School Improvement and Development Plan: Session … · School Improvement and Development Plan: ... Review of the School Improvement Plan 2011-12 ... aiming to identify £3 million

1

Whalsay School

School Improvement and

Development Plan:

Session 2012-13

June 2012

2

Contents Page: Section 1: Welcome and Introductions, School Aims Pages 3-4 Section 2: Review of last Session’s Improvement Plan Pages 5-6 Section 3: How Good Is Our School? Pages 7-10 Section 4: Identifying Priorities and Target Areas: The Context of the School Improvement Plan: Pages 11-15 Section 5: Target Areas for Session 2012-13 and 3 Year Development Cycle Pages 16-31

1. To continue to develop the core facets of Curriculum for Excellence in the school. More specifically we plan to:

- Continue to develop approaches to the monitoring, coverage and tracking of experiences and outcomes covered across the school in a variety of contexts

- Further develop practice around the sharing of Learning and Teaching strategies across the school

- Develop whole school approaches to Profiling, Recording and

Moderation

- Provide more opportunities in the school for personal achievement

- Develop whole school strategies to support literacy, numeracy and health and wellbeing

- Continue to look at approaches that promote Interdisciplinary

learning

- Assessment, including the development of new national qualifications

- Enhance further relationships and communication with parents and

the wider community

2. To undertake a whole school self-evaluation and develop the professional review and development process within the school

3. To consider and update the school’s mission statement, core values and vision

as well as creating a learning statement for each of our classroom

3

Section 6: Appendix 1: CfE Audit, November 2011 Appendix 2: Feedback from Information Evening, January 2012 Appendix 3: Pupil Views, February 2012 and June 2012 Appendix 4: Current Primary Pupil Progress Sheet

Section 1: Welcome and Introduction: Whalsay School serves the Island of Whalsay. It is a non-denominational school of approximately 150 pupils. The School comprises of 3 separate buildings, Nursery, Primary and Secondary. The School’s refurbishment was completed in 1999. Primary Pupils move into our Secondary Department where they stay until S4. At this time they transfer to Anderson High School for S5/6, go to College or leave School. Some of our aims are:

To meet the needs of every individual by offering a wide variety of learning experiences and courses, leading towards continuing education of all types at School, College or University.

To give the widest possible educational opportunity to every pupil and to encourage each

pupil to develop their full potential by developing their skills and talents.

As well as endeavouring to develop the academic potential of our pupils, the school takes its duty to develop the pupils’ social and moral values seriously. Hopefully, when each pupil is finished his or her school career, he or she will be equipped to play a full and meaningful role in society.

The names of our staff are:

- Head Teacher: Mr R. Calder - Depute Head Teacher: Mrs Z. Emmett - Principal Teacher – Pupil Support: Mrs B. Hughson - Principal Teacher - Curriculum (Acting): Mrs G Rickard

ENGLISH Mr G. Bard

MATHS Mr E. Irvine

SOCIAL SUBJECTS Mrs L. Wilson

FRENCH Mr C. Baert

SCIENCE Dr I. MacInnes

BIOLOGY Mrs L. Hull

BUSINESS STUDIES Mrs D Johnson, covering

CRAFT & DESIGN Miss E. Irvine

HOME ECONOMICS Mrs B. Hughson

ART & DESIGN Mr N. Stevenson

MUSIC Mr M. Blyth

PHYSICAL EDUCATION Mrs C. Shearer Miss E. Spence

ADDITIONAL SUPPORT NEEDS Mrs G. Rickard Mrs D. Johnson

DSMO Mrs M. Dally

OFFICE Mrs L. Sandison Mrs K. Jamieson (Mon & Tue) Mrs B. Eunson (Wed - Fri)

4

PRIMARY 1 Miss J. Nairn Mrs A. Polson

PRIMARY 2/3 Mrs A. Anderson

PRIMARY 4/5 Miss H. Collins

PRIMARY 6/7 Mrs E. Stevenson

NURSERY Mrs A.M. Arthur Mrs P. Williamson Mrs F. Anderson (covering)

CLASSROOM ASSISTANT Mrs A. Pottinger

JANITORIAL Mr P. Bowles

LIBRARY ASSISTANT Mrs E. Nisbet

SUPERVISORY ASSISTANTS Mrs L. Leask Mrs A. Gaines

INSTRUCTORS Mrs B. Porter – Fiddle Mrs M. Poleson – Piano Mr P. Wood - Accordion

AUXILIARIES Mrs L. Polson Mrs V. Sandison Mrs L. Shearer Mrs S. Simpson

Our current agreed Mission Statement:

We aim to provide a caring, purposeful, happy and safe environment, which will allow pupils to develop their full potential.

We intend to achieve this by:

- Encouraging pupils to generate respect for themselves, for others and for education

- Making sure our school is well-ordered, stimulating and safe

- Providing pupils with a well-balanced curriculum

- Stimulating pupils and encouraging them to take responsibility for their own

learning

- Covering all aspects of each pupil’s development: Physical, Emotional, Social and Academic

- Setting realistic and achievable targets

- Encouraging open communication between Parents, Pupils, Staff and the

Community

5

Section 2: Review of the School Improvement Plan 2011-12 Clearly with a new Head Teacher coming into post half way through the school session and the Depute Head returning from Maternity Leave the focus during this session has been on consolidation and adjustment as well as looking ahead and prioritising development areas for next session. However, as a school, we have also been aware of the current session’s School Improvement Plan, which had four targeted areas with progress being made within each one. Section 2 is a review of progress and should be read in conjunction with the School Improvement Plan for 2011-12. Target 1: Tracking pupil achievements, pupil logs, software, SEEMIS

All Secondary Staff have been trained on SEEMIS tracking and monitoring in order to use SEEMIS for

report card purposes and subsequently SEEMIS Reports have been used for all secondary classes for

the first time in Session 2011-12. We are grateful for the contribution of Brenda Hughson, PT Pupil

Support, who has led this initiative in the Secondary School over the last couple of sessions. We are

now looking at rolling out SEEMIS in the primary school and this will be a target for development in

Session 2012-13.

