Standards, Quality and Improvement Plan for Tollcross Campus, incorporating Tollcross Primary School and Tollcross

Nursery

Tollcross is a caring, safe, stimulating learning community where we aim to; Provide an inclusive child centred learning environment of the highest quality Support every child to become a responsible, successful and confident lifelong learner Place the social and emotional wellbeing of our school community at the heart of all we

do Promote active home and school partnerships to enrich pupil experience and

achievement.

Standards and Quality Report for session: 2015-16Improvement Plan for session: 2016-17

Table of contents

Standards and quality report

1 The school in context

2 School’s self evaluation

Improvement plan

3 Key areas for school improvement

4 Cluster improvement plan (reflecting three year CfE implementation)

Standards and Quality Report

1. The school in contextTollcross is a co-educational, non-denominational school serving the inner city of Edinburgh. In August 2016 we will have nine classes P1-P7, with two classes at P1 and P3. From this session Grassmarket and Lochrin Early Years settings have been renamed Tollcross Nursery and are now fully combined as one. There will be great change in the Nursery over the coming session, including increased staffing and hours. There will be a Head of Centre Post, reporting to the Head Teacher and two Seniors who will work across the setting. We welcome this exciting opportunity. The Head Teacher is supported by an Acting DHT and one Principal Teacher post, which is part time SfL. Our building provides accommodation for one Nursery class and Tollcross Community Centre. The other Nursery class is housed in an annex, next to our playground.We have a high percentage of EAL pupils.We have one 0.6 SfL teacher, who is also PT. This session we hope to permanently appoint a DHT.The Nursery is currently staffed by a Full time Early Years Senior, 0.3 teacher, two full time EYP and 5 part-time EYP. This will significantly change over the course of the coming session.We have a 0.2 music teacher and a 0.4 PE specialist. We have a tutor in brass.

2. School’s self evaluation3.2 Raising Attainment and AchievementAttainment over time. Attainment in literacy and

NumeracyOverall quality of learners’ achievement

Equity for all learners

Attainment over timeP1 Baseline and Progress continue to show improving attainment in P1 over the last five years. Attainment is rising in the early stages and is steadily improving in P4 to P7. However, our tracking in attainment shows that whilst pupils who have spent all of their, or most of their, school career at Tollcross are doing well our attainment is negatively affected by pupils who join us at the P4 to P7 stages. Much of our SfL time is dedicated to improving outcomes for these learners, some of whom do not stay with us. This is a continued drain on our resources. This year we have enrolled 38 pupils and lost 27 pupils. EAL learners make up a large part of these pupil numbers. However, their attainment is often so low we need to target them to ensure they are literate.

Attainment in literacy and numeracyStandardised testing was completed at P1. P4 and P7. We also used summative assessment in P3 and P6. Big Writing assessment helps us view good progress made in Writing.P1 Literacy Progress 90% of pupils over 90%, increased by 4% on last session, 21% higher than CECP4 Literacy 92% of pupils over 90%, increased by 3.1% on last session, 32% higher than CECP7 Literacy 92% of pupils over 90%, increased by 7% on last session, 30% higher than CECP4 Numeracy 76% of pupils over 90%, dropped by 7.3% on last session, 22% higher than CECP7 Numeracy 88% of pupils over 90%, increased by 13% on last session, 28% higher than CEC

Overall quality of learners’ achievementPupil attainment at P1 continues to rise. Especially in our EAL learners. Our other stages show steady improvement, with the P6 class still showing a dip in attainment of the boys in that class. We are also concerned about the P4 Numeracy result and will seek to analyse and improve this. One of our pupils was the City Winner in the 20’s Plenty Mascot competition. We are delighted to see Tollcross represented at City Level in this way. We are constantly seeking ways to capture pupils’ wider achievement.

Equity for all learnersOur school blog, is still proving to be very effective at reaching out to the wider community. We also have class blogs in place and several other Blogs including an Eco Blog. We have had over 130, 000 hits to date and many positive comments from stakeholders. Also links to our Twitter feed and the Outdoor PE Project blog which is recognised as very good practice in Hwb by Education Scotland. This session we have invested heavily in hand held technology. We have purchased 20 further ipad minis and have applied through the Innovation Fund to purchase another 20. We believe that pupils require a high level of technological awareness and skill in the future and find that it offers a high level of interest and motivation for pupils. It also builds opportunities for Creativity in learning, we hope our P6 Newspaper Group, which targets low attaining boys, will benefit from this. We believe we are sector leading in providing equity for learners as we support all our families as suggested in all areas of the 1:5 advice. We do not charge for trips but support this through fundraising. This has been in place at Tollcross for many years.What are we going to do next?Develop a shared Teaching and Learning Policy across the school and nurseries.Continue using individual Blogs for P6 and P7 pupils as self-assessment and record keeping of learning, extend this to other classes.Continue to extend the planning of assessment and moderation into teaching and learning in all curricular areas

