2019-2020 Improvement Plan Pinkie St Peter’s School and ... · ***** School Improvement Plan 2019/20 School Context, Aims, Values Pinkie St Peters Primary School was built in 1956

Pinkie St Peter’s School and Nursery

Improvement Plan 2019-2020

2************************ School Improvement Plan 2019/20

School Context, Aims, ValuesPinkie St Peters Primary School was built in 1956 and consists of a part one and part 2 storey building with a dining room and a gym hall. A large extension commenced November 10th 2014 completed August 2016. This provided 12 new classrooms, a dance studio, larger dining room and gym hall. It has a separate sports pavilion attached which is also used by the wider Musselburgh community. Pinkie St Peter’s nursery class, situated within the school building has a 50/50 capacity and a new nursery is to be constructed, with work due to commence in 2020.

The school lies at the heart of the Pinkie community which is a mix of private and rented housing. It has a roll of 398 in P1 to P7. We will have 17 mainstream classes next session with composite grouping at P3/4. There is a full time head teacher, 2 full time Depute Head Teachers, and 2 full time Principal Teachers within Pinkie St Peters School and nursery. Across the School and nursery we are committed to working together as a team to deliver the values, purposes and principles of A Curriculum for Excellence and thereby helping children to develop the four capacities that it sets out. We have a supportive parent body and we seek to be an integral part of our community.

At Pinkie St Peter’s we have worked with the whole community to establish a shared vision, set of values and aims. We recognise every child is an individual and want each to be successful, achieving their potential both in academic learning and life skills. We want each child to have the confidence to believe in themselves and take ownership, being responsible and proud members of the school and wider community. All of this is encapsulated in:

Our Vision StatementI think, I can, I will

Underpinning our vision, is our set of: Values and Aims

Nurtured To provide a safe, inclusive and nurturing environment.

Resilience To develop an inner strength to cope with challenge, stress and adversity and to bounce back from difficult times.

Achieving To aim high and achieve our full potential.

Responsible To encourage all to use their initiative to take ownership and responsibility in our choices.

Respect To take pride in ourselves, our school and our wider community.


National PrioritiesIn line with the National Improvement Framework, school improvement priorities should clearly articulate with the following 4 key priorities in session 2018/19:

Improve attainment, particularly in Literacy and Numeracy Close the attainment gap between the most and least disadvantaged children Improve children and young people’s health and well-being Improve employability skills and sustained, positive destinations for all young people (DYW 3 to 18)

Local Priorities East Lothian Council Plan 2017-2022Reducing inequalities within and across communities

Implement the recommendations within the Poverty Commission Action PlanGrowing our Economy

Reduce unemployment and improve employabilityGrowing our People

Reduce the attainment gap and raise the attainment and achievement of our children and young people and improve the life chances of the most vulnerable people in societyGrowing our Communities

Extend community engagement and decision making and increase community and individual resilienceGrowing our Capacity

Deliver excellent services as effectively and efficiently as possible within our limited resourcesEast Lothian Education Service Improvement Plan

Improve inclusion, wellbeing and equality

Improve attendance and reduce exclusions

Raise attainment and achievement, particularly the lowest 20%, LAC and ASN

Improve positive destinations, particularly the lowest 20%, LAC and ASN

Improve the % of schools and early learning and childcare settings evaluated as good or better across the NIF quality indicatorsSchool PrioritiesBased on your self-evaluation of the following HGIOS4? and equivalent HGIOELC? QIs to include actions towards addressing the areas for improvement identified:

1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Inclusion, equality and wellbeing 3.2 Raising attainment and achievement

Note: Include reference to the actions and approaches being taken forward to improve the effectiveness of moderation of teacher judgement of CfE levels in Literacy and Numeracy and to raising attainment.Note: Include actions identified from the SEE survey and employee engagement survey.


Priority: 1.3 LEADERSHIP OF CHANGE

Actions Drivers for improvement

When/Who Impact/Evidence

1. To create a rationale and curriculum design for Pinkie.

CAT session 1HT/DHTAll staffChildrenParents and partners By Aug/Sept 2019

A clear rationale for curriculum design will be in place and staff, children and partners will have a shared understanding of this. Forward planning will reflect a shared understanding of the rationale.

2. To develop a format for long term planning, ensuring responsive and spontaneous learning opportunities are provided.

Working party led by DHT.CAT session for feedback All staff, including NurseryBy April 2020

Streamlined forward plans.

Priority: 2.3 LEARNING, TEACHING AND ASSESSMENT; 3.2 RAISING ATTAINMENT AND ACHIEVEMENT


When/Who


Impact/Evidence

1. Share and implement Science cluster plans across the school.

CAT session to share plans – lead on implementation. By April 2020

All aspects have a progression that are fully understood.Consistent and confident teaching and learning;

2. Develop capacity for consistent teaching and learning in Maths and Numeracy.

– audit, training and support. (DHT) – to focus on transition. By April 2020

Improved staff knowledge and understandingImproved % of children who are On Track in Numeracy.Improved transitions – collaborative planning in place with MGS.