Opportunities for pupils to achieve is ingrained in the culture and ethos of Whalsay School in the

classroom and through outdoor activities, sport, music, educational trips and pupil voice, for

example, we have an Active Pupil Council in both primary and secondary and primary play leaders

supporting younger children at play time. We now need to further focus on how we are tracking,

recording and rewarding pupil achievements both inside the school and in the community. The

concept of Pupil logs will take shape next session as we pilot new paper based record of

achievement folders and online GLOW blogs with upper primary and secondary pupils as part of the

wider development of profiling and recording in the school. Secondary pupils will access these

electronic and paper based profiles (logs) during termly achievement mornings. Our new Profiling

Group, consisting of a mixture of Nursery, Primary and Secondary teachers will have an important

role in this development but there is an expectation that all staff will be involved in this whole school

approach to monitoring and profiling.

Target 2: Monitoring of Experiences and Outcomes from S1 to S3, pupil achievements, delivery of

Experiences and Outcomes, especially in early secondary and literacy development.

We have developed our forward plans process over the last couple of sessions, indeed it is now a

core component of the school’s quality assurance arrangements. Children’s Services have

applauded our processes and recommended them as good practice for other schools to adopt. All

members of staff now write and submit termly plans, outlining experiences and outcomes being

referred to in their units of work, learning activities and methods of assessment to the Depute Head

with a copy saved on the pool for other staff to view and learn from. Subsequently, pupil work is

submitted to relate to the plans with feedback provided by the Depute Head and PT Curriculum.

Each term, there is a focus on addressing how the school is covering a particular set of whole school

experiences and outcomes, including literacy in the autumn term.

6

Our new literacy working group is currently looking at practical and visible strategies to support a

whole school approach to Literacy and have recently issued a Literacy Pack to staff as a means of

further establishing consistency including a common approach to information literacy. Developing

our pupils’ writing skills across the curriculum from early level to level four is an on-going aim and

will be included as a task within the literacy Curriculum for Excellence target for 2012-13.

Target 3: Implementing Changes brought about by the Blueprint:

As a school, we have been directly affected by a number of Blueprint strands – the move to

maximum class sizes and national staffing levels in primary has resulted in the loss of the equivalent

of two primary teachers in the school over the two sessions before this current one. Locally, we are

in the midst of a Blueprint “refresh”, aiming to identify £3 million pounds worth of savings to the

Schools Service budget. Meanwhile, the Council has already agreed to savings totalling £4 million

over the next two financial years. The realities of these cuts will have a direct impact on the school

and need to be taken into account as we strive to move forward. The blueprint and current financial

climate will be discussed in more detail in the context to next session’s priorities and targets.

Target 4: Supporting staff leadership through the Teachers Learning Community, Teaching for

Understanding and Cooperative Learning:

Our Teaching Learning Community of voluntary teachers has continued to meet this session and

collaborate on the development of practice around learning and teaching, planning, assessment and

pupil reflection. As a school, we are very keen to further develop opportunities for teachers to

engage, collaborate and observe colleagues in the classroom as well as building in follow-up

professional dialogue to reflect upon the pupil learning taking place across the school. This Learning

Rounds model will be rolled out next session for all teaching staff to support the development of

peer observation and collaboration around learning and teaching. In addition, staff will have the

opportunity and support of the school management team to organise additional Learning Rounds

sessions as part of their 35 hours contractual professional review and development. Learning

Rounds will be discussed in more detail in the Targets for 2012-13 section of the Improvement Plan.

7

SECTION 3: Audit – How Good Is Our School? Her Majesty’s Inspectors of Education (HMIe) published a document called “How Good is our School: The Journey to Excellence Part 3 2007) This document helps schools and local authorities evaluate how well we are supporting and developing learning and teaching. The document sets out nine quality indicators. Two aspects of these indicators (self evaluation and curriculum) now have “increased expectations”, in light of Curriculum for Excellence. As Section 5 will intimate, we are going to conduct a thorough whole school evaluation, cross referencing against the HGIOS Quality Indicators. This session, the school has been involved in self-evaluation in the following areas:

B: Term 2:

Quality Indicator Theme Term

QI 1.1 Improvement in Performance October – December 2011

S4 Attainment, 2007-2011:

2007 2008 2009 2010 2011 Prelim No. obtaining more than 5 1-2 36% 75% 24% 30%/25% 29%

SG Results 57% 75% 29% 38%/31% 57%

Prelim No. obtaining more than 5 1-4 86% 88% 94% 69%/56% 80%

SG Results 100% 100% 88% 92%/80% 100%

Prelim No. obtaining more than 5 1-6 100% 100% 100% 100%/50% 100%

SG Results 100% 100% 100% 100%/81% 100%

SQA Attainment 2011 and strategies for next session: Mr Edwards visited the school in Term 2 and considered our progress in the area of “improvement in performance.” He spent around 2 hours with the Head Teacher and Depute Head Teacher reviewing the 2011 SQA Examination results in each subject. Overall, our 2011 Examination Results were very good and strong in some areas. The process of reviewing and evaluating examination results will be developed further next session with the Head Teacher visiting all departments in September 2012 and discussing SQA S4 attainment in 2012 and 2011, comparing pupil performance against predictions and considering relative ratings, pupil attainment across subjects within the school, as well as comparisons with similar sized schools within the authority and across Scotland. Staff meetings in Session 2012-13 will provide the opportunity to discuss attainment, assessment and moderation.

