priority 1:€¦ · web view2010 - 2011 audit : priority 1 : ... supports all learners •...

Saint Peter the Apostle High SchoolImprovement Plan

2011 - 2012

ST PETER THE APOSTLE HIGH SCHOOLSCHOOL IMPROVEMENT PLAN

2011 - 2012

Page 1 Contents

Pages 2 & 3 Section A : Introduction

Pages 4 & 5 Section B : Aim, Values & Vision

Pages 6 - 17 Section C : Audit of SIP 2010 - 2011

Pages 18 - 24 Section D : 2011 - 2012 Plan of ActionPriority 1 Learning & Teaching : to develop the effectiveness of learning and teaching across the schoolPriority 2 A Curriculum for Excellence : to continue to implement Curriculum for Excellence in all curricular areas,

focusing on literacy, numeracy, health and well being and interdisciplinary opportunitiesPriority 3 Self Evaluation : to continue to improve approaches to self evaluationPriority 4 Leadership Across the School : to develop leadership at all levels Priority 5 Faith DevelopmentPriority 6 Parental Involvement

Pages 25 - 27 Section E : Checklists

8 Section F : Further Reading

Every priority will be cross referenced to relevant reports and documentation. These are:i) How Good Is Our School? (3)ii) National Prioritiesiii) Local Improvement Objectivesiv) Curriculum for Excellencev) Journey to Excellence

2011 - 2012School Improvement Plan :SECTION A - INTRODUCTION

INTRODUCTION

The Improvement Plan (2011 – 2012) will closely follow the advice given in “How Good Is Our School? : The Journey to Excellence - Part 4 Planning for Excellence”. According to this paper, planning for excellence involves four key activities :

1 how good is our school? - agree the vision through exploring our aims, values and vision for the school• Our vision will complement the Standards in Scotland’s Schools etc Act 2000 which states that the purpose of school education is -

“to encourage the development of the personality, talents and mental and physical abilities of the young person to their fullest potential”.• It will also follow on from WDC Education Department Statement of Commitment - “Every person has the right to be educated in a climate in which everyone feels valued. We are committed to working in partnership with you to provide education of the highest quality’

• It will obviously be based on our Catholic values of love and respect for all -“We are not some casual and meaningless product of evolution. Each of us is the result of a thought of God. Each of us is willed ;

each of us is loved ; each of us is necessary” (Pope Benedict)

2 how good can we be? - identify our priorities and specify key outcomes which we aim to achieve for all learners• We will attempt to select a manageable number of improvement priorities and statements which will be expressed as outcomes for learners (as opposed to the completion of documentation, reports, courses). • We will need to be rich in data (through audits, reviews etc) : only then will we be able to know how far we have travelled. We need to respond to the views of all partners and stakeholders and involve them whenever possible.• The priorities will arise from our school vision and will have named, responsible individuals, clear deadlines and specified measures of success• Our Improvement Plan is, in a sense, a map of our school’s improvement journey over the next few years - and not just one session

3 how do we get there? - take action to implement our vision for all learners• We need to ensure all staff are involved in self evaluation and improvement• Action needs to be focused on learning and teaching• We must know, understand and be able to explain how our classroom practices and the wider environment for learning relate to what learners achieve - this is crucial to the entire process• We may need to develop individual action plans for specific projects and teams : this will include Departmental Improvement Plans

4 what have we achieved? - ensure the impact of the action we have taken• Outcomes evaluated will be outcomes for pupils - not simply related to the writing of policies or the production of teaching materials• What evidence do we have for improvement in progress / attainment?• What evidence do we have for improvements in the quality of learning and teaching?

Focusing on change and improvement is not optional : it is central to our vocation. The challenge is to make change meaningful and to bring about positive differences to children’s lives. Our capacity to change and improve requires a global judgement based on all the evaluations made and data collected. Evidence will be gathered in the following ways :

- Audits and reviews of School Improvement Plan and Departmental Improvement Plans- PT meetings and review - Standard & Quality reports

Page 2

- STACS / SQA analysis- Target Setting and Tracking - Staff Development eg PRD & CPD- Departmental Meetings and Minutes- Monitoring Calendar- Learning visits and reviews- Pupil / staff / parental evaluation & feedback

In judging our capacity to improve our school we should be able to express confidence that we have evidence and evaluations to indicate that :- overall improvements have been made to key outcomes for learners- leadership and management are effective- quality improvement arrangements are effective

Finally, will we be able to answer the following key questions ?• how did we arrive at our vision and values : why are they appropriate?• how well do we meet WDC improvement objectives?• how do our priorities improve learning / meet the needs of all learners?• how do they focus on achievement and outcomes for all?• how have stakeholders been involved ?• how is the plan driven forward by leaders at all levels ?• how is staff learning and understanding of learning and teaching being extended ?• how can we demonstrate the improvements achieved ?

Page 3

2011 - 2012School Improvement Plan :

SECTION B - AIMS, VALUES & VISION

AIM, VALUES & VISION

We aim to help all students to achieve their full potential in each aspect of their development – academic, spiritual, physical, personal, social and emotional.

Our values are placed firmly in the Gospel Values of our faith. The Catholic school is where children experience, live and enjoy their faith : the Catholic school loses its purpose without constant reference to the Gospels and a frequent encounter with Christ. We must provide pupils with a living relationship with Christ.

Teachers must reveal the Christian method not only by word, but also by every gesture of their behaviour : the example we set in our behaviour should have the capacity to transform lives.

“Teaching has an extraordinary moral depth and is one of humanity’s excellent and creative activities, for the teacher does not write on inanimate material, but on the very spirits of human beings.”

[John Paul II]

Our school motto of ‘Compassion and Hope’ comes from a passage by John Bosco and is as good a summary of our values as any :“…it is so much easier to get angry than to be patient, to threaten a child than to persuade him…so much more convenient for our own impatience and pride to punish children than to correct them patiently with firmness and gentleness…there must be no angry outbursts, no look of contempt, no hurtful words. Instead, like true fathers intent on correction and improvement, show them compassion at the present moment and hold out hope for the future…it is better to ask God’s help in humble prayer, than to make a long speech that wounds those who hear it and does no good at all....”

