Ben Wyvis Primary School

June 2016

OUR IMPROVEMENT PROJECTS 2016 17

Year 3

To promote excellence and equity throughout the school and in line with our school motto, Be the Best we can Be.

What difference will we make? Our vision:

In line with national priorities and the National Improvement Framework, we will support the agenda of raising attainment and achievement

We will be more digitally literate as a school, while investing in appropriate resources. This digital literacy will also support moderation, sharing of standards, tracking and also learning, teaching and assessment

Parental engagement is encouraged at all levels and we will continue to work together

We are all reflective practitioners and all stakeholders will be encouraged to be involved in self-evaluation leading to school improvement

Our nurturing school ethos will ensure that all learners are supported effectively

We will work with partners to support skills for life, learning and work engaging with all to develop our careers education curriculum

We will support leadership at all levels

How well do young people learn and achieve?

(Authority Priorities)

Ensuring effective systems are in place for assessment, monitoring and tracking

Raising attainment for all youngsters and closing the attainment gap linked to deprivation

Digital Innovation :

Developing the Profiling

System

Tracking & Monitoring

Parental Engagement

HGIOS 4:

2.2 Curriculum

2.3 Learning, Teaching and Assessment

2..4 Personalised Support

3.2 Achievement and Attainment

Year 3 We will be developing our use of a digital based system (On-line Learning Journey in the Nursery and Seesaw in P1 7) to support profiling in the school in line with both guidance from Highland Council and the national agenda.

Our profiles will also support moderation and sharing of standards with tracking of reading, writing, talking, listening and numeracy in term 1 and term 3, while developing a coherent and progressive approach to assessment for CfE.

Digital apps (Google Classroom) will be used to facilitate both transition assessment planning and moderation across P7 S1 and whole school assessment planning and moderation).

The school community will be supported to use digital apps (google chrome based) and digital innovation will support the raising attainment / closing the gap agenda.

Our working time agreement will reflect the above agenda and ensure that we are taking a proportionate approach to school improvement planning

Pupils will have ownership of their learning and be able to talk about where they are as learners and their next steps.

Pupils, staff and parents are clearer about what pupils have learned and what success looks like.

Pupils, staff and parents are more fully involved in discussing next steps in learning, through conversations, thoughtful questioning and reflective responses.

We aim to further enhance parental engagement and will move towards continuous reporting to parents during 2016 17. Learning profiles are available at all times for parents to comment / view. Children will be able to upload work / achievements at any time appropriate to the class

Work will be shared each term in school at either the parent contact (term 1 and 3) or open afternoons (term 2 and 4)

Improved use of data will inform intervention and raise attainment. Selective Intervention supports closing the gap

Teachers will be able to use the profiles to support teacher judgements when reporting, sharing standards and moderating

By August 2017 we will be able to provide a summary sheet instead of an end of year report and our engagement with parents will be robust and we would have introduced a model of continuous reporting to parents

How well does the school support young people to develop and learn?

(Authority Priorities)

Ensure pupils receive a coherent and progressive curriculum from 3-18

Ensure learner pathways lead to positive destinations

Supporting schools to meet the needs of all learners through universal and targeted support

Skills for Learning & Career Education Project. (Developing the Young Workforce)

Nurturing Schools Health and Wellbeing.

Equality, diversity, childrens rights, leadership and global citzenship

HGIOS 4:

2.2 Curriculum

2.3 Learning, Teaching and Assessment

2.4 Personalised Support

Developing skills for life, learning and work through our curriculum rationale and also our Life Skills project.

Our career education programme will be supported through our whole school ethos, life skills project, partnerships and more focused work with partners

Working with families and communities targeted support

Nurturing school ethos targeting specific groups of children. Our Nurture Base is staffed on a daily basis. A number of staff are nurture trained and we regularly update our training in school from promoting positive relationships.

Developing young people as global citizens. Global Citizenship and Sustainability

Children and young people benefit from learning and teaching through partnerships with education, employers, creative industries and cultural sectors

Children and young people are innovative, confident and responsible in the use of technologies and staying safe online

Our young people are better prepared for the world of work

All children and young people benefit from high quality universal support and well planned interventions.

Strong partnerships with parents are established and we monitor interventions and make timely adjustments to practice

Our nurture base supports identified needs and promotes positive behaviour and provides high quality, targeted support

Staff and pupils have a better understanding of connections between their own lives and those of people living throughout the world

Staff and pupils have an increased understanding of social, economic, environmental and political forces which shape their lives

By developing skills, attitudes and values, pupils are more able to take control of their own lives and contribute as active citizens

How well does the school improve the quality of its work?

(Authority Priorities)

Continue to develop, and ensure impact of self-evaluation systems

Develop leadership capacity and provide a strategy for supporting Head Teachers

Leadership of change

HGIOS 4:

1.3 Leadership of change

Self-Evaluation at all levels by all

Senior leaders promote and sustain an aspirational vision which is focused on improving outcomes for learners.

Ongoing reflection and debate across the school community supports self-evaluation

All members of our school community will be able to contribute to school improvement through improved digital technologies

Training and continuing professional development for all staff is linked clearly to professional need and also we encourage critical and creative thinking. Through effective leadership at all levels our school community will work together to turn our shared vision into a sustainable reality

We collaborate together and share a vision for change and improvement

Planning for improvement is evidence based and linked to effective self-evaluation

Staff feel confident to initiate well-informed change and are committed to collective responsibility

Teaching staff use the Professional Update process regularly to self-assess against the GTC standards

Teachers maintain a record and portfolio of evidence of impact

To develop the role of Nursery Manager as a Senior leader in the school

Additional Priorities

Government initiatives: 1+2 languages, PE target, DYW, Early Years Collaborative

Using systems and processes: GLOW and MIS training

Action Plan Digital Innovation

Digital Innovation

Developing the Profiling System / Tracking & Monitoring / Parental Engagement.

HGIOS 4: 2.2 Curriculum / 2.3 Learning, Teaching and Assessment / 2..4 Personalised Support / 3.2 Achievement and Attainment

Developing the Profiling System

What difference will it make for learners? (Why are we taking this forward?)

Looking inwards:

Whilst most pupils are now more involved in quality questioning and feedback with teachers about their learning and snapshots of pupils` learning, achievements folders and learning logs are used, there is still the need to develop this further into a more easily accessible cohesive profiling system. Nursery has embedded Learning Journeys in our nursery setting. We want to make profiles more meaningful to pupils and give them ownership of the process. It should also enable them to become more independent are aware of themselves as learners, as well as their next steps.

The profile will facilitate children to upload achievements outwith and within school, staff will be able to support children to collate work, especially reading, writing, listening, talking and numeracy in their attainment folder. As part of the profiling system, staff and pupils will also include work relating to skills. This will ensure that children are more aware of the skills they are developing and they will then be able to take part in continuous learning conversations.

Sharing of standards and moderation will be facilitated by the