8

Pupils are also interviewed regularly in Pupil Support to discuss their progress; these discussions include reference to attainment with target grades set by the pupils, which are then shared with all teachers. Nursery and Primary Attainment: The Depute Head spoke to Mr Edwards about the changes in regard to assessment at Nursery and

Primary level - now based on the principles of assessment associated with the Curriculum for

Excellence. There are no longer standardised national tests as with the 5-14 Curriculum, instead

pupils are assessed by their class teacher using a range of assessment pieces, whether that be

general class work or specific tests, and a judgement is reached taking into account everything that

the pupil has done relating to the outcome or subject area. The principle is to engage pupils in

assessment and to have an ethos of continuous assessment. These assessments can be formative or

summative depending on how the teacher or department wants to use them. Each term

assessments in a particular area are moderated by the whole staff, allowing us to ensure that our

judgements are accurate. Assessments are designed by the individual classroom teachers however

they can access the NAR for those that have been approved for national use. Assessment is integral

to the termly plans and teachers use a range of tools to assess the pupils, including peer and self

assessment techniques. In the Nursery the pupils are continuously assessed through observation by

the teacher and through the completion and participation in various activities. Overall levels of

attainment in terms of the levels within the Curriculum for Excellence are monitored and each pupil

has a progress sheet that they will take through their school life. Refer to Appendix 4.

Overall, strategies to raise attainment across the school, including enriching the curriculum through

extra-curricular and interdisciplinary learning, opportunities for pupils to experience real life

situations to motivate them in school, including taster days in the workplace, study sessions and

raising the quantity and quality of homework, especially in upper primary and secondary will also be

developed in Session 2012-13.

Overall quality of learners’ achievements: The School Management team outlined the strengths of the school in relation to pupil achievements:

- The Primary and Secondary Merit System

- The Inter house system with events, captains and awards at the end of the year

- Work on display in all three buildings highlighting pupil achievements

- Achievement Boards

- Awards, including Spelling Certificates, and other mentions at Assemblies

- Pupil articles and achievements are in the School Newsletter and posted on the School Website

- All ages and stages have been involved in the production of a School Magazine

9

- Achievements Day at the end of the session

- Certificates and Leavers Ceremony for our S4 pupils

- Christmas concerts and musical events, including the Shetland Music Festival

- Fundraising opportunities, including the Christmas Card Delivery Scheme

- Primary Play Leaders Scheme with our older primary pupils running activities

and supporting younger children at play time. Meanwhile, Secondary 3 and 4 pupils have the opportunity to take part in Peer Support with younger primary children as part of their module experience.

- We have strong Pupil Councils in both primary and secondary departments and

pupil voice is encouraged through this forum and in other contexts, including assemblies and evaluations. We have recently appointed Young Ambassadors to support the development of sport in the school.

- We also welcome a number of outside speakers and agencies into the school to

support with the delivery of Social Education, including Youth Voice, Careers Scotland, Train Shetland, SYIS, and we have recently enjoyed really productive links with Joy Duncan and the African Drumming lessons in primary.

- We organise a number of cross curricular, interdisciplinary learning opportunities for our pupils, including the recent Climate Week Challenge. Many of our teachers are currently working hard to put on a mini Olympics event for all our primary and secondary pupils.

- Extra-Curricular activities include school trips within Shetland and beyond, Young Enterprise and the Duke of Edinburgh Awards Scheme.

In short, there is an abundance of opportunities to succeed and develop the four capacities of Curriculum for Excellence in our school. As Section 5 will allude to, the challenge now is to develop consistency in terms of recording achievements electronically and in paper folders from the ages of 3 to 16.

C: Term 3

Quality Indicator Theme Term

QI 5.9 Improvements through Self Evaluation

January – March 2012

Members of the School Management Team were asked to demonstrate the school’s commitment to self-evaluation when Mr Edwards visited in March 2012.

10

Firstly, we discussed ideas for school improvement for next session and potential targets of development: Curriculum for Excellence, reflecting and updating our School Values and Mission Statement as well as undertaking a thorough and robust evaluation of the school in line with self-evaluation practices required prior to Education Scotland School Inspections. These proposed areas of development have partly emerged from national and local priorities but also following discussions with pupils, parents and staff, to be referred to in the next section of this document. Mr Edwards then visited two primary classes to observe pupils reflecting on their learning and achievements and recording in both electronic folders (P2-3) and scrap books (P4-5). Mr Edwards was impressed at pupil enthusiasm and engagement towards this activity with pupils analysing their own work and commenting positively on the work of their peers. Our Maths teacher, Mr Irvine, then developed the theme of self-evaluation further by discussing with Mr Edwards classroom strategies for capturing learning for evaluative and assessment purposes, including group work to engage pupils, in order to build up a picture of pupil progress. Finally, Miss Hull, from our Science Department, described the professional review and development process in the school from a teacher’s perspective, outlining the opportunities for continued professional development as well as her own experiences of CPD.

11

Section 4: Identifying Priorities and Target Areas: The Context of the School Improvement Plan:

1. The National Context

Curriculum for Excellence and the National Priorities:

As we move towards fully implementing Curriculum for Excellence, the school acknowledges that the purpose of the curriculum is to enable the child or young person to develop the “four capacities” as outlined below: Successful learners Confident individuals Responsible citizens Effective contributors The five National Priorities in Education are reflected throughout our school’s work. They are:

a. Achievement and Attainment

To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy to achieve better levels in national measures of achievement including examination results.

b. Framework for Learning

To support and develop the skills of teachers, the self discipline of pupils and to enhance the school environment so that they are conducive to teaching and learning.

c. Inclusion and Equality

To promote equality and help every pupil benefit from education, with particular regard to pupils with disabilities and special educational needs and to Gaelic and other lesser used languages.

d. Values and Citizenship To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a democratic society.

e. Learning for Life To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition.

12

2. The Local Context: In recent years, the Blueprint for Education, Shetland Islands Council’s agreed strategy for rationalising resources and creating greater efficiency in the delivery of education, at a time of falling council budgets and declining school roles, has impacted significantly upon the Whalsay School. The SIC’s commitment to national primary staffing levels and maximum class sizes, as part of the Blueprint, has resulted in the loss of the equivalent of two primary teachers over the last three years, resulting in large, and in most cases, composite classes for our remaining five primary staff at a time of significant curricular change brought about by Curriculum for Excellence. For the first time, like other similar sized schools, we will have triple composite class of P4, 5 and 6 in the forthcoming session. Primary and ASN teachers, the Depute Head, auxiliaries and our classroom assistant have worked very hard to ensure that the quality of education and outcomes for our pupils has continued to develop despite the increased demands brought about by the changes to the structure of the primary department. Another consequence of Blueprint policy is, from 2012-13, the instruction that all secondary specialists will only be allowed to deliver 50 minute periods of teaching in the Expressive Arts: Art, Music and PE in primary. We will also have less scope to utilise the skills of our Modern Foreign Language teacher, in terms of delivering French, in the primary school, with the expectation that primary staff will be responsible for teaching Modern Foreign Languages within the Language Experiences and Outcomes, Curriculum for Excellence Level 2. As things currently stand, in February 2012, the out-going Council agreed to £4 million pounds worth of savings from the Children’s Services, Schools budget, and we await further, more concrete information on the implications of some of the following agreed savings:

Reduction in school’s operating costs, following a 5% cut in session 2011-12; we now face a 10% cut for the financial year, April 2012 to April 2013.

