Glasgow City Council Education Services: … · Web viewTime dedicated for pupil voice groups within WTA Action for Children Budget ( PEF Funding ) Dedicated PEF resources for Family

Session: 2017-18

Glasgow City Council Education Services: Improvement Planning

Establishment Oakgrove PS

Head of Establishment Jane Cerexhe

Area/Local Improvement Group NW1

Head of Service Jim WilsonArea Education Officer/Quality Improvement Officer Patricia Leeson

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 AimsSchool Values are referenced and articulated routinely. They underpin the life and work of the school. We have made clear links between our Values, Curriculum for Excellence, Getting it Right for Every Child and U.N.C.R.C.and tied this together in an info- gram.

Details of this process is a feature of the school’s E.P.R.


2. Summary of our self-evaluation process.The school’s E.P.R. was written in June 2017. A process of self-evaluation informed this report.We used the self-evaluation tool ‘How Good is Our School?’ (4) to support reflection and professional dialogue during planned collegiate time while materials from the ‘ Applied Nurture Framework’ was used to sample stakeholder views. Evaluation of school performance data supported this process and also supported identification priorities for Pupil Equity Funding earlier in Spring 2017. Reference is made to this at certain points of the school’s improvement plan.

Strengths identified: Developing a shared vision, values, aims Strategic planning for continuous improvement Implementing and improving change Learning and engagement Wellbeing Inclusion and Equality Overall quality of learners’ achievements

Priorities for development:A rights based approach to improving outcomes for all. ( Working towards Rights Respecting Schools – level 2)

Curriculum Review & Assessment Strategy HWB for All Family Learning Equity of Opportunity

Enhancing the technologies curriculum while developing an iner- disciplinary approach to learning across STEM subjects Pedagogy Learning, Life and Work Family Learning Equity of Opportunity

Reading for Enjoyment and Raising Attainment in Reading Family Learning Pedagogy & teacher leadership Early Intervention Raising Attainment


2. Summary of our self-evaluation process.

No. Quality Indicator Priority

1 2.3,2.5,3.1,3.2 A Rights Based Approach to Improving Outcomes for All( Working Towards Rights Respecting Schools – Level 2)

Tasks to achieve priority Timescaleand

checkpoints Evidence of Impact > (data, observation, views)

RIGHTS RESPECTING VALUES UNDERPIN LEADERSHIP AND MANAGEMENT (Standard A)To ensure our ‘ curriculum has a clear vision and rationale shaped by the shared values of the schools and its community…… grounded in our commitment to securing children’s rights and wellbeing’ HGIOS 4

Review Curriculum Rationale Create curriculum entitlements in line with UNCRC

charter Evaluate current curriculum design & structure in line

with newly identified entitlements; Identify opportunities to bundle / simplify curriculum

across a level Establish an assessment strategy / structure for

subject areas other than literacy and numeracy. Review formative assessment strategies and

consider effective pupil feedback Review and update reporting processes.

Sept 2017

October Inset

November – February ‘18

March 18 – May 18

The revised curriculum rationale will articulate entitlements rooted in Children’s Rights.These entitlements will inform a revised curriculum overview which will include the “creation of a manageable process to monitor and evaluate learners’ progress so that we have clear information across all curriculum areas”( HGIOS 4)

There will be an improved tracking system across all curriculum areas.

Staff will be more confident in using benchmarks to enable them to describe children’s progress.

Children and Parents will have a clearer idea of progress across the whole curriculum.




THE WHOLE SCHOOL COMMUNITY LEARNS ABOUT THE CONVENTION ( Standard B)

UNCRC is a feature of Induction Programme for new staff and their PRDs

Children’s rights are articulated in communication with families and children as a matter of routine

Rights Based Learning is a feature of Assemblies

Rights based learning in integrated across all curriculum areas ( see standard A )

Aug- Sept 17

Ongoing

Ongoing

Nearly all pupils and staff can describe key articles – UNCRC audit

Parents will know about the Rights though home learning,assembly programme and home/ school communication.(examples sampled & UNCRC Audit )

All children will explore children’s rights a part of the curriculum.(- sampled in planning and learning conversations).

THE SCHOOL HAS A RIGHTS RESPECTING ETHOS (Standard C)

All classrooms have Charters

Creation of a Dinner School Charter

Creation of a Playground Charter & incorporating Rights Based language into Peer Mediation.

Action for Children Worker to support identified children and their families

to enable them to fully engage with their Right to an Education.

August – September ‘ 17

Term 2October - Revisit

SNAG Audit.November – May

Peer Mediator Training

September 17

Charter Jan ‘18

September’17 – June ‘18

All classrooms will have rights based charters. UNCRC (pupils) to audit.