Our vision is of a school that is –(i) a community• of faith : working with parents and parishes• of learning : a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning oriented, growth promoting way - acting as a collective enterprise : learning and teaching should be at the heart of everything we do• of partnership & participation ; shared values that focus on learning & teaching ; collective responsibility for the learning of all pupils ; partnership with pupils, parents, staff and external agencies

a school that is –(ii) comprehensive and inclusive- where all pupils / all needs catered for ; where we increase opportunities for all and decrease barriers ; where we give every pupil the right help at the right time - where all children are treated equally and where inclusion is an active, positive aspect of the school - where we develop fully the potential of staff, pupils and parents

a school that is - (iii) ambitious and responsible- where there is rigour and demand - constantly striving for excellence in all aspects : where high standards are set for all - staff, pupils and parents : this applies to behaviour, uniform, attendance etc- where there is a drive to improve, change, initiate, develop, innovate - dedicated to continuous improvement for all, pursuing the highest standards in every aspect of education - academic, social, physical and spiritual- where we take our own decisions that suit our school and define its direction : and where we exercise our professional judgement and accept the

consequencesPage 4

a school that is – (iv) accountable- where we diagnose our own needs, priorities, targets and performance and accept responsibility for this performance- where there is rigorous self-evaluation : where, within the national and local framework, and in co-operation with WDC Directorate, actions and policies are pursued and implemented which meet our needs and requirements- where we review own performance against these stated objectives through reflection, critical enquiry and review

a school that is –

(v) collegiate- where there is a collective commitment to continuous development and improvement - where leadership is distributed and devolved- where staff, pupils and parents are valued and empowered- where staff exercise freedom, choice, autonomy in a responsible manner

Page 5


SECTION C - AUDIT OF SIP : 2010 - 2011

2010 - 2011 AUDIT : Priority 1 : LEARNING & TEACHING : To develop the effectiveness of learning and teaching across the school

Targets 2010 - 2011 audit

1 Develop the 4 capacities through the • survey regarding Promoting Positive Relationships continued creation of a positive • In-service devoted to Promoting Positive Relationships (Alan McGinley)

learning environment across the • continued work of Chaplaincy Teamschool : ethos, climate and physical • reduction in exclusion statisticsenvironment • improvement in leavers’ destination statistics

• continued work of Settling in / Seasons for Growth groups

• improved communication via TVs / website / /assemblies

2 To continue to ensure learners’ • AifL audit across school of departmental strategiesexperiences develop pupils as • AifL advice / support documentation producedeffective learners via a variety of • PT / peer / SLT visits to classes(AifL focused)methods eg active, co-operative, • departmental and whole school reports producedcollaborative, individual learning ; • AifL folder in intranet including details of 5 CPD sessions (and 1 for Learning Assistants)discussion, debate; critcal thinking, • co-operative learning steering group created and delivered CPD programmeproblem solving; creativity;relevant • development of co-operative learning foldercontext • DHT member of the authority Co-operative Learning Steering Group

• increased number of staff completing co-operative learning academy• Enterprise IDL delivered using co-op strategies• staff in-services regularly employed co-op strategies

3 Arising from whole school learning • last session’s review of Learning & Teaching resulting in focus on AifL andvisits, models of good teaching Homework policypractice are developed by staff • In House CPD programme : cross curricular in natureand shared across the school • top teaching tips, including video clips, on intranet

• staff encouraged to put co-operative learning lessons / strategies into staff folder• collaboration between departments

4 To audit homework provision and • Homework Steering Group establisheddevelop a whole school policy • involvement of pupils through Pupil Council / Forum : on-lineon homework which • staff / department auditappropriately challenges and • departments produced departmental homework programmesupports all learners • involvement of parents through questionnaire on parent website and presentation by DHT to meeting of

Parent Council : on-line and paper• Parent Council asked to submit chapter in policy• Draft policy produced in two stages : S1 – S3 and S4 - S6

Page 65 Focusing on S1, to develop • establishment of Assessment & Reporting Steering Group and 3 sub-groups including Primary / Secondary

Approaches to assessment and Transition, approaches to Reporting and Recognising Achievement Reporting which articulate with the • cluster approach to sharing the standard and moderation of literacy developedprinciples outlined in BtC5 • full day inset on assessment and moderation with all teaching staff participating

• staff involvement in contributing to the NAR including quality marked materials in modern languages and science• sharing of NAR experience with all departments through PT discussion forums• school representation on WDC Assessment Group• GLOW training for 50% of teaching staff enabling access to quality assessment materials• GLOW e-portfolios established for S1 cohort• new approach to reporting to parents (from S1) adopted across the school• Parents’ Information Evening – focus on assessment

6 To continue to involve parents to • parental contribution to School Improvement Plan

play a central part in learning and • parental Involvement in Homework policyteaching through good • parental involvement in lower school curriculum design decisioncommunication and dialogue, • parental Involvement in upper school curriculum design sub-groupcontributions and evaluations • 6 parent evenings

• 5 parent information evenings• dedicated parents’ information evenings – on principles of Curriculum for Excellence and Assessment:delivered using co-op strategies• Parent Forum & Council meetings• Parent Council CPD on Curriculum for Excellence and Co-operative learning

Page 72010 - 2011 AUDIT: Priority 2 : CURRICULUM FOR EXCELLENCE : To continue to implement Curriculum for Excellence in all curricular areas, focusing on literacy, numeracy, health and well being and interdisciplinary opportunities


1 To implement our new S1 • curriculum development included in all departmental improvement planscurriculum including outcomes • all departmental curriculum rationales and planners (including links withand experiences and interdisciplinary responsibility for all and interdisciplinary learning) completed and implementedlearning within and across the • development of electronic spreadsheet to track coverage of e / os including level of depth curriculum • Journey to Excellence ‘road map’ agreed and adhered to across the school community

• regular monitoring and evaluation of new S1 curriculum, including one-to –one PT meetings, formal written feedback / reports and HT- SLT visits• HMIe support / professional dialogue visit• Parents’ Information Evening – focus on principles of curriculum for excellence

2 To continue to promote opportunities • role of CfE groups in challenging and supporting literacy, numeracy and HWB across departmentsfor developing literacy, numeracy, • further development of HWB curriculum to include personal support and the promotion of achievement health & wellbeing across curriculum • full day inset on HWB curriculum for all school staff, including non teaching staffareas and through rich tasks • inclusion of cross curricular literacy skills project through English at the start of S1

