blogs.glowscotland.org.uk · Web viewThe National Improvement Framework for Education is designed to help us deliver the twin aims of excellence and equity; galvanising efforts

North Ayrshire Council

Education and Youth Employment

Corsehill Primary School and Early Years Class

Improvement Plan 2017-18

School Improvement Plan – Corsehill Primary School and Early Years Class

Vision, Values and Aims

To develop a curiosity about our world and enable our children to contribute positively now and in the future.

Our Aims For Our ChildrenTo enable our children to become ambitious and motivated life long learners with a passion to succeed.To equip children with well developed literacy and numeracy skills in order that they can be successful in life.To nurture a sense of wellbeing in our children that they grow into respectful young people able to make sound judgements and choose a healthy lifestyle.

Our Aims For Our Families and CommunityTo support and inform our parents so that they can work in partnership to help their child be ambitious and achieve success.To be engaged in the life of the school in order that they can contribute to school decision making and our Improvement Journey.To develop partnerships between staff, parents and the wider community which promotes a positive ethos and image.


Council Priorities:

The five Council strategic priorities for 2015-2018 are detailed below:

Growing our economy, increasing employment and regenerating towns Working together to develop stronger communities Ensuring people have the right skills for learning, life and work Supporting all of our people to stay safe, healthy, and active Protecting and enhancing the environment for future generations

National Improvement Framework:

The National Improvement Framework for Education is designed to help us deliver the twin aims of excellence and equity; galvanising efforts and aligning our collective improvement activities across all partners in the education system to address our key priorities. These priorities remain as:

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

Improvement in employability skills and sustained, positive school-leaver destinations for all young people

School Improvement Plan – Corsehill Primary School and Early Years ClassEducation and Youth Employment Directorate

Strategic Outcomes 2017-2018 “Ensuring people have the right skills for learning, life and work”

Service Priorities 2017-2018

1. We are reducing inequalities and delivering improved outcomes for children and young people

Embed and extend nurturing approaches to promote inclusion across all education establishments.

Within the framework of the corporate Fair for All and directorate inclusion strategy, ensure effective support for children and young people.

Ensure effective implementation of Children & Young People (Scotland) Act 2014.

Encourage and support active collaboration and engagement with parents, including family learning in partnership with other Council directorates and partners.

Develop a range of strategies to support the mental and emotional wellbeing of our children and young people.

Ensure we develop and deliver an effective early years’ service which will provide flexible learning and a blended model of childcare provision.

Ensure our school estate provides high quality learning environments

2. High quality learning and teaching is taking place in all our establishments

Develop and implement a strategic vision for learning and teaching for all of our learners.

Evaluate and enhance our curriculum from early level to Senior Phase.

Support and strengthen the professional capacity of staff.

Design and implement a framework to ensure we develop high quality leaders of learning.

3. Self-evaluation and performance improvement are embedded throughout our schools and central support teams

Consolidate our approach to self-evaluation to ensure a consistency of rigour which will support continuous improvement planning in all education establishments.

Further refine our approaches to the use of data and research to inform effective teaching and learning, including benchmarking, Teachers’ Professional Judgement, national standardised assessments and ‘what works’ elsewhere.

Further develop reporting of management information to inform policy and practice, and to meet the requirements of the National Improvement Framework

Develop and implement plans to respond to employee engagement and stress surveys.

4. Levels of attainment and achievement are improving for all learners

Raise attainment and achievement throughout the BGE and Senior Phase through innovative approaches to learning and teaching.

Further develop a Senior Phase curriculum that blends different types of learning and provides a range of appropriate learning pathways leading to the achievement of qualifications and awards at all levels.

Integrate a range of personal and wider achievement options into learning programmes to enhance the skills and qualifications of learners.

Maintain a specific focus on reducing poverty related attainment gap and maximise learning potential of specific groups of learners including LAC.

5. High numbers of our young people are entering positive and sustained post-school destinations

Strengthen partnership links and collaborative arrangements with the FE and HE sectors, employers, commerce and the third sector.

