Glasgow City Council Education Services: Improvement Planning€¦ · Web viewChildren, staff, parents and stakeholders have increased ownership of our new VVA which reflects our

Session: 2017-18

Glasgow City Council Education Services: Improvement Planning

Establishment Kirkriggs School

Head of Establishment Mrs Denise Laverty

Area/Local Improvement Group South 3

Head of Service Maureen McKenna

Area Education Officer/Quality Improvement Officer

Donnie MacLeod

CONTENTS1. Vision, Values and Aims2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session3. Action Planning

Action Plan Summary for Stakeholders

1. Our Vision, Values and Aims

All Staff, parents, pupils and stakeholder across the school community were consulted in developing the new school Vision, Values and Aims (VVA) during

the session 2017-18.This collective engagement ensured that all stakeholders opinions were considered during the development of the VVA. A main driver

for renewing the VVA was the changing school population, new local and national priorities and the new senior leadership team.

The majority of the school demonstrates the VVA in practice and ownership is evidenced by almost all staff and pupils using the language of values and

demonstrating them daily. Pupil Voice meetings have a weekly focus on the school VVA and children have opportunities to identify these in practice

throughout the school. All staff have a clear understanding of the social, economic and cultural context of the local community and the nature of our

demographic and use this to inform planning and practice effectively. As a school we have a rich range of data and information including SIMD, data

checks, wellbeing assessments, transition records, evaluation feedback, level tracking, professional dialogue, self-evaluations and parent meeting minutes



which we use to meet the needs of all our children and to help reduce the poverty related attainment gap.

Our Vision, Values and Aims drive our School Improvement Plan, curriculum rationale and other key policies and practices within our school. All children

are given the opportunity at Pupil Voice meetings to discuss our future priorities. Parents attended the VVA in-service day, engaged via questionnaires and

focus groups and staff were given opportunities to further develop the VVA. Stakeholders were consulted in a variety of ways depending on their

role in the school community. Children, staff, parents and stakeholders have increased ownership of our new VVA which reflects our school social,

economic and cultural context.

Our School Vision:

Our school vision is to work together as a team to build a nurturing school environment which is safe, happy and healthy. We provide opportunities for our

children to develop the skills and experiences they need to best prepare them for life and work, now and in the future.

Our School Values:

Respect

Inclusion

Achievement

Independence

Equity

Our School Aims:

To work together as a team to provide relevant high-quality learning experiences to ensure our children achieve their fullest potential.



To meet the needs of all children in our care to support them achieve a positive and sustained destination.

Our Vision, Values and Aims are concluded with our school motto – ‘Together we will be the best we can be.’

2. Summary of our self-evaluation process.Opportunities were given to all stakeholders (parents, staff, children and other agencies) to express their thoughts and views throughout the year. These occurred both in a formal and informal manner throughout the school session and information was collected in a variety of ways including dialogue, learning conversations and questionnaires. Termly questionnaires were given to all stakeholders.

Through the PRD/PDP process, staff have identified areas of interest and contributed to being responsible for our agreed priorities for school improvement. Some staff have taken on aspects of devolved leadership roles for both curricular and extra-curricular activities. Staff have gained a deeper insight and used the challenge questions from HGIOS 4 to look inwards, outwards and forwards in relation to the self-evaluation process to identify school improvement priorities.

Teacher planning, assessment and feedback meetings provided relevant opportunities for individual feedback through quality professional dialogue. SFLW CPD time enabled professional discussions as a staff group and allowed support staff the opportunity to develop and strengthen their skill set.

In line with Quality Assurance and our strategic planning, classroom observations occurred each term to allow the Senior Leadership Team to engage in dialogue and identify areas for development and improvement. Areas of strength and expertise were also observed and fed back to staff. This year we also trialled the use of video recording and self-reflection/ analysis as part of our Quality Assurance calendar.

Pupil Voice meetings were held each week enabling our learners the opportunity to help create, improve and better their learning experience in school. Pupils set their own agenda and input into the school decision making process. As part of this process they discussed aspects of HGIOS 4.

