Education and Youth Employment

Irvine Royal Academy

Improvement Plan 2019-20

1

Vision, Values and Aims

Vision

Irvine Royal Academy Believes in Better

Values

Ambition - Respect - Responsibility

Aims

We will provide an excellent educational experience for every pupil within a nurturing environment We will continue to refine, develop and embed our practices through robust self-evaluation processes We will ensure equity & excellence for all our young people across the whole range of educational provision We will equip our pupils with the skills, attitudes and expectations required to prosper in a changing society We will promote positive partnerships with our parents, cluster schools and the wider community

Our vision will be achieved with the ongoing commitment, dedication, drive and teamwork of our staff, pupils, parents and partners from the local community and beyond.

Review Dates28 June 2019 – SIP finalised & submitted to NAC31 August 2019 – All DIP/FIP finalised & submitted to HT16 September 2019 – Standards & Quality report submitted to NACBy 31 October 2019 – Review of progress(1): SIP/DIP/FIPBy 20 December 2019 – Review of progress (2): SIP/DIP/FIPBy 1 May 2020 – Final review of progress and planning for new sessionJune 2020 – SIP finalised & submitted to NACJune 2020 - All departments/faculties submit Standards and Quality Report to HT & Link DHT31 August 2020 – All DIP/FIP finalised & submitted to HT

Council Priorities:

The five Council strategic priorities for 2019-2024 are detailed below:

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

Strategic Plan 2019-20: Irvine Royal AcademySchool Priorities

PROMOTING WELLBEINGWe will continue to develop and

embed the principles of GIRFEC to improve wellbeing

for all.

LEARNING & TEACHINGWe will relentlessly focus on ensuring all pupils have high quality learning experiences.

LEADERSHIPWe will continue to build

leadership capacity at all levels to create a culture of

improvement.

POSITIVE DESTINATIONS AND

EMPLOYABILITYWe will continue to ensure positive destinations for all

High Level Objectives

Our school community has a shared understanding of wellbeing, the Wellbeing Indicators and children’s rights.

All staff promote a climate where young people feel safe, included, valued & listened to.

All staff and partners model behaviour which promotes and supports the wellbeing of all.

All staff are sensitive and responsive to the wellbeing of each individual child and colleague.

Creative approaches are being used to engage families leading to stronger home-school links which are improving outcomes for our learners.

All staff deepen and develop subject, curricular and pedagogic knowledge to lead learners and the learning of colleagues.

All learners receive high-quality feedback & have an accurate understanding of their progress in learning & what they need to do to improve.

All staff access & apply relevant findings from educational research to improve learning and teaching.

Assessment approaches are matched to the learning needs of all learners.

Tracking & monitoring systems are well-understood & used effectively to secure improved outcomes for all learners, including our most deprived young people and those who are looked after.

All staff participate in individual & collective professional learning which improves outcomes for learners.

All staff engage regularly in professional dialogue to develop collective understanding (e.g. shared understanding of standards, pedagogy, assessment etc).

All staff are enabling young people to have greater confidence & skills in leading their own learning and that of others within & outwith classrooms.

There is a tangible increase in attainment, achievement & positive destinations.

All colleagues participate in Skills Development Scotland and Careers Education Standard CLPL.

All colleagues seek opportunities to promote employability and DYW skills within the learning environment and beyond.

All staff have a platform to receive and share best practice as regards the CES and DYW through their Faculty link.

All stakeholders are committed to working collectively to ensure positive destinations for all learners.

Irvine Royal Academy 2019-2020: KEY IMPROVEMENT PRIORITIES FOR ALL STAFF

Directorate Priorities

We will work with all young people to build their resilience, support their

mental health and physical wellbeing.

We will create the conditions for our children and young people to access the highest quality learning experiences from

ages 3-18.

We will support our children and young people to be successful learners,

confident individuals, effective contributors and responsible citizens.

School Priorities

PROMOTING WELLBEING

1.We will continue to develop and embed the principles of GIRFEC to improve wellbeing for all.

LEARNING & TEACHING

2.We will relentlessly focus on ensuring all pupils have high quality learning experiences.

