· Web viewPiloting Word Aware) According to the Child Poverty Action Group, by age 5 there is a gap of 13 months in vocabulary between those in poorest and most affluent children

Education ResourcesCurriculum and Quality Improvement Service

Establishment Improvement Plan2018 - 2019

Burgh Primary School

Contents1. Establishment 3 Year Improvement Plan Overview

2. Establishment Strategic Improvement Plan

3. Establishment Operational Improvement Plan (Action Plan)

4. Establishment Maintenance Plan

5. Establishment PEF Plan

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Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2018-19National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and least disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing

children’s progress 3.3 Increasing creativity and employability/ Developing

creativity and skills for life and learning

Transforming Learning andTeaching

Implementing Curriculum for Excellence

Meeting the Needs of all Learners’,GIRFEC and Statutory Duties

Skills for Learning, Life and Work

Professional Learning

Leadership (Change and Improvement)

Strategic Priorities 3 Year CycleStrategic Priorities 3 Year Cycle

2018-19 2019-20 2021-221.Raising Attainment in Literacy through use of creative approaches and focused intervention:Word Aware, Catch Up, etc

1.As 18-19 introduce talk for writing

1.Evaluate Active literacy – analyse gaps.

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2.As 17-18: Developing mental strategies. Planning and assessment

3.Outdoor Learning - Expand training opportunities for staff.

Develop HWB curriculum matched to needs of the school community

4. Tapestry programme – new block. Focus on pupil ownership, building learning culture hidden Giants

5. Learning Community PriorityRaise attainment in literacy – Improving learning transitions

2. As 18-19: Evaluation of progress

3.

Outdoor Learning - Expand training opportunities for staff.

Develop HWB curriculum matched to needs of the school community

4.Focus on feedback/pupil ownership – Hidden Giants yr 3 and 4)

5.Raise attainment in literacy

Improve HWB

2.Maths recovery

3.

4.Focus on parental engagement

5.Raise attainment in numeracy

Improve HWB

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Strategic Improvement Planning for Establishment: Overview of Links to Key Policies Session: 2018-19National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and least disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young

people.

Collaboration and consultation

Who? When? How?

StaffAnnually Survey/

Meeting

ParentsAnnually

At key events

Parents evening

Surveys and focus group discussion

Pupils At key points in year

Focus groups using pupil groups


School leadership


Parental engagement


1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning

Transform Learning andTeaching/Implement CfE



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National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and least disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young

people.

Collaboration and consultation

Who? When? How?

StaffAnnually Survey/

Meeting

ParentsAnnually

At key events

Parents evening

Surveys and focus group discussion

Pupils At key points in year

Focus groups using pupil groups


School improvement


2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing





Strategic Improvement Planning for Establishment: Overview of Strategic Priorities for Session Session: 2018-19

Strategic Priority PEF Intended Impact Measures of Success Actual Impact

Raising Attainment in Partially funded by

Pupil use of vocabulary will be improved Teacher Professional Judgement PM Benchmark records

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Literacy

PEF & SAC

– this will be transferred into writing.

Improved consistency in the assessment of reading.

Improved targeting of pupils needs in reading through use of benchmark information.

Improved attainment of targeted “Catch Up” literacy pupils.

Evidence of positive reading culture within school. Around 85% of surveyed pupil population show motivation to read.

Catch Up records Standardised assessment data SLT Tracking and Monitoring Learning conversations and

feedback Reading Motivation

Questionnaire feedback Forward plan evaluation Pupil work samples

Raising Attainment in Numeracy - Focus on Pedagogy and family learning

Standardised maths testing results will improve throughout the school by 10%

At least 90% of staff state improved knowledge and confidence in teaching maths concepts.

Surveyed parents will show an increase in confidence (around 20%) in helping their child with maths.

Attainment of pupils with specific barriers in maths learning improved through identification and targeted intervention.