Continue to support young people with additional support needs (ASN) to secure a sustained destination that meets their needs.

Ensure our young people leave school with the skills employers need.

Work towards embedding national career and work placement standards.

Work with key partners to enable young people to participate in appropriate apprenticeship programmes for our young people.

National Improvement Framework Priorities 2017:1. Closing the attainment gap between the most and least disadvantaged children 2. Improvement in attainment, particularly in literacy and numeracy3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-leaver destinations

Strategic Plan – Corsehill Primary and Early Years

Directorate Priorities

We are reducing inequalities and delivering improved outcomes for children and young people

High quality learning and teaching is taking place in all our establishments

Self-evaluation and performance improvement are embedded throughout our schools and central support teams

Levels of attainment and achievement are improving for all learners

High numbers of our young people are entering positive and sustained post-school destinations

School Priorities 1.To cultivate a ‘nurturing and restorative schools’ approach to meet the needs of all young people

2.To enrich the quality of learning experiences and raise attainment in Numeracy

3.To enrich the quality of learning experiences and raise attainment in Literacy

4.To review, evaluate and enhance the current 1+2 programme from Early Level to Second level and beyond.

High Level Objectives

.

1.Embed the principles and practice underpinning Nurture across Early Years and Primary.

2.Implement a progressive, cohesive programme of work with school, cluster and authority agreed assessment and data analysis approachesEmbed a mental agility programme to ensure breadth, depth and application across the school

3.To ensure learning experiences and assessment in literacy ,including digital literacy provides depth and challenge for all pupils, giving opportunities for application of skills and knowledge.

4. Review and evaluate practice to ensure French P1-7 and Spanish P4-7 is included as part of classroom routine, and children have opportunities to learn and discuss other cultures, along with discrete teaching input of the language to ensure progression.

School Improvement Plan – Corsehill Primary School and Early Years ClassStrategic Priority:To cultivate a ‘nurturing and restorative schools’ approach to meet the needs of all young people.


HGIOS 4HGIOELC

NIFHow will I achieve this? Pupil Outcomes Measurement

Embed the principles and practice underpinning Nurture across Early Years and Primary.

1.11.21.32.22.32.62.73.23.3

NIF1, 2 and 3

Term 1Establish ACES within children in SIMD 1and 2 in Primary 1. .

Play therapy to include: . . sessions will be provided for children and parents

P1 in SIMD 1-2 Nurture Home Sacks provided. Link with Family Learning Worker to deliver P1

Parent Literacy Support . .

Family Nurture worker will engage with targeted P1 parents to initiate a programme to include: . .

Wellbeing evaluation and Card Tool. Attachment workshops Resilience training Empowerment training

Evaluate staff confidence and required training in regards to nurturing principles and restorative practice. . . . .

Playroom and classroom will be equipped with a toolbox for providing a nurturing environment within the classroom.. . . . . .

Devise a cohesive programme of HWB across the school which encompasses Leader In Me, ICE Pack, Mindfulness, Growth Mindset and Emotional Literacy.. . . . . .

Paths embedded in the Early Years Class consistently. .

Teachers and EYPs will meet with SLT for tracking of progress meetings. . . . . . .

Parents will have skills to support their child.

Improved parent attitudes and knowledge of the importance of social, emotional and mental wellbeing will impact positively on their relationship with their child.

Professional learning calendar established to improve teacher skills and knowledge in teaching social and emotional literacy.

Enhanced resources will support children’s individual needs.

Progressive experiences for all pupils with depth of learning and enhanced opportunities for application will be evident.

Specific time allocated to focus on emotional and mental wellbeing.Leadership skills developed.

Identification of children for targeted groups.

Questionnaire to parents to establish data.Complete Behavioural Indicators of self-esteem (BIOS) questionnaire and Strengths and Difficulties questionnaire (SDQ) with targeted children. (Repeated Term 4)

Nurturing Relationships Questionnaire to establish parent confidence and attitudes baseline. To be repeated at end of term.

