaelic progression.Beat that tests encourage pupils to beat their own scoreTracking information shared with appropriate staff at end of year transitions

Maths diagnostic assessments carried out at beginning of year

Reading and Science frameworks completed by working groups

Pupil, parent and teacher engagement with Key Assessment Tasks and Learning Conversations

Termly staff observations

Embed use of phonics testing and check for impact

Identify Emerging Literacy, phonics, common word, spelling age, maths assessment data schedule for the session.

Review Oral Gaelic Assessment and moderate as appropriate.

Implement class trackers for moderation of levels and tracking of individual pupils. Share examples of pupil levels as part of ASG moderation group.

Use trackers and analysed assessment data during planning meetings with teachers to ensure an

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Overall quality of children’s achievement

Ensuring equity for all children

Gaelic language tutor recruited

Analysis of INCA and SNSA results cascaded to key staff

Tracking meetings

Immersion only environment is created by Early Learning staff

Enhanced numeracy experience for learners

Certificates, stickers and praise widely used across the schoolRegular targeted support for lower income families

ASG Moderation

Development of profiling and reporting in ELC.

informed discussion of progress and next steps.

Focussed observations on early reading skills reviewing new framework and spelling lessons using wrap around spelling techniques.

Track wider achievements across the school – identify how this could be done within individual profiles.

Include SHANARRI within profiles. Link to Health and Wellbeing framework using Growth Mindset and Learning Pit. Teacher training at INSET.

Evaluate the ethos of Gaelic within the school and school community through shared understanding of what this should look and feel like.Evidence through pupil voice engagement and gathering of staff views.

More robust approach to gathering parent views and wider community.

Introduce measures for PEF impact.

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Introduce an Assessment model.

ADDITIONAL QI

(3.3add more QI tables as required) Creativity

and Employabil

ity

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Excellent ☐ Very Good ☐ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE

THEMESPlease specify (include themes from HGIOS?4 and HGIOELC? as in tables above for other QIs).

BSGI uses immersion to ensure pupils acquire the language skills that equip them as bi-lingual learners.

A number of teachers are now trained in French and the curriculum for L3 is becoming more progressive.

P6 pupils participated in an immersion lesson where a fluent French speaker delivered lesson using immersion techniques that pupils use for Gàidhlig. She observed that the pupils sustained interest and were able to move between 3

Promotion of bi-lingualism for pupils and how this is celebrated

Links to DYW looking at how bilingualism sits in the work place

Increase pupil awareness of the cognitive benefits of being a bi-lingual learner

Digital Citizen links – creating Gàidhlig

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languages when participating in the lesson.

specific apps or using digital technology to link to other Gàidhlig speakers and the wider community

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QI 2.2 Curriculum:

Theme 3 Learning Pathways

(HGIOS?4)/Learning and Development

Pathways (HGIOELC?)

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESE

NB – This theme does not need to be evaluated using the six point scale.

Curriculum is balanced and provides for challenge, with pupil choice and ownership.

Early Years curriculum uses mindmapping of children’s interests to ensure child voice and is planning child led.

IDL is used by all teachers.

STEM has been given priority this session. Teachers have upskilled. Links to DYW made. Parents have given positive feedback and have noticed a spike in their children’s interest and awareness of Science.

Planning meeting were held with SMT.

Teachers are following progression and using HPM to identify when pupils require support or challenge.

Teachers are beginning to trial and moderate Key Assessment Tasks.

Teachers are making partner and agency links with UHI, National Trust, HC Rangers, using parent expertise and Red Cross when planning IDL topics.

Assemblies are linked to VVA.

Planning guidelines will be introduced for all staff. Progression frameworks will be embedded for long term planning and transition.

Medium term planning will be introduced for Literacy, Maths and IDL.

Teachers will plan for skills development for DYW

Curriculum yearly overview will be introduced

Key Assessment Tasks will be moderated and created once

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SMT moderated learning during class visits.

Progressive framework is used to support immersion stages and next steps from P4-7.

Key Assessment Tasks have been introduced.

Parents have been invited to comment on curriculum rationale questions during information evenings for Early Level and coffee morning.

Transition has been improved with support for pupils identified on HPM and levels tracked for transition.