Parental feedback Evidence from logs/scrapbooks Teacher questionnaire results Class work Baseline Teacher Professional Judgement Standardised assessment data SLT Tracking and Monitoring Learning conversations and

feedback Class/peer visits and

observations Questionnaire feedback

Health and Wellbeing (including outdoor learning and sports)

Yes(some areas funded

50% of parents/pupils report an increase in family physical activity as a result of club.

Parental feedback Registers of attendance Teacher questionnaire results Class work/Focus group

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by SAC) 50% of parents/pupils report use of recipes at home as a result of project.

10% increase in participation in sports activities in P1-3.

All classes participate in at least 2 outdoor/community activities across the year.

responses Baseline – HWB SHANARRI Teacher Professional Judgement SLT Tracking and Monitoring Learning conversations and

feedback Class/peer visits and

observations Questionnaire feedback

(TEACHER/PUPIL/PARENT)

Building Learning Culture: Tapestry & Hidden Giants Yes

Professional discussion and collegiate working will enable staff to develop awareness and understanding of key areas of focus for raising attainment. These will be evident in classroom practice.

Pupil work samples Pupil surveys Focus group Staff feedback Observation Evidence from discussion and

sharing sessions

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Operational Improvement Planning (Action Plan) for Establishment: Session: 2018-19

Strategic Priority 1: Raising Attainment in Literacy through focused intervention to close the poverty related attainment gap

National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and least disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young people.National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership


Parental engagement


School improvement










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Raising Attainment in LiteracyOur Rationale

Our Current PositionThis year, we have continued to develop our active literacy programme. As part of this development, our literacy coach has led a successful focused reading project. Staff have participated in writing moderation at learning community level using the new Scottish Criterion Scale. Staff evaluations indicated that this was a successful activity.

Our P1-3 pupils have access to targeted approaches in the form of the Five Minute Box, which is a part of our daily routine. We have in place adult paired readers and reading buddies to help develop reading skills of pupils. Several successful clubs have run this year, such as Read, Make and Do. These have been successful in encouraging families to participate in reading. We have developed our use of Rapid Readers for struggling readers in P4-7.

This year, staff have been trained in the Word Aware programme. The HANEN programme has run with a small number of P1s and all infant staff have received training.

Our Next StepsImproving Vocabulary Use – Closing the Poverty Related Vocabulary Gap (Piloting Word Aware)According to the Child Poverty Action Group, by age 5 there is a gap of 13 months in vocabulary between those in poorest and most affluent children. This year, closing the poverty related vocabulary gap will be a focus. The main vehicle for this will be through the implementation of Word Aware in classrooms.

Using assessment to guide progress in readingCurrently only use an annual summative test, evidence (Fisher, 2006) states this type of testing has a narrowing effect, teachers and pupils benefit from assessment data which shows what children still need to learn and what they need to do in order to be successful. This year, staff will be trained in use of PM Benchmark kits and their use piloted, allowing for a consistent whole school approach to the assessment of reading. It is thought by introducing this particular tool, we will improve teacher assessment of reading across the school and will ensure staff accurately identify specific gaps in children’s reading ability either at the individual or whole school level, this will allow us to put in place accurate intervention where required.

Targeted InterventionTargeted approaches are key. At the latter end of the year, a group of staff were trained in the “Catch Up” Literacy model. This will be developed in 2018-19 Evidence suggests that pupils can shows gains of about 19 months over 7 months involvement in the programme

Developing a Reading CultureWe hope to continue to develop our reading culture trough developing use of the school library, exploring clubs, digital reading opportunities and

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forming links with community organizations, e.g. The Village Storytelling Centre

Our PlanKey Actions (How) *Lead Person *Timescale *Comments

Word Aware TrainingKey Question:Does introducing a whole school programme for vocabulary development close the poverty related attainment gap thus improving pupils’ attainment in literacy?

ActionsStaff to have refresh on approach

Staff to use manuals in class

Staff feedback

Review

Literacy Working Group Introduce August: Pilot throughout 2018/19

Assessing Reading – PM Benchmark KitKey Question:Will PM Benchmarking validate teacher’s professional judgement and provide quality information to guide the teaching of reading?

