Download - Draft Development Plan 2007-09 YEAR 2
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Knox Academy
1. Context
2. School Aims
3. National Priorities
4. Audit: Details and Summary of Findings
5. Summary of priorities for action agreed on the School Development Day
6. Self Evaluation Audit using Quality Indicators for 2007-2008
7. School Action Plan 2007-2009
School Development Plan 2007-2009
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1. Context
A Self-Evaluation Group was formed in August 2007
The Group consisted of:
S Ingham (Depute Headteacher)
A Wood (PT Curriculum, Social Subjects)
H Dowle (Teacher, English)
S Muirhead (Teacher, Business Education)
The group had been working on the audit process since August 2007 and it
was completed in April 2008. The Audit, HMIe report and School Evaluationmeetings formed the basis of the evaluation of the Development Plan.
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Knox Academy: Statement of Intent 2007-09:
This is a rationale for the development of Knox Academy over the next three years. It
is based on the existing school aims and underpins the Schools Development Plan for
sessions 2007-09.
Our school will be welcoming, inclusive and all working relationships will be based
on courtesy and mutual respect. Partnership with, and between, all sections of theschool community will be enhanced. The school is committed to providing an outstanding
service to all pupils. Staff and pupils will have opportunities to voice opinions and
concerns. They will work together to address and resolve issues.
Staff will take steps to improve the learning process and promote partnership; pupils
adopting an active and independent role in their learning will complement this.
Unacceptable and anti-social behaviour will not be tolerated and difficult situations will
be resolved by mediation. The school will develop its existing links with the local andpromote pride in its achievements and reputation.
Ethos
Learning and Teaching
The school will inspire pupils to learn and raise their aspirations through exciting and
effective classroom practices, including well-organised and appropriate courses,
hi h l t t t t th l ld St ff ill h ibl d i t
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encouraging parental consultation and involvement. The support systems within the
school will make effective use of the integrated pupil support resources, supporting
pupils and their families both within and outside school. Support systems will ensure
staff and pupils are provided with a framework for learning. Personal and Social
Education will challenge pupils attitudes and assumptions, enabling them to reflect upon
their values and help to provide them with the skills to release and realise their
potential.
The structure of the curriculum will be developed to provide all pupils with
opportunities to develop skills and talents and experience success. The place of each
subject within the curriculum will be judged by its ability to enable pupils to be
successful learners, confident individuals, responsible citizens and effective
contributors. The first and second year curriculum will ensure that the transition from
primary school to secondary school is a smooth and continuous process. Curricular
initiatives will be effectively embeddedthrough careful consultation, planning and theprovision of appropriate resources, support and time. We will promote extra-curricular
activities as positive staff/pupil and pupil/pupil relationshipscan be developed thereby.
Achievement, Attainment and success in all its different forms will be promoted,
recognised and celebrated. Pupils will be encouraged and supported to realise their full
t ti l d tt i th hi h t t d d f lifi ti Th lit f th t hi
Curriculum
Achievement and Attainment
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2. School Aims
AIMS OF KNOX ACADEMY
1. To help each pupil to develop skills and increased knowledge and understanding in
preparation for adult life.
2. To develop a positive atmosphere in which each pupil enjoys and values learningand reaches their full potential.
3. To promote positive attitudes, personal responsibility, self-discipline and respect
for others.
4. To create a secure, caring environment where everyone is trusted and valued.
1. To offer each pupil the highest possible standard of education through a
balanced, appropriate curriculum, providing opportunities for pupils to achieveat the highest levels.
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3. The National Priorities
Priority One
Achievement and Attainment
Priority Two
Framework for Learning
Priority Three
Inclusion and Equality
To raise standards of educational attainment for all in schools, especially in the core skills of
literacy numeracy, and to achieve better levels in national measures of achievement including
examination results.
To support and develop the skills of teachers, the self-discipline of pupils and to enhance school
environments so that they are conducive to teaching and learning.
To promote equality and help every pupil benefit from education, with particular regard paid to
il ith di biliti d i l d ti l d d t G li d th l d
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AUDIT OF DEVELOPMENT PLAN FOR SESSION 2007-08
Further action required is based upon the audit of the development plan done
throughout the year by the Self-Evaluation Group and the Management Team.
Next Steps contains the feedback and ideas from the staff and pupil surveys
carried out during May 2008. These are not prescriptive but may giveindividuals/departments/faculties ideas in how to take these priorities forward.
Please note that as some of the audit sheets contain quite a lot of information the table might have
split across two pages.
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Whole School
Priority
HMIe 1
How are we going to do it?
HODs are to gather examples of best practice.
HODs are to encourage, monitor and disseminate strategies thatimprove the quality of learning and teaching in departments e.g.embedding the use of Study Skills in curriculum.
Establish development group to look at best practice across the school. Development Group to disseminate strategies and gather feedback on
what does and does not work. Group to feedback during Whole SchoolCAT.
Ensure that pupils are using planners and taking advantage of lunchtimerevision sessions.
Provide opportunities for leadership training with senior pupils e.g.coaching and through the Learning Game.
Promote Enterprising lessons.
Promote the use of project work and collaborative work.
Focus on development of S6 Leadership.
Progress?
Unclear
Unclear
Minimal
Some
Some
Good
Some
Good
Further action required?
Ensure that discussion of Learning and Teaching is
on DM minutes. As above.
Learning and Teaching Group to be convenedsession 2008-09.
Try to increase uptake of revision clubs, homeworkclub etc.
Continue to provide opportunities.
Continue to provide Enterpriseopportunities/lessons.
Focus on Learning and Teaching in departments.
Continue with revised S6 leadership hierarchy andcontinue to offer opportunities to run events e.g.
Charities Committee, Yearbook, Leavers Dance,Coaching etc.
What improvements do we expect to see?
Pupils asking for help when required.
Pupils taking more responsibility for their own learning and working
independently e.g. attending revision clubs, working collaboratively,trying to complete tasks before asking for help. This should becommented upon in any observations.
More pupils taking leadership roles in both classroom and extra-
curricular activities with S6 taking a particular lead.
Evidence?
76.7% pupils say that they ask for help when required. 82.03% staffstate that pupils are asking for help when required.
82.8% of staff state that pupils are not taking more responsibility for
their own learning and working independently. 18.6% of pupils haveattended revision clubs and Homework Club. 91.5% of pupils have workedas part of a team or group on a project.
30.6% of pupils state that they were given the opportunity to lead/be in
charge of a project/group at any point during the session.