The sharing of secondary staff as part of the secondary hub model Re-design of Service Delivery provision for Additional Support Needs staff in schools. Reduction in support staff in schools. Reduction in teacher input in nurseries. Depute Head Teachers to take on a teaching role for 0.5 of the week. Reduce instrumental musical tuition

At the February Budget Setting Meeting, SIC Children’s Services were also instructed to refresh the Blueprint and we are currently in the midst of the consultation process with a range of high level, medium level and low level savings proposed to find an additional £3 million pounds worth of savings with a report being submitted for new councillors to consider in August 2012. These proposals range from closing all Junior High Schools, or altering their secondary provision to S1 to S3, ending all forms of instrumental instruction, reducing subject choice in secondary and reviewing all aspects of vocational pathways. In short, whilst we are all professional and dedicated to the school and our pupils, the current financial climate, creates uncertainty for us all and periodically weakens morale. In the context of the School Improvement Plan, development work will be more challenging if, or when, the above policies and ideas are implemented as our flexibility and capacity to enact change will potentially be compromised. Yet, we all accept the importance of continuing to move forward despite the difficult local context.

13

3. Agreeing Priorities for Development as a School: All our stakeholders have been consulted in order to identify priority tasks for development for session 2012-13:

The Depute Head Teacher and Principal Teachers: Zoe Emmett, Brenda Hughson and Gaye Rickard were asked to complete an informal Curriculum for Excellence audit prior to Robin Calder commencing in the school in November 2011, which provided a platform for moving forward. Given its current importance on the education agenda, the audit focused on two questions around Curriculum for Excellence: a) Where are we currently at with Curriculum for Excellence? b) How can we move forward with Curriculum for Excellence? The Audit is attached as Appendix 1

Staff “Exit” Passes:

All teaching and non-teaching members of staff were asked for their views on the school during the first whole staff meeting with Robin Calder on the 28th November 2011. A summary of responses is listed below:

a) What is working well in the school?

Pupil behaviour, their excellent personality, demeanour and attitude. Staff team work, including initiatives like the Teaching Learning

Community Successful transitions from nursery to primary, primary to secondary

and secondary onto positive destinations, including Anderson High School

Exam results Vocational Pathways Dedicated and committed staff Support for pupils with additional support needs from all staff,

particularly the ASN department The opportunities for pupils to achieve Good leadership Curriculum for Excellence Supportive parents Good ethos School respected within the community

14

b) What is not working so well?

Cross site interactions could still be better and relationships and connections between primary and secondary staff could be developed creating a sense of a real team ethos in all through school.

The role of the Parent Council could be developed More open dialogue between the school management team and

classroom teachers and better communication all round. Teachers too focused on their own areas due to workload pressures Some resistance to change Assessment and profiling is inconsistent across the school School hindered by continuing staff vacancies Some non-teaching staff do not always feel included Communication with parents – many would prefer e-mails There is a need for the school to share more pupil achievements with

parents Some aspects of the curriculum – for example, ASDAN, are not always

popular with senior pupils, although this has been less of an issue recently.

c) What are your hopes for the future of Whalsay School?

A motivated school An excellent school Maintaining high standards Continual improvement Stability Continue to offer the same number and range of subjects in secondary Satisfied parents Every pupil meeting their potential and all abilities being catered for Smooth implementation of all aspects of Curriculum for Excellence A genuine whole school approach to learning and teaching Staff more involved in developing the school and opinions valued more.

d) What are your worries at this time?

The Blueprint for Education and the impact on the school Subject choice – when – S2 or S3? The future of ASN Financial cuts Job security Curriculum for Excellence and new qualifications in particular Future attainment in the secondary following the changes to the exam

structure These two consultation exercises have provided a very useful starting point and baseline for looking at where we need to move the school forward and improve

A Curriculum for Excellence mapping exercise was also carried by all teachers in

January at a whole staff meeting to help shape the future development and

15

direction of Curriculum for Excellence within the school and ideas form part of the targets around CfE indentified in the next section.

Parents have been consulted at the Information Evening in January 2012. The questionnaire that was carried out on the night is included as Appendix 2. Generally, the parents we met were very positive, although there was consensus around 3 main areas that parents felt could be improved

More homework, particularly in secondary More report cards / progress reports and information from the school,

relating to children’s progress

More opportunities to view children’s work and their learning

We have taken on board this and incorporated into the Curriculum for Excellence target strand: parental and community involvement

Finally, but perhaps most importantly, pupil voice has been considered with both primary and secondary pupils regularly asked for their views on the school during Pupil Council meetings. We have used Assemblies to gather pupil evidence of their thoughts on the school and the most recent consultation in February 2012 is attached as Appendix 3. P7’s will shortly be asked to reflect back on their time in primary, refer to Appendix 3, and this will help shape future development work.

16

Section 5: The Target Areas for Session 2012-13 A basic outline of the School Improvement Plan for session 2012-13:

CfE Themes

Target 2: Develop

whole school

self-evaluation

“live document”

and PRPD

process

The Local Context:

Blueprint, service

re-design and

efficiency savings

Target 1:

Curriculum for

Excellence, key

themes -

Target 3: Update

mission

statement,

vision, values,

learning

statement

Coverage, understanding

and tracking of E’s and O’s

Learning and teaching

Profiling, recording and

achievement

Opportunities for personal

achievement

Literacy, numeracy and

health and wellbeing

Interdisciplinary learning

Assessment

Parental and community

involvement.