The dining area will have a rights based charter which has been negotiated with the SNAG group and children, staff and parents. There will be an improved dining experience as a result of stakeholder collaboration. This will be captured through stakeholder audit / SNAG focus group.

Nearly all children can talk about resolving conflict in a Rights Respecting way and Peer Mediators can describe work they have done with other children to support this.We will maintain zero exclusion data.

Improved attendance and engagement in learning(observation)

Improved family engagement (attendance at Parents’ Evenings,




Family Learning Enhanced programme of family learning workshops to

enable parents to support children in their learning. Particular focus on EAL, wellbeing and enabling

families to access technology.

Family LearningCalendar

August ’17- May ’18

family learning workshops, etc.Improvement in STAR assessment ( AfC assessment tool) leading to improved attainment for individuals.

Attendance at calendar of eventsAudit of Parents/ Children’s Views

CHILDREN ARE EMPOWERED TO BECOME ACTIVE CTIZENS AND LEARNERS( Standard D)

All teaching staff support a Pupil Voice Group & Pupil engagement is high.

Young people are empowered to access information that enables them to make informed decisions about their learning &health and wellbeing

September ‘17and on-going

Evidence of pupils being consistently involved in decision making in different contexts across the school and community.Children will be able to identify how the school enables them to access information which equips them to make informed information.Children will be able to talk about how they have had the opportunity to uphold the rights of children locally, nationally and globally.

Staff leading on this priority – including partners Resources and staff developmentJane Cerexhe , HtUNCRC working groupParent CouncilPupil Council

Action for Children WorkerESOL community workers

UNCRC website / online resourcesEducation Scotland Online Resources & input at Scottish Learning FestivalCollegiate Activity TimeTime dedicated for pupil voice groups within WTAAction for Children Budget ( PEF Funding )Dedicated PEF resources for Family Learning Workshops



3 1.22.22.33.3

Enhancing the technologies curriculum while developing an inter-disciplinary approach to learning across STEM subjects


checkpoints

Evidence of Impact > (data, observation, views)

Digital Collaborative LearningCoaching of 4 teachers developing digital literacy/collaborative learning through virtual learning environments. October - March

All children P4-7 will have engaged with their Glow account P4-7 teachers will be confident or developing confidence in

developing digital literacy. Children P4-7 will be able to talk confidently about application of

collaborative skills within Office 365 applications (at least).CLPL All staff to participate in 2 x 1.5 hrs master class in coding.All staff to participate in a ‘Make Off’ using CAD/3D Printing/Coding.CPD Coordinator to actively pursue opportunities for staff to enhance skills in digital technologies. Staff to share learning back to staff team.

05/10/17(Coding1)25/10/17(Coding2)

The P1-7 Technologies Curriculum will demonstrate clear progression pathways for our learners.

Engagement with CLPL, professional dialogue and moderation will develop staff confidence in teaching coding and CAD/3D Printing; and STEM IDL units.

Children will be able to talk confidently about their STEM work making particular reference to relevant STEM careers.

CurriculumCollegiate agreement on Experiences and Outcomes (Es&Os) to be bundled as annual STEM Application opportunity for each stage P1-7.Collegiate development of IDL generative topics for each stage P1-7 as exemplification of how bundled Es&Os could be delivered to achieve application. Working party from previous session to mentor colleagues during rollout.

Term 2& on-going review of impact through

monitoring of planning/

evaluations

The P1-7 Technologies Curriculum will demonstrate clear progression pathways for our learners.

Engagement with CLPL, professional dialogue and moderation will develop staff confidence in teaching coding and CAD/3D Printing; and STEM IDL units.




checkpoints


Develop a clear progression framework in computer science for learners P1-7. Liaise with Woodside and Cowcaddens Nurseries/Hillhead High to explore opportunities for transition and enrichment through Subject Specialist input/Critical Friend.Collegiate agreement on use of P1-7 Es&Os Overviews with composite classes.All staff will plan a CAD/3D Printing experience for their learnersEvaluation of place of 3D Printing in the curriculum.Assessment and Tracking Progress Moderate and discuss across levels how STEM opportunities can be used to inform achieving a level.

May 2018 Staff will be able to describe learners’ progress in mathematics

making reference to application of mathematics in STEM contexts.

Digital Schools AwardInitial self-evaluation (pupils, parents, staff);Action plan developed and implemented by working party;Final self-evaluation and application for verification.

October 2017December 2017

August 2018

Self-evaluation will show progress towards achieving the Digital Schools Award

Links to STEM CareersSTEM Careers carousel and engineer drop-in visits brought forward to Terms 1 & 2 to support class teachers and learners in making links between experiences and STEM careers across the session.

