School St Clements September 2014 OUR IMPROVEMENT …Improve parental involvement in supporting literacy and discovering parents’/carers’ perspective by surveying their views on

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School St Clements September 2014

Our School Priorities Please link the improvement priorities from your Standards and Quality Report.

OUR IMPROVEMENT PROJECTS

I = Implemented C = continued E=evaluated

What difference will we make?

Year 1 Year 2 Year 3

How well do young people learn and achieve? (Authority Priorities) Improve the quality of assessment for learning Improve the quality of assessment of learning

1.1 (Imp in performance) and 2.1 (Learners’ experiences)

1.1 Develop system for gathering data Whole school Planning system Pilot M and T system Using CLJ software Eco WG underway

Continue to extend data gathering systems to include IEP target evaluation

Continue to extend data gathering to include BGE data

Pupils progress is clear, systematic and progress can be evidenced against a standard. Pupils gain accreditation across a wide range of curricular area and go on to positive destinations Pupils’ experiences are improved and more consistent across the school and there is a broad and balanced curriculum for all pupils. Standard of L and T and A is raised, pupils have consistently high quality experiences and the activities are differentiated to meet individual needs. Pupils experience the entire curriculum. Es and Os have better coverage; pupil progress can be demonstrated clearly. More pupils would have more opportunities to take part a variety wards

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Profiling for all pupils

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 Support the development of new Qualifications and ensure learner pathways lead to positive destinations Supporting schools to meet the needs of all learners through universal and targeted support

1.11 5.1 (Curriculum) and 5.3 (Meeting Learners needs)

Literacy Action Plan to develop literacy across learning with all classes Building capacity to understand Barriers to learning for ASD pupils PT to look at sensory profiling approaches

Numeracy Action Plan to develop literacy across learning with all class HWB Action Plan to develop literacy across learning with all classes Whole school approach to communication to be developed

Implement Whole school approach to communication to be developed

See action plan See action plan See action plan

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

5.9 (Self Evaluation)

Develop leadership across all teaching staff.

Staff will be more confident and have a broader skills base, they will see themselves as learners and contribute to the school community by developing

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their leadership and skills within a particular area. This will improve outcomes for our pupils.

Additional Priorities Government initiatives: 1+2 languages, PE target Early, Years Collaborative Using systems and processes: GLOW and MIS training

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In depth action plan Date started 28/08/14

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Development project title: To develop literacy across learning with all classes.

Linked to QIs 1.1 2.1 5.1 5.3 5.9

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

Looking inwards:

• We have neither a numeracy or literacy strategy nor programmes of work. Approaches to teaching literacy and numeracy are

not defined.

• There is currently no consistency.

• Observations suggest that staff awareness of emergent literacy is not strong. Training is required.

• Progression has not been tracked and we do not have a clear view of where pupils are.

• Staff awareness of the centrality of literacy across the curriculum needs developing.

• We need to improve literacy/communication because its weakness is a barrier to learning. Pupils need to be able to express

themselves – they need a voice.

• Pupils are not sufficiently aware of their own developing skills and learning.

Looking outwards: • JD, an English teacher with additional qualifications in ASD, teaching dyslexic pupils and PECS. • KD, a newly appointed teacher with a PECS qualification and an interest in emergent literacy. • TM, a newly appointed head teacher with, ASD qualification and training in SRS. • IH, a teacher with qualifications in profound and complex disability and PECS, has a particular interest in assistive and

augmentative communication. • LT has a particular interest in developing numeracy. • AD specialises in severe and complex but has experience at all levels. • Highland Literacy Strategy and Group. • Education Scotland resources. • Recent acquisition of Big Writing, SRS resources and age-appropriate reading schemes. • Recent acquisition of maths resources.

Looking forwards:

Literacy across learning will be enhanced by:

• Developing staff awareness of their role as communication partners.

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• Valuing all forms of communication whilst ensuring that there is a consistency of approach within each method.

• Defining approaches to the teaching of literacy.

• Empowering pupils by giving them a voice in their own learning.

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Criteria for success

Monitoring of pupils shows a growing confidence and the involvement of all learners in literacy across learning.

Pupil and parental surveys show that learners are aware of their strengths in literacy and what they need to do to improve.

Staff can evaluate their own performance in communication with learners and demonstrate an understanding of the school’s

approaches.

Classroom observations and sampling of work and show that approaches to literacy are consistent across the school and

records evidence pupils’ strengths and next steps.

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What are we going to do and when (How will we take this forward?)

Evaluate Accelerated Reading Scheme (September-December).

Review existing resources and define their function (September-December).

Ensure centrality of literacy across learning by identifying teachers’ practices with

regard to literacy e’s and o’s in each curriculum area (September).

Find out what pupils think and enhance our understanding of their learning styles by

surveying what they like and dislike about their literacy learning (September-

November).

Enhance pupils’ voice by consolidating practices of sharing success criteria, peer and

self-evaluation and encouraging choice (September onwards).

Review current assessment and tracking procedures (September-December).