• further development of rich tasks / themed weeks to promote responsibility for all, including primary transition project, enterprise awareness, money week, holocaust memorial and a whole school mini Olympics day

3 To focus on the development of the • opportunities for planning, tracking and recognising the 4 capacities embeddedfour capacities and recognising wider in HWB programme across all stagesachievements across all stages • development and celebration of achievement through curriculum areas eg PE / Technology / Mathematics

• partnership working between English and Computing staff to support pupil achievement profiles through curriculum inserts in S1• development of electronic spreadsheet for tracking individual pupil achievement profiles• development of a new approach to reporting pupil achievement to parents and pupil involvement in this process• celebration of achievement through awards ceremonies

4 To develop approaches to • establishment of Assessment & Reporting Steering Group and 3 sub-groups including Primary / Secondary

assessment and reporting in line Transition, approaches to Reporting and Recognising Achievement with Building the Curriculum 5 • cluster approach to sharing the standard and moderation of literacy developed

• full day inset on assessment and moderation with all teaching staff participating• staff involvement in contributing to the NAR including quality marked materials in modern languages and science• sharing of NAR experience with all departments through PT discussion forums• school representation on WDC Assessment Group• GLOW training for 50% of teaching staff enabling access to quality assessment materials• new approach to reporting to parents (from S1) adopted across the school• Parents’ Information Evening – focus on assessment

Page 8

5 To continue to develop effective • primary / secondary transition project on sharing the standard and moderation in relation to literacyprimary and post school transition • enhanced transition programme including P7 Yearbook DVDs / Swinging Sixties project / Mathsarrangements challenge / Sports Leadership / curriculum links & joint curriculum delivery / cluster attendance council

project and extensive pastoral programme• presented transition work as good practice at inter-authority / HMIe conference• presentation of primary transition work at Parent Council organised social event• school representation on WDC Vocational Education and Employability Group• partnership contacts enhanced with Skills Seekers, Clydebank College, Careers Service and a rangeof employers

6 To further develop partnerships • range of CfE Information leaflets distributed to parentswith stakeholders through • regular updates to Parent Council , including workshop activities to promote engagementcommunication and stakeholder • transition project Parent Council social eventinvolvement in shaping our new • CfE Information Evenings (January & May 2011)

curriculum • role of Parent Council in evaluating homework practices and contributing to homework policy• school and parent website developed including ‘Curriculum for Excellence’ area• parental involvement in design of IDL inserts• develop of pupil voice through evaluations of learning and teaching, homework and AiFL practices across the school• role of pupils in promoting Advent and Lenten activities including liturgical celebrations and the production of a DVD• partnerships with employers developed through S2 Enterprise Rich Task and Careers Fare• establishment of a Skills for Work, Life and Work Steering Group

7 To consult and reach agreement • curriculum design group (and sub-groups) establishedon a curriculum design model which • literature review carried out and presentations from group members deliveredbest meets the needs of all • participation in two full day WDC Focus Meetings – including presentation of school rationale and approachlearners to curriculum design

• extensive SLT discussion• PT discussion forums (x3)• on-going liaison with QIO (QIO member of curriculum design group)• extensive consultation process including parent sample, P7 pupils, Pupil Council, Parent Council, WDC, subject departments and SLT• production of curriculum rationale and range of design models for full stakeholder consultation• production of final rationale and timetabling structure for broad general education• establishment of a Senior Phase Curriculum Design Group

Page 9

2010 - 2011 AUDIT : Priority 3 : SELF EVALUATION : to continue to improve approaches to self evaluation


1 To continue to employ all available • initial PT / departmental reaction to SQA results data to secure improvements : • WDC meeting re SQA results• 5 - 14 / STACs / SQA / MCMC • STACs meeting with every department : more formal (written) dept reaction to results plus feedback statistics • mid session meeting with PTs re next steps / action plans• target setting and tracking • on-going monitoring of 5-14 results• attendance / exclusion / destination • reading / writing / maths targets for S1/2data • target setting meetings with PT Maths and PT English with meetings throughout the session with final entry

to Seemis in June• tracking group issued tracking paper to SLT and staff• targets for S4/5/6 : series of pupil interviews

• analysis of prelim results• achievement logs to allow for pupil self evaluation• analysis of exclusion statistics by SLT / WDC• analysis of attendance statistics by SLT• WDC meeting re destination statistics• audits of SIP and DIPs

2 All staff engaged in professional • Self - Evaluation on all Departmental Improvement Plans as a priority reflection, dialogue and debate • AifL audit across all departmentsregarding the quality of learning and • AifL advice / support documentation producedteaching in the school in an open, • PT / peer / SLT visits to classes (AifL focused)collegiate manner • report produced

• AifL folder in intranet including details of 5 CPD sessions (and 1 for Learning Assistants)• co-operative learning steering group created and delivered CPD programme• development of co-operative learning folder• increased number of staff completing co-operative learning academy• In House CPD programme : cross curricular in nature• top teaching tips, including video clips, on intranet• staff encouraged to put co-operative learning lessons / strategies into staff folder• collaboration between departments• open invitation to all staff to play role in establishing the structure of the new curriculum via the Curriculum Design Group

3 All staff regularly evaluate the quality • PT / peer visits to classesof learning & teaching in classes, • HT / SLT classroom observationdepartments and across the school, • formal review of AifL in S1 with follow-up professional dialogue sessionsincluding peer and SLT learning • departmental and whole school formal reporst on AifL reviewvisits, focusing on S4, S5 & S6 • whole school review of Homework Policy

• analysis of pupil / parent evaluations

Page 10

4 Systems are developed to identify • good practice captured in departmental, SLT and whole school reports and celebrate best practice and to • feedback / reports on classroom visitsfocus on achieving consistency • development of staff folders on intranet to share good practice, including CPD sessionsacross the school • top teaching tips, including video clips, on intranet

• staff encouraged to put co-operative learning lessons / strategies into staff folder• impact of work of cross curricular groups eg review of homework policy• linked to CPD programme for following session

5 Support to be offered through relevant • CPD programme linked to School / Departmental Improvement Plans CPD sessions / In-Service • PT forum meetings