Observations and assessments conducted by all staff enabled them to create/amend WAP and My World Triangle documents to be discussed at Review/Post Placement meetings with other professionals.

Formal information regarding a child’s achievement and attainment is gathered by staff utilising the benchmarks, professional judgement and moderation


2. Summary of our self-evaluation process.processes.

Parents are consulted formally with the use of questionnaires submitted each term relating to the Quality Indicators and challenge questions from HGIOS 4. Other mediums such as the school app and social media were used this session to gather parental feedback. As well as this, the Parent Council meet regularly every Friday and offer a supportive drop-in to all parents. Formal Parent Council and Parent Forum meetings are held bi-termly.

This year an extensive amount of time has been allocated to support and mentor parents in line with Q.I. 2.5 – Family Learning to help assist and support parents at home, encourage a higher level of engagement with the school and the local community and to keep parents abreast of the latest developments in Scottish Education. Parents are also asked to provide feedback on report card evaluation forms as to next steps in meeting their child’s needs. Parent’s night also provides various opportunities for evaluation through questionnaires, a suggestion box and individual conversations with staff and the Senior Leadership Team.

We have worked extensively this session to increase our profile utilising social media. Our school website is regularly updated providing parents and stakeholders with relevant information. The site, along with our new school app, Facebook site and closed group, Blog spot and Twitter enable our parents a variety of different ways to communicate with the school and stay informed.

Strengths identified:Leadership and Management (1.1, 1.3, 1.4)HGIOS 4 questionnaires and feedback from parents, staff and pupils evidence that they feel part of the self-evaluation and improvement process. There are a variety of formal and informal formats to share these views. Pupils are supported by visuals to participate in weekly Pupil Voice sessions each Tuesday and have identified numerous opportunities to have their views heard by the SLT. They have also fed back that they feel their views are listened to and acted upon.The SLT share the same vision and are consistent in their management strategies. The Vision, Values and Aims have been revised by the whole school community and are used in leading the school. The Head Teacher and Depute are providing consistent leadership which is contributing to school improvement. They ensure that staff are empowered to initiate change and are involved in the decision making process.

Staff have an understanding of the school’s social, economic and cultural context and the implications of national educational policy. The management team have invested in Teacher Learner Communities (Tapestry) this year to support professional dialogue around pedagogy as a tool to raise the standard of teaching and learning. There is time allocated every term to discuss self-evaluation results and their implications on improvement.


2. Summary of our self-evaluation process.The vision of the school is now focused on learning, learner engagement and positive ethos and culture. A coaching and mentoring approach to PRD/PDP is used effectively to allow staff to reflect upon their knowledge and skills development to improve effectiveness. Clear policies are in place to support the wellbeing of staff and reasonable adjustments are made where necessary. The Senior Leadership Team are approachable and are focussed on meeting the needs of the children, parents and staff. Staff are given opportunities to lead aspects of school improvement where appropriate.

Personalised Support 2.4All children are benefitting from high quality universal support and every class has a minimum of 1 support for learning worker who are deployed to best meet the needs of our children. Children are at the centre of all planning and are supported to be active in their learning and development. They contribute to the target setting process and targets are displayed visually as a reminder and by way of supporting understanding. Visual symbols are a key support and are used consistently throughout the school to enable structure and predictability and to support children through changes and choices. They are also used to enable learners to participate in peer and self-evaluation. All staff know and respond to the individual needs of children and information to support this is collated in their information passport, positive behaviour plans and risk assessments.Tasks and activities are differentiated to ensure appropriate pace and challenge and other strategies and differentiation is also demonstrated by support, outcome and expectations. The school have built up a range of resources to support children’s needs and professional learning is continuous in order to meet the needs of all children. Targeted support is equitable and classes are designed to take account of individual learner’s needs so that the correct support can be allocated. Targeted support is based on observations, assessment data and teacher’s professional judgement as well as behavioural and sensory needs. The learning environment is inclusive and specific to supporting the needs of all learners. It is low sensory, symbolised, communication friendly, structured and predictable and all activities are planned so that every child can participate at their own level.We work closely with parents to ensure support and consistent strategies are used both at home and in school. We provide visuals for home as well as Parent Workshops to share strategies with parents. Well planned interventions are leading to success in both attainment and wider achievement for all children including those affected by financial hardship. Barriers to learning are identified quickly and positive steps and strategies are implemented to ensure that the effects on learning are minimised. All staff are responsive to the circumstances of children who may be at risk for a variety of reasons, whether long term or temporary. The school has links to the Young Carers service and gives out information on a variety of agencies that can be used to support families. Some children have a personalised timetable.