17

Target 1: To continue to develop the core facets of Curriculum for Excellence in the school: QIs: 5.1 and 5.2

For Target 1, we have referred to and developed further points in the Curriculum for Excellence: The Way Forward in Whalsay School document, January 2012, as well as incorporating ideas from teachers that were included in the CfE Way Forward exercise carried out as part of a Staff Meeting in January. In all the tables below, the success criteria means what are we looking to achieve and the monitoring and evaluation relates to how and when we will gather evidence to ascertain if we have indeed achieved what we are setting out to do.

a) Coverage, understanding and tracking of experiences and outcomes, early

to fourth level:

Tasks Implementation Strategies

Resources and who will lead developments?

Success criteria, including what will be the impact on learners?

Monitoring and evaluation, how will we demonstrate the impact on learners?

i: Further develop an Experiences and Outcomes Record Sheet for every class in school that follows pupils as a class group from nursery through to S4.

The DHT and PT Curriculum will continue to collate experiences and outcomes that are being covered across the school, creating a record sheet for each class.

Meeting and development time Z Emmett and G Rickard

Information on experiences and outcomes being covered are organised and accessible for the school. Pupils clearer about outcomes.

Information will be shared with staff and pupils. Management team and classroom teachers will monitor the impact on pupils.

ii: Continue to improve the school’s forward planning process, which is used as a tool to track experiences and outcomes, with a commitment to incorporate pupil voice: staff to pilot the process of drawing up and sharing their termly plans with pupils.

Staff to discuss with at least one year group plans with pupils at the start of at least one term, pupil suggestions and involvement to be encouraged at this point, as part of commitment to pupil voice.

All teaching staff involved.

Pupils better informed of where they are going with their learning. Sense of pupil ownership with their learning developed and partnership between teachers and learners.

Management team to discuss the process with staff and pupils. Item to be raised at Staff Group Meetings.

iii: Further embed the principles around the Broad General Education (BGE), ensuring that pupils receive depth and breadth in their learning prior to entering the senior phase in S4.

Secondary Staff to submit plans of S3 courses to ensure that Level 4 Experiences and Outcomes are being covered in the final year of the broad general education phase.

All secondary staff Z Emmett and G Rickard will continue to review plans and feedback. Suggested format for S3 plans to be developed. Further local and

Plans demonstrate that a number of the Level 4 Experiences and Outcomes are being covered by each of our S3 pupils in the final year of their BGE as well as prior learning opportunities for formal commencement of National courses in S4.

Staff Meetings Individual feedback on S3 plans to staff Pupil Support meetings with S3 pupils to review progress in S3.

18

national guidance around the BGE

iv: Create a Skills Tree highlighting the skills for learning, skills for life and skills for work our pupils experience, as outlined in Building the Curriculum 4.

As part of whole school evaluation, carry out a skills mapping exercise in relation to pupils experiences in the school.

All teaching staff involved. HT and DHT leading the whole school evaluation

As a school more informed in relation to the skills around learning, life and work and able to demonstrate them.

Whole School Evaluation to be built into WTA’s. Completed Skills Tree, Session 2012-13.

b) To further develop the sharing of good practice around learning and

teaching:





i: Building on the success of initiatives like the TLC, promote dialogue and peer observation and follow-up discussion around learning and teaching for all teaching staff through the Learning Rounds model.

One session of Learning Rounds, including observation and discussion, each term in session 2012-13.

Learning Rounds model built into the Working Time Agreement, cover requirements organised by the Depute Head for teachers to participate. School Management Team to lead the co-ordination of the Learning Rounds.

Good teaching practice is shared across the school. Teachers are able to develop approaches to learning and teaching through collaboration, discussion and dialogue, which in turn will benefit pupils.

Record of Learning Rounds kept by staff involved. Discussions with staff at professional review and development meetings Learning Rounds model and other learning and teaching initiatives like Teaching for Understanding discussed at Staff Meetings and practical ideas then followed up in the classroom.

ii: To create more opportunities for teachers to discuss and share pupils’ work.

Nursery /Primary and Secondary Staff Meeting each term to enable staff to look at examples of pupil work submitted to the School Management team as part of QA process. Examples of pupils’ interdisciplinary project work also shared.

Staff Meetings All staff involved. School Management Team to co-ordinate.

Staff able to learn from colleagues as pupil work is viewed from across the curriculum.

Sharing of good practice sessions will be evaluated by the School Management Team and Staff

iii: To support the work done by Subject Development Groups across the authority.

Secondary teachers to engage with subject-specific CPD with colleagues from across the authority

Meeting time Local Authority staff to coordinate work done by subject specific groups

Development of course materials across authority to support the development of New Qualifications.

Staff to report to Staff Meetings the impact of the Subject Development Group meetings

19

c) Profiling, Recording, Reporting and Moderation:

Tasks Implementation

Strategies Resources and who will lead developments?



i: To begin the implementation of SEEMIS monitoring and tracking for primary pupil reports

SEEMIS monitoring and tracking to be developed for primary reports over the next two sessions.

Z Emmett to lead Training for primary staff

The SEEMIS model will help further align reports to Curriculum for Excellence, experiences and outcomes, helping to inform parents of reporting within CfE. Move towards standardised reports from Primary 1 through to Secondary 4 supports the “all through school” nature of the school.

SEEMIS reports implemented on the ground over the next couple of sessions in primary. Parents’ views on reports will be gathered and collated at our annual Information Evening.

ii: To further embed in nursery and primary recognised good practice already established around profiling and recording, including Learning Stories, All About Me, Scrap Books and Best Bags.

Continue to develop successful practice around learning stories and all about me in the nursery taking into account local and national advice and guidance Ensure that all primary classes are updating scrap books on a weekly basis, preferably on a Friday afternoon. Clarifying the role of best bags to support profiling and recording. Creating a primary departmental policy that sets out practice that will be followed from P1 to P7.