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Next Steps
See Further action required? Make more use of planners.
Share learning intentions with pupils. Ensure that work is differentiated so that all pupils can attain and achieve. Use of AifL strategies to encourage youngsters. Drop-in sessions at lunchtimes. More use of group work/tasks. More structured timetable of after-school revision clubs. Share targets with youngsters and review them regularly. More use of investigation exercises.
Use of self-evaluation sheets. Zero tolerance of pupils not coming prepared to class/bringing homework. Make more use of Positive Discipline system. Make use of ICT.
Use of consolidation tests every week/fortnight.
Consider the feedback we give to youngsters, how it is given and how we ensure that it is acted upon.
Encourage the School Council to focus on these areas. Draw up explicit guidelines for pupils regarding their responsibilities. Get more pupils involved in responsibility for school community issues e.g. environment. Teachers be explicit about expectations and aims to pupils.
Ensure that pupils know that their actions have consequences.
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How are we going to do it?
All staff to reflect on the quality of learning and teaching in theirclassrooms. They should use questionnaires with pupils and other toolssuggested by the Self-Evaluation Group, Faculty Heads and HODs.
Every department incorporates the Curriculum for Excellence guidelines
into their departmental planning and schemes of work. Departments analyse their exam results and target areas for
improvement and decide upon the criteria for success in these areas. Departments involve pupils in setting their own, personal targets. This
is to be done in conjunction with the formal procedure of target settingfor use in the reporting, tracking and monitoring system.
Departments assess pupils in a way that promotes understanding andimprovement by using Assessment is For Learning strategies.
Progress?
Minimal
Complete
Ongoing
Some
Ongoing
Further action required?
Learning and Teaching to become main focus of year2 of school plan.
Action points on department plans to be completed.
SI and group to lead Literacy. Maintain results meetings.
Raising Attainment Group will continue to look at
this. Departments also to decide how to take thisfurther. Review in June 2009.
AifL strategies to feature in department plans.Review efficacy in June 2009.
Whole School
Priority
HMIe 2
How are we going to do it?
The remits of Senior Managers are to be clarified, especially in relation
to Pupil Support. Develop the work of outside agencies in the school. Departments are to clarify their policies and procedures especially in
relation to discipline and pastoral care to ensure that the appropriate
staff are involved with pupils to ensure a reasonable level of support andchallenge is in place.
In consultation with the Faculty Heads, HODs and PTs are to set
targets for improvement during the session.
Progress?
Complete
Good Very
good
Minimal
Further action required?
Revised remits to be placed in handbook.
Continue with joint-working strategies. Ensure that these are available in department
handbooks. Further discussion required between
SMT and Guidance as to responses toreferrals/signals of concern.
Go beyond what is already discussed at ResultsMeetings. Targets to be communicated to Head
Teacher.
What improvements do we expect to see?
Senior Managers spend less time dealing with relatively minor disciplineissues and issues that can be dealt with by HODs and PTs. Guidance PTstake more responsibility for seeing through pastoral issues.
Senior Managers co-ordinate more whole-school projects.
Senior Mangers meeting with members of staff and discussing how to
improve learners experiences and results.
Evidence?
SMT and Guidance requesting information regarding strategies alreadytried by individuals and departments.
Minutes from Working Groups/Learning Teams.
Minutes of meetings.
Next Steps?
See Further action required? Redesign of referral/signal of concern forms? Review SMT remits at the end of session 2008-09.
Whole School
Priority
1.1 Improvements in Performance.
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What improvements do we expect to see?
Improved exam results
Pupils aware of what is expected of them both academically and
personally and they know how they are going to achieve this
Development of Curriculum for Excellence addressed in DepartmentalPlans and discussed at Department Meetings
Evidence?
Exam results discussed within departments, with Head Teacher andQIO. Minutes of meetings produced. Ways forward identified.
36% of pupils use their report and 37.2% of pupils use test scores to
find out how they are doing. Only 5.8% rely on discussing their targetswith their teachers. 82.8% of staff say that they use target settingand monitoring with pupils to improve attainment.
Department plans, minutes of DMs and Working Groups/Learning Teams.
Next Steps?
See Further action required?
Prioritise discussing pupil progress with pupils. Look at how tracking and monitoring is done what is the most important aspect of it? Staff to discuss efficacy of marking and written feedback on jotters etc. Examine other strategies for raising attainment.
Sharing of good practice to be a standing item on DM/Faculty agendas. Expand mentoring programme to all S4 Use of ICT. Use of competitions.
Promote use of Homework Club. Involve pupils more in self-evaluation of school and departments.
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How are we going to do it?
Incorporate regional and national priorities in the development planningprocess.
Ensure that all staff training that is required takes place. Keep all stakeholders informed of any changes or amendments to school
policy.
School Finance Committee meetings.
Progress?
Ongoing
Ongoing
Ongoing
Ongoing
Further action required?
Maintenance.
Maintenance.
Maintenance.
Re-convene Finance Committee.
Whole School
Priority
1.2 Fulfilment of Statutory Duties
What improvements do we expect to see?
Resources purchased in line with regional, national, school and
departmental priorities. Articles in Knox News and parents are well informed (reflected in
surveys and interaction with the Parent Forum) Staff are knowledgeable about statutory requirements and codes of
practice so that all pupils benefit.
Evidence?
Development plans.
45% of pupils state that they consider themselves well informed aboutwhat is going on at Knox Academy.
When surveyed most staff (between 70.7% and 93% of staff) state that
they are confident about statutory requirements and codes of practice.
Next Steps?
See Further evidence required? Increase the frequency of assemblies. Investigate emailing pupils with information. Ensure that the bulletin is read out.
Ensure that all staff are kept up to date in terms of training.
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How are we going to do it? See HMIe 1
Continue to work with, and raise the profile of, the School Council Introduce more AiFL strategies in classrooms Curriculum for Excellence is reflected in lessons Increase use of tracking, target setting and monitoring
Continue to seek feedback from pupils on their experiences at KnoxAcademy
Use Knox News to highlight work that is done throughout the session
Work with all stakeholders to redefine the school aims.
Progress? See HMIe 1
Ongoing Good Minimal Ongoing
Good
Good
Minimal
Further action required? See HMIe 1
Continue work of PT Citizenship and Values Continue work of AifL Group In department plans session 2008-09 Continue work of Raising Attainment Group in
conjunction with Authority Group. Continue with surveys and focus groups.