2.3 – Learning, Teaching and Assessment Learning and engagement Quality of teaching Effective use of

assessmentPlanning, Tracking and Monitoring

Learning and engagementTollcross Pupils are very engaged in learning. Our school is a very purposeful learning environment. Pupils enjoy coming to school and take part willingly in learning activities. They enjoy school and give highly positive feedback about their teachers. Creativity and high quality learning and teaching is at the heart of what we do. Pupils and Parents/Carers have made many positive comments on our school blog and in the Parent/Carer survey about their learning experiences. Our School Blog and newsletter showcase learning and achievement. Pupils are often recognised as enthusiastic learners on trips out of school by partner providers. All of our pupils are members of a wide selection of School Committees, including Rights Respecting Schools, Eco, Fundraising etc. Parents report a high satisfaction with the school through the Parent Questionnaires sent out. Parents are invited into school to share the learning at Assemblies and for a Class coffee morning each session. Class teachers also arrange other informal visits for other topics where appropriate. Class teachers have strong relationships with parents and feedback regularly about learning and behaviour to parents and carers.Quality of teachingOur self evaluation processes show that we have high quality creative teaching and learning across the school. Sharing Classroom Practice, for all staff members confirms this. Our QIO took part in this last session and reported that he saw very good quality teaching and learning and gave us some pointers to improve our practice. This has been acted upon and will be evaluated this session. Our Tollcross Learning Hubs, led by DHT Lynn Brand, support this. We can still develop this further through sharing good practice more effectively while looking inwards. We plan to embark on Cluster Learning Rounds this session to look outwards across the City as well as having staff visit other settings to look at good practice.Effective use of AssessmentAttainment is high in literacy and numeracy at P1, P4 and P7. High quality support is offered to pupils who require this. We do have many pupils who join us over the course of the session and often only stay a short while, many of these are children from other cultures. This is managed well by our skilled staff and SfL PT. However, most pupils are achieving appropriate levels within Curriculum for Excellence.Pupil Questionnaire results gave valuable feedback on learning from pupils. Pupil Council meets regularly and all pupils are given the opportunity to be part of a variety of Committees. Class Teachers seek feedback from pupils about learning. Pupils are involved in planning through Big Books approaches. Pupils and teachers have one to one discussions for literacy and this is used for reporting to parents. This will be extended to maths and numeracy and Health and Wellbeing. Pupils regularly give us feedback on our School Blog about learning. Staff take part in a voluntary Learning Hub event led by the Acting DHT where the focus is often attainment and assessment.Planning, tracking and monitoringWe continue to build on this. We have paper tracking in place for CfE and are looking at ‘bundling’ of outcomes. Staff track all pupil attainment if CfE and Planning and Tracking meetings, held termly, support staff with tracking attainment effectively. SLT and SfL Pt have an overview of attainment for all.What are we going to do next?Continue to involve pupils in self-evaluation of learning and teaching.Further develop representative committees across the school, encouraging membership for all pupils.Continue to develop planning, tracking and monitoring