Engagement of parents survey.Wellbeing card tool identify strengths and areas for development .

Baseline survey of staff attitudes. Repeated at end of session.

Quality Assurance calendar will incorporate observation of teaching and learning and monitoring of teachers planning.

Pupil focus group will demonstrate pupils knowledge of The Seven Habits and understanding of Mindfulness.

Playroom observations will highlight effective use of Paths.

Attainment trackers will show clear progression.

Term 2 Questionnaire to parents to establish data.

. . Early Years . . P1-3 . . P4-7


Establish ACES within children in SIMD 1and 2 in Primary 2. .


P2 in SIMD 1-2 Nurture Home Sacks provided.

Family Nurture worker will engage with targeted P2 parents to initiate a programme to include: . .


Further pupil restorative leader training. . .

Train Early Years, Teaching Staff and Support staff on Growth Mindfulness training for pupils and staff across the school.. . . . . .

Through TLC staff will engage in regular dialogue to develop understanding of the framework and how strategies for raising attainment can be used consistently to meet the needs of our pupils. . . . .

P4-7 Parent Engagement evenings focused on homework support and educational play . .

Opportunities for team teaching with Nurture trained staff focused on pupil engagement and relationship building. . .




Improved relationships and peer support available throughout the school.

Improved staff knowledge will result in increased pupil experience.

Confident teacher judgements together with benchmarking and an appropriate range of assessments will lead to improvements in attainment.

Parents will be better supported to help their children.Parents and pupils will be clear about next steps.

Pupils’ needs will be better met through increased teacher knowledge.


Complete Behavioural Indicators of self-esteem (BIOS) questionnaire and Strengths and Difficulties questionnaire (SDQ) with targeted children. (Repeated Term 4)


Engagement of parents survey.Parent focus group will highlight improved knowledge.

Less incidents recorded.

Pupil focus group will show confidence in asking restorative questions and responses.

Classroom observations of learning and teaching will show this embedded in ethos.Pupil focus groups will highlight positive impact.TLC evaluations will highlight improved staff knowledge.Attainment and achievement meetings will record robust teacher judgement.

Parent engagement attendance.Parent evaluations.

Teacher evaluations will show support that leads to improvement.

Attainment trackers will show clear progression.

Term 3Establish ACES within children in SIMD 1and 2 in Primary 3


P3 in SIMD 1-2 Nurture Home Sacks provided.


Questionnaire to parents to establish data.Complete Behavioural Indicators of self-esteem (BIOS) questionnaire and Strengths and Difficulties questionnaire (SDQ) with targeted children. (Repeated Term 4)

Questionnaire to establish parent confidence

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassFamily Nurture worker will engage with targeted P3 parents to initiate a programme to include: . .


Develop a mindfulness garden with sensory areas to support pupils’ needs.. . . .

Viewing of Resilience Film to staff and parents. . . . . . .

Develop partnerships with community to make connections with positive mental wellbeing and positive future destinations.



Pupils wellbeing needs will be more effectively met with an improved environment.

Staff and parents will have a better understanding of how trauma can effect children and be better equipped to support learners.

Professional support and knowledge will assist with planning for improved outcomes.

Dialogue on attainment and wellbeing will ensure children are being supported to make progress and reach their potential.

and attitudes baseline. To be repeated at end of term.


Monitoring of effective environments and observations of teaching and learning will show impact.

Before and after survey of attitudes and knowledge will show increased understanding of Trauma and it’s effects.

Number of partnerships established and being used.Attainment trackers will show clear progression.

Term 4

Establish ACES within children in SIMD 1and 2 in Pre-schoolers . .Play therapy to include: . .

sessions will be provided for Pre-school children and parents in SIMD 1-2

Nurture Home Sacks provided.

Family Nurture worker will engage with targeted Pre-school parents to initiate a programme to include: . .