ActionsExperienced staff to benchmark 3x

V.McCool Initial benchmark project – August 2018

June 2018

Feb & Nov 2018 – staff can then trial with individual pupils

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pupils P2 onwards per term – provide staff with record of strengths and development needs. Programme of work to be developed for pupil.

Secure training

Training to take place for wider staff Nov/FebTargeted Intervention – Catch Up Literacy

Key Question:Does the introduction of new targeted approaches help to close the gap in literacy?

ActionsPupils Identified

Timetable created

Wok begins

Pupils Reviewed

Project evaluated

June 2018

June 2018

September 2018

December 2018

April 2019

Developing a Reading Culture

Key Question:Does developing a reading culture improve pupil motivation in literacy and can it improve pupils’ literacy results?

ActionsLaunch Pie Corbett’s Reading Spine

Various (J Ogilvie Library/reading clubs/FM reading challenge)

Ongoing throughout session 2018-19

Pie Corbett: By September 2018

Library: By October 2018

Author Visit: November 2018,March 2019.

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Develop timetable and tasks for library

Continue to develop range of reading clubs – including making use of digital resources.

Form links with The Village storytelling Centre.

Continue with Author visits

Continue to participate in First Minister’s Reading Challenge


Strategic Priority 2: Raising Attainment in Numeracy - Focus on Pedagogy and family learning


School leadership


Parental engagement

1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum



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School improvement


2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing






Raising Attainment in NumeracyOur Rationale

Our Current PositionOver the past two years, significant money has been invested in maths and numeracy. In year one of our plan, we invested in resources. Last year, time was taken to develop staff knowledge in set areas: multiplication and division; place value and addition and subtraction. Staff spent time exploring progression across levels, effective teaching strategies, as well as participating in moderation activity. Family maths events were a focus and maths sacks were developed to improve home-school links.

Our Next Steps

Working with Maths Specialist to explore progression, assessment & planning in maths/numeracy13

Building on progress from last year. We plan to look at further areas of the maths curriculum and building staff knowledge of these. Areas of focus are; Fractions and decimals, percentages, problem solving, algebraic reasoning, time, money and shape, position and movement. Staff will explore progression within their level, will explore good practice in teaching and learning, as well as having opportunities to plan and moderate lessons.

Maths Family Learning (including outdoor opportunities) Develop maths scrapbooks Family maths programmes – Everyday Maths (Home School Partnership) Family Maths (as-creatives) Outdoor Maths (as-creatives) Continue to use and develop maths sacks

Targeted InterventionTargeted approaches are key, in order to widen our intervention programme, it is planned to implement, “Catch Up” Numeracy. Staff will also be trained in usage of Rapid Maths.


Developing Pedagogy – Maths Specialist

Key Question:Does focused collegiate working improve staff confidence in teaching maths & numeracy, thus raising attainment in maths?

ActionsTraining dates arranged

Staff participate in learning input

At CAT session plan lessons

Administer pre-test

Carry out lessons

K Burnside & working party

April 2018

Ongoing throughout the year – training dates across the year for each area.

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Re-Test

Evaluate

Moderate in staff group

Family Learning - Maths

Key Question:Do parents feel more confident in supporting their child(ren) in developing key mathematical skills as a result of participation in family learning?

ActionsEveryday maths workshops: November 2018

Family learning Afternoons: These will take place after each taught session with Lynda Keith (as this year)

Maths Scrapbooks – Family Launch, Implement, Family Celebration

Outdoor Maths/Maths Focus Activity and Family Maths (as-creatives)

V. McCool/K Brodie

K Burnside

R. Moffat

November 2018

Ongoing

September 2018

Timescale to be confirmed – as creatives

Catch Up numeracy

Key Question: Does the introduction of new targeted approaches help to close the gap in

V. McCool/K. Burnside August 2018

August 2018

April 201915

numeracy?