Continue gathering articles.
Way forward defined on Planning Day.
Whole School
Priority
2.1 Learners Experiences
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What improvements do we expect to see?
All pupils are aware of and take some responsibility linked with the widerlife of the school. All places on the School Council are contested.
Pupils take part in the evaluation of, and planning for the school andtheir views are represented in the Development Plan.
Pupils are committed to, and take pride in the school. Questionnaire has
been taken by a representative group of pupils and results demonstratethis. Pupils are more engaged in their learning and are taking steps to improve
their attainment e.g. increased uptake of lunchtime revision andhomework clubs, more pupils are volunteering for mentoring and are
keeping appointments. More pupils involved in the production of, and producing items for the
Positive Achievement Newsletter and the Knox News.
Evidence?
47% of pupils state that they are aware/very aware of whats going on inschool. 36.5% state that they are a little aware.
10% of school surveyed regarding progress on the development plan andtheir views are reflected in the Next Steps section of the audit.
Only 15.5% of pupils surveyed stated that they are not at all proud of
being part of Knox Academy.
Over 75% of pupils state that they ask for help when required.However, uptake of Homework Club and rates of handing in of homeworkmight disprove this.
This session, only15.3% of pupils have contributed to the Knox News.
Next Steps?
See Further action required?
See Next Steps in section 2.1
More focus on House Activities
Ask staff to get pupils to write articles for the Knox News and Positive Achievement Newsletter. Investigate ways in which pupils can turn their awareness of certain issues into action e.g. more pupil run committees. Increase staff and pupil awareness of Citizenship activities.
Pupil involvement in Working Groups/Learning Teams. Highlight work being done in this area to parents. Make more use of the International Links that we have. Use the S1/2 Challenge to reinforce the link between awareness and activism.
Change registration ie a mixed year registration group senior pupils take more responsibility for youngsters in the group.
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How are we going to do it?
Offer opportunities for parental feedback at Parents Consultation
Evenings. Staff, pupils and parents participate in the Parent Forum.
Staff and pupils are represented on KASG
Advertise opportunities for parental involvement through the Knox News Ensure that parents are kept abreast of issues and concerns regarding
their children. Introduction of Parent Mail system
Progress?
Minimal
Good
Minimal
Good Good
Minimal
Further action required?
Use of Parent Forum email system and
SurveyMonkey. Parent Forum devising action plan in conjunction with
school. How to get more staff involvement.
Continue with Knox News articles. Continue with present systems within budgetary
constraints. Gathering of parental email addresses continues.
Whole School
Priority
2.2 The Schools Success in Involving Parents, Carers and Families.
What improvements do we expect to see?
More parents involved in the life of the school e.g. accompanyingclubs/group excursions, taking part in careers events, increased
membership of KASG and Parent Forum/Council Positive feedback from parents in questionnaires
More parental questionnaires are returned Online questionnaires for parents are completed
Evidence?
Parent School Partnership minutes reflecting requests and responses.
Feedback received.
Online questionnaires get a better response than paper. See above
Next Steps?
See Further action required?
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How are we going to do it? Include enterprising lessons in the curriculum.
Extend the ASDAN Challenge Programme into S2
Continue to make links with other schools around the world. Retain the International Schools Award
Continue the work of the Environment Coordinator Continue to expand and develop Citizenship activities
Progress? Good
Complete
Good Ongoing
Good Ongoing
Further action required? Review directory of enterprising lessons.
Maintain.
Continue. Tbd
Maintain. See PT Citizenship and Values development plan.
Whole School
Priority
4.2 The Schools Success in Working with and Engaging the Wider Community.
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What improvements do we expect to see?
Pupils are more entrepreneurial in their outlook. They ask forhelp/assistance/what they need, they can plan and organise, they can seethe bigger picture and look ahead. This is evidenced by theirinvolvement in target setting, reporting that demonstrates that pupils
can work in groups successfully, more pupils being involved in YoungEnterprise, all S4 successfully completing a Work Experience Placementand all pupils having the opportunity to take part in enterprise activitiesin the formal and extra curriculum.
Pupils have the opportunity to try new things and develop new skills asdemonstrated through the range of extra-curricular opportunities
available and the S1 & S2 Challenge Pupils have the opportunity to make links with pupils from other
countries and cultures e.g. through Comenius project, Twinning, Challengeprogramme and Rwanda link.
Pupils have an awareness of environmental issues and how they can makeimprovements. This will have been highlighted through assemblies, thework of the Environment Group and the Environment Coordinator.
Pupils have an opportunity to take part in projects that enable them tobe come responsible citizens e.g. Smart Citizenship Group, CharitiesCommittee, Amnesty International, SNAG, Cadets
Evidence?
See HMIe1, 1.1, 2.1 and paperwork/evaluations of Young Enterprise,Working With Others projects, S4 Work Experience, EnterpriseActivities. When surveyed 73.8% of pupils feel confident in classes and63.4% are happy with the extra-curricular activities on offer.
Evaluations of activities.
Evaluations of activities, Knox News Articles.
School Council assemblies, assemblies, Eco-Warriors work duringActivities Week. 54.2% of pupils believe Knox Academy pupils are
environmentally aware. Extra-curricular database.
Next Steps?
See Further action required? Emphasis on Learning and Teaching approaches in 2008-09, including use of AifL strategies. Looking at how to implement CfE in departments.
Continue to provide a wide range of extra-curricular activities. Maintain challenges and try to extend into Senior School. Maintain focus on International activities and retention of International Schools Award. Try to get as many pupils as possible involved. Involve pupils more in caring for the school environment and the Environment.
Continue work of PT Citizenship and Values.
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How are we going to do it?
Extend the ASDAN Challenge Programme into S2
Include enterprising activities feature in the curriculum Increase the amount of Physical Activity available to pupils in S1 to S6 Incorporate the elements of a Curriculum for Excellence into the
curriculum.
Ensure that the timetable provides progression for all learners. Ensure that the needs of the lowest attainining 20% of pupils are met. Maintain links with partner agencies to ensure that the vocational needs
of pupils are met.
Transition is effectively managed (see 6.2)
Continue to develop curriculum links with Cluster Primaries
Achieve Healthy Schools Stage 2 Award
Progress?
Complete
Ongoing Ongoing Ongoing
Good Ongoing Good
Ongoing
Minimal
Ongoing
Further action required?
Maintain.
See 4.2. Maintain. See 2.1 and department plans.
