SCHOOL IMPROVEMENT PLANSESSION 2019/20

Summary: Key School Improvement Priorities

Improvement Priority Title What exactly are we going to do?Promoting Positive Behaviour Policy We will review our Promoting Positive

Behaviour policy to ensure that it reflects current Highland Council guidance.

Inter-disciplinary learning We will review our IDL planners; having used them over the last 2 sessions we will review and develop these planners to ensure coverage of Es and Os across stages, effective assessment and that the planning of IDL topics is manageable .

Raising attainment - PEF We will continue to focus on raising attainment in numeracy, literacy and health & wellbeing with a particular focus on developing parental engagement by setting up a library/meeting room.

Further develop support strategies for pupils identified through attainment meetings. (PEF)

ICT/Rollout of chrome books Following receipt of Chromeboooks (expected May 2019) we will review and develop teaching, learning and assessment of ICT.

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In-depth action plan #1

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Promoting positive behaviour policyLinked to QIs/Themes1.3 – Leadership of change

1.5 – Management of resources to promote equity.

2.4 – Personalised support

3.1 – Improving wellbeing, equality and inclusion

3.2 – Raising attainment and achievement

Linked to National Improvement Framework Priority

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 DriversSchool Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☐ School Improvement Performance Information What difference will it make for learners?

We will develop strategies to support pupils in developing positive relationships by ensuring that they feel included, respected, safe and secure and that their achievements and contributions are valued and celebrated.

Success criteriaThere will be less incidences of inappropriate behaviour recorded on SEEMis and in the ‘Time in’ log.

Pupils will demonstrate skills in emotional literacy and be able to reflect on and discuss appropriate behaviour. These skills will be demonstrated in Resilient Kids sessions, in small group sessions in the Hive, in health & wellbeing lessons and as part of the continuous profiling and reporting process – key assessment tasks, learning logs.

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What exactly are we going to do?

Initial discussions with all staff during Feb 20th INSET day (2019) – teaching staff and support staff went through the Highland council document ‘Promoting positive behaviour’ and discussed it. Having recently completed ‘Nurture for all’ training we recognised that our current policy did not wholly reflect the Nurture principles.

Who will lead this?

HT and DHT

Read policy/guidance over summer holidays and plan to deliver introduction on INSET day in August followed by discussion in groups to identify priorities.

Sep Inset day – SMT lead discussion and begin to implement change.Term 2 – CAT session to review and identify any further developments required.

Staff wellbeing and pastoral support implications

This improvement priority will be part of the CAT sessions and stage meetings detailed in the working time agreement.Creativity opportunities:

open-mindedness ☒ problem-solving ☐ curiosity ☐ and imagination ☐

Expected resource needs

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In-depth action plan #2Improvement Priority Title Review of IDL plannersLinked to QIs/Themes1.3 – Leadership of change

2.2 - Curriculum

2.3 –Learning, teaching and assessment

3.3 – Increasing creativity and employability

Linked to National Improvement Framework Priority

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 DriversSchool Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?

Pupils will have opportunities to develop skills, creativity and knowledge across all curricular areas and be challenged in their learning by following IDL planners which will have assessment procedures embedded. Across the three years of each level pupils will cover all Es and Os.

Success criteriaDiscussion at termly teacher/management meetings.

What exactly are we going to do?

June 2018 – evaluation for staff to identify development priorities

CAT sessions – groups of teachers take IDLs and identify where change/review is needed.

Who will lead this?

PT (Curriculum) along with a leader for each group – this leader will be a teacher with experience and working knowledge of Millbank’s IDL planners.

Staff wellbeing and pastoral support implications

This improvement priority will be part of the CAT sessions and stage meetings detailed in the working time agreement.Creativity opportunities

open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

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Expected resource needs

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In-depth action plan #3

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Improvement Priority Title –Digital Literacy including Chromebook Rollout.

Linked to QIs/Themes

1.3 Leadership of Change

2.2 Curriculum

2.3 Learning, Teaching and Assessment

Linked to National Improvement Framework Priority

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 DriversSchool Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?

A re-defined, re-developed and cohesive Digital Technology curriculum to equip pupils with the necessary skills for learning, life and work.