LEADERSHIP

3.We will continue to build leadership capacity at all levels to create a culture of improvement.

Task 1.All staff will promote positive relationships & consistently use the Wellbeing Indicators.

1 All staff know their learner’s needs and meet these needs.

1. All staff will participate in individual & collective professional learning which improves outcomes for learners.

2.All staff will consistently follow the school’s Promoting Positive Relationships Policy.

2.All staff will develop two areas of their practice and work on this all year.

2. Pupils are given further opportunities to develop their leadership capacity in class & across our school.

Outcome We have a positive & fully inclusive school where everyone feels safe, valued & engages in school life.

Young people can articulate their learning & know what to do to get better.Improved attainment & achievement & enhanced skills are apparent.

Ethos of professional engagement & collegiate working apparent. This leads to continuous improvement in learning & teaching & improved outcomes for our learners.

Evidence Ethos & Culture in schoolDM Minutes – minuting good newsLesson observationsSurveys & Focus GroupsBehaviour improves: referrals, demerits & radio calls decreaseAttendance/exclusion data improvesAll staff will be Restorative TrainedAll staff will be Nurture TrainedSIP targets achieved

DM MinutesLesson observationsLearning walksSurveys & Focus groupsAttainment analysis (Insight data, CfE Machine, SQA data, prelim data)School Tracking & Monitoring dataAttendance/exclusion stats improveSIP targets achieved

Improvement is tangibleDM MinutesLesson observationsSurveys & Focus groupsData analysisIncreased number of staff undertaking leadership rolesIncrease in staff undertaking professional learning/studySIP targets achieved

Strategic Plan 2019-20: Irvine Royal Academy

Here is an overview of how we intend to use our Pupil Equity Funding to support improvement:

Appointment of additional staffing

for specific interventions

Knowing our gaps & providing targeted

support

Development of Leadership Capacity

for All

TRT & Numeracy interventions

Relentless focus on Learning and

Teaching

Detailed Action Plan 2019-20: Irvine Royal Academy

School Strategic Priority: 1 We will continue to develop & embed the principles of GIRFEC to improve wellbeing for all.

Linked to Directorate Priority: 4

High Level Objectives

HGIOS 4HGIOELC

NIF

Supported

through PEF?Y/N

How will I achieve this?Assigned to? Timescale Pupil Outcomes Measurement

√Our school community has a shared understanding of wellbeing, the Wellbeing Indicators and children’s rights.

√All staff promote a climate where young people feel safe, included, valued & listened to.

√All staff and partners model behaviour which promotes and supports the wellbeing of all.

√All staff are sensitive and

NIF: Improvem-ent in children & young people’s health & wellbeing.Parental Engagement.

HGIOS:QI 2.1QI 2.3QI 2.4QI 2.5QI 3.1

Y All staff consistently use the Wellbeing Indicators when planning learning which impacts positively on classroom relationships and ethos (PTG).

The school’s revised Promoting Positive Relationships Policy will consistently followed by all staff, pupils & parents (JL).

Review & refinement of Merits/Demerits/Rewards trips to celebrate success (JL).

All Depts to have strategies to celebrate success (All PTs).

Pupils will continue to be supported in The Sphere & ILP. Targeted interventions will support our most vulnerable pupils and their families (JL/LC/KS/AK).

Updated staff training on Nurturing approaches will be delivered (LC/KS).

All staff know and utilise strategies to support pupils

August – May 2020

Pupils will report they feel safe, valued & included within our school.

There is a climate which supports & promotes the wellbeing of all.

There is a clear understanding of our school vision, values and aims and what we are trying to achieve collectively.

Pupils will have increased resilience and confidence.

Success is celebrated so pupils feel valued & proud.

Pupils will have a ‘can do’ approach which minimises the impact of barriers to learning.

Staged Intervention processes and the Named Person will ensure the needs of our most vulnerable young people are met.

The learning environment is vibrant and built on positive relationships where our learners can thrive.