Maintain and improve where possible. See department plans 2008-09. Maintain.
Remits defined and Working Group/Learning Team tobe more focused. Paperwork & sharing ofinformation streamlined.
Maintain.
To be devolved to departments rather than WorkingGroup/Learning Team. More emphasis required in
School Plan.
Whole School
Priority
5.1 The Curriculum
What improvements do we expect to see?
We continue to have a dynamic and flexible curriculum that supports the
needs of all learners.
Evidence?
40.5% of pupils surveyed believe that the curriculum at Knox Academy
meets their needs. 48.8% believe that it does mostly but not always.
Next Steps?
See Further action required? Ensure that lessons meet the learning styles of pupils.
Maintain breadth and depth that is in the Curriculum. More kinaesthetic work in every class.
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How are we going to do it?
See HMIe 1 & 3 Disseminate examples of best practice throughout the school
Develop Policy for observation of, and feedback to teachers
Ensure that appropriate CPD opportunities to develop teachers areavailable (both in-house and at an authority level) and that they arebeing accessed.
Encourage dialogue among staff in order for them to reflect on theirpractice.
Develop the use of AiFL techniques in classrooms Develop courses that meet the needs of all learners
Progress?
See HIMe 1&3 Minimal
Minimal
Good
Minimal
Good Good
Further action required?
See HIMe 1&3 Learning and Teaching Group to be reconvened
and address this. L&T Group in conjunction with Professional
Associations.
Maintain
Continue to provide opportunities for dialogueand sharing good practice. L&T Group toinvestigate strategies also.
Continue work of AifL Group. Maintain.
Whole School
Priority
5.2 Teaching for Effective Learning.
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What improvements do we expect to see?
Pupils are more engaged in their learning.
Positive feedback from pupils when surveyed.
Pupils know what they need to do to improve their attainment levels
Courses are available at all levels for all pupils
Evidence?
Unclear. Pupils are able to identify what works best for them in termsof learning and teaching approaches and they feel that they are engagedin and responsible for, their own learning. However staff views differfrom this.
Most pupils have commented that they wish surveys like this one tohappen again.
Pupils tend to use reports and test scores to determine their relativesuccess in their subjects. As these do not happen as frequently as othermodes of feedback then the question needs to be asked, How do theyassess their progress for themselves on a day-to-day level?
Courses are in place
Next Steps?
See Further action required? and Evidence Explore ways of giving quality and timely feedback to pupils and ensuring that they follow it.
Develop AifL strategies in school.
Explore the role and nature of homework in the curriculum.
Implement Self-Evaluation Policy and expand to include pupil feedback on learning and teaching.
Develop strategies to encourage pupil self-evaluation, independence and responsibility in their own learning.
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How are we going to do it?
Develop and implement AifL strategies throughout departments Ensure that reports are well written and provide useful information Make better use of the target setting and tracking system in the school Ensure that there are a range of courses for learners of all abilities
Progress?
Good Ongoing Ongoing Good
Further action required?
Continue work of AifL Group. Follow-up from Niggles Group in May 08 (CAT?) See 2.1 See 5.1 & 5.2
Whole School
Priority
5.4 Assessment for Learning
What improvements do we expect to see?
Pupils are more engaged in the learning process
Parents are aware of targets being set for pupils and know how pupilsare expected to meet them
All pupils are able to attain at the level appropriate to them Pupils are more confident evidenced by evaluations made by staff, pupils
and parents in questionnaires.
Evidence?
56.4% of pupils feel Involved or Very involved in their learning.However 82.8% of staff believe that pupils are not taking responsibilityfor their own learning.
Feedback from Parents Consultation evenings.
See results. 73.8% of pupils feel confident in classes. 81.3% of staff feel that pupils
are asking for help as much as or more than they have in previoussessions.
Next Steps?
See Further action required? Investigate ways in which pupil and staff expectations and perceptions can be better matched. Maintain confidence-building and learning and teaching strategies that encourage confidence and independence.
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How are we going to do it?
Continue the Cluster Equality and Fairness Working Group, lookingspecifically at the promotion of Equality and Fairness in individualschools and in the Cluster.
Access equalities training as and when it is offered by the Authority
Progress?
Complete
Ongoing
Further action required?
Complete directory of Equality and Fairness eventsfor Haddington Cluster.
Continue to access training as appropriate.
Whole School
Priority
5.6 Equality and Fairness
What improvements do we expect to see?
There are reduced barriers to development, learning, participation andachievement as evidenced by LAAC statistics and results ofdepartmental questionnaires.
There are reduced number of racist and bullying incidents. Pupils and staff demonstrate compassion and respect for one another.
Evidence?
See results.
Paperwork e.g. bullying log. 43.4% of pupils respect their teachers, 52.4% do not respect their
teachers all of the time and 2.4% do not respect their teachers.Next Steps?
See Further action required? Ensure consistency in approaches to discipline across the school.
Train staff in the use of Restorative Practices.
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How are we going to do it?
Increase opportunities for all staff to lead working groups Continue to develop links between the Management Team and the School
Council Develop the S6 Leadership team and their role in KASG and the Parent
Forum
Involve more parents and pupils in the process of self-evaluation Review and evaluate the Primary Transition arrangements
Progress?
Good Good
Good
Good Ongoing
Further action required?
Continue to offer staff the opportunity to lead. Continue to have member of MT attend meetings and
feedback to pupils. Continue to have pupil representatives on these
bodies.
Continue with Self-Evaluation meetings, surveys etc. Clarify roles and remits, investigate ways of
disseminating information.
Whole School
Priority
6.2 Participation in Policy and Planning
What improvements do we expect to see?
Pupils, parents and staff feel that they are more involved in how the
school is run and the direction that it takes. This is evidenced bypaperwork produced during the auditing and self-evaluation process that
takes place during the school year.
Evidence?
Survey results, meetings with SMT and QIO. 10.3% of staff stated
that they feel uninvolved in the running of the school and the directionthat it takes.
Next Steps?
See Further action required? Make better use of meetings. Involve more staff in strategic issues e.g. Literacy across the curriculum, under the leadership of a Manager/Depute. Focus on fewer things and get them right.
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How are we going to do it?
Ensure that all staff are reviewed Ensure that there are a wide range of appropriate opportunities for
development
Progress?
Good Good
Further action required?
Maintain in light of new Authority Guidelines Maintain
Whole School
Priority
7.3 Staff (Employee) Development and Review
What improvements do we expect to see?