Ensuring Wellbeing, Equality and Inclusion (3.1)We are ensuring the wellbeing of all children and their families by working closely to engage families, provide support and strategies as well as family learning opportunities to further improve their engagement with the school. Outcomes for children are improving; we know this because of evidence from planning and tracking meetings, assessment and regular reviews and dialogue between staff, SLT, parents and children.The whole school community have a shared understanding of wellbeing and dignity and this is evident at school and community events when everyone is


2. Summary of our self-evaluation process.tolerant and supportive towards all children.Parents attend reviews and discussion focuses on Wellbeing and Assessment Plans (WAP) and the SHANARRI indicators to ensure that the school community are ‘Getting it Right for Every Child.’Assemblies have had a focus on children’s rights and GIRFEC and most children are able to give examples of how we meet the SHANARRI indicators in Kirkriggs School. Pupils are supported to give feedback to the SLT by either a symbolised questionnaire or a learner conversation. Pupil Voice meetings are utilised to feedback results and work with pupils to identify next steps for improvement.The whole community has a shared understanding of wellbeing and children’s rights and are sensitive and responsive to the wellbeing of children and of each other. The environment provides a place where children feel safe and listened to and are secure in discussing personal and sensitive aspects of their lives. We ensure that children are participants in decisions that may affect their lives and pro-actively demonstrate that children are listened to by making changes based on dialogue with them. All leaners are fully engaged in the life of the school at their own level and activities and outings are planned and adapted in order to do this. We take account of the Equality Act (2010) to ensure that no-one is discriminated against for any of the protected characteristics.There are excellent relationships between staff and parents and parents feel supported and included in school decisions. We have effective strategies in place to improve attainment and achievement for all children, regardless of their home circumstances or additional needs. We have high expectations for all learners and provide opportunities to develop independence skills and skills for learning, work and life.

Priorities for development:1: Raising Attainment and developing approaches to teaching, learning and assessment in literacy and numeracy including family learning

2: Raising attainment through digital technologies and learning

3 Applying a whole school nurture approach


3. Action Planning

No. Quality Indicator Priority

1 2.22.32.42.53.2

Raising Attainment To provide targeted support for children who are on the pre-reading stage. To provide targeted support to more able children. Training on Project X reading scheme To put literacy videos online to go with the family literacy resource boxes with ideas and instructions on activities and how to

use the resources that they have To update resources boxes and provide any missing materials To aim for all P7s leaving with some form of reading ability. To ensure summative assessment of learners in literacy (POLAAR, Ready Steady Read) To introduce SNSA testing Provide more opportunities for pupils to participate in groups with their mainstream peers Glasgow Counts CPD for staff Purchasing of GC resources (PEF) Embed Sumdog assessment Review and design literacy and numeracy planning to ensure robust assessment and tracking Provide opportunities for parents to be up skilled in supporting literacy and numeracy at home (workshops/ open doors/

share the learning/ games nights) CPD in Project X CPD in IDL Family learning opportunities: Makaton, outdoor learning, residential school.


Tasks to achieve priority Timescaleand checkpoints

Evidence of Impact > (data, observation, views)

PEF half day a week to take targeted literacy intervention groups Sept 2018 Assessment data/ Class teacher observations/ planning meeting with intervention teacher/ views of learner.

Staff training in new reading scheme Sept 2018 Dialogue with staff pre and post training to demonstrate increased confidence in using new reading scheme. Observations of teaching and learning of reading via learning walks.

