Establishment Improvement Plan 2019-20

Education Resources

Curriculum and Quality Improvement Service

Establishment Improvement Plan

2019-20

Blackwood Primary and Nursery Class

1

Education Resources

Curriculum and Quality Improvement Service

Contents

1. 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

Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2019/20

Strategic Priorities 3 Year Cycle 2019/20

Raise attainment in literacy by continuing

to audit active literacy strategies with a

focus on pace, challenge and

differentiation Nursery Primary 7

Raise attainment and achievement in

numeracy and mathematics by reviewing

our planning and resources Nursery

Primary 7

Participate in Tapestry-Year 2, SIS -

Year 3 and West Collaborative - Year 1

Actions from our self -evaluation

2020/21

Raise attainment in literacy and

numeracy by reviewing our planning and

our resources. Nursery Primary 7 and

critical analysis of 3 year data.

Participate in SIS – Year 4 , West

Collaborative Year 2

STEM Curriculum pathways building on

the early level

Expressive Arts Curriculum pathways

Actions from our self-evaluation

2021/22

Raise attainment in literacy and

numeracy by reviewing our planning and

our resources. Nursery Primary 7 and

critical analysis of 3 year data.

Participate in SIS – Year 5

Actions from our self-evaluation

Audit existing practice HGIOS 1.5, 2.6, 2.7

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

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 and Teaching

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)

1

Audit existing practice and develop a

strategic approach to increasing

creativity and employability and

partnerships (HGIOS 3.3 & 2.7))

Review our curriculum rationale ( HGIOS

2.2)

Creating the culture for meaningful

learner participation in self-evaluation

and school improvement (HGIOS 1.1, 1.2,

1.3)

Ensuring wellbeing, equality and inclusion

( HGIOS 3.1)

Continue to develop tracking and

monitoring of learning using on online

learning journals and individual trackers

(HGIOELC 2.3, 3.2)

Develop STEM curriculum pathways at

the early level ( HGIOELC 3.3, 2.3)

Audit existing practice and develop a

strategic approach to Learning, Teaching

and Assessment including data

management (HGIOS 2.3) and

management of resources to promote

equity HGIOS 1.5)

2

Strategic Improvement Planning for Establishment: Overview of Links to Key Policies Session: 2019/20





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

Collaboration and consultation

Who? When? How? SMT Staff

Termly Data &

Dialogue

Sparks

Monthy/

Termly

Report

SSA

Termly Data &

Dialogue

PEF

interventions

Termly Data &

Dialogue

Parents PC

Parents

Evenings &

Events

Dialogue

HGIOS 4

Surveys

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators

SLC Education Resources Themes

School leadership


Parental engagement


School improvement








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership




Transform Learning and

Teaching/Implement CfE





3

Strategic Improvement Planning for Establishment: Overview of Strategic Priorities for Session:2019/20

Strategic Priority

PEF

Intended Impact Measures of Success Actual Impact

1. Continue to raise

attainment in literacy

by introducing active

literacy strategies to

N P7 and Talk for

Writeing N P7

Phase 2 SLC Active

Literacy N P7

Play based approach in

Primary 1

X

Increase teacher

confidence to deliver high

quality literacy experiences

for all

Increase of 5 % of children

achieving in literacy

Narrow the gap for

children living in SIMD 1 &

2 and/or in receipt of FME

Raise attainment for

children living in SIMD 3

10

All staff trained in active literacy

and Talk for Writing methodology

Standardised assessments monitored

and tracked

Monitoring – peer and class

visits/observations

Pupil feedback

MOW data

Parental workshop - every class

2. Continue to raise

attainment and

achievement in

numeracy and

mathematics

X

Increase teacher

confidence to deliver high

quality numeracy

experiences for all

Increase of 10 % of

children achieving in

numeracy

Narrow the gap for

children living in SIMD 1 &

2 and/or in receipt of FME

Raise attainment for

children living in SIMD 3

10

All staff aware of resources and

strategies to move from the concrete

to the abstract

Standardised assessments monitored

and tracked and used to inform

planning

Monitoring – peer and class

visits/observations

Pupil feedback

Basic Number Screening Test ( BNST)

providing every child with a numeracy

age

Whole school parental workshop

during Maths Week Scotland

Maths Week Scotland 50% parental

participation.