1.3 Leadership of ChangeDeveloping a shared vision Strategic planning for

continuous improvementImplementing improvement and change

Developing a shared vision, values and aims relevant to the school and our communityParent and pupils evaluations and questionnaires will be used to inform next steps. Values and Aims shared through SQIP and improvement agenda at Staff Meetings, CAT and In-Service. Curriculum Evening Event shares improvement plans with parents at the beginning of session. Evidence gathered will be linked to SQIP. Review of progress to be undertaken with staff and pupils.Questionnaire collation of results shared with parents. All staff involved in SQIP evaluation.Good practice will be shared through CAT and In-Service and staff meetings. Pupil Committees, including Pupil Council, RRS, Playground, Fundraising, Golden Time, Eco, Wider Achievement and Health and Safety amongst others, involve pupils in sharing values, aims and development ideas.We have a strong identity as a small school which offers personalised support for children, many of our parents and carers have chosen Tollcross over their catchment school. Our support from Parents and Carers is developing well, with more parents now engaging with the school. Our Parent Council is really growing and is fundraising imaginatively to raise money for a new climbing frame to replace our worn out equipment. The Nursery has excellent links to Parents and offers Parenting Support, Raising Children with Confidence and we have established a Playgroup in the Community Centre. Our families are well known to us and supported where we can, we have a strong identity in the local community which offers great support to the school for fundraising for trips and visits. The HT is a Coach on the FRH for other aspiring Headteachers.Analysis and evaluation of intelligence and dataOur Monitoring and Evaluating Calendar, Steps to Success at Tollcross, is focussed on achieving continued improvement and better outcomes for learners across the school and nurseries. In the coming session, Forward Plan evaluations will be undertaken through discussion with staff. Assessment Folders will be used by staff to record progress and attainment. Big Book Planning will be used in all classes and Big Book Assessment will be developed across the school. Learning Walks and Sharing Classroom Practice by SLT, involving classes will continue to be implemented across the session. HT prepares Attainment Tracking information from Summative Testing to track and share with teaching staff. This is discussed at Planning and Attainment meetings termly.Implementing improvement and changeSome very good links in Cluster. Team around The Cluster is beginning to become more of a focus. SQIP and Self-evaluation fed back to parents and Carers. Pupil Council views taken and acted on where appropriate. We now have much improved pupil voice in planning using Big Books. Fortnightly newsletter is sent home to the school and nursery feeding back information to parents and carers. Every member of staff has leadership of a Pupil Committee. Most staff take a leadership role in Curricular and development areas. This will be all staff from next sessions, following the retirement of two members of staff. We also have a highly effective School Blog and Twitter feed. We have had over 130,000 hits on our School Blog since it was launched. Tollcross Outdoor PE course, identified as Excellent Practice at National level, which was a finalist in the Scottish Education Awards in the Creativity Category. We have strong focus on the SQIP to improving outcomes for all learners.What are we going to do next?Continue to implement Learning Round approaches across the school and nursery to enhance staff practice and encourage discussion around pedagogy. Strengthen the links with the Nurseries and build links across Grassmarket and Lochrin.Continue to develop our whole school Committee system to capture pupil voice in all areas.

2.4 – Personalised SupportUniversal support Targeted support Removal of barriers to

learningMeeting and implementing the requirements of legislation

Universal supportAll information is on SEEMIS and regularly updated. We have reviewed our collection of Data at enrolment to check we are getting the information we need. We have had one and a half days support from the EAL service. This is being reviewed and we have the support of a Bilingual Support Assistant this term for the first time. Our numbers of Bilingual Learners are very high, almost half, 48% of pupils across the school. EAL Services have assessed 25% of our pupils as not being fluent in English. At the early stages more than half of our pupils have an additional language. We supported this through our Literacy Project. The cut to our support budget will hit our universal support badly.Targeted supportUse of GIRFEC procedures have helped us to collect information effectively. We have excellent partnerships with other services. We hold many CPM’s over the year in the nursery and school, offering and seeking a wide variety of support for children and families. These are all facilitated by HT and Nursery Senior. We have 4 pupils with IEP’s. This term we have had 85% of targets achieved. We have 10 pupils with ASP’s. This session we will continue to hold GIRFEC Planning Meetings for all these pupils to ensure consistency of approach. The PT SfL will work closely with Nursery staff to identify learning needs for pupils at the Early Level and offer support where necessary. We routinely hold CPM’s for over twenty pupils across the school and nursery, this varies as our pupil roll is so fluid and changing. Seasons for Growth has offered high quality opportunities for support and emotional well being for all pupils who need such support. We offer Playbox, Talk and Move and TIPS to pupils who require additional support. All P7 pupils who wish to, attend a Residential Experience at Benmore in Argyll. We have taken part in all Cluster PE events and many City Wide Sports events. We are keen to see Tollcross pupils represented at all such events and taking an active part. Our new Cluster arrangements for Active Schools support has supported this for the last session, however, this session we started without an Active Schools’ Co-ordinator in place. One to one discussion for ‘Onesies’ in Literacy allows staff to discuss learning with individuals, these are shared with Parents and Carers.Removal of barriers to learningWe have a Principal Teacher who has a remit for Support for Learning. She provides excellent support to all classes from Nursery-P7. She offers support and professional advice to all staff. Staff are fully aware of the Circle documentation and the Pathways for Support. These are used in school. Our Pupil Support Assistants offer support to pupils, with clear guidance from the SfL Principal Teacher, to many pupils. Last session we had 4 children with IEP’s, 15 targets were set and 15 were met. PSA’s support personal learning planning for pupils. We also have PSA’s offering excellent TIPS, Playbox, Talk and Move and Seasons for Growth. The PT SfL will work in both Nurseries on a weekly basis to offer support to staff and pupils.Meeting and implementing the requirements of legislationLast session we facilitated Cluster Training in Talk and Move for PSA staff across the Cluster. Gifted and Talented pupils are offered support and extension in class and also Bookworms (able reader group) and Maths Challenge. This approach was recognised as very good by City of Edinburgh and our SfL teacher was invited to present this at a local conference. GIRFEC is fully implemented and all staff have been given updated support and have attended Planning Meetings. Health plan storage is excellent, recognised by HMIe as such. Plans are in place and staff are involved in drawing these up with agencies. Most staff are aware of legal and policy frameworks. Asthma and allergy training is up to date and several staff are First Aid Trained.