3. Research and introduce an additional Numeracy intervention with assessment to measure impact. (PEF)

(DHT) – introduce by October 2019. Assess impact April 2020.

Improved attainment for all children who are Off Track in Numeracy.




4. Enhance teaching and learning within Digital Literacy, using the ELC Frameworks. Forward Plan discussions and Shared Classroom Practice will have a focus on Digital Literacy. All staff to complete digital literacy survey.

share digital learning strategy and frameworks with staff in a CAT session.Pinkie Parents – resourcing/funding.All StaffBy April 2020

All staff, children and families will be engaged in using Google Classroom by September 2019.

Improved staff knowledge, understanding and confidence within the frameworks.

All classes planning for and using Digital Literacy according to ELC Frameworks.

Improved Engagement Levels (Leuven Scale)

5. Drop-in parent workshops and open lessons in classes to share Digital Literacy.

Parents/CarersClass TeachersBy April 2020

Shared understanding of how we use digital literacy at Pinkie to support learning.

Good family attendance at open lessons / drop-in workshops.

6. Introduce Coding Club to develop skills for learning, life and work.

By April 2020 Uptake of children to club. Engagement of children with coding.Improvement in skills.




7. Train staff in Big Writing and introduce throughout school. Focus within Shared Classroom Practice.

will run CAT sessionClass TeachersBy December 2019

Improved tracking and monitoring of writing levels.Shared Classroom practice

8. Embed Higher Order Thinking Skills (HOTS) and Making Thinking Visible (MTV) across the Nursery and school. Focus within Shared Classroom Practice.

CAT sessions on MTV and HOTS.By April 2020

Shared staff knowledge and understanding of HOTS and MTV; Consistent approach across school;Shared Classroom practice

PRIORITY: 3.1 INCLUSION, EQUALITY AND WELLBEING



1. Develop play opportunities across the whole school:- Staff training- Collaborative working to align play

opportunities - Invest in resources for middle/upper school- Shared classroom practice focus

All staffCAT sessionBy April 2020

Improved engagement (Leuven Scale – teacher and child version)Child-led planningShared classroom practice

2. Playground development (DHT) Improved behaviour in playground,


- Introduce zones within playground- Staff training in loose parts play - Introduce loose parts and storage to the

playground (PEF)

East Lothian Play Association to provide trainingPlayground staffPinkie ParentsBy April 2020

children engaged in play.More children in ‘Green Zone’ and ready to learn following play time.

3. Embed basic Signalong for communication throughout school and Nursery. - Sign of the Week with all staff and children learning and using basic signs. - Share with families on a weekly basis via website.

(DHT)All staffParents / CarersBy April 2020

All staff and children using agreed Signalong signs. Improved communication for those with ASN.



4. Develop Positive Relationships throughout the school:- Pivotal Training for all staff- Refresh school vision and values- Continue Rights Respecting Schools journey

and achieve bronze award.- Managing distressed and challenging

behaviour training

All Staff attend Pivotal training: In-Service Day 1 Aug 19

All staff attend distressed and challenging behaviour training: June and Aug 19 within CAT / Support Staff Conference.

): Rights, Respecting Schools. CAT Sessions / Working partyAchieve bronze award by

There will be improved staff capacity and confidence in managing distressed and challenging behaviour.

Progress within Rights, Respecting, Schools Program – will achieve bronze award.

There will be a shared understanding and awareness of refreshed vision and values.


April 2020

Refreshing Vision & Values:CAT sessions / Working PartyLed by SLT. All staff, parents/carers, children.By April 2020

5. Continue to implement Visual Support Project and achieve bronze award.

(DHT)Class TeachersSpeech & Language TherapistDecember 2019

Consistent visuals will be in place and used throughout school and Nursery. Bronze award will be achieved.



6. Develop Pinkie Family Support Hub to provide a range of flexible support to families. Support to include coffee mornings, workshops, visitors and community learning for parents. Nature of support to reflect the needs of families. Create Pinkie Parents – School Inclusion Group(Partly PEF)

(DHT)Nurture Room StaffMrs Bonnar (HT)FamiliesApril 2020

Uptake of families using Pinkie Family Support Hub.

Qualitative feedback from families using the hub.

7. Research and improve digital learning aids for children with ASN (PEF).

(DHT) to research and share resources. Class Teachers and ASN Auxiliaries to use with children. By April 2020

Improved use of digital learning aids for children with ASN. Child’s Plans / IEPs.Improved achievement for children with ASN. Work with Call Scotland in line with their Service Level Agreement.


Documents

2019-2020 Improvement Plan Pinkie St Peter’s School and ... · ***** School Improvement Plan 2019/20 School Context, Aims, Values Pinkie St Peters Primary School was built in 1956