AM Arthur and Z Emmett Feedback from Inspections within the Authority Care Commission reports Z Emmett and Primary staff Our school based Profiling Group also involved. Further local and national guidelines around profiling will also be considered. Z Emmett to write this in conjunction with primary staff.

Children continue to develop reflective skills in the nursery setting. Creating consistency across the primary school Continuing to develop pupils’ reflective skills and skills in peer learning. Pupils proud of their work and their scrap books and feeling a sense of ownership over their work, whilst working collaboratively with their peers

Nursery / DHT Consultation time Pupil input and engagement will be monitored by class teachers and the management team. Pupil profiling activities built into forward plans in primary. New primary departmental policy in place.

iii: Develop a standardised electronic profile for our pupils using GLOW Blogs for P7 and Secondary pupils as well

Secondary pupils to access these resources at termly achievement mornings.

Achievement Mornings built into Calendar of Events. ICT resources

Pupils have designated profiles to record achievements and reflect on their learning. The

GLOW Blogs up and running smoothly in the school Pupils accessing Record

20

as introducing paper based record of achievement folders.

required and training for staff on the use of GLOW National guidance and local advice: Brenda Hughson to represent the school on Local Authority Profiling Group. Paper based folders have been purchased Guest speakers from the local community for the mornings Profiling Group to lead this initiative with all secondary staff involved in the whole school approach to profiling. Meeting time for Profiling Group built into the WTA.

electronic profile will act as a medium to store evidence of pupil work that demonstrates progression within Level 2, 3 and 4 curricular areas as well as literacy, numeracy and health and wellbeing

of Achievement Folders Achievement Mornings taking place. Pupil evaluations will be carried out of this whole process

iv: To develop an S3 profile and further improve the P7 profile for the spring of 2013.

S3 profile ready for May 2013 Further development of P7 profile by this

time.

Profiling Working Group to meet twice per term, as well as additional weekly collaboration for some members of the group built into staff timetables.

S3 and P7 Profile to represent a meaningful and relevant piece of work for the pupils, summing up where they are at with their learning, their successes, achievements and next steps.

All pupils completing the broad general education will complete their S3 profile and P7 pupils will work on their one prior to the move to secondary. Feedback from pupils and staff, Profiling Group will support the coordination of this.

v: Developing approaches

to showcasing pupil work within the school and to the wider community as our pupils experience and achieve the CfE outcomes

Make more use of the following sources for highlighting pupil work, activities, learning and achievements: -School Newsletters -Learning Wall on the School Website -Four Capacity

Clerical Staff and Classroom Assistant to continue supporting staff with the newsletter. Staff to pass items for the Capacity Board to Clerical staff Profiling Group and Clerical Staff to look at developing a

Pupil voice visible within the newsletter Pupil contributions to demonstrate our commitment to recognising their achievements

Pupil articles and examples of pupils work in the newsletter, literacy pages built in to the newsletter and website.

21

Boards -Literacy Walls on the website and Literacy Section of the School Newsletter

Learning Wall on the School Website.

vi: Continue to promote opportunities for school based moderation activities.

Moderation meetings for primary and secondary staff in relation to pupil progress within the levels, referring to the terms of emerging, developing and consolidating in primary and developing, consolidating and secure in secondary.

Some Staff Meetings used for this purpose – organisation into loosely based facilities in Secondary Management Team to organise activities.

Staff will develop their understanding of what is expected from pupils within the levels by discussing and sharing ideas with colleagues, reviewing pupil work together

Evaluations into the effectiveness of moderation activities carried out at Staff Meetings

d) Opportunities for Personal Achievement





i: Continue to increase the opportunities for our pupils to achieve in school and within the community and further develop how we recognise these achievements.

Explore the concept

of S2 “Taster Days” in

the community as

part of subject choice

process, each pupil

visiting a workplace

for a day in the

Easter term related

to career areas and

subjects that interest

them.

R Calder and Z Emmett to develop a consistent approach to the award of merits in the primary and secondary.

R Calder and B Hughson to look into the Taster Days, working with local agencies, employers, etc. Management Team Meetings

Pupils gain a greater insight into their options, skills and qualities required for the workplace, life skills and experience of the world of work in general, which in turn will support the personalisation and choice process at the end of S2. Primary and Secondary pupils continuing to collect merits for school based and wider achievements for a variety of different reasons, academic achievement, group work, responsibility, social skills, etc with

S2 Taster Days established, February and March 2013. Pupil and Employer evaluations Z Emmett to review the role of merits in the primary.

22

Continue to improve

the range of

opportunities for

pupils in the school

through more

initiatives like a

formal S4 Extra-

Curricular

programme, Young

Ambassadors,

establishment of

school choir,

camping, etc.

S4 Extra Curricular programme developed next session for implementation in session 2013-14 building on modules and other activities in module time like Peer Support. Achievements

recorded in

achievement folders

and electronic blogs

house points from both primary and secondary part of the overall interhouse competition. Pupils continue to feel a pride in their achievements and are able to challenge themselves to try new activities

Pupil and Staff evaluations and feedback.

e) Literacy, Numeracy and Health and Wellbeing – responsibilities for all





i: To improve pupils literacy across their learning by considering and implementing practical and visible strategies to support pupils achieve the literacy across learning outcomes from the early to fourth level.

In primary implement a new language policy and also refer to Write to the Top VCOP scheme (Vocals Connections Openings Punctuation) and the use of Writing Frames for practical application in primary. To look at more drama input in primary Encourage opportunities for

Development time for Z Emmett to complete Language policy. All primary staff involved in the writing scheme Our Literacy contact, G Bard, to support

All pupils have a greater focus on and increased awareness of development of literacy skills across their learning.

Evidence from classroom observations, learning and teaching materials, the use of homework diaries, monitored at extended registration.

23

Literacy – continued:

secondary pupils to carry out extended writing. Introduce writing frames with prompts for extended writing and other practical tools to support the improvement of spelling, grammar and punctuation

developments in this area, along with the school Literacy Group. Ideas will also emerge from Local Authority Literacy Group, where G Bard represents the school. The use of a literacy wall on the school website and literacy page in the School Newsletter. Homework used as medium to encourage pupils to develop their writing skills and extended responses.