What are we going to do next?Continue to provide the excellent high quality additional support offered to all pupils, where necessary and possible in the light of budget cuts.Support for whole school ASD training has been applied for from ASL Services. Our Educational Psychologist believes the service we offer to be very high quality in this area.

2.2 Curriculum Rationale and design Development of the

curriculumLearning Pathways Skills for learning, life and

workRational and designTeaching staff have reviewed the content of the Curriculum at Tollcross. We identified many strengths and some omissions. We have produced an updated curriculum map for Tollcross Learners. We will share this with Support staff, Parents/Carers and children.We have an Assessment and Moderation policy in place and we are continuing to build on strengths in this area. We are sharing excellent practice across our school and the Cluster.Development of the CurriculumIn the last two sessions we have established our ICT Suite, Library, Music Room and Science Room. These dedicated Learning and Teaching spaces are already enhancing the Curriculum in many areas. Our pupils are motivated by the new spaces and it is supporting staff with resourcing teaching and learning effectively. This work will continue this session with a major move for classes to gain improved space for early years’ learning.We are looking forward to having a focus on Literacy, Numeracy and Teaching and Learning. We believe this will allow us to ensure that these underpin all aspects of our Curriculum more successfully.Learning PathwaysWe have planners in some Curricular areas which are strongly focused on Curriculum for Excellence. A few areas need to be reviewed and developed to ensure that they are supporting our learning and teaching approaches fully. This year we are continuing to implement new systems in Forward Planning to allow more time for preparing for high quality teaching and learning, as well as allowing for Creativity in Learning and Teaching. One of our PT’s lead the Literacy development across the Cluster and has implemented some innovative planning in Literacy as well as developing assessment and moderation. This session she is working across the city on development of 1+2 with Ann Robertson. This builds on the excellent work last session on the development of Spanish and the links with a school in Madrid leading to a visit from a Spanish Class. This is being put forward by the ML team as Good Practice. This session we have four teachers who will sit the Higher Spanish exam to support teaching and learning in Spanish.Skills for learning, life and workWe have many Community Partners, including international partners, who support us with developing pupils’ skills in these areas. We are continuing to develop links with Grassmarket and Lochrin Nurseries to ensure that our children are given the support into school they require. HT and Senior Leadership team attend CPM’s for children who will attend Tollcross. We also have a planned programme of Transition events across the whole session. Pupils coming to Tollcross from other Nurseries are visited by the P1 class teachers prior to transition to P1.Pupils within Tollcross are supported by a Transition afternoon with new class teachers and a handover of information session for class teachers.We work closely with JGHS and other High Schools to complete required transition information. We support vulnerable pupils into High School through enhanced transition arrangements wherever possible. We work with the Educational Psychologist and other agencies to offer support to pupils and parents through GIRFEC planning for Transition. We have recently achieved our third Green Flag, this is well embedded at Tollcross. Our Residential Experience at Benmore supports our children with life changing experiences and skills development.What are we going to do next?This session we are continuing to build on our Curriculum and will consider the impact and need to ‘bundle’ experiences and outcomes for ease of tracking. Continue to develop Tracking and Monitoring to support Transition for all Learners.Staff will visit other settings in development groups to view excellent practice across the city and other local authorities.Curriculum Event Planned for Parents next session.