• SLT presentations• PT network meetings : EDSU• DMs

6 Development of Mind, Body • paper submitted to SLT in Septemberand Soul programme • programme submitted in October

• launch of programme in January• targets set for S3 pupils• merit system introduced• first tracking report at end of January• regular after school meetings on Wednesdays• communication with parents• study / retreat weekend in April / May

7 To develop opportunities for • development of Pupil Council / Parent Councilfor stakeholders to contribute • Year Group Pupil Forumto school improvement • Pupil evaluation of AifL in classrooms (discussion forums) followed by written report

• Pupil voice in shaping new Homework Policy (survey)• Pupil involvement in curriculum design consultation (discussion forums)• Pupil liaison with Parent Council / WDC regarding traffic issues• Pupil involvement in shaping Advent programme• Parental involvement in curriculum design consultation• Parental involvement in developing Homework Policy• Parental membership of Chaplaincy Team• Partnership involvement in Skills for Learning, Life & Work Group (WDC / Careers / Skills Seekers)

Page 112010 - 2011 AUDIT : Priority 4 : LEADERSHIP ACROSS THE SCHOOL : to develop leadership at all levels


1 To carry out audit re leadership skills • ongoingof pupils and parents

2 To develop in-house leadership • 10 members of staff successfully completed 8 week after school course “Certificate in Leadership” programme for staff delivered by Kevin Clancy Consultancy

• This group is working to offer in-house CPD entitled ‘Building Effective Teams’ – including topics‘Effectiveness of Meetings’, ‘Time Management’, ‘Preparing for Interview’• continued work of PT Forum• good staff uptake re in-school and WDC CPD courses

3 To develop strategies for enhancing • ‘Development of Leadership’ a priority in every Departmental Improvement Planleadership responsibilities within • working groups have been formed to take forward key priorities for the school this session egdepartments Curriculum Design Group, Home Learning Group : leadership of these groups has come from every level of

staff• numerous staff have taken lead roles in departments and in cross curricular groups eg ‘LiteracyAcross Learning’, ‘Chaplaincy Team’• staff have taken on leadership roles during In-Service days through chairing groups or making presentations• numerous staff have taken lead roles in our in-house CPD programme, delivering sessions on eg‘Assessment is for Learning’ and ‘Co-operative Learning’• numerous staff have played leading role at Parent Information Evenings

4 To develop specific leadership • five Sixth Year students completed SQA Higher award in Leadershipprogrammes for senior school • Kevin Clancy Consultancy presented ‘Reflections on Leadership’ to senior pupilsstudents • group of S6 pupils successfully completed Mark Scott Leadership programme

• group of S6 pupils successfully completed Duke of Edinburgh scheme Bronze Award• completion of Sports Leadership award• a number of pupils played a leading role representing the school during the Papal visit egattending youth service at Twickenham and contributing to DVD for diocese• senior members of Morph Enterprise group represented school at• role of Head Boy / Head Girl and deputes • further development of Buddy System• senior pupils representing school on pilgrimage to Lourdes• senior pupils representing school on trip to Olaleni• senior pupils gaining Diana Award for work involving ‘Bankie Talk’

Page 12

5 To further develop opportunities • continued work of Pupil Council and Forumfor pupils at all stages to enhance • pupils engaged in canvassing opinion re homework policy and road safetyleadership qualities both inside and • pupils heavily involved in curriculum design decisionsoutside the classroom • pupils played leading role in advent and Lenten activities in school and across parishes

• role played by Morph Enterprise group• pupils heavily involved in all charity appeals eg S1 and Mary’s Meals• leadership / organisation of S1 pupils for fundraising walkathon for CHAS• guides for S1• helpers at Parent Evenings• S3 pupils acted as umpires / facilitators during whole school mini Olympics Day

2010 - 2011 AUDIT : Priority 5 : FAITH DEVELOPMENT : to continue the development of faith across the school Targets 2010 - 2011 audit

1 Year of Prayer Daily Mass / Daily Prayer / • School prayer written and distributed to all staff: on display in all classroomsStaff Prayer / Assembly – • development of school prayer booklet on-going but approaching completionSchool Prayer / Prayer Services: • monthly calendar produced and distributed to all stafflent, advent / Prayers for special • Advent and Lenten reflection programmesoccasions • continuation of drive to have crucifix in every room

• meeting with parish priests re ‘How to pray with young people’• additional masses during Lent• Year of Prayer powerpoint presentation to all staff• role of Chaplaincy Team

2 Develop Liturgy Leaver’s Masses / Stations of • leavers mass / Holy days of obligation / opening of academic year massthe Cross / Confessions / • ‘Stations of the Cross’ delivered by pupils to whole schoolYear Group / whole school • celebration of feast dayMasses / Feast Days / Ash • role of Chaplaincy TeamWednesday / Retreat Mass • Advent liturgy in St Eunan’s

• Exposition in Oratory

3 Develop Experience Retreats / Oratory Visits / • school operating as pilot for diocese in ‘Making Parishioners’ / ‘Into the Deep’ programmeParish Links / Work in the • successful retreats for S2, S3 (weekend) and S6 (overnight)Community / Study Weekends / • Papal visit / Twickenhamschool trips • presentation by Sr Laurentia Carroll – ‘The Spirituality of the Teacher’

• programme of classroom visits to oratory• role of Chaplaincy Team

4 Develop Faith in Action St Margaret’s Hospice / charity • Lenten appealwork / Olaleni / Gorsilaure / • various charity worksLourdes / Fairtrade / Eco • links with parishes eg ‘Stations of the Cross’Schools / links with parishes / • membership of staff on Chaplaincy Teamcommitment if staff • Papal Visit

• Diocese DVD• Catholic Education Sunday : all parishes visited by staff / pupils : liturgy in all parishes supported by pupils and staff : SCES prayer resources prepared and sent for use (class & assembly)• Advent & Lenten programme• RE lessons to support staff• pupil – led prayer at registration

Page 14

• charity work – Fairtrade, CHAS, Lourdes, Gorsilaure, Olaleni• Fairtrade campaigning in local supermarket• representation at re-opening of Cathedral• role of Chaplaincy Team• senior pupils worked with St Margaret’s Hospice through the Duke of Edinburgh’s Award Scheme

5 Development of ‘This Is Our Faith’Meetings / In – service / • in School Improvement Plan and Departmental Improvement Planscross curricular • presentation at Inset 5 on ‘This Is Our Faith’ delivered by Barbara