Pupils’ attendance

Quantitative Data1. Exclusion rates reduce by a further10%.2. Attendance rates increase by a further 3%.3. Reduction in UNA absences by 2%.4. Reduction in behaviour referrals & de-merits by 10%.5. Attendance at school clubs increases to 60%.6. Bullying incidents decrease by 10%.7. There is an increase of 10% in the number of parents engaging with our school (including increased attendance at Parents’ Evenings).8. There is an increase of 10% in young people reporting an ethos of inclusion, achievement and equality.9.Pupil feedback (focus groups & surveys) will indicate improvements in staff-pupil relationships by 10%.10.95% of our entire school community will know and understand our school vision, values and aims.

responsive to the wellbeing of each individual child and colleague.

√Creative approaches are being used to engage families leading to stronger home-school links which are improving outcomes for our learners.

in different zones of regulation (KS).

Staff training on ACEs & Resilience will be delivered (LC).

All staff will be trained on Restorative Practice (LC).

Staff & Parents’ Information Sessions on GIRFEC & aspects of Wellbeing will be delivered – 3 in the session (LC/PTG).

The Principles of the Children and Young People Act 2014 will be embedded across our school (PTG).

Staged Intervention processes and the Named Person will ensure the needs of our most vulnerable young people are met (PTG/LC).

Wellbeing Plans are continually revised and up to date (PTG/LC).

Staged Intervention processes are up to date, accurate & appropriate support is put in place (PTG/MK/LC).

All staff know the needs of our young people – we are data rich (SLT/PTG/MK).

Irvine Royal Academy will achieve Silver RRS accreditation by Dec 2020 (JL).

increases & exclusions decrease; leading to increased attainment.

Pupils wear their uniform with pride & are ambassadors of our school.

Pupils’ families & partners in the local area will be engaged in the life of our school.

11. Standards of uniform have improved so that 100% of pupils are consistently wearing the expected uniform.12.Pupil and parent/carer surveys on Health & Wellbeing are positive and report a 10% increase in the indicators of ‘Safe’ & ‘Included’.13. 10% increase in staff reporting they feel happy in work.

Qualitative Data14.Pupil voice is heard in our school through a variety of means & pupils are leading learning e.g. Pupil Council, Assemblies, Consultation Exercises, Pupil Ambassador roles etc.15.Our PSE programme is revised & relevant and pupil/staff feedback will be positive.16. Staff wellbeing is further supported with a variety of different opportunities presented eg wellbeing days/breaks, staff coffee, cake & chat session, establishment of social committee.

Irvine Royal Academy will achieve the Silver LGBT Charter Mark by Dec 2020 (JM).

Irvine Royal Academy will achieve their Green Flag for Eco-Schools (CB).

Staff training on Mental Health First Aid will continue to be delivered to all staff. (LC/PTG).

A Pupil Council will be established & all pupils regularly consulted on aspects of school improvement (SLT).

Our PSE programme will be updated in line with the Scottish Government’s recommendations published in their PSE review (LC/PTG).

Family Learning lead post will continue and events will be organised to engage with more parents & partners (RC).

PIP Programme to re-start, as well as introduction of Discussion Dinners, Departmental Engagement events & Dept resources to support learning at home (RC).

Staff wellbeing events will be further developed (JM).

School Strategic Priority 2:We will relentlessly focus on ensuring all pupils have high quality learning experiences. Linked to Directorate

Priority: 1

High Level Objectives

HGIOS 4HGIOELC

NIF

Supported

through PEF

?Y/N

How will I achieve this?Assigned to? Timescale Pupil Outcomes Measurement

√All staff deepen and develop subject, curricular and pedagogic knowledge to lead learners and the learning of colleagues.

√All learners receive high-quality feedback & have an accurate understanding of their progress in learning & what they need to do to improve.

√All staff access & apply relevant findings from

NIF:School ImprovementTeacher Professio-nalismAssessment.

HGIOS:QI 1.1-1.5QI 2.1 -2.3QI 3.2

Y Whole school lead for Pedagogy will continue (KM).

Innovative & creative approaches to L&T encouraged (All staff).

We will further develop the skills of our teachers by engaging in the principles of Visible Learning (KM). CPD will be provided for all staff during Inset Days.

All staff will choose two areas of their practice to focus on all year (e.g. feedback, questioning, working memory) (All staff; PTs to monitor).