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Success criteria

Most staff will: Feel that there is appropriate provision for Digital Technology. Use digital technology in lessons (where appropriate). Feel confident knowing how and where to find digital resources to enhance

learning and teaching. Will understand how digital technology, if used appropriately, can enhance

learning and teaching.

Most pupils will Feel confident in using digital technology to enhance their learning. Use digital technology to enhance their learning across all areas of the

curriculum. Use digital technology responsibly and understand how to keep themselves safe

on-line. Develop the necessary digital technology skills for learning, life and work.

Most parents will: Understand the importance of digital technology in their child’s learning.

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What exactly are we going to do?

Ensure that all staff are using Google Chrome for web browsing.

Introduce and share Digital Citizenship Framework with Staff.

Further develop eSafety policy and practice (link to eSafety Tool). Create whole School Calendar of events/focus.

Continue to develop Pupil Citizenship/e-safety Group. Ensure that all staff have accessed and read key

Chromebook documentation. (link: Teacher and School Leader Advice)

Continue to engage with parents/carers and wider community (link: Parent & Carer section on website).

Key school staff attend authority training (link: Training programme and training materials and Digital Teaching Resources)

All staff encouraged to share good practice at staff meetings, department meetings and ASG meetings.

Devices will be distributed to pupils in October 2019. All devices will be logged and numbered.

Actions by the end of year one with Chromebooks (or before):

All staff understand what is meant by a digital culture and have contributed to the development of what a digital culture within the school (link: What is a digital culture?).

Who will lead this?

Digital leader, Ewan MacDonald with support from ASG digital leaders and SMT.

Support will also be sought from Robert Quigley, Digital Citizenship secondment, when required. Robert regularly updates Headteachers on digital issues and provides useful support and guidance which is passed on to all teaching staff.

Staff wellbeing and pastoral support implicationsThis improvement priority will be part of the CAT sessions and stage meetings detailed in the working time agreement.

Creativity opportunities:

open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

Expected resource needsChromebooks have been provided by Highland Council.

School will organise the purchase and distribution of Chromebook covers and suggest an appropriate charge for the covers. School staff will be mindful of individual families’ needs when organising these charges.

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In-depth action plan #4Improvement Priority Title Raising attainment - PEFLinked to QIs/Themes Q.I 1.3 – Leadership of change Q.I 2.3 – Learning, teaching and assessment Q.I 2.5 – Family learning Q.I 2.7 – Partnerships Q.I. 3.1 - Improving wellbeing, equality and inclusion Q.I 3.2 – Raising attainment and achievement

Linked to National Improvement Framework Priority

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 DriversSchool Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?

Improve the attainment and experience for identified (through attainment meetings analysing a range of data) children in literacy and numeracy from Primary 2 to Primary 7.

Increased participation in school life and raising attainment through ensuring identified children are supported through a Nurture Intervention approach.

Improved Health and Wellbeing outcomes for identified children with social, emotional and behavioural needs.

Increased levels of family engagement and opportunities for family support.

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Success criteria

Improved attainment as evidenced by –

Initial Emerging Literacy assessments completed as a baseline, on-going assessment completed during the year to track and monitor progress

End of Level Teacher Judgements for Primary 1 – Achievement of Early Level, including P1 National Standardised Assessment data

AfE scores SPP tracker Evidence of attendance and feedback from family engagement workshops Use of Boxall profiles to asses targeted pupils in terms of their health & wellbeing – DHT

Pauline Thomson has been trained in the completion and analysis of Boxall profiles and supports class teachers to complete them. DHT then analyses results and identifies appropriate strategies with class teachers.

Monitoring of Planning and observation of sessions Pupil voice Attendance figures

Development of independent life skills.

Development of resilience and emotional literacy skills.

Improved confidence and motivation in the identified groups which will have a positive impact on school life.

What exactly are we going to do? See PEF plan

Who will lead this? DHT and PT ASN

Staff wellbeing and pastoral support implications

Weekly team planning meetings and weekly management meetings will facilitate discussion of any implications and exploration of possible support strategies for staff.

Creativity opportunities:

open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

Expected resource needs See PEF plan

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Pupil Equity Fund Proposal/In-depth action plan PLAN TITLEWe will continue to focus on raising attainment in numeracy, literacy and health & wellbeing with a particular focus on developing parental engagement by setting up a library/meeting room.