Improve parental involvement in supporting literacy and discovering parents’/carers’

perspective by surveying their views on what they feel is appropriate in relation to

literacy (September-October).

Meet with HC literacy QIO’s (September).

In-service day focusing on development of staff literacy skills. (18.2.2015).

Who will do this? Literacy Group Teachers and SMT. Teachers and SMT. Literacy Group. All staff. Literacy Group Literacy Group All staff.

Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?) (How will you measure improvement) (What is your starting point?) Classroom observations term 3 and 4 Pupil focus groups Parental and pupil survey Sampling of pupils work

Who will do this? JD KD HT JD JD KD IH IH KD JD HT

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Expected Resource Needs

Ongoing review/evaluation

Date started : September 2014

Development project title:

To use Eco Awareness as a context for learning across the whole school

Linked to 1.1 2.1

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

Looking inwards:

• There is currently no pupil accreditation of awards through Eco work.

• Not all pupils in the school access Eco activities.

• There is a need to share learning intentions before Eco activities and re-visit with a plenary.

• Staff have a lack of awareness how Eco links with CfE and National Standards Awards.

• There is a need to implement a skills progression in relation to E’s and O’s.

• There is a need to relate skills learnt with work experience.

• There is a lack of monitoring and evaluation.

Looking outwards:

• School has achieved its 3rd green flag and has a strong Eco ethos.

• A substantial proportion of pupils are involved with Eco.

• Very successful links with local environmental resources: croft, community woodland, community garden.

• Our Eco work was commended in the recent HMIE school report.

• Staff have a keen interest and knowledge in Eco activities.

• Received funding and an award from global organisation “Jane Goodall Roots ’n Shoots” for development of a sensory garden.

• Staff have attended courses on Eco Awareness.

• Successful recycling scheme funds resources.

• Recent acquisition of a poly-tunnel.

• Eco-Schools Scotland Resources.

• Subscribe to variety of organisations which provide regular eco information.

• Successful partnerships with ROWAN, RHET, The Croft, Dingwall Academy Diggers and Evanton Woods.

• An audit has been carried out to ascertain the value of Eco and how it can be developed in the school.

Looking forwards:

• Include all pupils in Eco awareness activities.

• Work towards awards.

• Empower pupils to achieve through environmental activities.

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• Increase staff awareness of their role to use Eco as a vehicle for their pupils learning.

Criteria for success

Pupils from all classes are involved.

Pupils are working towards certification.

Staff are made more aware of activities and opportunities.

Incorporate Eco activities into a school IDL.

Pupils will share their experiences.

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What are we going to do and when (How will we take this forward?)

Senior pupils will work towards the John Muir Award (starting Term 2)

Junior pupils will work towards “The Growing Hub” Award (starting Term 2)

Pupils with significant and sensory need will experience activities through the community and sensory garden

(starting Term 1)

Look at achieving SQA PDA Awards from Eco (starting Term 2)

Some pupils through the John Muir Awards programme, will experience the world of work in an outdoor

environment ( starting Term 2)

Appointment of Committee with representatives from each class (September 2014)

Each class to have opportunity to access the Croft , Evanton Woods or Community Garden (Term 2)

Each class to have responsibility for different area of Eco within the school (September 2014)

Create a template for L.I. and Plenary session and disseminate to all teaching staff (Term 2)

Create ideas planner linking Croft, Woods, Garden/Grounds with CfE E’s and O’s in HWB,LIT and NUM(Term2)

Create ideas planner linking Eco activities with National Standard Awards (September onwards)

Pupils individual targets and monitoring will reflect progress (September onwards)

Make staff aware of resources and information (September onwards)

Who will do this?

Eco Group/KM

Eco Group/MB

Eco Group/MB

Eco Group/KM

Eco Group/KM

Eco Group

All staff

Teachers/MB

Eco Group

Eco Group/MB

Eco Group/KM

Teachers

Eco Group

Monitoring and evaluation procedures (evidence of success)

(How are we going to do this and when?) Monitoring of progress towards certification-Terms 3&4

(How will you measure improvement) Monitoring of E’s & O’s – Terms 3&4,

All classes share experiences – Term 4

(What is your starting point?) Formation of Eco Committee - September

Who will do this?

Eco Group

Class teachers,

Class teachers

MB

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Expected Resource Needs

Croft, Evanton Woods, Community and Sensory Garden

Other resources as required

Ongoing review/evaluation

In depth action plan

Date started September 2014

Development project title:

Implementation of Sensory Profiling

Linked to QIs 5.3 Meeting learning needs, 6.3 Planning for improvement

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What difference will it make for learners? (why are we taking this forward?) • Looking inwards: At present we do not have Sensory Profiles in place for pupils, therefore knowledge of sensory processing difficulties

related to individual pupils varies, resulting in the situation where needs are not always recognised or met. Without this understanding,

staff may not be adapting their approaches effectively in order to engage with pupils to develop their learning and well-being. This has been

confirmed by the recent HMIE inspection where they observed that there was insufficient knowledge amongst staff regarding how some

children especially those with ASD, process their sensory environments, which can influence how they interact and participate in daily

activities.