To ensure summative assessment of literacy (POLAAR, SNSA, Ready Steady Read, IDL)

Oct – Dec 2018 Formal assessments by SLT. Staff views. Evidence of assessment.

CPD in IDL 11th Oct IDL assessments, staff views, improvement in attainment.

Literacy videos for youtube channel Dec 2018 Feedback from parents, learner conversations with children, ICT dataInclusion groups Jan – June 2019 Learner conversations, professional dialogue with staff and

mainstream staff, photographs and videos.Review and design literacy and numeracy planning Feb 2019 Staff evaluation, SLT evaluations, tracking.Family learning sessions (makaton, outdoor learning, bikeability) June 2019 Parent evaluations, tracking, learner conversations.Glasgow Counts CPD for staff February 2019 Attainment data, observed visits, planning and tracking meetings,

parent, child and staff views.

Staff leading on this priority – including partners Resources and staff developmentSLT (head, depute, PT)

Supply teacher

All teaching staff

Oxford Reading Tree

IDL CPD, summative assessment support

Intervention groups

CPD in IDL, GC, Project X, summative assessment types.Making and uploading youtube literacy videosLeading family learning sessions. Working party for planning.

Project X CPD


Blairvadach Family outdoor learning sessions


2 2.22.32.43.3

Digital Technologies and Learning : To increase staff knowledge about online safety for pupils To provide online safety support and information/newsletters for families To audit staff development needs in ICT with a view to identifying appropriate CPD opportunities CPD in Apple teacher for all staff Out of the Box training and Getting to know your ipad training Establish digital leaders (pupils) to be trained and supported by mainstream peers



Staff completion of NSPCC training October 2018 Completed online module, staff dialogue on confidenceSubscribe to Knowsley City Learning Centres September 2018 Feedback from parents, staff to suggest topics for

newsletters, children to feed back on newsletter content.

GCC digital questionnaire to be completed by all staff October 2018 Online dataCompulsory ipad Training to be completed by all staff May 2019 Data on completion, staff evaluation, observed visit

feedback, learner conversations with children.Digital leaders from Miller Primary to train children April 2018 Learner conversations, views of parents and staff, raised

attainment, display of knowledge.


Staff leading on this priority – including partners Resources and staff development

SLT (HT, Depute, PT)

Teaching staff

Parents

DHT is DLOL and will organised CPD and lead on all aspects of ICT. SLT will analyse results of digital questionnaire and plan CPD accordingly. HT to organise digital leaders from Miller Primary.

CPD in ipads, digital questionnaires, CPD in online safety.

Knowlesley newsletters for children, staff and parents.


3 Nurture To introduce nurture approaches throughout the school To upskill all staff in nurturing approaches To audit current school nurture policy and practice in the school community To undertake CPD in nurture with mainstream peers and educational psychologist



Parent/carer questionnaire October 2018 Questionnaire data to identify strengths and improvement areas.




Parental views inform school improvement.Children and young people focus groups December 2018 Data from Pupil views inform school improvement and impacts on

nurture practice in schools. Children will be better able to talk about aspects of nurture.

SFLW questionnaires December 2018 Improved nurturing practices and understanding evident in practice. Improved positive school ethos.

Teacher questionnaires December 2018 Improved nurturing practices and understanding evident in practice. Improved positive school ethos.

Observation profile for QA visits June 2019 Improved nurturing practices and understanding evident in practice.CPD training in Nurturing Communication Oct 2018 – Aug

2019Professional dialogue with mainstream peers, positive impact on practice,.

Staff leading on this priority – including partners Resources and staff development

SLT (head and depute) QA visits, organise CPD from psychological services. Collate questionnaire results. Lead pupil focus groups.

All staff, pupils and school community members Complete questionnairesTake part in dialogue and suggest improvementsIdentify good practice

Educational psychologist Deliver nurture and communication training


Documents

Glasgow City Council Education Services: Improvement Planning€¦ · Web viewChildren, staff, parents and stakeholders have increased ownership of our new VVA which reflects our