Equality and Equity Policy introduced to all staff. Links and opportunities for learning reviewed and curriculum links identified.

progressive E & O is mapped out

Curriculum Rationale will be introduced

Engage with parents on Equality and Equity Policy

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QI 2.7 Partnerships

– theme 3 Impact on Learners

(HGIOS?4)/Impact on

Children and Families

(HGIOELC?)

How are we doing? What’s working well for our learners?

What are the features of effective practice in our

school/ELC setting?)FOCUS ON IMPROVEMENTS

FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND

OTHER INFORMATION

What could we do now? What actions would move us

forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP PRIORITIES SELECTED

FROM THESENB – This theme does not need to be evaluated using the six point scale. Remember to focus on parental involvement.

Partnerships are embedded with our parent community. They run most of the after school groups.

Communication is made via newsletters, blogging, dojo or twitter on a weekly basis.

Highland Practice Model used to meet learners needs and ensure parent and pupil voice is heard.

Profiling has been introduced and will be further developed next session. Parent learning café’s were successful and well attended with opportunities for parent comment on Key Assessment Tasks.

All concerns are dealt with promptly

School is welcoming at all times and has a parent partnership calendar

All school events are well attended

Parent feedback forms from report cards are very positive

Parent feedback from learning café’s are very positive

Create a parent survey group

Whole school survey with focus on curriculum rationale

Continue to introduce Key Assessment Tasks

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Parent Council is supportive and run successful partnership events.

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PART TWO – School Improvement PlanSummary: Key School Improvement Priorities (add further rows if required). The priorities selected should be drawn from the possible improvement activities identified in the Standards and Quality Report. Your improvement priorities should encompass the Early Years Setting as well as the Primary School.Improvement Priority Title Relevant QI(s) and Theme(s)

Health and Wellbeing – Progression framework with focus on Growth Mindset and emotional literacy.

1.2 Leadership of Change3.2 Raising attainment and achievement2.2 Curriculum3.1 Ensuring Wellbeing, Equality and Inclusion

Literacy – Improvement in Learning and teaching of Spelling.1.2 Leadership of Learning3.2 Raising attainment and achievement2.2 Curriculum2.3 Learning, Teaching and Assessment

Ongoing - Profiling – Moderation of KATS and introduction of individualised SHANARRI to pupil’s profiles.

2.2 – The Curriculum2.3 – Learning, teaching and assessment2.4 – Personalised Support2.6 – Transitions

Complete a detailed action plan for each of these agreed priorities on the following pages (add more pages if required). Please also use the table in Appendix 3 to help with planning for the monitoring and evaluation of improvement activity in terms of measuring impact.

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In depth action plan #1

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Improvement Priority title: Create progressive Health and Wellbeing Framework with a focus on developing a ‘Literacy of Growth Mindset.’Linked to QI/Theme:3.2 Raising attainment and achievementLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners? We will identify a progression framework for Health and Wellbeing. We will use teacher, pupil and parent voice to develop the curriculum into BSGI’s aims for our curriculum rationale.

Learners will be able to articulate and explain the indicators of SHANARRI Learners can evaluate their own sense of wellbeing and where they think they are within each of the wellbeing indicators Learners will have their own Health and Wellbeing section within profiles and can link to their discussions of learning and how they are progressing. Learners will use the vehicle of Growth Mindset and Learning Pit to inform their discussions and have a tool to track feelings. We will develop tracking of pupils to measure impact of the introduced changes to learning in Health and Wellbeing, using benchmarks and profiles to be more informed of

pupils learning needs and progress.

Success criteria Pupils will have individual SHANARRI within their personal profiles. Pupils can engage in informed discussions about their own wellbeing and where they are on the

SHANARRI indicators. The profile will include a SHANARRI section which pupils can use to discuss their wellbeing in an

informed manner. Pupils will engage and explain where they are in ‘Learning Pit’ within their success criteria as well as

discuss how they apply Growth mindset.

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What exactly are we going to do?Term 1 PT will identify a suitable progression framework for the school planning format. CAT session to agree on child friendly SHANARRI language for each level. Teachers to create SHANARRI wheels for each stage.