Continue the work of the Staff Development working group. Develop CPD opportunities led by members of the school
Evidence?
Feedback given at April CAT afternoon. Opportunities made available.
Next Steps?
See Further action required?
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How are we going to do it?
Involve stakeholders and partner agencies in Working Groups and takinginitiatives forward Enable those who wish to, to take additional responsibility in the school Encourage non-promoted staff to take the lead in working groups,
running activities and excursions
Take part in the Investors in People programme
Progress?
Ongoing
Good Good
Minimal
Further action required?
Get more pupils involved in Working Groups/LearningTeams Continue to provide opportunities. Continue to provide opportunities and support.
Initiate process.
Whole School
Priority
9.3 Developing People and Partnerships
What improvements do we expect to see?
More staff involved in duty rota, leading excursions, chairing working
groups, running extra-curricular groups More staff availing themselves of drop-in with the HT to discuss
opportunities for development Staff taking opportunity for CPD training outwith their subject area
More parents/partner agency representatives on development groups Integration Team presence at more meetings
An improved service through working with all members of staff
Evidence?
Rotas, Working Group minutes, Activities Week programme.
Issues being brought to HTs attention.
Evaluation forms.
Minutes Minutes
CAT afternoons, minutes.
Next Steps?
See Further action required?
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Summary of Priorities for Action Agreed on School Development Day
School Development Plan, 2008-09, and Department Planning.
Following the Development Day on 6th May, the draft priorities for next session were
agreed.
The main points for session 2007-09 are noted briefly below and provide a checklist forthe Departmental Plans. A more detailed school plan has been attached.
HMIe Recommendations:
East Lothian Service Improvement Plan Priorities:
Deliver Curriculum for Excellence
Continue to develop strategies to help pupils become more independent in theirlearning and to develop leadership skills.
Strengthen the strategic role of senior managers, to improve their leadership forlearning and the coordination of integrated support for pupils.
Clarify the quality assurance roles of all staff with additional responsibilities, and
continue to develop and implement more effective approaches to self-evaluation
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All young people will report that they feel safe in school.
All stakeholders will report that they have had an opportunity to be involved in
the development of policies. All CPD opportunities will have a positive impact on employees capacity to do
their jobs.
Priorities Identified by school:
More use made of tracking and target-setting.
Develop links with Cluster Primaries.
Retain International School Award and improve pupil awareness of International
links.
Develop more rigorous self-evaluation procedures that include the pupils and
that focuses on learning and teaching.
Working Group on Learning and Teaching to be reformed.
Pupils are to take more responsibility for their own learning.
How to turn pupils awareness of issues (e.g. being a responsible citizen, theenvironment, how to make a difference) into action.
Draft Priorities:
Quality of learning and teaching with a focus on independent learning and AiFL
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DRAFT Development Plan 2007-2009 (Year2)
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Whole School
Priority
HMIe 1
What do we want to do?
Continue to develop strategies to help pupils become more independent in their learning and to develop leadership skills.
Why do we want to do it?
We want to engage pupils in their own learning and encourage them to take responsibility for it.We want pupils to become confident individuals and effective contributors
How are we going to do it?
HODs are to gather examples of best practice. HODs are to encourage, monitor and disseminate strategies
that improve the quality of learning and teaching indepartments e.g. embedding the use of Study Skills incurriculum.
Establish development group to look at best practice across
the school. Development Group to disseminate strategies and gather
feedback on what does and does not work. Group to
feedback during Whole School CAT. Ensure that pupils are using planners and taking advantage of
lunchtime revision sessions.
Provide opportunities for leadership training with seniorpupils e.g. coaching and through the Learning Game.
Promote Enterprising lessons.
Promote the use of project work and collaborative work.
Focus on development of S5/6 Leadership.
When?
Oct 2007 Ongoing (by May 2008)
August 2007
May 2008 (review by May 2009)
Weekly
Ongoing (review in session 2008-09)
Directory updated by May 2008
Throughout 2007-08 and reviewed2008-09
Throughout 2007-08 and reviewed2008-09
Who?
HODs HODs
MT & HODs
Group
MT, HODs &Mentors
MT & SPAC
R Flood
SMT & HODs
A WoodR Couper
Resources?
Time and CDFmonies.
Progress:
To be monitoredat DepartmentalMeetings and
during CAT.
What improvements do we expect to see?
Pupils asking for help when required. Pupils taking more responsibility for their own learning and working independently e.g. attending revision clubs, working collaboratively, trying to complete
tasks before asking for help. This should be commented upon in any observations. More pupils taking leadership roles in both classroom and extra-curricular activities with S6 taking a particular lead.
Whole School
Priority
HMIe 2
What do we want to do?
Strengthen the strategic role of Senior Managers, to improve the leadership for learning and further develop the integrated approach to Support for Pupils.
Why do we want to do it?
To ensure that all leaders across the school take responsibility for the smooth running of the school.To ensure that there are high levels of quality and continuous improvement and excellence in the provision for all learners.
To ensure that all staff are challenged to improve the quality of provision for all learners.To ensure that all leaders encourage and support innovative practices which bring about positive changes in learners' experiences.
How are we going to do it?
The remits of Senior Managers are to be
clarified, especially in relation to PupilSupport.
Develop the work of outside agencies in theschool.
Departments are to clarify their policies andprocedures especially in relation to discipline
and pastoral care to ensure that theappropriate staff are involved with pupils toensure a reasonable level of support andchallenge is in place.
In consultation with the Faculty Heads,HODs and PTs are to set targets for
improvement during the session. Faculties to lead major developments from
School Plan
When?
September 2007
By April 2008 for reviewApril 2009
August 2007
September 2007 withongoing review at DMs.
Review in May 2008. Identify areas of plan to
be taken forward bySeptember 2008.
Feedback on progressfrom Faculties May 2009.
Who?
MT
HM & SI
HODs/PTs
MT
Faculty Links andFaculty Heads
Resources?
Time
Progress?
Revised remits to be distributed.Other progress to be reviewed atFaculty Links and Department Meetings.
What improvements do we expect to see?
Senior Managers spend less time dealing with relatively minor discipline issues and issues that can be dealt with by HODs and PTs. Guidance PTs take moreresponsibility for seeing through pastoral issues.
Senior Managers co-ordinate more whole-school projects. Senior Mangers meeting with members of staff and discussing how to improve learners experiences and results.
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Whole School
Priority
HMIe 3
What do we want to do?