4

Strategic Priority

PEF


3. Participate in

Tapestry Year 2

SIS Year 3

West Collaborative

X

Improve the quality of

learning and teaching

experiences delivered in

the classroom with a STEM

focus

Increase in teacher

confidence after CLPL

opportunity – reflective

practitioner

Moderation of teaching and

learning across learning

communities and local

authorities

All staff participating in Tapestry in

partnership with Netherburn Primary

School

AIFL position statement and parental

information sheet

100 % Peer observations/visits

3 staff participating in SIS (E

Illingworth, P Small & N Whitefield)

providing feedback to staff

3 STEM IDL planned, implemented

and moderated during Term 3

SMT and 1 class teacher participating

in West Collaborative

Actions from our self -

evaluation

Audit existing

practice and

develop a strategic

approach to

increasing

creativity and

employability and

partnerships

(HGIOS 3.3 & 2.7))

Review our

curriculum

rationale (HGIOS

2.2)

X

Continue our proactive

approach to look at

creativity within the

curriculum

An effective curriculum

resulting in strong

outcomes for all learners

Capacity to deliver Forest schools

increased 3+1 leaders and 2

assistants

Continue to engage with partner

agencies

o NLP4

o SPARKS

o BARNADOS

STEM focus IDL delivered at P1, P4

and P6

School curriculum rationale updated

taking into account the latest advice

form Education Scotland and SLC

5

Strategic Priority

PEF


Creating the

culture for

meaningful learner

participation in

self-evaluation and

school

improvement

(HGIOS 1.1, 1.2,

1.3)

Ensuring wellbeing,

equality and

inclusion (HGIOS

3.1 HGIOELC 3.1)

Infra structures for

consultation updated

including learners, families

and partners.

Treat me Well approach

uniformed throughout

school and school policy

updated to reflect this

Increased participation and family

engagement

Increased pupil voice and ownership

of the curriculum

School and nursery policy updated and

a shared understanding of respectful

behavior

Continue to develop

tracking and

monitoring of learning

using on online

learning journals and

individual trackers

(HGIOELC 2.3, 3.2)

Develop STEM

curriculum pathways

at the early level

(HGIOELC 3.3, 2.3)

Share learning and learners

achievements with families.

Developing a partnership

recognising achievements

at home

Tracking and monitoring of

attainment over time within

the Experiences and

Outcomes of Curriculum

for Excellence

Play based STEM

curriculum pathway at early

level

Most parents accessing and adding to

and commenting on the learning

journals- live document

Accurate record of learners

experiences within the nursery

Increase the opportunities of STEM

activities through play which have

equity and equality of opportunities –

gender, disability or minority ethnic

communities

6

Operational Improvement Planning (Action Plan) for Establishment: Session: 2019/20

Strategic Priority 1: Continue to raise attainment in literacy by introducing active literacy strategies to N P7 and Talk to

Write N P7

Phase 2 SLC Active Literacy N P7

Play based approach in Primary 1





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








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership










7

Key Actions (How) *Lead Person *Timescale *Comments

Phase 2 SLC – Active Literacy

Implementation Group

Family workshop all stages

Information flyer

C McMillan V Colquhoun

All staff including 4 new

+change of stage

August/September

First Minister’s Reading Challenge

West End in School

Paired Reading

Library Visits

Grant Applications

Scoot, a Song and a Story

Reading opportunities in the

classroom and outdoors

Primary 1 Bookbug ASC – 6

wks

A Meldrum All staff

Parent Council

C McMillan

C Strom

August June ongoing

Book Bug includng P1 ASC for 6

wks

The Big Read Nursery

Primary 3

Library events and visits

Continue to develop play based

literacy opportunitities across

the play room, outdoors and at

Forest School

Continue to introduce Talk for

Writing

Continue to develop Makaton

Carol Strom and Early Years

Staff

J Curley & L Forbes

August June

8


Read, Write and Count

V Colquhoun Primary 1-3

staff

November

Talk for Writing

All staff

August June ongoing

Moderation of Writing

Professional judgement

Use of data

All staff

Wk 5 DM2

Wk 13 DM4

Wk 22 Inset 6

Wk 35 DM 8

Peer Visits to observe and engage in

porfessional dialogue

Active literacy and /or Talk

for Writing

All Staff

Ongoing

Play based apporach to active literacy

in Primary 1 /Early level

C Strom Nursery

E Ilingworth & Z Stein August June

To review and update our forward

planning -to create progressive

Liteacy skills planner

C McMillan, V Colqhoun, A

Meldrum, E Illingworth, N

Whitefield, R Kellie and R

Harrison

September February

9

Operational Improvement Planning (Action Plan) for Establishment: Session: 2019/20 Strategic Priority 2:

Continue to raise attainment and achievement in numeracy and mathematics by reviewing our planning and resources

Nursery Primary 7





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








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership










10


Catch Up Numeracy with

identified children

A Bennie ( DHT) and W

Posmar (SSA) & L

Gardner (SSA)

August June

CLPL workshops with teachers

and SSA

o Number Talks

o Maths Recovery

o Using the Data

A Bennie N

Whitefield all staff

Inset 2 ongoing

Maths Week Scotland

o Problem Solving Company

– whole school

o The Creatives including

family learning

o Dogs Trust

o Nationwide Bank

o Citizens Advice

o Healthy Valleys

o LHS

A Bennie all staff

WP – A Bennie, Z Stein, L

Broadhurst, J Lothian, E

Murray, R Hendry, P Small & G

Anderson

30th September – 4th

October

Intervention maths home link

bags - targeting Primary 2-4

A Bennie

September May

Continue to develop play based

numeracy opportunitities

across the play room and

outdoors

Carol Strom and Early Years

Staff

August June

11


Priority 3: Participate in

Tapestry Year 2

Self-Improving-Schools (SIS) Year 3

West Collaborative





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








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership










12


To lead the school teaching

community through the Tapestry

Programme - Year 2 – Working in

partnership with Netherburn Primary

School (10 hours)

Zoe Stein (Early Level

Netherburn (First Level)

Emma Murray (Second Level)

CAT 3

Inset 3

Inset 6

Participate in Self Improving Schools

(SIS) with a family group of NC and

SLC schools with a focus on STEM

IDL

Woodlands, Cumbernauld

St Gerald’s, Bellshill

Our Lady & St Francis,

Motherwell

Machanhill, Larkhall

Crosshouse, East Kilbride

C McMillan (HT)

E Illingworth (Early

Level)

P Small (First Level)

N Whitefield (Second

Level)

Term 1 - Overview

Term 2 – Planning

Term 3 –

Implementation of

STEM IDL

Term 4 – Celebration

West Partnership Collaborative

A Meldrum (PT)

A Bennie (DHT) & R

Kellie (P5/4)

27th August

24th September

14th January

13th May

and others

13


Strategic Priority 4: Actions from our self -evaluation

Audit existing practice and develop a strategic approach to increasing creativity and employability and partnerships

(HGIOS 3.3 & 2.7))

Review our curriculum rationale (HGIOS 2.2)

Creating the culture for meaningful learner participation in self-evaluation and school improvement (HGIOS 1.1, 1.2, 1.3)






School leadership


Parental engagement


School improvement








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership










14


Audit existing practice and

develop a strategic approach to

increasing creativity and

employability and partnerships

(HGIOS 3.3 & 2.7))

o Growth Mindset

o Creativity opportunities

o NLP4 for Kids

o Sparks

o World of Work

o STEM opportunities

o Blooms – skills

o Forest Schools

A Meldrum (PT), K Gray, C

Forbes, J Robinson, F Dickson

all staff.

J Bowman ( DHT)

F Dickson, E Iliingworth,

K,Gray, J Brownlie & S

Crawford

Growth Mindset:-Aug/Sept

Creativity - ongoing

NLP4 for Kids - Aug Oct

SPARKS August June

BARNADOS August

June

World of Work – Term 4

Review our curriculum rationale

(HGIOS 2.2)

C McMillan, E Illingworth, P

Small & N Whitefield all

staff

Oct April

Creating the culture for

meaningful learner participation in

self-evaluation and school

improvement (HGIOS 1.1, 1.2, 1.3)

o How Good is OUR School?