• role of Chaplaincy Team

2010 - 2011 AUDIT : Priority 6 : Parental Involvement : to development the involvement of parents


1 To develop communication • Parent Council presence at school events for parentsbetween Parent Council and • Parent Council spokespersons participated in Parent Information Evenings for S1 – S6Parent Forum (especially • Parent Council website established – www.stpetertheapostleparents.org.ukestablishment and use of • use of Parent Council website still fairly low, but gives a baseline for building on : March – May = 109 Parent Council website visitors making 158 visits viewing 365 pages

• survey of parent views carried out at parent evenings / parent information evenings• e-mail list established: 119 e-mail addresses now held; e-mails sent to publicise meetings, events,look for volunteers etc• 9 Parent Council meetings and one Parent Council AGM held – meetings publicised through e-mails andwebsite

• ideas generated through audit for improving communication in 2011 – 2012• creation of School Handbook for Parents

2 To effectively represent the • 9 Parent Council meetings heldviews of parents • survey of parent views carried out at parent evenings / parent information evenings

• involvement of parents in Parent Council meetings and discussion with parents of important issues inthe life of the school• important issues (eg tracking and communication of targets for pupils) raised by parents and discussed at Parent Council meetings• responses of Parent Council expressing views of parents on areas of development for school eg homeworkpolicy, implementation of Curriculum for Excellence• responses of Parent Council to West Dunbartonshire Council consultations eg “Relationships, Sexual Health and Parenthood Education” and “Sexual Health and Relationships for Staff working with Children and Young People that are Looked After”.

3 To contribute to the life of • involvement of parents in important school working groups eg Chaplaincy Team, Curriculum for Excellencethe school Interdisciplinary Learning Implementation Group

• responses of Parent Council expressing views of parents in areas of development for school eghomework policy, implementation of Curriculum for Excellence• Parent Council presence at school events for parents• Parent Council spokespersons participated in Parent Information Evenings for S1 – S6• successful organisation of First Birthday event for whole school community• organisation of end of year family event to foster school community• collaboration with Pupil Council on traffic issues• creation of School Handbook for Parents

Page 164 To support the learning and • participation of parents in lesson on co-operative learning

development of parents • responses of Parent Council expressing views of parents on areas of development eghomework policy, implementation of Curriculum for Excellence• creation of School Handbook for Parents


SECTION D - PLAN FOR ACTION

Priority 1: LEARNING AND TEACHING: to develop the effectiveness of learning and teaching across the school

Targets Success Criteria / Impact Resources Measures of Success/self evaluation

Timescale

1. Continue to develop the 4 capacities through the continued creation of a positive learning environment across the school: ethos, climate and physical environment to meet the needs of all pupils2. To continue to ensure learners’ experiences develop pupils as effective learners via a variety of methods eg active, co-operative, collaborative, individual learning: discussion, debate: problem solving, critical thinking: creativity: relevant context: appropriate/challenging

Outcomes for pupils: Pupils continue to develop an

increased sense of ownership and responsibility in their own learning

Pupils continue to be involved in active learning experiences

Pupils continue to feel safe, happy and successful within their learning environments across the school

Pupils continue to develop their planning, organisational, problem solving, team work, communication and self awareness skills

Time

Staff

In-Service

Materials

WC support

Parents / Parent Forum & Council

Pupil Council

CPD sessions

Responsible personnel: SLT (J Morrison & K Gallagher) / PTs / all staff

Departmental documentation eg DIPs / DMs /audits reviews

Pupils work

Continuation of Learning Visits

Feedback and written reports from learning and teaching visits

Steering and sub-group documentation

On-going

On-going

August 2011 – Dec 2012

pace of learning for all pupils3. Arising from whole school AifL learning visits, identify, share and develop models of good teaching practice acrossthe school through detailed CPD / In-Service programme4. To complete and develop a whole school policy on homework which appropriately challenges and supports all learners5. Focusing on S1 & S2, to develop approaches to assessment and reporting which articulate with the principles outlined in BtC56. To continue to involve parents to play a central part in learning and teaching through good communication and dialogue, contributions, evaluations and focused Parent Information Evenings

Outcomes for parents: Continue to focus on an enhanced

knowledge and understanding of learning & teaching strategies

Ability to assist children re learning at home and to feel more confident about it

To feel a greater sense of ownership in the learning and teaching experience of their child

Outcomes for school & staff: Staff to continue to focus and

develop their expertise in different learning styles, teaching methods and assessment strategies

A focus on developing strong departmental links with colleagues through sharing of good practice

In-house CPD sessions

Input from external agencies eg LTS

• Parent Information Evenings

Production of departmental /school materials

Feedback / evaluations from pupils, parents, staff and external agencies August 2011 –

September 2012

August 2010 1 – June 2012

August 2011 – June 2012 : Parent Information Evening once a term

Priority 2: CURRICULUM FOR EXCELLENCE: To continue to implement Curriculum for Excellence focusing on further developing the four contexts for learning, responsibility of all, assessment, achievement and senior phase curriculum design.

Targets Success Criteria / Impact Resources Measures of Success / self evaluation

Timescale

1. To continue curriculum development in subjects andthrough interdisciplinary learning in S1 / S22. To continue to develop literacy, numeracy, health & wellbeing within and across curriculum areas and through a timetabled IDL curriculum____3.To enhance personalisation and choice through the development of elective courses in S2

Outcomes for pupils Experience learning through the4 contexts outlined in BtC3• Development of the 4 capacities Experience a more coherent, relevant

curriculum based on the 7 design principles

Able to make links across learning with a key focus on literacy, numeracy and health and wellbeing

Enhanced sense of ownership, participation and responsibility in relation to curriculum, learning and

Time

Staffing

Finance

Materials

CPD

WDC Support

Pupil engagement, progress and achievements

Responsible personnel: SLT (L Booth)/ PTs /all staff)

School Plan /Audit

Departmental documentation including improvement plan and audit, curriculum plans/course materials

June 2011 – June 2012

June 2011 – June 2012

January 2011 – January 2013____________________

June 2011 – June 2012

4.To further develop the four capacities and recognising achievements across all stagesthrough the HWB curriculum and developing e-portfolios5.To continue to develop approaches to assessment and reporting in line with Building the Curriculum 56.To continue to develop effective primary and post school transition arrangements.7.To continue to develop partnerships with stakeholders through communication, consultation and stakeholder involvement in shaping our new curriculum8.To consult and reach agreement on a senior phase curriculum design model, including new courses, skills and qualifications, which best meets the needs of all learners.