Actions:Rapid MathsTraining

Resources implemented

Evaluation

Catch Up NumeracyTraining secured

Pupils Identified

Timetable Created

Mid term evaluation

End of year evaluation

TBC

TBC

December 2018

April 2018


Strategic Priority 3: Health and Wellbeing (including outdoor learning and sports)

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School leadership


Parental engagement


School improvement










Health and Well Being (including Outdoor Learning and Sport)Our Rationale

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Our Current PositionOur outdoor learning working party have made an early start on improving the school grounds. This year, we held our first ever Family learning festival which made use of both indoor and outdoor spaces. Our sports co-ordinator has worked hard to raise the profile of sports and has collaborated with our Active Schools Co-ordinator, as a result we are in the process of applying for our Gold Sports award.

Our Next StepsTo develop our Health and Wellbeing programme and to continue to develop our sports and outdoor learning programme.

Developing food and sport family clubWe plan to develop a club which will involve children and their families in both sports and nutrition. These are areas we feel are important for our school context.

Introduction of Jigsaw HWB programmeWe recognize that we would benefit from revamping our HWB curriculum. By making use of a whole school programme, we will ensure consistency of approach and coverage of the curriculum.

Increase paricpation of pupils P1-3 in sportsFollowing evaluation process from our Sport Scotland Award, we have noted a gap in participation in sports for our P1-3 classes. We aim to develop events & opportunities for our younger school members.

Further develop links with the communityAnother area of ongoing development in sports is that of building links with sports providers within the community e.g. Rutherglen Tennis Club. We also wish to make greater use of the local community to enhance outdoor learning for pupils.

Introduction of CUSTAAD, Nurture, Art Therapy and Give Us a Break, increased focus on mental health during health and wellbeing weekDue to the nature of our local community, we wish to further development the scope of provision for mental health and wellbeing. We plan to develop the following areas within our school.


Developing Food and Sport Family ClubKey Question:Does a family food and sport club improve the physical health of

V.McCool/C. Brown

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participating families?

ActionsGood practice visit

Parent/Pupil Survey – ask how likely it would be for parents to attend, foods/recipes, sports activities which would be most valued, any other services parents feel should be involved e.g. NHS height & weight, healthy and happy, etc.

Ordering of resources

Invitations to families

Questionnaire – pre involvement (ask about eating habits of pupils, how often families participate in exercise as a family, etc – set “fit family” challenge each week of programme

Programme to run

Post programme questionnaire

August 2018

August 2018

September 2018

December 2018

January 2019

January – April 2019

April 2019Introduction of Jigsaw HWB programmeKey Question:Does introducing a whole school HWB programme improve consistency and confidence in teaching of HWB?

ActionsResearch materials

L Mitchell

May/June 2018

August 2018

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Order materials

Book training sessions

Organisation of resources and materials

Mid term evaluation

Evaluate and review

August 2018

September 2018

February 2019

April 2019

Increase participation P1-3 in sportsKey Question:Does targeting pupils P1-3 improve participation rates in sports activities?

ActionsClubs to be identified for younger pupils and actioned

C. BrownOngoing

Further develop links with the local communityKey Question:Does improving community links widen pupils’ opportunity for participation in outdoor learning/sporting experiences?

ActionsLinks with local sports clubs

Links with outdoor learning services: e.g. Cuningar Ranger Service

Links with Project 31

Outdoor staff and pupil orienteering at Overtoun park

L Mitchell/C. Brown Ongoing through session

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Introduction of CUSTAAD, Nurture, Art Therapy and Give Us a Break, increased focus on mental health during health and wellbeing week

Key QuestionDoes widening the reach of HWB interventions within our school improve pupils’ mental health?

Various: J Ogilvie/V. Barclay/C. Brown

Ongoing


Strategic Priority 4: Building Learning Culture: Tapestry & Hidden Giants


School leadership


Parental engagement


School improvement










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Developing Pedagogy: Tapestry/Hidden GiantsOur Rationale

Our Current PositionFo the past tw academic sessions, staff have engaged with the Tapestry programme as part of their professional learning. Staff feel that they have gained a great deal from this and are keen to continue with this work. In session 2017-18, as part of our PEF work, a class was identified to work with Hidden Giants to explore learning, this project was successful, it is therefore planned t roll this out within the school.