More examples of pupils’ work on display and in the newsletter, learning wall, etc.

24

ii: To continue the development of Numeracy across learning within the context of the Curriculum for Excellence.

Develop support materials for staff to support whole school numeracy outcomes, basic number work, practical strategies for teaching calculation, numeracy tips etc

A numbers day, or

other numeracy

related whole school

activities, with input

from the

interdisciplinary

group.

Learning Wall to

include a numeracy

focus

Financial Education

module for S4 pupils

Support pack / advice for parents to support numeracy homework

Edwin Irvine, the school’s numeracy point of contact, to consider existing school based and local authority numeracy working group resources and develop a document for teaching staff. Interdisciplinary Group and E Irvine All staff encouraged to showcase numeracy work E Irvine to offer a module for S4 pupils. E Irvine and the School Management Team to take this forward.

Pupils’ numeracy skills developed further and teachers have a stronger understanding of how to approach the numeracy across learning outcomes. Pupils develop important numeracy life skills through this module Parents clearer and more informed, able to support their children with their maths / numeracy homework

Numeracy point of contact and School Management Team to consider the effectiveness of the initiatives in this area. Pupils numeracy work on display Evaluations from pupils carrying out Financial Education Module. Parents’ views on the Numeracy support pack collated.

iii: To continue the development of Health and Wellbeing across learning.

Develop links between health and wellbeing and interdisciplinary learning Refer to new Health and Wellbeing Building Blocks as part of interdisciplinary approaches, secondary termly topics and whole school events to incorporate the building blocks

New Health and Wellbeing support materials C Baert to act as our H&W point of contact and attend Local Authority H&W working group C Baert will work with the School Management Team and the Interdisciplinary Working Group to further establish whole school

Continue to develop a structured approach to Health and Wellbeing across learning. Learners will be more aware of Health and Wellbeing across learning. Interdisciplinary themed days to refer to health and wellbeing building blocks

Health and Wellbeing point of contact and School Management Team to consider the effectiveness of the initiatives in this area

25

approaches to health and wellbeing.

f) Interdisciplinary Learning:





i: To continue to develop approaches to interdisciplinary learning

Revisit and review S1 and S2 cross curricular themes. Encourage teachers to develop projects together across primary classes and secondary departments Build upon the

success of

interdisciplinary

whole school events,

providing further

opportunities for

pupils to take part in

preliminary activities,

which includes

reference to

experiences and

outcomes to be

covered.

Develop a common

approach to the

planning and

evaluation of whole

school

interdisciplinary the

activities

Agenda item at some Staff Meetings Facilitating time for staff to collaborate on projects R Calder and Z Emmett to look at Interdisciplinary Planning Sheet for whole school events, working with the Interdisciplinary working group.

Pupils will experience more cross curricular and interdisciplinary opportunities across the school with the scope built into evaluate these opportunities and develop planning tool around them.

School Management Team and Interdisciplinary Working Group to look at pupil evaluations and impact of cross curricular and interdisciplinary work around the school.

26

g) Assessment and Attainment





i: In Nursery and Primary, continue to develop the continuous formative and summaritive assessment model as part of the spirit, and expectations, of Curriculum for Excellence.

Staff to continue to assess a range of pieces of evidence, peer and self-assessment also built in.

Moderation structure further developed in the school. Use of the NAR by primary staff to be encouraged Progress and attainment of each pupil to be incorporated into the departmental calendar. Use of Forward Plans to refer to Assessment methods being employed.

Staff will continue to develop approaches to assessment built on the CfE principles. A range of evidence will be gathered to demonstrate pupil progress within the Early, First and Second Level.

Staff Meetings to be used to monitor developments in this area. Local Authority to monitor data and progress as part of the quality assurance visits

ii: As part of whole school

evaluation, undertake an

audit of assessment

approaches within the

Secondary School at

Levels 3 and 4 (S1 to S3).

Whole School Self-Evaluation to be implemented next session, see target 2.

The School Management Team will lead the whole school audit. Opportunity to discuss approaches to assessment in S1 and S2 at Staff Meetings.

Build up a picture of

what we are, and how

we are, assessing with

a particular emphasis

on tracking and

monitoring progress in

literacy and numeracy

from S1 to S3 that

hopefully

demonstrates pupil

progression within

levels 3 and 4.

We have a clear overview of the range of assessment taking place in subjects from S1 to S3 and are able to build a picture of pupil progression.

iii: The development of New National Qualifications at SCQV Levels 1,2, 3, 4 and 5

New or revised

courses to be

developed over the

session

Appropriate prior

learning

opportunities built

into the S3 courses as

pupils complete the

BGE phase ahead of

the formal

All Secondary Staff involved in this development. Curriculum development and Subject Development Group time, including travel, built into the Secondary Working Time Agreement Curriculum development also to

Learners following revise courses from the start of session 2012-13 (level 4 and prior learning for Nationals) and into 2013-14 (National 3 to 5).

Teachers to monitor and evaluate the impact of courses and materials on learners. Forward Planning process to include S3 courses as evidence trail of Level 4 E’s and O’s being addressed in the final year of the BGE. Pupil Support teacher to work closely with S3

27

commencement of

new qualifications

and the Senior Phase

in session 2013-14.

be part of some Staff Meetings. School Management Team to continue to support staff with in-house Development Days Support accessed from Education Scotland, other School’s where appropriate. Further information in relation to content and assessment to come from the SQA and Education Scotland Staff to continue to liaise closely with the Headteacher and PT Curriculum. Support for staff who join QA National Panels to moderate internal assessments

pupils in this period of transition, regular monitoring, etc. School Management team and local authority to monitor the impact of the changes on pupil attainment.

h) Parental and Community Involvement in the life of the school:





i: Further improve Parents’ understanding of Curriculum for Excellence and a sense of partnership as we move forward with the CfE implementation process.

Develop parents’ understanding of CfE levels, assessment and attainment frameworks, coverage of curricular areas, profiling, literacy, numeracy, health and wellbeing, etc.