Clarify the quality assurance roles of all staff with additional responsibilities, and continue to develop and implement more effective approaches to self-evaluation.
Why do we want to do it?
Ensure that all staff is observed more than once a year, that feedback is given and it is acted upon.Involve the pupils, parent, partner agencies and the community in the evaluation of the school.Involve more staff in the evaluation and audit of the Development Plan.
How are we going to do it?
Meet with QIO regarding different ways of evaluating
the work of the school at whole school, faculty,department and individual levels.
Continue to work with QIO to develop self-evaluation inschool.
Establish a Development Group to gather views of staffand to determine how individual teachers can take this
point forward.
Group to write a School Policy on Self-evaluation toinclude a more rigorous cycle of observation, qualityassurance and practical examples on how individuals,
departments and faculties can evaluate performance.
HODs and Faculty Links meet with HT to analyse results
and discuss departmental development plans. Faculties to institute a regular cycle of observation and
quality assurance procedures. Management Team to draw up a timetable of formal
observations and classroom monitoring.
When?
August 2007
Ongoing
August 2007
Draft by Jan 2008,additions and amendmentsongoing and reviewed by
April 2008. Policyimplemented session 2008-09 and reviewed May 2009.
September 2007
September 2007
August 2007
Who?
S Ingham
S Ingham
S Ingham & Group
S Ingham & Group
HT, MT & HODs
HODs
MT
Resources?
Time in DMs and
CAT
Progress?
Policy is written and theGroup feeds back to staff
at Whole School CAT.
Discussions about self-evaluation minuted at DMs.Managers producing
feedback forms forobservations.
What improvements do we expect to see? Policy on Self-evaluation with time lines, advice, examples of self-evaluation tools. Evidence of quality assurance procedures being carried out in departments e.g. from DM minutes. Files kept by HODs Copies of observation sheets with a planned way forward to meet the needs of staff. Increased demand for CPD opportunities from staff & feedback stating how it has improved their practice
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Whole School
Priority
1.1 Improvements in Performance
What do we want to do?
Ensure that pupils attain the best that they can.
Ensure that attainment levels continue to improve.Address the needs of pupils as per the Curriculum for Excellence to ensure that all learners attain and achieve to the best of their ability.
Why do we want to do it?
So that pupils have the best opportunities that they can in the future.
So that pupils are equipped to be useful and productive members of society.
How are we going to do it?
All staff to reflect on the quality of learning andteaching in their classrooms. They should usequestionnaires with pupils and other tools suggested bythe Self-Evaluation Group, Faculty Heads and HODs.
Every department incorporates the Curriculum forExcellence guidelines into their departmental planning
and schemes of work.
Departments analyse their exam results and targetareas for improvement and decide upon the criteria forsuccess in these areas.
Departments involve pupils in setting their own,personal targets. This is to be done in conjunction withthe formal procedure of target setting for use in thereporting, tracking and monitoring system.
Departments assess pupils in a way that promotesunderstanding and improvement by using Assessment isFor Learning strategies.
When?
By Jan 2008 and should beimpacting explicitly on ED&Rtargets for session 2008-2009
Beginning in August 2007 andthen reviewed and amended by
May 2009.
September 2007 and ongoing.
Ongoing. Procedure reviewed inSession 2008-2009
Beginning in August 2007 andthen ongoing. Efficacy ofstrategies reviewed in Session2008-2009
Who?
All staff
Departments
HT, MT and HODs
All staff
Departments
Resources?
Time
Time & CDF
bids
Time
Time
Time
What improvements do we expect to see?
Improved exam results Pupils aware of what is expected of them both academically and personally and they know how they are going to achieve this Development of Curriculum for Excellence addressed in Departmental Plans and discussed at Department Meetings
Whole School
Priority
1.2 Fulfilment of Statutory DutiesWhat do we want to do?
Ensure that the schools finances take account of local and national standards and priorities.Ensure that budgetary and financial decisions are in the best interests of the school and improve the quality of learning & teaching.
Ensure that the school actively complies with statutory requirements and codes of practice e.g. Additional Support for Learning Act etc.
Why do we want to do it?
To maintain and improve the schools provision for its learners.To ensure that the needs of all learners are met.
How are we going to do it?
Incorporate regional and
national priorities in thedevelopment planning
process. Ensure that all staff training
that is required takes place.
Keep all stakeholders
informed of any changes oramendments to school policy.
School Finance Committeemeetings.
When?
June 2008 September
2009
Ongoing
Ongoing
Ongoing
Who?
MT & HODs
MKD & HODs
HT & Editor of Knox News
Chair of Finance Committee
Resources?
Time
Time
Time
Time
What improvements do we expect to see?
Resources purchased in line with regional, national, school and departmental priorities.
Articles in Knox News and parents are well informed (reflected in surveys and interaction with the Parent Forum) Staff are knowledgeable about statutory requirements and codes of practice so that all pupils benefit.
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Whole School
Priority
2.1 Learners Experiences
What do we want to do?
See HMIe 1
Involve pupils are more active participants in the learning and teaching processEnsure that all pupils have the opportunity to contribute the wider life of the schoolDevelop the pupil voice
Why do we want to do it?
To give pupils more sense of ownership of their time and experience at Knox AcademyTo give all pupils the best possible advantages for life after school
To ensure pupil support of initiatives and developments
How are we going to do it?
See HMIe 1 Continue to work with, and raise the
profile of, the School Council Introduce more AiFL strategies in
classrooms
Curriculum for Excellence is reflected inlessons Increase use of tracking, target setting
and monitoring Continue to seek feedback from pupils on
their experiences at Knox Academy Use Knox News to highlight work that is
done throughout the session Work with all stakeholders to redefine the
school aims.
When?
Session 2007-2008. Reviewed in Session
2008-2009 May 2008. Efficacy reviewed in Session
2008-2009
Strategies introduced in Session 2007-2008, reviewed in Session 2008-2009 By May 2008. Review by May 2009
By April 2008 to inform planning forsession 2008-2009.
Ongoing
By April 2009
Who?
PT Citizenship & MT
HODs
HODs
JY, DR & HODs
SI
Editor of Knox News
SI
Resources?
Time & funds
Time &CDF
Time &CDF
Time
Time & Staff
Time
Time
What improvements do we expect to see?
All pupils are aware of and take some responsibility linked with the wider life of the school. All places on the School Council are contested.