• Looking outwards: We are aware that there are several formats available to build up Sensory Profiles for pupils. These need to be assessed

for their suitability or adapted to suit our needs. We will seek advice from partner agencies – (Occupational Health, Psychology, SALT) and

research to decide upon the best format to gather the information in order to give a clearer picture of pupils and allow us to take this

information into consideration when planning.

• Looking forwards: This increased understanding will allow us to adapt our teaching styles and environments accordingly, which in turn

should impact positively on learning and behaviour. We aim to accommodate individual children’s sensory processing by facilitating

change, improving understanding about sensory reactions and ultimately supporting children’s participation in activities.

Criteria for success

Continued engagement with relevant partner agencies for ongoing support and guidance to reflect/review/adapt approaches accordingly.

Staff commitment to using the information when planning and during review meetings.

Being reflective practitioners by discussing and sharing, particularly with use of video analyses.

Willingness to use profile information to adapt our teaching methods, in order to include and engage with all pupils, rather than see the

child as the problem.

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What are we going to do and when (How will we take this forward?) PT to lead on development of profiles by contacting relevant agencies (including Yo Dunn), collating feedback from teaching staff, reviewing various formats and introducing one for use in St Clements.(Nov 14) Once a format has been identified, staff and parents to be guided through the format and supported to complete for individual children with clear expectations of expected impact on learning and teaching. (Jan 15) PT, along with relevant agencies, support the planning process by advising during the planning process (particularly IEPS), to ensure they reflect sensory profile information (ongoing) Impact to be monitored through discussion with key partners through assessment and review meetings (April/June) HT/PT meeting – to identify training needs (to include video analyses) to ensure that that sensory profiles have positive impact on learning (April/June)

Who will do this? PT All staff with HT/PT All staff lead by DHT HT/PT partner agencies All staff PT/HT HT/PT

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Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?) (How will you measure improvement) (What is your starting point?) Classroom observations term 3 and 4 Pupil focus groups Parental and pupil survey Sampling of pupils work

Who will do this?

Expected Resource Needs

Ongoing review/evaluation

In depth action plan

Date started October 2014

Development project title:

Improve provision for Autistic pupils

Linked to QIs 5.3 Meeting learning needs, 6.3 Planning for improvement

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What difference will it make for learners? (why are we taking this forward?) • Looking inwards: Education Scotland highlighted during our recent inspection that our provision for autistic pupils was not good. In

particular they noted that we need to “Identify learning needs accurately and implement appropriate strategies to overcome barriers to

learning, especially for children and young people with autism spectrum disorders”. Given that the majority of our pupils are autistic we

need to address this as a matter of urgency, improvements in this area should benefit other pupils who are not autistic.

• Most staff, teachers and PSA’s have participated in Autism training provided by the authority on more than one occasion. The HT, the PT

and two other teachers have studied autism at post graduate level.

• Looking outwards: Given that the staff have already undertaken training provided by the authority and this has not had the desired impact,

we need to look to find expertise elsewhere. The HT identified Dr Yo Dunn as a highly competent professional who could help us. Dr Dunn

however is based in England.

• Looking forwards: This increased understanding will allow us to adapt our teaching styles and environments accordingly, which in turn

should impact positively on learning and behaviour. We aim to accommodate individual children’s needs by facilitating change, improving

our understanding about autism and ultimately improving children and young people’s school experience and attainment.

Criteria for success

Continued engagement with relevant partner agencies for ongoing support and guidance to reflect/review/adapt approaches accordingly.

Staff commitment to using the information when planning and during review meetings.

Being reflective practitioners by discussing and sharing.

Willingness to adapt our teaching methods, in order to include and engage with all pupils, rather than see the child as the problem.

Staff will feel increased confidence and start to see themselves as having high level autism knowledge.

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What are we going to do and when (How will we take this forward?) A day’s training on Autism (see schedule) to all staff. (27th Oct) A meeting after the training to discuss the next steps based on course evaluations. Work with Dr Dunn on a consultancy basis and draft a formal agreement Research the work of Carol Dweck on motivation. Draft an Independent living curriculum Build staff confidence, skills and knowledge by working through a specific case within each class. Work towards achieving a more adequate environment for pupils

Who will do this? Dr Yo Dunn Dr Yo Dunn, HT, PT Dr Dunn, HT HT PT HT PT relevant staff Dr Dunn HT HC

Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?) (How will you measure improvement) (What is your starting point?) Classroom observations term 3 and 4 Look at specific cases to track and monitor improvement Staff survey

Who will do this? HT PT Specific staff where appropriate All staff

Expected Resource Needs

Funding from the authority to pay for the consultancy work and possible further training from Dr Dunn

Staff to be released to attend courses for the areas they have highlighted on their evaluation forms.

Time allocated to develop the action points

Funding and associated works to be carried out to improve the school buildings and it’s physical environment

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Ongoing review/evaluation