Term 2Whole school approach to Growth Mindset strategies and using a visual ‘Learning Pit’ across the school. Agree on how we can make ‘Growth Mindset’ visual and meaningful in our school with pupil voice at the centre.Parents invited to input into progression frawework. Pupil voice evaluated linked to ‘Learning Pit’ and how it has helped them over term 1 & 2.

Term 3 & 4 Moderation and tracking of Health and Wellbeing within pupil profiles.

Who will lead this?

PT to lead CAT introducing Progression framework, discussing and finalising SHANARRI wheel with working party and introducing to pupil profiles.

2 x CAT and 2 Indpendent CAT sessions

Allow for SMT planning time to moderate profiles.

Monitoring and evaluation proceduresTerm 1 & 2:Planning meetings with teachers to discuss individual children and how they are progressing with individualised SHANARRI in profiles. Link to learning conversation recordings.

Term 3 & 4:Moderate pupil profiles over the session and link to session assessment calendar.

Who will lead this?

SMT to moderate within profile moderation. SMT will attend and support leading CAT sessions.

Equity implications: Identify pupils who have indicated significant needs on their SHANARRI. Support with appropriate intervention.Staff wellbeing and pastoral support implications: Working group has been plotted into collegiate calendar and agreed by staffCreativity opportunities: Creativity – working group to create child friendly SHANARRI language for wheel. Create a vision for how our school will evidence Growth Mindset and Learning Pit in our environment from class to corridors to outdoors that this is our priority. Implement a whole school ‘Learning Pit’ and growth mindset emotional literacy ethos and plot into HWB framework to ensure that the school implements this in class learning and teaching opportunities in a meaningful and strategic approach. Opportunities for parent and pupil engagement in designing progression framework.

Expected resource need:Teacher collegiate time.

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In depth action plan #2Improvement Priority title: A structured approach to Teaching SpellingLinked to QI/Theme: 3.2 Raising attainment and achievementLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners? Spelling Age and Levels will improve over the session.Success criteria: Pupils will have a progressive spelling framework. Pupils will be able to track their spelling progress using spelling age and see improvements.What exactly are we going to do?

We will train in wrap around spelling teaching and learning techniques. We will transfer pedagogy linked to wrap around spelling to Gaelic phonics

and spelling framework. We will track progress in English spelling using standardised age as a

baseline. We will develop a structured support for the teaching of Gàidhlig spelling making links to

emerging literacy, common words and a baseline linked to benchmarks.

Who will lead this?

SMT with an opportunity for teacher leadership role.

Monitoring and evaluation procedures Baseline spelling age assessments will be planned and integrated into

whole class progression trackers Introduce a system for monitoring Gàidhlig spelling linked to levels.

Who will lead this?

SMT & Leadership teacher

Equity implications:Pupils identified as having low spelling age will be supported with appropriate interventions.Pupils with high spelling age will also be targeted to ensure challenge and progression is appropriate for them within the introduced spelling frameworks. Any dips in learning will be identified and analysed.

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Staff wellbeing and pastoral support implications:CAT sessions on wraparound spelling pedagogy.Request support from Literacy officer leading wrap around spelling and identify a teacher to lead on this.

Creativity opportunities:Share practice of Wrap around spelling activities. What is working and what supportive strategies are being used when pupils are identified as having strengths and weakness in spelling. Teachers will agree on a tracking tool for Gaelic spelling as standardised spelling levels are currently unavailable.

Expected resource needs (including costings if applicable): Staff collegiate time. New spelling resources to support the reinforcement of specific spelling targets and intervention spelling resources.

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In depth action plan: Moving towards continuous Profiling and Reporting Improvement Priority title:Moving towards continuous Profiling and Reporting

Linked to QI/Theme: 2.2 – The Curriculum 2.3 – Learning, teaching and assessment 2.4 – Personalised Support 2.6 – Transitions

Linked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Driver (check any that apply) School Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒

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What difference will it make for learners? (what impact do we expect to see?):

Pupils as learners will:

have a profile which demonstrates ‘Who I am in my learning?’, ‘Where I am in my learning?’ and ‘Where do I want to get to?’