Pupils take part in the evaluation of, and planning for the school and their views are represented in the Development Plan. Pupils are committed to, and take pride in the school. Questionnaire has been taken by a representative group of pupils and results demonstrate this. Pupils are more engaged in their learning and are taking steps to improve their attainment e.g. increased uptake of lunchtime revision and homework clubs,
more pupils are volunteering for mentoring and are keeping appointments. More pupils involved in the production of, and producing items for the positive achievement newsletter and the Knox News.
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Whole School
Priority
2.2 The Schools Success in Involving Parents, Carers and Families
What do we want to do?
Ensure that all parents, carers and families feel that they have the opportunity to be involved in the school
Why do we want to do it?
To ensure that all parents, carers and families are satisfied with the quality of education that their child receives
How are we going to do it?
Offer opportunities forparental feedback atParents Consultation
Evenings. Staff, pupils and parents
participate in the ParentForum.
Staff and pupils arerepresented on KASG
Advertise opportunities for
parental involvement throughthe Knox News Ensure that parents are kept
abreast of issues andconcerns regarding theirchildren.
Introduction of Parent Mail
system Involve parents in running
extra-curricular sportsclubs.
When?
Parent Consultation Evenings& through Parent Forumemail system
Meetings
August 2007
Publication dates of Knox
News
Ongoing through reporting,
meeting with teachers,publication of the KnoxNews.
September 2007, reviewed
in Session 2008-2009 Ongoing
Who?
S Ingham
Parent Forum
KASG
All Staff
All Staff, in particular HODs,
Support for Pupils and MT
Business Manager
R Couper
Resources?
Time
What improvements do we expect to see?
More parents involved in the l ife of the school e.g. accompanying clubs/group excursions, taking part in careers events, increased membership of KASG andParent Forum/Council
Positive feedback from parents in questionnaires More parental questionnaires are returned Online questionnaires for parents are completed
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Whole School
Priority
4.2 The Schools Success in Working with and Engaging the Wider Community
What do we want to do?
Encourage and support creativity and innovation
Engage in global issues
Why do we want to do it?
So that the school has a positive impact on the wider community local, national and internationalTo encourage our pupils to be responsible citizens, confident individuals and effective contributors
How are we going to do it?
Include enterprising lessons in the
curriculum. Extend the ASDAN Challenge Programme
into S2
Continue to make links with other schoolsaround the world.
Retain the International Schools Award
Continue the work of the EnvironmentCoordinator
Continue to expand and develop Citizenshipactivities
Develop role of SPAC in leadership,volunteering training, and working with
cluster primary schools.
When?
Directory complete and updated and New
projects identified by May 2008 June 2007
Ongoing
January 2008 onwards
Environment Coordinator plan writtenSeptember 2008 for evaluation in May2009
Plan written for August 2008
Ongoing
Who?
R F & HODs
CDG
M Duddin
M Duddin
EnvironmentCoordinator
PT Citizenship
R Couper
Resources?
Time & Funding
Time & staffing Time
Time
Time
Time & CDF
What improvements do we expect to see?
Pupils are more entrepreneurial in their outlook. They ask for help/assistance/what they need, they can plan and organise, they can see the bigger pictureand look ahead. This is evidenced by their involvement in target setting, reporting that demonstrates that pupils can work in groups successfully, more pupilsbeing involved in Young Enterprise, all S4 successfully completing a Work Experience Placement and all pupils having the opportunity to take part in
enterprise activities in the formal and extra curriculum. Pupils have the opportunity to try new things and develop new skills as demonstrated through the range of extra-curricular opportunities available and the S1
& S2 Challenge Pupils have the opportunity to make links with pupils from other countries and cultures e.g. through Comenius project, Twinning, Challenge programme and
Rwanda link.
Pupils have an awareness of environmental issues and how they can make improvements. This will have been highlighted through assemblies, the work of theEnvironment Group and the Environment Coordinator.
Pupils have an opportunity to take part in projects that enable them to be come responsible citizens e.g. Smart Citizenship Group, Charities Committee,Amnesty International, SNAG, Cadets.
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Whole School
Priority
5.1 The Curriculum
What do we want to do?
Design a curriculum that takes into account national and local priorities and meets the needs of all learners
Ensure that points of transition are managed effectively
Why do we want to do it?
To ensure that the needs of all our learners are met within the framework of national and local priorities
How are we going to do it?
Extend the ASDAN Challenge Programmeinto S2
Include enterprising activities feature in thecurriculum
Increase the amount of Physical Activityavailable to pupils in S1 to S6
Make use of SPAC to develop and enhancecurriculum in line with Active Schools
guidelines.
Incorporate the elements of a Curriculumfor Excellence into the curriculum. Ensure that the timetable provides
progression for all learners. Ensure that the needs of the lowest
attainining 20% of pupils are met. Maintain links with partner agencies to
ensure that the vocational needs of pupilsare met.
Transition is effectively managed (see 6.2)
Continue to develop curriculum links withCluster Primaries
Continue to develop Health Promotionactivities in school using Healthy Schools
Criteria.
When?
June 2007
Directory complete by May 2008 andreviewed by April 2009
June 2007
Ongoing By May 2008 to review in April 2009
June 2009
Strategies in place by May 2008 to be
reviewed by April 2009 Ongoing
Transition for session 2006-2007reviewed by October 2007. Anychanges implemented and reviewed inOctober 2008.
Cluster plan written by August 2008
and reviewed in May 2009 Ongoing preparing for QIO audit
from 2010.
Who?
CDG
R Flood & HODs
CDG
R Couper HODs and CDG
HT, MT & HODs
MT & HODs
MT & Support forPupils Faculty
MT & Support forPupils Faculty
MT & Cluster Heads
Working Group & AllStaff
Resources?
Time & staffing
Time
Time & staffing
Time & staffing
Time
Time & staffing
Time & staffing
Time & staffing
Time & staffing
Time, staffing,
budget.
What improvements do we expect to see?
We continue to have a dynamic and flexible curriculum that supports the needs of all learners. The number of pupils leaving school and not entering education, employment and training has decreased. 37
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Whole School
Priority
5.2 Teaching for effective learning
What do we want to do?
Ensure that teachers are using varied, appropriate and well-paced teaching approaches
Ensure that teaching approaches are appropriate to the needs of individual learners Develop the use of ICT in learning and teaching
Why do we want to do it?
To ensure that the needs of all learners are being met
To ensure that all pupils are challengedTo develop the Four Capacities in Curriculum for Excellence
To develop pupils responsibility for and involvement in their learning
How are we going to do it?