Questionnaire to parents to establish data.Complete Behavioural Indicators of self-esteem (BIOS) questionnaire and Strengths and Difficulties questionnaire (SDQ) with targeted children.



. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassStrategic Priority: To enrich the quality of learning experiences and raise attainment in Numeracy.


HGIOS 4HGIOELC


Implement a progressive, cohesive programme of work with school, cluster and authority agreed assessment and data analysis approaches

Embed a mental agility programme to ensure breadth, depth and application across the school

1.11.21.32.22.32.63.2

NIF1 and 2

Term 1Continue to use and embed the NAC early and first level framework. . . . .

Incorporate benchmarks and DYW skills in planning.. . . . . .

Develop and implement our schools framework and pathway for maths and numeracy. . . . .

Continue to train all teachers, EYP’s and Support Staff in Maths Recovery using teachers trained to disseminate. . . . .

Continue to train all teachers and support staff in Number Talks using teachers trained to disseminate. . . . .

Through TLC staff will engage in regular dialogue to develop understanding of the framework and how strategies for raising attainment can be used consistently to meet the needs of our pupils.. . . . . .

Newsletters will have a ‘Numeracy’ section to provide parents with ideas for supporting their child’s Numeracy at home. . . . . . .

Parents, Pupil and Staff will have opportunity to discuss progress and next steps in numeracy at EYC Personal Plan and P1-7 Termly Top Target Meetings. . . . . . .

P1 and P2 teachers will use data from Baseline and Baseline Progress GL assessments . . .

P4 and P7 teachers will use data from PTE 7 and 10 GL assessments . . .

Consistent practice across the school will assist pupils to make greater progress.

Pupils will have their next steps in learning identified and planned for consistently.



Pupil confidence in mental agility will be increased.

Confident teacher judgements together with benchmarking and an appropriate range of assessments will lead to improvements in attainment.

Parents will be able to better support pupil progress in Numeracy homework with consistency of language and approach being used.

Shared understanding of progress and next steps will assist pupil learning

Robust evidence of progress will enable identification of children for targeted groups.

The school’s data will demonstrate our learners are making very good progress.

Forward planning will show clear progression and development of skills.

North Ayrshire Progress Tracker will evidence increased attainment.

Most pupils at First and Second Level will have a variety of strategies enabling them to solve more complex addition/subtraction and multiplication/division calculations in different ways.

Pupil focus groups will demonstrate improved pupil knowledge and understanding of strategies.

Staff evaluations will show increased confidence in teaching numeracy.

Parent Termly Top Target Meeting and Curriculum Evening Evaluations will show increased engagement and knowledge.

GL Data data will show raised attainment.

Term 2

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassTeachers will work in learning partners to plan and evaluate high quality learning and teaching of the framework. . . . . . .

Teachers to implement Number Talks planner . . . .


Numeracy workshops to provide parents with practical, fun approaches which demonstrate some new methods. Continue to provide training for parents at information events on the types of activities they can be doing at home to develop numeracy skills such as Skoolbo.co.uk . . . . . .

Continue to Provide opportunities for parents to attend ‘Stay and Play’ sessions focusing on numeracy on a regular basis.. . . .




Pupils will have increased range of strategies for mental calculations.


Next steps in self-evaluation of Numeracy will consider parents’ views

Robust evidence of progress will enable identification of children for targeted groups.

The school’s data will demonstrate our learners are making very good progress.


Trio planning and observations paperwork will show evidence of higher quality learning and teaching.

SLT monitoring of planning.

Baseline assessment to gather data on children’s skills and knowledge.

Targeted group planning and evaluation will show impact.Tracking meeting minutes will show staff are knowledgeable and confident to make judgements.

Pupil focus groups will demonstrate improved pupil knowledge and understanding.

Parent Termly Top Target Meeting and Curriculum Evening Evaluations will show increased engagement and knowledge.

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassTerm 3Staff will share standards of learning through school and cluster level moderation. . . . . . .