assessment

Outcomes for parents Enhanced knowledge and

understanding of curriculum, learning and teaching and assessment

Role in shaping our new curriculum through consultation and participation

Outcomes for school & staff Confidence in designing and

delivering our new curriculum including a focus on further developing quality learning experiences and meeting the needs of learners

National Guidance

External Speakers

Liaison with partners including associated primary schools, colleges and employers

Partnership with parents including the Parent Council

Input from external agencies including LTS, HMIe, Scottish Government etc

Interdisciplinary Planning Tools (calendar)

Steering and Sub Group documentation

CPD materials / responses /evaluations

Feedback / Evaluations from pupils, parents, staff and external agencies

Feedback from WDC

June 2011 – June 2012

On-going

On-going

June 2011 – June 2012

Priority 3: SELF EVALUATION: to continue to improve approaches to self - evaluation


Timescale

1) To continue to employ all available data to secure improvements: STACS / SQA.MCMC statistics Departmental reports an STACs data Target setting and tracking Attendance / exclusion / destination data2) All staff engaged in professional reflection dialogue and debate re the quality of learning and teaching in an open, collegiate manner3) Departments to report on L&T discussions : Half year S&Q update : reports collated anddisseminated to whole school : establish S&Q / SIP group4) All staff regularly evaluate the quality of L & T in classes, depts and across school, including peer

Outcomes for pupils: Pupils benefit from improved

exam results, attendance rates and sustained destination figures

Pupils enjoy high quality learning and teaching

Pupils are actively engaged in evaluating and shaping learning experiences

Pupils develop an increased sense of ownership, participation, value and responsibility across the school

S3 pupils actively engaged in setting targets and evaluating

Time

Finance

CPD / Inset / WDC support eg re STACs analysis

Access to recent documentation

External agencies / speakers

Responsible personnel: SLT (M Rainey) / PTs / all staff

Departmental documentation eg DIPs / DMs / audits / reviews

Statistical evidence: tracking / targets / SQA / attendance / exclusions / destinations (all Year Heads)

whole school review

Feedback from self-evaluation committee

From August 2011

From August 2011

From December 2011 – June 2012 : interim reports Dec / Jan : Final reports May / JuneFrom August 2011 :Departmental Observation reports

and SLT learning visits : focus on AifL for S3 – S6 : outcomes of reviews feedback to whole school5) Develop systems to identify and celebrate good practice and to focus on achieving consistency across the school6) Mind, Body & Soul:To engage to engage S4 pupils in setting targets and reflecting on their learning. To engage parents in this process : to embed the process of mentoring for S4To launch project with new S37) Tracking calendar agreed : issue reports for S3 – S6 on a regular basis8) To continue to develop opportunities forstakeholders to contribute to school improvement.• Skills for Learning’ Life and Work Group established (partners)• IDL Steering and sub-groups, including parental partnerships group, pupil planning group and community contacts group• Develop new guidelines for year group pupil forums linked to S6 leadership programme• Take more account of Pupil/Parent Voice

Pupils experience consistencyacross classes and curricular areas in relation to L&T

Outcomes for parents: Parents are actively engaged in

evaluating and influencing learning experiences and progress

greater sense of value and worth re their child’s learning, progress and general life of the school

enhanced sense of partnership with the school

Outcomes for school & staff: Enhanced K&U of the process

of self-evaluation through CPD / Inset

Greater ownership of and responsibility for the process of self evaluation

Greater consistency across the school

Enhanced partnership between school and stakeholders

Parents / Parent Forum & Council

Pupil Council

Parent Information Evenings

• Click & go training and tracking

Production of individual / departmental and whole school exemplar material

Whole school audit of SIP / S&Q

Feedback / evaluations from pupils, parents, staff and external agencies

Formal feedback from WDC / QIOs

Number of pupils and parents engaged in Mind, Body & Soul / S3 exam results / S3 tracking outcomes

from Nov - April

From August 2011

From August 2011 – June 2012 : launch newProject with S3 in September

August 2011

Groups established in Term 1 : work on-going August 2011 – June 2012

Priority 4: LEADERSHIP ACROSS THE SCHOOL : to develop leadership at all levels


Timescale

1) To complete audit re leadership skills of staff, pupils and parents

2) To develop in-house leadership programme for staff and strategies for enhancing leadership responsibilities within departments

3) SLT to produce Inset programme for staff covering themes such as –Solutions Oriented Schools/

Outcomes for pupils: Increased leadership skills

(innovation / creativity / initiative)

Enhanced self esteem Assist pupils to satisfy 4

capacities Enhanced opportunities after

school

Outcomes for parents: More confidence for playing

an active role in the life of the school

Increased partnership between home and school

Time

Staffing

Finance

Materials

CPD

WDC Support

Liaison with partners including associated primary schools, colleges and employers

• Responsible personnel SLT (M Halleran) : PTs / all Staff

• Level of pupil and parent engagement

• Findings from pupil / parent audits

• Feedback from leadership group

• CPD / PRD reviews

• School Plan / Audit

• Departmental documentation

From August 2011

On-going : August 2011 – June 2012


Additional Support Needs / Restorative Practices / Co-operative learning / PPB / interview techniques / presentation skills / timetabling skills4) To develop leadership opportunities and programmes for pupils at all stages and to enhance leadership qualities both inside and outside the classroom 5) To create more opportunities for all pupils to make a valuable contribution to decisions in the school6) To respond to parentalrequests for training to enable them to take a moreeffective role in the partnership between school and homeTo develop specific leadership programmes for senior school students

Outcomes for school & staff: Increased leadership skills Increased team working among staff Improved ICT provision Improved school ethos Enhanced staff confidence Expertise and empowerment

which in turn should lead to improvements in learning and teaching

Partnership with parents including the Parent Council

Partnership with pupils via the Pupil Forum / Council

Input from external agencies including LTS, HMIe, SQA, Scottish Government and the business world (local and national)

Support from other agencies such as Duke of Edinburgh scheme / Bankie Talk / Tullochan Trust

including improvement plan and audit, curriculum plans / course materials

• Feedback from external agencies




Priority 5: FAITH DEVELOPMENT: to continue the development of faith across the school