See HMIe 1 & 3 Disseminate examples of best practice throughout the
school
Develop Policy for observation of, and feedback to teachers
Ensure that appropriate CPD opportunities to develop
teachers are available (both in-house and at an authoritylevel) and that they are being accessed.
Encourage dialogue among staff in order for them to reflecton their practice.
Develop the use of AiFL techniques in classrooms
Develop courses that meet the needs of all learners
Ensure that Learning and Teaching would be characterisedas Very Good in all departments.
When?
By May 2008 for review May 2009
Draft by Jan 2009, additions and
amendments ongoing and reviewed byApril 2009. Ongoing.
Whole School CAT afternoons & In-service Days
During Session 2007-2008 for reviewin Session 2008-2009
By May 2008 for review in May 2009
Ongoing
Who?
Development
Group
Development
Group & MT
M Duddin
WorkingGroup
HODs, MT &DevelopmentGroup
HODs and MT
All
Resources?
Time
Time &
Staffing
Time(CPD)
Time (CAT& Inset)
Time &CDF
Time &
CDF
What improvements do we expect to see?
Pupils are more engaged in their learning.
Positive feedback from pupils when surveyed. Pupils know what they need to do to improve their attainment levels Courses are available at all levels for all pupils
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Whole School
Priority
5.4 Assessment for Learning
What do we want to do?
Engage staff, learners and parents in using a range of assessment information to improve learning and development and to reflect on the quality of teaching.
Engage staff, learners and parents in target setting.Ensure that there is the facility for all learners to progress in their time at Knox Academy
Why do we want to do it?
To work collaboratively with all stakeholders in the education of learners.
To ensure that everyone knows what is expected of them in the learning process.To ensure that all pupils are successful and confident.
How are we going to do it?
Develop and implement AiFL strategies throughoutdepartments
Ensure that reports are well written and provide
useful information Make better use of the target-setting and tracking
system in the school
Ensure that there are a range of courses for learnersof all abilities
When?
By May 2008
Ongoing
By May 2008 for review in April
2009
By May 2008 for review andamendment by May 2009
Who?
HODs & DevelopmentGroup
HODs
All following
recommendations from
JY, DR et al HODs
Resources?
Time
Time
Time
Time
What improvements do we expect to see?
Pupils are more engaged in the learning process
Parents are aware of targets being set for pupils and know how pupils are expected to meet them All pupils are able to attain at the level appropriate to them
Pupils are more confident evidenced by evaluations made by staff, pupils and parents in questionnaires. All pupils and staff report that behaviour is improved and motivation in classes is high.
Whole School
Priority
5.6 Equality and Fairness
What do we want to do?
To ensure that all pupils have an equal opportunity to access the curriculumTo ensure that all pupils are included in the life of the school
Why do we want to do it?
To ensure that all members of the school community feel valued
How are we going to do it?
Continue the Cluster Equalityand Fairness Working Group,
looking specifically at thepromotion of Equality andFairness in individual schoolsand in the Cluster.
Access equalities training asand when it is offered by theAuthority
When?
By May 2008
As appropriate training ismade available through theAuthority
Who?
S Ingham
M Duddin
Resources?
Time
Time
What improvements do we expect to see?
There are reduced barriers to development, learning, participation and achievement as evidenced by LAAC statistics and results of departmentalquestionnaires.
There are reduced number of racist and bullying incidents. Pupils and staff demonstrate compassion and respect for one another.
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Whole School
Priority
6.2 Participation in Policy and Planning
What do we want to do?
Ensure that all stakeholders are involved in policy and planning and in the working of the school
Why do we want to do it?
To ensure that we have a range of insights and opinions when making important decisions about the school
How are we going to do it?
Increase opportunities for allstaff to lead working groups
Continue to develop links
between the ManagementTeam and the School Council
Develop the S6 Leadershipteam and their role in KASG
and the Parent Forum Involve more parents and
pupils in the process of self-
evaluation Review and evaluate the
Primary Transition
arrangements
When?
August 2008
During Session 2007-2008 to
be evaluated in Session 2008-2009
During Session 2007-2008 tobe evaluated in Session 2008-
2009 April 2009
By April 2009
Who?
All staff
MT & PT Citizenship
A Wood
S Ingham
Working Group, Cluster,Support for Pupils Faculty
Resources?
CAT
Time
Time
Time
What improvements do we expect to see?
Pupils, parents and staff feel that they are more involved in how the school is run and the direction that it takes. This is evidenced by paperwork producedduring the auditing and self-evaluation process that takes place during the school year.
Whole School
Priority
7.3 Staff (Employee) Development and Review
What do we want to do?
Ensure that all staff are reviewedEnsure that there are a wide range of appropriate opportunities for development
Why do we want to do it?
So that all staff have the opportunity to develop or improve upon skillsSo that pupils benefit from high quality practice
How are we going to do it?
Continue the work of the
Staff development workinggroup.
Develop CPD opportunities ledby members of the school
When?
August 2008
Ongoing
Who?
M Duddin
M Duddin
Resources?
Time
Time & CPD budget
What improvements do we expect to see?
A more varied programme of CPD opportunities
Improvement in learning and teaching practice in the school, evidenced through observation feedback. Staff report that opportunities have had a positive impact on their capacity to do their jobs.
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Whole School
Priority
9.3 Developing People and Partnerships
What do we want to do?
Develop leadership at all levels in the school
Work closely with partner agenciesEncourage delegation to, and empowerment of staff
Encourage teamwork and corporate responsibility for the schoolWhy do we want to do it?
So that we can focus on learning and teaching at all levels To encourage collegiality
So that as many people as possible feel involved in the school and the direction it takes To encourage mutual support
How are we going to do it?
Involve stakeholders and
partner agencies in WorkingGroups and taking initiatives
forward
Enable those who wish to, totake additional responsibilityin the school
Encourage non-promoted staffto take the lead in workinggroups, running activities andexcursions
Take part in the Investors inPeople programme
When?
September 2008
Ongoing
September 2008
Begin by October 2007
Who?
MT
MT & HODs
MT & HODs
S Ingham, Working Group, &MT
Resources?
Time
What improvements do we expect to see?
More staff involved in duty rota, leading excursions, chairing working groups, running extra-curricular groups More staff availing themselves of drop-in with the HT to discuss opportunities for development
Staff taking opportunity for CPD training outwith their subject area More parents/partner agency representatives on development groups Integration Team presence at more meetings An improved service through working with all members of staff
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