3 Improvement PlanKey Areas for School Improvement

Teaching and Learning Primary Drivers Secondary Drivers

Establish Research Groups

Audit current teaching and Learning Practice

Tasks

Driver Diagram

Tracking and Monitoring

Aim

To achieve excellence and equity for all children by increasing consistency in teaching and learning

Involvement of all stakeholders, staff, pupils and parents to audit and improve

To develop teaching and

learning, ensuring consistent, high quality learning

experiences for all children.

1.1, 1.2, 1.3, 2.2, 2.3,

Involve pupils in opportunities to plan for personalisation and choice

To support pupils to develop transferrable employability skills

Nurture and develop Creativity and Innovationin teaching and learning

To increase teacher confidence in delivering

high quality teaching and learning to close the

attainment gap

Establish Research Groups

Audit current teaching and Learning Practice

To undertake individual and group small scale

action research in class, with a focus on Learning

and teaching

To visit other settings to view good practice in teaching and learning

Further develop our learning culture within Tollcross

To use our community and spaces for high quality outdoor learning, linking to our

Nursery

Revisit the 4 Phase model and AifL

Review and clarify partnership with EAL Service

Enhance progression and assessment at each stage

Embed Digital Technology in teaching and learning

Cluster and Wider Working and Networking.

Analyse, track and review attainment data

Establish Draft Policy and share with Stakeholders. Primary Drivers Secondary Drivers

Establish Working Groups Audit current teaching

and Learning Practice across Tollcross

Tasks

Driver Diagram

Aim

To achieve excellence and equity for all children by increasing consistency in teaching and learning

Involvement of all stakeholders, staff, pupils and parents to audit and improve

To review and develop our

processes for tracking and monitoring.

1.1, 1.2, 1.3, 2.2, 2.3

Involve pupils in opportunities to plan for tracking and monitoring

To support pupils to develop transferrable employability skills

Nurture and develop Creativity and Innovation in teaching and learning

To increase teacher confidence in delivering

high quality teaching and learning to close the

attainment gap

Establish Working Groups Audit current teaching

and Learning Practice across Tollcross

To ‘bundle’ Experiences and Outcomes aiming to simplify tracking of CfE.

To visit other settings to view good practice

To monitor Home Learning at Tollcross and develop this.

To involve our Nursery in development

To build processes for tracking Wider Achievement

Review and clarify partnership with Early Years

Enhance progression and assessment at each stage

Embed Digital Technology in tracking and monitoring

Cluster and Wider Working and Networking.

Analyse, track and review attainment data

Establish Draft Policy and share with Stakeholders.

4 Cluster Improvement PlanKey areas for school improvement

Priority 2 – Curriculum- To create a progressive listening and talking programme from Nursery to P7.- To embed the L2 French language from Nursery to

P7.- To introduce the L3 Spanish language from P5 to

P7.- To develop knowledge and understanding of science by promoting higher order

thinking skills through creativity and critical thinking.

Overall Responsibility QIs

1.1, 1.2, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 8.1, 8.3

Outcome and impact for learners (b) – Pupils will embed their knowledge and understanding of the French language, begin to acquire Spanish and be able to apply their skills in various contexts.

Tasks By Whom Resources Timescale Progress/EvaluationFurther consolidate the French language from Nursery to P7.

ES Progression pathwaysCEC 1+2 resources; yolawebsite,

Set up a French and Spanish Showcase event for parents for learners to share their acquisition of the French and Spanish language.

Evidence of learning in FrenchSignificant Aspects –FrenchEvidence of learning in SpanishSignificant Aspects -Spanish

Participate in the Rencontres Theatrales regional play competition in Edinburgh.

Pupils will write a script for the play and attend the competition.

P6 and 7 pupils will French penpals

continue to communicate with their French Penpals, through reading and writing, extending the frequency of communication through use of technology.

Bilingual dictionaries – books and online

Pupils will experience the Spanish language and begin to converse following a curriculum progression (1+2) from P5

ES progression pathways and overviewCEC 1+2 resources; yola website,

Enhance links with the secondary ML department through transition activities, S6 Language Leaders and secondary language visit

TimeSecondary Language LeadersFunding for P7 Au Café event

Driver Diagram for JGHS cluster numeracy and literacy moderation of achieving a level

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Aims Primary Drivers Secondary Drivers

Teachers will moderate a body of reading and number evidence to agree standards for the level.

Plan in mixed school groups, reading tasks which demonstrate breadth, challenge and application at a level.

Teachers across the JGHS cluster will have shared standards for achieving a level in literacy (reading) and numeracy (number)1.1, 1.3, 1.4, 2.2, 2.3, 2.6, 2.7,

Children will be clear about what achieving a level involves in reading and number.3.1, 3,2, 3.3

Teachers will observe classroom practice reading or number in another school over the next 2 years.