Further develop support strategies for pupils identified through attainment meetings. (PEF)

Linked to QIs/Themes

Q.I 1.3 – Leadership of change Q.I 2.3 – Learning, teaching and assessment Q.I 2.5 – Family learning Q.I 2.7 – Partnerships Q.I. 3.1 - Improving wellbeing, equality and inclusion Q.I 3.2 – Raising attainment and achievement

Summary of key approaches

Attainment ☒ Attendance ☒ Inclusion/exclusion ☒ Participation ☒ Engagement ☒

Summary of Key Areas Literacy ☒ Numeracy ☒ Health and wellbeing ☒

Linked to National Improvement Drivers

School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information Link to In-depth action plan:

See #3 above

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What difference will it make for learners?

Improve the attainment and experience for identified (through attainment meetings analysing a range of data) children in literacy and numeracy from Primary 2 to Primary 7.

Increased participation in school life and raising attainment through ensuring identified children are supported through a Nurture Intervention approach.

Improved Health and Wellbeing outcomes for identified children with social, emotional and behavioural needs.

Increased levels of family engagement and opportunities for family support

Success criteria

Improved attainment as evidenced by –

Initial Emerging Literacy assessments completed as a baseline, on-going assessment completed during the year to track and monitor progress

End of Level Teacher Judgements for Primary 1 – Achievement of Early Level, including P1 National Standardised Assessment data

AfE scores SPP tracker Evidence of attendance and feedback from family engagement workshops Use of Boxall profiles to asses targeted pupils in terms of their health & wellbeing Monitoring of Planning and observation of sessions Pupil voice Attendance figures

Development of independent life skills.

Development of resilience and emotional literacy skills.

Improved confidence and motivation in the identified groups which will have a positive impact on school life.

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What exactly are we going to do

SMT will identify targeted pupils to receive HWB/Nurture (Hive) support and/or literacy & numeracy support.

DHT will lead sessions in the Hive room with support of PSA.

PT (SfL) will plan timetable of literacy/numeracy interventions and support PSAs in delivering sessions.

DHT and PT (ASN) will lead and support completion of Boxall profiles with individual class teachers. Strategies will be identified for individual pupil support around SEB; these strategies will be discussed with teachers and referred to in Teacher/management meetings.

Who will lead this?

All members of SMT

DHT

PT ASN

DHT and PT ASN

Additional Hrs (School/Ext) – linked to existing posts – WFP to arrange a temp amendment to contract

Intervention(s) Class teacher (0.6) to release DHT form her

teaching commitments for 2.5 days to run the Hive and for 0.5 to release ASN PT from her SfL role to lead literacy & numeracy.

PSA for 27.5 hours per week to release experienced PSA from main school to support PEF interventions in literacy, numeracy and health & wellbeing. This additional PSA has been in post for 2 sessions, 2019/2020 will be the third year of this post.

Plan ££34180.20

£19664

Additional posts (School/Ext) – Submit ATR as soon as your EQIM has given support

Intervention(s)

Plan £

Partner ServicesMust be on the 3rd Sector Register – potential for them to be added check with Clearing Group

Intervention(s)

Plan £

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Highland Council Support

Intervention(s)

Plan £

Resources/Equipment/MaterialsUse Integra only and be aware of procurement procedures and financial regulations

Intervention(s)

Breakfast club/Snack resources

Subscription to Emotion woks/emotional literacy resources

Refreshments and resources to support Parental Engagement

Facilitating PEF pupils (approx. 6 P7 pupils plus other pupils in P1-6) to attend trips and ensuring they have the opportunity to fully participate in all aspects of school life.

Furniture and books for library/family room

Plan £

£1330

£525.80

£100

£1300

£500

Totals (annual)

PEF ALLOCATION:

£57 600£0.00

Staff wellbeing and pastoral support implications

Weekly team planning meetings and weekly management meetings will facilitate discussion of any implications and exploration of possible support strategies for staff.

Creativity opportunities:

open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

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Monitoring and evaluation procedures for the School Improvement PlanHow 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? How will the evidence be gathered?

Summer hols – HT compiles CAT/INSET plan which is reviewed and amended termly – this will detail observations, sampling, CAT activities etc. Evidence of these activities is filed in SIP evidence folder.

Who will lead this monitoring and evaluation?SMT

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