The ingredients of an Excellent Lesson to be produced & disseminated to all staff , pupils & parents (KM).

A review of Homework across our school will take place by October 2019 (SLT).

Annual refresh of PRINTS (KM) – All staff using in all periods; all classes; all

August – May 2020

Pupils experience consistently high quality learning & teaching in all classes.

Pupil attainment increases. Pupils are motivated and

engaged in their learning. Pupils are supported and

challenged to do the very best they can.

Pupils can articulate their learning.

Pupils know how to improve through high quality feedback.

Pupils know their working levels.

Pupils are clear about the key Skills they are learning & how they connect with other subjects across our school.

Pupils receive high quality homework from all Depts.

Pupils experience high quality curricular as well as pastoral transition.

Quantitative Data1. Increase of 5% in attainment at all levels - including Literacy & Numeracy levels.2. Increase of 10% in number of staff undertaking professional learning.3.All staff are contributing to working groups.4.100% staff will critically reflect on the areas of pedagogy they have chosen to focus on and report a positive impact.5. The leadership of staff has improved & there is an increase of 5% in the number of staff undertaking further Professional study.6. Feedback (focus groups, observations & surveys) from pupils & staff report a 10% increase in positive learning experiences.7. There is an increase of 10% in the number of parents having a raised awareness of coursework & can support learning at home – materials to be provided by all Depts.

educational research to improve learning and teaching.

√Assessment approaches are matched to the learning needs of learners.

√Tracking & monitoring systems are well-understood & used effectively to secure improved outcomes for all learners, including the most deprived young people and those who are looked after.

year! Opportunities will be

created to share best practice (PTs/KM/All Staff).

L&T will continue to be a standing item at DMs, PT Tutorials, Whole Staff Meetings & Inset Days (All Staff).

T&M systems allow data to be shared with all staff at key points throughout the year to track attainment & act on this. Early intervention is vital (GP/IJ).

Opportunities to share assessment and moderation work in all subjects (including across Cluster) will happen frequently: calendar to be established (GP/CB/SM/PQ).

Whole school leads in Literacy & Numeracy appointed. Key developments in BGE assessment & moderation & developing consistent approaches/common language in Literacy and Numeracy across the curriculum to be driven forward (CB/GP/SM/PQ).

All staff will participate in lesson observations: two in session 2019-20. (All staff).

All staff will undertake at

Qualitative Data8. All staff will have participated in learning walks, lesson observations, peer learning, learning conversations, learning carousels, attended CLPL session to impact on their practice. 9.Inset days will be dedicated to deepening subject, curricular and pedagogic knowledge.10.Professional reading library is established and at least 80% of staff are reading research and articles to enhance practice.11.L&T is a standing item at DMs, PT Tutorials and whole staff meetings and is having a positive impact on practice.12.Development and application of the ingredients of ‘a good lesson’ will be devised (KM) and consistently applied across our school: lesson observations will prove this.13.PRINTS is used in all lessons across the school.14.100% of young people can articulate their learning and what to do to improve.15.All pupils have a learning log.

16. Self-evaluation procedures will measure and compare the consistency and quality of learning and teaching across the school through: e.g. faculty analysis meetings, staff actively participating in our Professional Learning Group, learning walks,

least two learning walks (SLT/PTs to monitor).

As part of Quality assurance procedures, all stakeholders will be surveyed, in particular on aspects of QI 2.3 (SLT/PTs).

Pupil learning logs to be established in all Depts (KM/GP/PTs).

Further enrich and support learning through effective use of Digital Technologies (CB).

learning triads & Inset programmes. 17.All staff will be observed on two occasions in 2019-20.18. All CPD & Leadership programmes will link to GTCS Professional Standards and PRD targets to develop individual capacity.19.A learning and teaching policy will be devised and embedded in all Depts (KM).20.We will meet learning needs more effectively through differentiation & personalisation (GP).21. All staff will report increased confidence in assessment and moderation strategies (GP).22. Strengthened cluster working is apparent with seamless curricular programmes developed in Literacy, Numeracy and STEM subjects (CB/GP/SM/PQ/SS).