A Bennie (DHT) Working

Party School Committees and

House Captains/Vice Captains

August Feb

Ensuring wellbeing, equality and

inclusion (HGIOS 3.1)

o Treat me Well Guidelines

A Bennie (DHT) SMT C

Forbes, R Forbes & L O’Donnell

staff, learners and families

inc Nursery

August April

15


Continue to develop tracking and

monitoring of learning using on

online learning journals and

individual trackers (HGIOELC 2.3,

3.2)

Develop STEM curriculum

pathways at the early level

(HGIOELC 3.3, 2.3)

o Removing bias to gender, race

and disability

V Colquhoun, C Strom

Earl Years Staff including

modern apprentices

C Strom, J Curley and J

Inglis

August June

August June

16

Establishment Maintenance Improvement Planning Session: 2019/20






School leadership


Parental engagement


School improvement








2.2 Curriculum



2.5 Family learning

2.6 Transitions

2.7 Partnership










17

Key Actions (from previous plans)

Continue to build capacity to develop and deliver Forest Schools – C Forbes, R Forbes, L Forbes &

M Stewart and 2 SSA. This initiative will be delivered to Term 1- Primary 4, Term 2 – Primary 6,

Term 3- Primary 2, Term 4 – Primary 1 and in the nursery pre-school (Red Badges) all year.

SULP Lead Teacher to implement with identified groups

Growth Mindset in Primary 1 7, for 4 weeks –K Gray

Continue to audit and implement Digital Literacy – A Meldrum All staff

Update on A28 Operating Procedure – J Bowman All staff

Continue to progress and implement the recommendations of GIRFEC framework

Inform and update all staff on the work of the Child Protection Committee ( HGIOS 2.1)

Prepare for the introduction of 1140 hours and the infra structure changes to operations within

the nursery

Increase opportunities for stay and play sessions and recognised parental workshops such as You

and Your Child or Developing Resilience, responding to the needs of the current families

18

Pupil Equity Fund

Planning and Reporting

2019-2020

Pupil Equity Fund Overview

Allocation: £63,840

The Gap: Please provide an overview of your school’s poverty related attainment gap making reference to data.

Look at the 5 key indicators for closing the poverty related attainment gap:

Attainment, Attendance, Exclusion, Participation and Engagement.

What is the gap for these 5 areas? How does your data for SIMD 1-2 + FME compare with your data for SIMD 3-10 without FME.

We have a school roll of 295, which includes 18 children who attend our specialist support provision. Our nursery has capacity for

60/60 and is preparing to move to 1140 hours for August 2020. For one year only, we will operate with a model of 32 allocation of 1140

hours and 56 of 600 hours.

We have 60 children in receipt of FME, which is 20% of our school role. Of this 60 children, 9 (15%) are monitored for low attendance.

Barnados Family Worker will work with targeted families during 2019/20.

We have 77 (26%) of our pupils living in SIMD 1 or 2 of which 38 are in receipt of FME.

We have 107 (36%) of our pupils living in SIMD 3-6 of which 10 are in receipt of FME.

We have 114 (38%) of our pupils living in SIMD 7-9 of which 12 are in receipt of FME.

Across our provision, 83 (28%) of our learners have a known ASN or are part of an intervention group. Currently, 26 of our pupils who

have a known ASN or are part of an intervention group are in receipt of FME, of this, 17 pupils live in SIMD 1 or 2 and in receipt of

FME receive intervention support, 3 of whom, are in our supported classes. In supporting all of our learners and their families we also

use local intelligence to provide targeted support.

Removing barriers to learning and participation remains apriority for our school as we continue to address the equity gap within our

locality (HGIOS 2.4).

Outcomes and Measures

Intervention Description New Interventions – description and clear rational

Max 200 words

Intervention Theme

Organiser

Type of intervention

Co

ntin

uatio

n o

f 20

17/1

8 Plan

s Y

or N

?

Mid-Year Progress To be completed at Mid-Year

Stage

Actual Impact To be completed at End of

Year

Literacy

Nu

meracy

HW

B

Learnin

g & Teach

ing

Leadersh

ip

Family &

Co

mm

un

ities

Scho

ol gen

erated

Partn

ership

/charity

Co

mm

ercial Reso

urce

Co

nsu

ltant

Outcomes:

Improved staff capacity, capability

and confidence in the learning and

teaching and assessment of Literacy.

A shared literacy programme

established and achievement data

tracked to identify learners requiring

early intervention support/challenge

with a particular focus on SMID 1+2

plus FME

Sustained intervention for targeted

groups – reviewed termly.