Timescale

1) Year of Liturgy:• production of improvementplan• teach about liturgy• plan & prepare liturgy• church visits• production of liturgical calendar• increase awareness of new liturgy : pupils / staff / parents• Information Evening on new liturgy2) Embedding prayer• audit of last session’s ‘year of prayer’

Outcome For Pupils• Pupils play a more active role in the religious life of the school: daily prayer / mass / services / retreats / parish links /charity work/ community involvement / catholic education week.• Pupils develop and demonstrate a deeper knowledge and understanding of their faithPupils develop and exhibit the Gospel values of the school.• increased awareness of new

Time

Staff

Finance

Materials

CPD

Retreats

External speakers / guests

Liaison with associated primary

• Responsible staff : SLT,PTs / Chaplaincy Team / all staff

• departmental documenation eg DIPs / audits / Dms

• level of pupil, staff and parent participation

• pupil evaluation

• parent evaluation

August - November 2011

• audit – September 2001• improvement plan – September 2011

• production of improvement plan• continuation of oratory visits for every class (and staff)• Daily Prayer booklet• Calendar of Prayer3) This Is Our Faith• production of improvement plan• all TIOF documentation made available to staff on network• visit by B Campbell (SCES) to Chaplaincy Team• ongoing implementation of TIOF :departmental response 4) Retreats• production of improvement plan• further develop S6 retreat • introduce S4 retreats• review S2 retreats / option programme5) Parish Links• production of improvement plan• continuation of ‘Into the Deep’ programme• pilot the Caritas Award

liturgyOutcomes for parents• Parents become more aware of and more involved in the religious life of the school.• Parents feel a greater sense of partnership between school, family and church• increased awareness of new liturgyOutcomes for Staff & School • Staff become more aware of and more involved in the religious life of the school.• School and staff continue to make a positive contribution to parishes and the local community• Improved spirituality, ethos, relationships across the school.• Consistency of approach• increased awareness of new liturgy

schools

Parishes

partnership with parents including the Parent Forum and Council

Partnership with Pupil Council

Input from external agencies eg SCES

• staff evaluation

• parish / clergy evaluation

• diocese evaluation

• feedback from Chaplaincy Team : audits / reviews / surveys / meetings

• production of materials

• audit of School Improvement Plan

• interdisciplinary / cross curricular work

• Daily Prayer booklet : August 2011• Calendar of Prayer : September 2011

• improvement plan – September 2011-06-28• TIOF documentation : October 2011• visit from SCES Oct 2011• implementation : all session

• improvement plan –September 2011• S6 retreat Sept / Oct 2011• S4 retreat: December 2011• review S2 programme :November – December 2011

• improvement plan – September 2011• ‘Into the Deep’ : August 2011 – June 2012• Caritas Award : August 2011 – June 2012

Priority 6: PARENTAL INVOLVEMENT: to develop the involvement of parents

Targets Success Criteria / Impact Resources Measures of Success / Self Evaluation

Timescale

To develop communication between Parent Council and Parent Forum (especially establishment and use of Parent Council website)

Time

Parents willing to be involved

Materials

Parent Forum / Council Meetings

Website

Social events

No. and quality of Parent Forum / Council meetings

No. of parents involved

No. of events (social, etc)

Feedback on events

Parent Council speakers at information evenings

Parent Council visible To effectively represent the views of parents

Parent learning and development events

Parent information evenings

Letters to WDC

presence at parent evenings

No. of parents giving e-mail addresses to Parent Council

Use of Parent Council website

No. of parents signing up for RSS feed from website

No. of news bulletins issued through website

Outcome of issues raised with WDC

Feedback on Parent Council from school staff

To contribute to the life of the school

To support the learning and development of parents

Priority 7: PARTNERSHIPS: working with partners to meet the needs of pupils


Timescale

1) To establish a Skills for Learning, Life and Work Steering Group comprising key partners including WDC vocational education staff, careers, skills seekers and a range of school staff with remits of supporting positive, sustained destinations for leavers.___________________________2) To involve key partners in the Senior Phase Curriculum Design Group ensuring a range of expertise in developing appropriate curriculum pathways

Outcome For Pupils• Improved development of skills for learning, life & work• Experience a coherent transition from broad general education into senior phase based on the 7 design principles• Improved ability to make links across learning with a key focus on literacy, numeracy and health and wellbeing• Increased success in skills

Time

Staffing

Finance

Materials

CPD

WDC support

National guidance

• audit of existing practice

• pupil engagement, progress and achievements

• responsible personnel : SLT (M Vassie & L Booth) / PTs / all staff)

• school improvement plan /audit

• Departmental and IDL documentation including

June 2011

August 2011 – June 2012

and curriculum options for all learners___________________________3) To improve school / college links by developing a systematic approach to tracking pupil performance and ensuring positive outcomes in skills for work courses___________________________4) To further develop enterprise and employability through partnership working including liaison with and involvement of employers___________________________5) To develop partnership working in developing the lower school IDL curriculum including thinking skills, employability and citizenship

for work qualifications• Improved range of curriculum options throughout the stages

Outcomes for parents• Enhanced knowledge and understanding of curriculum for excellence and the importance of skills for learning, life and work• Role in shaping our new curriculum through consultation and participation

Outcomes for Staff and School • Confidence in designing anddelivering our new curriculum including a focus on developing skills for life, learning and work.• Enhanced opportunities for partnership working including college, skills seekers, careers etc