School Strategic Priority 3:We will continue to build leadership capacity at all levels to create a culture of improvement. Linked to Directorate

Priority: 1 & 2

High Level Objectives

HGIOS 4HGIOELC

NIF

Supported

through PEF

?Y/N

How will I achieve this?Assigned to? Timescale Pupil Outcomes Measurement

√All staff participate in individual & collective professional learning which improves outcomes for learners.

√All staff engage regularly in professional dialogue to develop collective understanding (e.g. shared understanding of standards, achievement of a level, pedagogy, assessment etc).

√ Staff are enabling young people to have greater confidence & skills in leading

NIF:Improvement in attainment, particularly in literacy and numeracy.Performance.Professionalism.

HGIOS:QI 1.1-1.5QI2.1-2.7QI 3.1-3.3

Y All staff will make best use of professional learning: looking inwards and outwards (All staff).

All staff are engaging and contributing to a working group to drive school improvement (All staff).

We will utilise our Data Coach effectively (IJ).

Our rigorous analysis of SNSA data, CAT data, SQA data, Insight data & tracking & monitoring data will ensure no pupil is ‘slipping through the net’ leading to improvements in performance at all levels (All Staff).

SQA policy revised & updated for all staff (CB).

We will support Depts in seeking ambitious presentation levels (pushing our top 20%) whilst ensuring high levels of pupil success for middle 60% and lowest 20% (PTs/SLT).

August – May 2020

Attainment is increasing for all young people.

Keen focus on top 20% of learners being pushed & challenged.

Pupils at risk of missing out will be identified early with supportive packages put in place.

No pupil will leave school with less than 5@3.

Young people will have opportunities to participate in, and be accredited with, wider achievement courses and experience a more flexible curriculum based on local and national labour market intelligence.

Pupil’s successes are recognised and celebrated.

Pupils are developing the required skills for life, learning and work.

Pupils leave school with a positive destination.

Pupils will benefit from working with a range of partners who can provides experiences and opportunities matched to their needs.

Pupils leave school ‘work

Quantitative Data1.BGE – At least 85% of pupils successfully experience and achieve CfE Third Level outcomes in Literacy, Numeracy & Health & Wellbeing by end of S3.2.95% of S4 pupils will achieve 5 or more SCQF Level 3 qualifications.3.80% of S4 pupils will achieve 5 or more SCQF Level 4 qualifications.4.43% of S4 pupils will achieve 5 or more SCQF Level 5 qualifications (A-D).5.12% of S5 pupils will achieve 5 or more SCQF Level 6.6.35% of S5 pupils will achieve 3 or more SCQF Level 6 (A-D).7.65% of S5 pupils will achieve 1 or more SCQF Level 6 (A-D).8.100% of leavers achieve SCQF Level 3+ in Literacy & Numeracy.9.80% of leavers achieve SCQF Level 5 in Literacy.10.54% of leavers achieve SCQF Level 5 in Numeracy.11.Pupil average attendance has improved by 5%.12.Exclusions have reduced by 10%.13.LAC pupils will achieve 5@4 minimum (MK/AK/PTG).

their own learning and that of others in & outwith classrooms.

√There is a tangible increase in attainment, achievement & positive destinations.

We will offer bespoke recovery programmes in Literacy and Numeracy, and in the ILP, to targeted groups of pupils to increase attainment & achievement (SLT/YA/RO/MK/AK/SM/PQ).

We will continue to embed the STEP Physical Literacy Programme (JL).

We will continue to develop and refine our pupil mentoring programme (CB/KM).

We will review our non-attendance procedures to increase our overall % attendance by 3% (PTG).

We will further develop National courses, based on experiences of session 2018-2019 (CB).

Our risk matrix will continue to be refined to ensure no pupil is ‘slipping through the net’. This is known & understood by all staff (SLT/PTG).