Cluster moderation evaluation will show increased staff confidence in assessing progress.

Parent Termly Top Target Meeting and Curriculum Evening Evaluations will show increased engagement and knowledge

Term 4Staff will use PLA diagnostic assessments and Early and First level to analyse pupil progress. . . . .

Repeat baseline of Number Talks . . . .



Assessments will demonstrate improvement in children’s skills and knowledge.

Identification of strengths and weaknesses in mental agility to plan next steps.


Range of pupil evidence showing depth and application of practice.SMT sample monitoring to measure achievement of level

Data from baseline and term 4 will be used to inform impact.

Parent Termly Top Target Meeting and Curriculum Evening Evaluations will show increased engagement and knowledge

Strategic Priority:. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassTo enrich the quality of learning experiences and raise attainment in Literacy


HGIOS 4HGIOELC


To ensure learning experiences and assessment in literacy ,including digital literacy provides depth and challenge for all pupils, giving opportunities for application of skills and knowledge.

1.11.21.32.22.32.62.73.23.3

NIF1 and 2

Term 1Implement new skills based planners for literacy across the school.. . . . . .

Continue to develop staff knowledge of benchmarks and robust assessment judgements. . . . . . .

Continue to ensure the pedagogy of Big Writing is used consistently across the school. . . . . . .

Cursive script handwriting will be introduced from Primary 2-5. . . . .

Term One Tracking meetings will focus on writing standards. . . . . . .

Bug Club Hub will continue to be provided for parents and children to access literacy through technology. . . . . . .

The computer suite in the local library will continue to be timetabled once a week for Corsehill parent and child literacy club. . . . . . .

Consistent practice across the school will assist pupils to make greater progress.

Pupils will have their next steps in learning identified and planned for consistently.


Higher standards of presentation across the school and improved results with spelling.

Data will be used to identify learners requiring support and challenge and set appropriate targets with the class teacher and SFL.Baselines will be timetabled appropriately

Children with no access to IT at home will not have any barriers to learning.Improved parental engagement will support and motivate pupils

Quality Assurance Calendar will include SLT monitoring of literacy planning.

Baseline assessment.Quick Impact lessons evaluated.

Observations of teaching and learning

NGRT Results will provide data to measure impact.

Data from standardised assessments will be analysed and impact on learning and teaching.

Measure uptake and attendance.

Quality and frequency of completion of online homework tasks.

Term 2

Continue to ensure children have experience of writing different genres by embedding the Corsehill Writing planner.. . . . . .

All teachers will participate in Teacher Learning Communities with Cluster schools to allow teacher engagement in reflective dialogue around pedagogy. . . . . . .

There will be termly evening literacy workshops for parents . . . .

Higher standards of literacy across the school, impacting on attainment in writing

Pupils will be explicitly aware of the criteria required to write for different genres for different purposes.Confident teacher judgements together with benchmarking and an appropriate range of assessments will lead to improvements in attainment.

Parents will be better supported to help their children.

Range of pupil evidence showing depth and application of practice. SMT sample monitoring to measure achievement of level

Cluster moderation evaluations.

Engagement of families measured through attendance at events.

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassStay and Play Literacy session for EYC . .

Termly parent learning conversations/ Termly Top Targets will take place to show pupils progress in literacy. . . . . . .

Writer of the Week in Twitter. . . . . . .

Parents and pupils will be clear about next steps. Survey monkey evaluation of TTTM.

Term 3Implement and embed the grammar consistency guide throughout the school . . . . . .

Teachers will work in learning partners to plan and evaluate high quality learning and teaching of the framework. . . . . . .

Higher standards of literacy across the school, impacting on attainment in writing


Identified pupil focus group of written work.

Holistic assessments for literacy relating to pertinent benchmarks.

Teacher professional dialogue and written feedback.

Term 4Digital literacy will become embedded in teaching and learning . . . . . .