External speakers / guests

Liaison with partners including associated primaries, colleges and employers

Partnership with parents including the Parent Forum and Council

Partnership with Pupil Council

Input from external agencies including LTS, HMIe, Scottish Government etc

improvement plan and audit, curriculum plans / course materials

• Steering and Sub Groups documentation

• CPD materials / responses / evaluations

• Feedback / evaluations from pupils, parents, staff and external agencies

• Feedback from WDC

June 2011 – June 2012

On-going

June 2011 – June 2012

2011 - 2012School Improvement Plan :SECTION E - CHECKLISTS

Cross Reference : Checklist

HGIOS ? National Priorities Local Authority Priority ACE Journey to Ex

1.1) improvements in performance 1) Achievement & 1) Learning & Teaching 1) successful 1) learning 1.2) fulfilment of statutory duties Attainment learners outcomes2.1) learners’ experiences2.2) involving parent, carers & 2) Framework for 2) Self Evaluation 2) confident 2) success forfamilies Learning individuals all3.1) engagement of staff4.1) working with local community 3) Inclusion & 3) Learners’ Voice 3) responsible 3) common 4.2) working with wider community Equality citizens vision5.1) curriculum5.2) teaching for effective learning 4) Values & 4) Leadership 4) effective 4) leadership5.3) meeting learning needs Citizenship contributors 5.4) assessment for learning to society 5) partnerships5.5) expectations & promoting 5) Learning for 5) Partnershipachievement Life 6) work with5.6) equality & fairness parents5.7) partnerships with learners and parents 7) self5.8) care, welfare and development evaluation5.9) self evaluation6.1) policy review & development 8) values 6.2) participation in policy / planning staff / pupils6.3) planning for improvement7.1) staff sufficiency, recruitment 9) well being /

& retention respect7.2) staff deployment & teamwork 7.3) staff development & review 10) culture of8.1) partnerships with agencies ambition8.2) management of finance for learning8.3) management of resources8.4) managing information9.1) vision, values & aims 9.2) leadership & direction9.3) developing people & partnerships9.4) leadership of improvement / change

Page 25

Cross Reference : Checklist

HGIOS? Nat Priorities L Priority ACE J to E

1 Learning & Teaching 2.1 / 1-5 1 / 2 / 3 1-4 1 / 25.1 - 5.9

2 A Curriculum for Excellence 1.1 / 2.1 / 1 - 5 1 - 5 1 - 4 1 - 103.1 / 5.1 - 5.9

3 Self Evaluation 1.1 / 5.9 / 1 - 5 2 1 - 4 1 - 106.2 / 6.3 / 9.4

4 Developing Leadership 9.1 - 9.4 4 4 1 - 4 4Across the School

5 Faith Development 2.1 / 2.2 / 3.1 / 1 - 5 1 - 4 3 / 5 /

4.1 / 4.2 / 5.6 / 6 / 8 / 95.8 / 9.1 / 9.3

6 Parental Involvement 2.2 / 5.7 / 9.3 5 1 – 4 5 / 6

7 Partnerships 2.2 / 4.1 / 4.2 / 5 1 – 4 3 / 5 / 65.7 / 8.1 / 9.3

Page 26

SOURCES OF EVIDENCE

Priority 1 Sources of Evidence Groups consultedLearning & Teaching National Advice √ LIOs √ LEA √ Pupils √ Community -

National Priorities √ Documents √ HMIe √ Staff √ Employers -HMI Inspection √ HGIOS √ Parents √ Schools √LEA advice √ Meetings √ Parent Council √ Agencies √

Priority 2 Sources of Evidence Groups consultedCurriculum for Excellence National Advice √ LIOs √ LEA √ Pupils √ Community √

National Priorities √ Documents √ HMIe √ Staff √ Employers √HMI Inspection √ HGIOS √ Parents √ Schools √LEA advice √ Meetings √ Parent Council √ Agencies √

Priority 3 Sources of Evidence Groups consultedSelf - Evaluation National Advice √ LIOs √ LEA √ Pupils √ Community √


Priority 4 Sources of Evidence Groups consultedLeadership National Advice √ LIOs √ LEA √ Pupils √ Community √


Priority 5 Sources of Evidence Groups consultedFaith Development National Advice √ LIOs √ LEA Pupils √ Community √

National Priorities √ Documents √ HMIe Staff √ EmployersHMI Inspection √ HGIOS Parents √ Schools √LEA advice Meetings √ Parent Council √ Agencies √

Priority 6 Sources of Evidence Groups consultedParental Involvement National Advice √ LIOs √ LEA Pupils √ Community √

National Priorities Documents √ HMIe Staff √ EmployersHMI Inspection √ HGIOS √ Parents √ Schools √LEA advice √ Meetings √ Parent Council √ Agencies √

Priority 7 Sources of Evidence Groups consultedPartnerships National Advice √ LIOs √ LEA Pupils √ Community √

National Priorities √ Documents √ HMIe Staff √ Employers √HMI Inspection √ HGIOS √ Parents √ Schools √LEA advice √ Meetings √ Parent Council √ Agencies √

Page 27


SECTION F - FURTHER READING

FURTHER READING

• Journey to Excellence : Part 4 - Planning for Excellence (HMIe)• Learning Together : Opening Up Learning : (HMIe)• Learning Together : Lessons about School Improvement (HMIe)• Learning Together : Improving Teaching , Improving Learning (HMIe)• Challenging More Able Pupils (HMIe)• A Consultation on the Next Generation of National Quailifications in Scotland (HMIe)• Improving Outcomes for Learners Through Self-Evaluation (HMIe)• Improving Our Curriculum Through Self Evaluation (HMIe)• Leadership for Learning : The Challenges of Leading in a Time of Change (HMIe)• Partnership with Parents (HMIe)• Building the Curriculum 3 (HMIe)• Building the Curriculum 3 : Key Ideas & Principles (HMIe)• Building the Curriculum 4 (HMIe)• Building the Curriculum 5 (HMIe)

• Curriculum for Excellence : Outcomes and Experiences

• Working With You : Supporting Curriculum for Excellence (LTScotland)• Assessment for Curriculum for Excellence : Strategic Vision - Key Principles (Scottish Government)• Assessment for Curriculum for Excellence : Frequently Asked Questions (Scottish Government)• Improving Scottish Education (Scottish Government)

• WDC : A Journey to Excellence Strategy • WDC : Journeys to Excellence : Professional Development Support Materials : Dimension 4 - Leadership• WDC : Parent Involvement Strategy • WDC : Learning & Teaching Policy : 2010• WDC : A Journey to Excellence Strategy • WDC : Hearsay• WDC : Reading Routes• WDC : Write to the Top

• The Motivated Classroom (A McLean : Paul Chapman))• The Learning Classroom (Brian Boyd : Hodder Gibson)

• Active Learning : 101 Strategies ( Mel Shiberman : Allyn & Bacon)• The Teacher’s Toolkit (Paul Ginnis : Crown House)• Co-operative Learning in the Classroom (Wendy Jolliffe : Paul Chapman)

Page 28