Wider achievement awards & NPA courses will continue to be explored &

ready’. 14.10% increase in number of pupils accredited with wider achievement awards.15. We have increased attainment by 5% for bottom 20%, middle 60% and top 20% of all learners. There will be an increase of 10% in the number and range of courses available.16.There will be an increase of 5% in the range of courses and programmes available via consortia and Further and Higher Education providers.17.There will be an increase of 5% in the number of pupils attending Higher and Further Education.18.100% of pupils will achieve a positive and sustained destination.19.100% of pupils with ASN will enter a positive destination.20.There will be an increase of 10% in the number of pupils studying wider achievement awards & participating in a more flexible curriculum.

Qualitative Data1.Staff approaches to moderation are increasingly robust.2.Lesson observations will demonstrate creative & dynamic Learning and Teaching approaches.3. Pupils are undertaking more leadership roles.4. We are engaging with more employers to improve

implemented in our Timetable to increase attainment & achievement & ensure positive progression pathways leading to positive destinations (CB/JL/All PTs).

All Depts will make links with at least two employers over the course of the year to improve understanding of the labour market & relate school work to the world of work (All PTs).

understanding of the world of work.5. All staff understand & utilise the CES and link learning in school to life beyond school.

School Strategic Priority 4: We will focus on securing an improvement in employability skills and sustained, positive school-leaver destinations for all young people

Linked to Directorate Priority: 1, 2

High Level Objectives 1-5

HGIOS 4NIF

Supported through PEF?Y/N

How will I achieve this?Assigned to?

Timescales Pupil outcomes Evidence and Measurements

Teaching staff will have increased

QI 1.2QI 2.2

Y Access support from PT DYW and Faculty link (BK, JL)

August- May 2020

Pupils will have an increased awareness of ‘I can’

Records of discussion and action points in Faculty Meetings

their understanding of and skills in delivering the Careers Education Standard and our DYW strategy

QI 2.3QI 2.7QI 3.2QI 3.3

SDS input at Faculty meetings (PTC, FC)

Embed the ‘I can’ statements in L and T and in planning (BK, PTC)

Use ‘My WoW’ in class setting (BK, PTC, DYW CES links)

Complete DYW audit for a baseline assessment (BK, PTC)

Implement DYW strategies presented by PT DYW e.g. DYW dictionary (BK, PTC, DYW links)

Establish a Faculty DYW point of contact for PT DYW (BK, JL)

Support mechanisms: PT DYW SDS DYW policy IS day time

statements with our subject context

Pupils’ employability skills will have increased

Increased positive destinations for young people

Evidence of DYW and CES embedded in the curriculum

My WoW pupil access records Classroom visit records Pupil surveys Leavers’ positive destinations

Continue to work to increase positive destinations for young people

QI 1.2QI 2.2QI 2.3QI 2.7QI 3.2QI 3.3

Y Effective use of the risk matrix to identify pupils

Sharing of the risk matrix system and processes with colleagues through DMs (FC, PTC)

Ongoing interventions, interviews and target setting with potential leavers (JL, FC, LC)

Effective analysis of key data e.g. referrals, attendance, attainment figures to identify pupils at risk. (JL, FC, LC)

Use of UCAS and PHSE time to support the above

August- May 2020

Increase in leavers’ sustained positive destinations- 96% +

Positive feedback on exit surveys for leavers

Increase in leavers’ sustained positive destinations- 96% +

Risk Matrix analysis Local authority level data Insight positive destinations data

We will work to significantly improve our business and enterprise links as a Faculty

QI 1.2QI 2.2QI 2.3QI 2.7QI 3.2QI 3.3

Y Liaise with DYW colleagues and partners to make connections with businesses to build mutually beneficial relationships (PTC)

With support, research for CLPL engagement opportunities locally (PTC, DYW CES link)

Further provide QI 3.3 excursion opportunities (PTC, DYW CES links)

Establishing a DYW week (Feb 2020) to raise profile (BK, FC)

Creating a DYW ‘Positive Pathways’ Event for S5 and S6 pupils to highlight potential career routes (BK, FC)

Support mechanisms: PT DYW SDS DYW policy IS day time

August- May 2020

Increased and improved employer engagement opportunities for learners

Increased pupil skills for learning, life and work

Increased positive destinations for young people

We will have formed two business or enterprise links by May 2020

Quantitative data will be generated through ‘Employer engagement’ records and CLPL records

Staff Professional Update and PRD records