Staff as learners will:

understand the principles of continuous profiling and reporting through:- the curriculum,- skills for learning, life and work,- key assessment tasks and- effective feedback and learning conversations.

Success criteria (how will we know if the change has been an improvement?):

Pupils as learners will:

be able to articulate where they are in their learning, who they are in their learning and where they are going next, sharing this with their peers, their families and staff within the school

use the language of skills when reflecting on their learning

Staff as learners will:

share each learner’s progress with the learner and their families build key assessment tasks at the planning stage identify each learner’s achievement through understanding the principles of the NAR Flowchart use learning conversations to support continuous dialogue between:

- learner teacher - learner learner - learner family- teacher family- teacher teacher- teacher learner family.

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What exactly are we going to do? (detail of specific actions) Who will lead this? (detail of responsibilities and timescales)

1. Review and moderate Profiling and Reporting model to staff supported by Highland Council - Profiling and Reporting Support Resources

SMT – Inset 20/8/18

2. Complete the Highland Council and the HGIOS 4 Profiling and Reporting Audits to highlight key action points following on from current profiling processes

SMT – Inset 20/8/17

3. Moderate continuous Profiling and Reporting to families supported by Highland Council - Profiling and Reporting Support Resources

SMT – Term 1

4. Key Assessment Task collegiate sessions to develop key assessment tasks at the planning stage

SMT/teaching staff Term 1 & 2

5. Learning Conversations and Feedback collegiate sessions to develop learning conversations with learners, their families and staff

SMT Term 1 and 2

6. Agree on a Profile format(s) to encompass Highland’s Council key ingredients for effective profiling and reporting

SMT + staff term 3

7. Update and share family engagement calendar SMT +staff Term 1

8. Liaise with Quality Improvement Officer re ‘sign-off’ to use summative report format

SMT + QIO term 3

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Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

Who will lead this? (detail of responsibilities and timescales)

1. HGIOS 4 Profiling and Reporting Audit Tool HT/staff - Term 12. Highland Council Profiling and Reporting Audit Tool HT/staff – Term 13. Family Engagement Evidence HT/staff/ families – Term 1 & 24. Collegiate Session Evidence- The curriculum- Skills for learning, life and work- Building Key Assessment Tasks- Effective feedback and learning conversations

HT/staff - Term 1,2,3

5. Pupil sampling Profiles; against the three questions 1) Who I am in my learning? 2) Where I

am in my learning? 3) Where do I want to get to? Learning Conversations

HT/staff – Term 1,2,3

6. Planning discussions – evidence of Es and Os/ Skills HT/staff – Term 1,2,37. Moderation of Key Assessment Tasks HT/staff – Term 38. QIO Sign-off Conversation QIO/HT – Term 3Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?) Pupil equity funding will be used to recruit Gaelic language assistant who will work with highlighted children to raise their attainment in Gaelic language acquisition, and thus attainment across the curriculum.

Education Scotland’s Reporting to Parents and Carers Guidance (January 2017) states:

“Reporting to parents/carers should be well planned and take full account of the context of the school. Reporting involves and values the role of parents/carers in supporting their child’s progress. Reporting provides opportunities for parents/carers to give their views on their child’s progress, including through their responses to

written reports.”

Developing Family Engagement within the school contextSchool to offer termly family engagement events each term where pupils will share their learning with their parents in the school setting. Key assessment tasks will involve parents, pupils and teacher in evaluation and feedback. Learning conversations will be tracked, recorded and evaluated.

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Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)

Highland Council’s approach to Continuous Profiling and Reporting is recognised as an effective model for Tackling Bureaucracy as detailed in the National Improvement Hub. The approach is synonymous with the Reporting to Parents and Carers expectations from Education Scotland. The time previously allocated to end of year reports, which did not enhance the learner’s journey, has been redesigned around the continuous profiling and reporting process, removing time burdens of lengthy end of year reports.

Expected resource needs (including costings if applicable). Allocation of Pupil Equity Funding should be referenced in this box, if appropriate: Gaelic language assistant will be recruited to work with identified children to raise their Gaelic skills across the curriculum, both within the school and playground.

Highland Council - Profiling and Reporting Support Resources One full day training for the school Profiling and Reporting lead Collegiate time within Working Time Agreement Family engagement

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