Pupils will have access to the most up to date resources to support their learning.Pupils will use:

Teaching and Learning Observations will provide evidence of opportunity for digital literacy.

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassStrategic Priority: To review, evaluate and enhance the current 1+2 programme from Early Level to Second level and beyond.


HGIOS 4HGIOELC


Review and evaluate practice to ensure French P1-7 and Spanish P4-7 is included as part of classroom routine, and children have opportunities to learn and discuss other cultures, along with discrete teaching input of the language to ensure progression.

1.11.21.31.52.22.32.52.63.2

NIF1, 2 and 4

Term 1Teachers to ensure they are using languages across the curriculum in IDL contexts. . . . .

Teachers to embed and teach vocabulary from years 2 and 3 from the North Ayrshire Primary Language Learning Framework . . . .

Teachers and Early Years Practitioners will share standards of learning across stages.They will engage in dialogue and make decisions around the breadth of evidence, including teacher professional judgement, on the progress of a child. . . . . . .

Practitioners will support learners to build confidence in language learning through regular daily use of the modern language. . . . . . .

Teachers to use the staff GLOW site with links and resources to support 1+2 to enhance learning. . . . .

Activities should progress from being predominantly oral and aural, to exploring the written word, with a carefully planned introduction to word formation in the modern language.

A focus on awareness of onset and rhyme through games, songs and rhymes will be beneficial and will help to introduce sound patterns.

As children move towards and through second level, practitioners will increasingly seek to use real-life stimuli in the target language. For example, use of songs, poetry, conversations or television.

Languages will be integrated into daily use and children will regularly use French words for common greetings and objects.

Range of pupil evidence showing depth and application of practice. SMT sample monitoring to measure achievement of level E.g. By the end of P3 almost all pupils will be able to demonstrate they can:

Take part in simple conversations. Understand and respond to basic

greetings. Understand and respond

appropriately to classroom instructions – including through gesture and actions.

By the end of P7 almost all pupils will be able to demonstrate they can:

Give a short presentation about themselves.

Take part in simple conversations and transactions.

Write a few sentences about themselves and others.

Term 2SMT and 1+2 co-ordinator to liaise with Angela Noble to support school with pupil sessions 3 times throughout the session. . . . .

SMT to look at ensuring progression across the school.. . . .

1+2 co-ordinator and NAC development officer to cascade learning across school including input on resources e.g.

Opportunities for pupils to work with languages teacher to enhance learning.


Teacher evaluation from support sessions with development officer should show increased confidence.

Planning should evidence enhanced progression from early years to P7.

. . Early Years . . P1-3 . . P4-7

School Improvement Plan – Corsehill Primary School and Early Years ClassRadio Lingua High Five French.. . . . . .

Term 3Newsletters and twitter will inform parents of languages initiatives e.g. word of the week.. . . . . .

We will hold a 1+2 languages Family learning event to showcase our approach to teaching languages. . . . .

An after school 1+2 languages club will run for children and their families exploring practical and fun approaches to 1+2 language development. . . . .

Parents will have a greater understanding of approaches to teaching and learning and be better able to support pupil progress in languages.

Parents will participate in learning and have opportunity to support their child whilst developing their own skills.

Pupils will have increased opportunity to practise outwith classroom environment.

Engagement, involvement and satisfaction based on questionnaires for a sample group of parents or opinions from sample focus group.

Positive parent/carer feedback

Attendance and sample pupil focus group.

Term 4Implementation and success of 1+2 language development, with a clear focus on improving standards for all pupils, will be discussed at Tracking meetings . . . .

Universal and targeted approaches in 1+2 will have a positive impact on children’s progression within their learning.

Tracking meetings will evidence to support teacher professional judgement will evidence improvement

. . Early Years . . P1-3 . . P4-7


. . Early Years . . P1-3 . . P4-7

Documents

blogs.glowscotland.org.uk · Web viewThe National Improvement Framework for Education is designed to help us deliver the twin aims of excellence and equity; galvanising efforts