October 2017


Our curriculum will be enriched through partnership working.

Virtual RealityAll learners to have at least 2 virtual reality experiences across session led by their teacher to enhance IDL

By June 2018 Children will be able to talk confidently about their learning following

virtual reality experiences

Maximizing use of Technology/Tackling BureaucracyA commitment from all staff to take opportunities to maximize available technology to reduce bureaucracy by improving efficiency looking at: Operational elements

September 2017 to June 2018

Any changes in practice/innovation to be shared in staff meetings (minuted) or otherwise in written communication with staff.



checkpoints


Assessment/feedback Planning Classroom resources

Staff leading on this priority – including partners Resources and staff developmentD. ChambersM. Docherty/L. Dailly – Primary EngineeringSTEM AmbassadorsEdICTMakLab

Microsoft Teams 2 x 1.5 hrs whole-staff CLPL;

1 x 1.5 hours for ‘Make Off’ 3D Print consumables

1x 1.5 hours (August Inset) – composite classes Es&Os overview 1x 1.5 hours Collegiate Activity Time (CAT) for moderation of IDL

generative topics 1x 1 hour reversioning and sharing of IDL plans after

implementation 1x 1 hour agree place of coding/3D printing within the curriculum. 1x 1hour CAT – evaluation of impact of application in informing

achieving a level Inset day 3 – initial self-evaluation STEM Ambassador Programme Google Expeditions kit



3 2:3,2.5,3.2 READING FOR ENJOYMENT( Incorporating Early Intervention - Literacy – PEF FUNDED)

Tasks to achieve priority Timescaleand checkpoints


Reading Environments & Resources Audit and improve quality of reading resources Involve children in selection of new resources ensuring

wide ranging texts, including digital resources Work with Glasgow Libraries to support resourcing ,

including Bi lingual texts Improve use of space for class libraries, reading dens Create literacy rich play environment Create parent & child lending library

August –October’17

Ongoing

Reading Environments are created / enhanced around school.There is a wide range of reading materials to cater for reading tastes and languages spokenChildren’s views are sought in layout / procurement

Observation of learners notes a greater level of engagement in reading resources

Developing Positive Attitudes to Reading Pupil/ Staff/ Parents surveys to establish reading

attitudes and behaviours. Use Assembly programme to launch and maintain

year long programme of ‘Reading Dares’ Continue Peer Tutoring/ Paired Reading programme

for all classes P 3-7 Create Programme of author Visits Encourage parental engagement through Parent & Child Reading Workshops Parents reading in home languages Parental involvement in specific literacy events eg

Book Fair, World Book Day. Home learning tasks linked to Reading Dares.

September 2017

April / May 2017

Teachers’ Pupils and Children’s views establishing baseline

Reviewing children’s reading behaviours based on surveys/ staff observations/reading conversations

Career Long Professional Learning & Pedagogy




Develop skills, knowledge of staff which will in turn support children’s enthusiasm for reading.

All staff encouraged and supported to access Literacy for All / GDSS CLPL opportunities throughout calendar.

Professional Enquiry Teaching staff to identify one aspect of classroom

pedagogy (reading) on which they which to focus on for an area of enquiry. Time identified in WTA.

Planned micro presentations to colleagues to share good practice.

Early InterventionMaria Docherty ( PEF funded ) leading CLPL for P1 & P2 staff and SfL workers

Professional Enquiry to runOctober – mid February.

Micro presentations Feb Inset

On-going all year

Staff CLPL records

Impact of pedagogical approaches (data/ observation/ views to be a feature of Professional Enquiry.

Raising Attainment in ReadingRevised Management Structure (supported by PEF) enabling tighter attainment tracking model.PTs supporting-

induction ( 5 new staff) ; pedagogical approaches/ team teaching/ planning etc. targeted interventions and ASN.

Early Intervention ( Literacy) enhanced nursery transition family Learning pedagogy & CLPL targeted interventions

Induction ProgrammeAugust – late September

On-going all year

April – June 2017

Ongoing all year

Attainment data Reading (standardised assessments) & Writing (Big Writing).SLT review performance data at attainment meetings as part of QA calendar

Ready Steady Read AssessmentsOngoing Classroom Based Assessments




Children ‘Achieving a Level ‘ data.Standardised Assessments

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

Maria Docherty ( PT PEF)Woodside LibraryCowcaddens & Woodside Nursery staff

Literacy for All CLPL programmeEducational Endowment FoundationGDSS



Documents

Glasgow City Council Education Services: … · Web viewTime dedicated for pupil voice groups within WTA Action for Children Budget ( PEF Funding ) Dedicated PEF resources for Family