Our Next StepsTo develop a “Tapestry” calendarTo participate in the Tapestry extension courseTo develop our Raising Attainment Newsletter for parents – with a focus on the 5 key areas and linked activitiesTo continue to work with and expand the role of Hidden Giants

TapestryIt is hoped we can create a calendar of activities which will allow staff, pupils and parents an opportunity to engage with key areas thought to develop pupil learning and attainment. Staff will also participate in the Tapestry programme.

Hidden GiantsWe will work with Hidden Giants to create a culture of learning. This will involve working with staff and pupils to explore what learning is.


TapestryKey Question:Do opportunities for staff to learn about and actively trial new ways of raising

C. Alexander/C Wilson August 2018

Ongoing

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attainment bring about lasting, impactful change in practice?

Develop calendar

Tapestry Extension Course

Raising Attainment Newsletter October 2018

Hidden GiantsKey Question:Does using creative approaches to build a culture of learning develop pupil metacognition, improve learning mind set and attainment?

Collaborate with HG to create training calendar.

All staff involved. Hidden Giants to deliver content. V McCool to co-ordinate. Ongoing

Establishment Maintenance Improvement Planning Session: 2018-19

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*Establishments decide their specific headings similar to this


School leadership


Parental engagement


School improvement










Key Actions (from previous plans)

Continue to develop and embed active literacy across the school. Staff continue to build and develop knowledge of active literacy programme. Continue to develop use of the Five Minute Literacy & Numeracy boxes Continue with HANEN approach in P1.

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Strategic Improvement Planning for Establishment Session: 2018-2019Pupil Equity Fund OverviewAllocation: £ 91,800

National Improvement Framework Key PriorityClosing the attainment gap between the most and least disadvantaged children.

Contextual analysis (what is the gap?):

Geographical ContextBurgh Primary school is a non-denominational, co-educational primary school which was officially opened in 2010. We have a current roll of 196 pupils, over 8 classes.The school is in the Rutherglen Central and North ward of South Lanarkshire Council (SLC). As the word “central” indicates, the school is located within Rutherglen Town Centre, a highly urbanised area. Our school is situated within an area of challenge, many families experiencing poverty and its associated risk factors.

Figure 1 Aerial View of School

SIMD/PEF Context

76.76% of pupils live in SIMD 1 & 2. Around 40% of pupils are in receipt of free school meals. When looking at the profile of pupils in the school who have an ASP, around 76% of pupils with Additional Support Plan (ASP) reside in decile 1, a further 14% of pupils in decile 2 have and ASP with 7% of pupils in decile 3 having an ASP and a final 3% in decile 4.

Table 1 – Shows the decile banding across the school for each stage.

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D1 D2 D3 D4 D5 D6 D7 D8 D9 D1002468

101214161820

Decile Banding Across the Shcool

#REF! P2 P3 P4 P5 P6 P7

Our Specific Needs

Although an improving picture, there are still gaps in terms of attainment in literacy and numeracy for pupils in Burgh in comparison with local authority and Scottish information. A separate paper is available giving details of attainment data around the gap and this will also be published in our forthcoming Standards and Quality Report for 2017/18. Another area of need is to ensure a robust programme and culture within the school which promotes Health and Wellbeing – with a specific focus on physical activity, diet and mental health.

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Strategic Improvement Planning for Establishment Session: Pupil Equity Fund OverviewAllocation: £

National Improvement Framework Key Priority:Closing the Attainment gap between the most and least disadvantaged childrenContextual Analysis: (What is the gap?)

Organiser Specific Intervention

HWB

Literacy Learning & TeachingNumeracy

Intervention Theme

Type of Intervention

Number in Targeted Group

What Will You Measure and Track to Evidence Impact?

Evaluative Statement (End of Program)

Third sector/charity

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Documents

· Web viewPiloting Word Aware) According to the Child Poverty Action Group, by age 5 there is a gap of 13 months in vocabulary between those in poorest and most affluent children