Bring evidence of the reading tasks to a moderation meeting and use the significant aspects of learning to agree standards for achieving a level.

Teachers will plan together in mixed-school groups to ensure breadth, challenge and application.

If teachers plan, moderate and agree standards and expectations together, we will narrow the variance between teachers and schools on awarding a level.

If we make the shared expectations and standards clear to children, this will facilitate agreeing next steps in learning and improve motivation in learning.

Possible theory of what actions can be tested to deliver the

driversPDSA ideas

Teachers and children will be familiar with Reading Es & Os, SALs, annotated exemplars and progression pathways from Education Scotland.

Check agreed levels with children’s standardised assessment scores in reading.

Agree what breadth, challenge and application look like in reading.

Pair teachers across schools at same level and observe classroom practice using the 3i’s model.

Use reading and number annotated exemplars to assist with moderating and agreeing expectations and standards in reading and number.

Update schools’ reading and number progression pathways to reflect the agreed expectations and standards.

Present the Es & Os, SALs, annotated exemplars and progression pathways from Education Scotland in ways children can understand and use to plan and evaluate their own learning.

Summary of evaluations against key indicators Primary School

Evaluation key: Level 6 Excellent Outstanding or sector leadingLevel 5 Very Good Major strengthsLevel 4 Good Important strengths with areas for improvementLevel 3 Satisfactory Strengths just outweigh weaknessesLevel 2 Weak Important weaknessesLevel 1 Unsatisfactory Major weaknesses

Primary School Evaluation1.1 Improvements in Performance 62.1 Learners’ experience 65.3 Meeting learners’ needs 6

Nursery Class1.1 Improvements in Performance 62.1 Learners’ experience 65.3 Meeting learners’ needs 6

School and Nursery Class5.1 The Curriculum 65.9 Improvement through self-evaluation 6

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Nursery Improvement Plan 2016-2017 TimetablePriority Aug Sept Oct Nov Dec Jan F Mar Apr May JunASL Review guidance,

ASL plansVisits to other settings

Child Planning Meetings & referrals arranged.

Update Click & Go Update Click & Go

Training for staff

Update Click & Go

Update Click & Go

Update Click & Go

. Update Click & Go

Evaluate

Equality and Inclusion Review guidance Share guidance with staff.

Milestone Check

Evaluate

Blooms Taxonomy Link with Tollcross Nursery

Milestone Check

Evaluate

Cluster Numeracy Financial Education Week

Evaluate Evaluate

Cluster !+2 Meeting for Reps Evaluate .Inservice Day for Cluster

. Evaluate

Build on literacy improvements

Up, Up & Away audit, visit P1Review resources

Book review wallVisit P1 classPLP trackers in

Review progression pathways

Circle checklist Milestone check

Review talking time programme

Review progression pathways

Evaluate

Build on numeracy improvements

Audit using QIO materials

Review resourcesPLP trackers in

Review progression pathways

Circle checklist Milestone check

Review progression pathways

Evaluate

To enhance the programme for Technologies

Technology leaders feedback to team on CPD

Children using iPads to support learning across the curriculum

Milestone check

Review Technologies policy

. Evaluate

To enhance the programme for Health and Wellbeing.

Use of Early Moves training in Gym

Cluster PE Learning rounds

Develop emotions talk programme

Review progression pathways

Evaluate

To enhance the transition process

x1 EYP in P1 for 2 weeks.

Meet cluster schools

Review feedback with staff.

Revise Policy

Support for Under 3’s Pre birth to 3 guidance revisited.

Establish a weekly Parent/toddler group.

Establish a parent network.

Stay and Play sessions

Stay and Play sessions

Stay and Play sessions

Parent involvement & wider consultation

Meet other services & share Action Plan

Consult parents on HPS issues.

Consult parents on Eco issues

Consult parents on HPS issues.

Consult other services on action plan tasks

Consult parents on Eco issues

Provide raising children with confidence course.

Ongoing – Policy review and development.

Science PLPOutdoor classroomIncidents alcoholChild absence

Numeracy and mathsHealth and wellbeingReducing spread of infectionMobile phone

Arrival & Collection students Parental involvement, child prot

Snack prep Equality & Inclusion, Display

Staff unwellTechnologies

ASL , Infection, Body spill, changingKitchen

Digital & Mobile

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