Intervention 1: Literacy

Active Literacy Phase 2 SLC intervention

o All staff trained in Active Literacy

including 5 new to stage

o Literacy Coach identified

o 3 members of staff trained in Catch

Up Literacy

o NGRT data collected for Primary 1,4

and 7 (tested June 2019 and 2020)

IDL.

5 minute box intervention.

Paired Reading.

Additional 0.1 FTE to support individuals

Talk for Writing introduced across the school

community Nursery Primary 7

Afterschool Club from target group of SMID

1+2 plus FME, and Primary 5-7 with a literacy

focus.

Additional resources purchased to implement

Talk for Writing and Active Literacy.

CLPL from Talk to Write for additional 4

members of staff to cascade to other

teaching staff.

Parental workshops

o P1 Bookbug for 6 weeks

o P1+P2 Dictionary and Thesaurus

o Spelling

x x x x x x Y

Measures:

Attainment data from NGRT, SNSA,

SWST, PM benchmarking, Catch up

Assessments and professional

judgements for CfE Levels

Data from individual interventions

Professional dialogue

Moderation of Writing Data

Intervention recording sheets

Forward Plans, Classroom Observation

and Learning Conversations

Staff engagement, feedback form and

professional dialogue following CLPL

opportunities

Engagement at parental workshops

including feedback

Outcomes:

School staff have a shared

understanding of the ‘Growth Mindset’

culture

Most learners are able to use the

language of ‘Growth Mindset’

Targeted learners are supported

through counselling with a consistent

approach

Intervention 2: HWB

Developing a Growth Mindset culture within our

school community

Mindset Lead Teacher will target Primary 2-7

for Term 4 weeks in Term 1 – whole school

approach

Purchase resources to support the

implementation of a Growth Mindset approach

x x x x x x x x Y

Coaching our targeted learners in

their emotional regulation

Sustained interventions for target

groups with the outdoor environment -

-> Reduced class size to support other

class based interventions

Empathetic and sympathetic staff

embracing the principals of PEF

through CLPL

Continuing to develop our nurturing

school ethos and culture

The SPARK counselling service

8 children targeted for 10 week block of

counselling. Service booked for the session

2019/20

NLP4 Kids coaching service

Target Primary 7 with transition

Forest Schools/Forest Play

Outdoor learning to develop resilience – Year

groups Primary 2, 4 and 6. As well as P3/2 in

our supported classes. 6 members of staff

have applied for training

Nurture training

One teacher has completed training and will

develop nurture within our school – group &

targeted individuals.

Massage in Schools

4 members of staff have applied for training

Measures:‘ Growth Mindset’ is included in our

HWB programme of study and evident

in planning, class observations, and

learning conversations

Registers and reports from SPARKS

engagement (in confidence)

Registers and reports from NLP4

engagement (in confidence)

Pupils engagement and feedback from

Forest Schools/Forest Play including

family learning feedback

Professional dialogue and feedback

data

Outcomes:

Improved staff capacity, capability

and confidence in the learning and

teaching and assessment of Numeracy

and Maths.

A shared numeracy programme

established and achievement data

tracked to identify learners requiring

early intervention support/challenge

with a particular focus on SMID 1+2

plus FME

Sustained intervention for targeted

groups – reviewed termly.

Intervention 3: Numeracy

Catch up Numeracy – A Bennie ( DHT) and W

Posmar (SSA) & L Gardner (SSA)

5 minute numeracy box - W Posmar (SSA) & C

Scott (SSA)

CLPL - for all teachers and SSA including

Number Talks

Maths Recovery – target groups

Homelink- intervention bags Primary 2-5 with

target groups

Maths Week Scotland Events including parental

workshop

x x x x x x x Y

Measures:

Attainment data from, basic Number

Screening Test (BNST) benchmarking,

Catch up Assessments, LLC

Confirmatory Assessments and

Professional Judgements for CfE

Levels

Data from individual interventions

Professional dialogue

Intervention recording sheets

Forward Plans, Classroom Observation

and Learning Conversations

Staff engagement, feedback form and

professional dialogue following CLPL

opportunities

Engagement at parental workshops

including feedback

Sustainability: Please outline how you plan to mainstream or exit initiatives if required to enable sustainability in the longer term.

Developing staff capacity to continue to deliver interventions is our plan to ensure sustainability over time.

Documents

Establishment Improvement Plan 2019-20