Information Evening in January, organised by School Management team and Parent Council, a medium to share progress with parents. School Handbook will be updated next session to reflect CfE.

Parents further informed about all aspects of CfE, which in turn will support their children New Handbook ready for September 2012

Information Evening and Handbook will be evaluated by the School Management Team

28

ii: Provide further opportunities for parents to support their children’s education, gather information on progress and view their work.

Aim for more homework in upper primary and secondary. Numeracy support materials for parents. Primary staff and pupils to complete a weekly communications book Literacy Boards, 4 Capacities Board, Learning Wall on the School Website and the School Newsletter to have more examples of our pupils’ learning experiences and outcomes.

All staff involved in homework Possible after school homework club in the School Library. Primary Staff relaying information in Communications book on pupils’ week in school, achievements, any minor concerns, etc. All staff to be encouraged to support pupils with items for newsletters, literacy boards, etc.

Parents feel that they are well informed in relation to their child’s (s) progress and welfare in school. Parents value Communications Book More pupils contributing through these contexts.

Extended Registration – R Calder to monitor homework and the use of diaries along with register teachers. Item will be discussed at Parent Council meetings. Evaluations from parents at Information Evening Head Teacher to continue to review all of these forums for pupil work and pupil voice in general

iii: Continue to consider opportunities and ways of working with the local community and building partnerships.

Continue to organise fundraising events and other activities that encourage the community into the school and foster the school’s role within the community. Invited guests and local role models to be used to as part of Primary Assemblies Secondary Achievement Mornings, outdoor learning opportunities

School and Parent Council working closely to organise events School Management team to organise Assemblies. Profiling Group to lead Achievements Mornings.

Events that bring the school and community together and cements the school’s place and role within the community. Pupils feel a sense of inspiration and informed about what is possible after engaging with members of the local community who have achieved in certain spheres

Parent Council meetings and sub-group meetings prior to organise at 3 fundraising events next session. Evaluation of fundraising questionnaires, feedback at Parent Council Meetings Achievement Mornings to be evaluated by the Profiling Group.

29

Target 2: To undertake a whole school self-evaluation and develop the professional review and development process within the school QI: 5.9 and 6.2





i: To carry out a whole school self-evaluation exercise, creating a “live” self-evaluation document that will be used to further improve the school over the next three to five years.

Referring to the Education Scotland Inspection Model, asking four key questions (one question per term) to pupils, staff and parents over the session:

o How well do

children and young people learn and achieve in the school?

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

o How well does

the school improve the quality of its work?

o How do we

promote equality and inclusion and promote diversity?

School Management Team to lead on this. All staff to be asked to participate, time built into teachers’ Working Time Agreement. Item to be discussed at Parents’ Information Evening School Management Team and other staff have the option to be part of the collation process.

A robust and meaningful document that allows us to celebrate our strengths, identify areas of development and in general provides an overview of the life and work of the school. All stakeholders involved, views considered and feel a sense of ownership of the new document,

A live document up and running in 2012-13 that can then be developed further in future sessions. Evaluation of the process to be carried out by the School Management Team at the end of the session.

ii: To upgrade the professional review and development process (PRD) for teaching staff.

Proposal to Incorporate into PRD a self-evaluation audit for teaching staff and then the creation of a Professional Learning Plan (PLP) with targets and activities for development focused towards impact on pupils, self and the school. Option of using the Learning Rounds model as part of PRD.

Staff Meeting on the 13

th August to

confirm arrangements Line Managers and reviewees to work together piloting the new PRD process. National and local developments around self-

PRD is more meaningful and relevant with staff have carried out self-evaluation prior to considering areas for professional development Pupils benefit directly from PRD developments.

Staff and Line Managers to discuss new arrangements and evaluation at the end of the session to support next steps and future development

30

Reviews of non-teaching staff and paperwork to be reviewed.

evaluation and PRD to inform developments in the school. Working Time Agreement for teachers to reflect changes. G Rickard to lead developments in this area.

Process updated to make it relevant and appropriate for non-teaching staff

Views of non-teaching staff collated at the end of the session.

Target 3: To consider and update the school’s mission statement, core values and vision as well as creating a learning statement for each of our classrooms QI 9.1

Tasks:





i: Consult on the existing school’s mission statement, values and vision with pupils, parents and staff

Update the School’s Mission Statement and our core values and vision

This exercise will be undertaken at:

o Staff Meetings

o Pupil

Assemblies

o Parents Information Evening

All stakeholders in the school involved in the process and we shape together our aims, values and vision for the future direction of the school.

Updated Mission Statement and reference to our in each classroom included in the School handbook

31

ii: Consider a learning statement and whole school CfE statement for each classroom.

The Learning Statement to include:

o classroom ethos o relationships o entry and exit

points and procedures

o sharing learning intensions

o use of praise o homework

Curriculum for Excellence Statement – key themes from the three whole responsibilities for all outcomes, literacy, numeracy and health and wellbeing

Staff Meeting time Pupil voice included Management team to co-ordinate C Baert to share ideas from other schools, including Brae High School with the School Management Team

Creating consistency for pupils across the school, creating a sense of unity and common purpose for staff. Desire for a genuine whole school approach to learning and teaching. Clarity for staff and pupils about what the actual experiences and outcomes are, and how we can work with them on the ground in the classroom

Standardised Learning Statement in each classroom with some adjustments depending on the age and stage. CfE Statement in each classroom – staff and pupils asked for their views on its effectiveness.

3 Year Cycle of Development:

Next session’s Whole School Self-Evaluation will enable the school to identify areas to develop further over the next 3 years.

We will also have on-going Curriculum for Excellence implementation from 3 to 16, including assessment changes and the new National Qualifications

We will also need to consider how we address the results and outcomes of the

Blueprint refresh, other reviews into aspects of educational delivery, which will take place over the next session, whilst maintaining high standards and a commitment to continuous improvement

32

School Improvement and Development Plan: Session … · School Improvement and Development Plan: ... Review of the School Improvement Plan 2011-12 ... aiming to identify £3 million

Documents