??Web viewImplementing improvement and change. ... continue to build on Emotional Literacy Skills for all learners. ... training for P2 teachers in Emerging Literacy.

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SCHOOL IMPROVEMENT REPORT AND PLAN

Believe You Will Achieve

School: Smithton Primary School

Head Teacher: Lynda Banks (Acting Head)

Date submitted: June 2017

Our Vision and Aims

Smithton Primary School and community is a place where

Everyone has a sense of belonging

Experiences and opportunities develop skills for lifelong learning

Everyone is inspired to be ambitious and to achieve their best

Expectations are high

Everyone is supported and listened to, confidence and resilience instilled

In partnership with the parents/carers and the wider community, we aim to

Value, respect and include everyone

Nurture and support each individual

Work together to help children reach their full potential

Challenge and motivate children in their learning

Provide wide and varied learning experiences

Our Values

Respect Honesty CaringFriendliness Positivity

Our Vision, Values and Aims were developed and agreed by all on pupils and parents/carers in 2017.

Summary of Improvement Report/Plan engagement process:

Participants

Engagement details

Teachers and other staff

Collegiate meetings on SIP

February Inset Day/May Inset Day to evidence QI 1.1, 1.3, 2.3, 3.1, 3.2

Parents

Self Evaluation Meeting with SLT May 2017

Parent Council Meetings throughout session

Newsletters

School Blog

Pupils

e.g. Pupil Council meeting- May 2017

e.g. Pupil survey carried out- May 2017

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Other partners

Associated Schools Group

ASG meetings twice termly

Full details of engagement activities can be found in the schools self-evaluation records.

PART TWO Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

Context of the school:

At Smithton Primary School we have approximately 315 children in P1-7 and 98 children in our Early Learning and Child Care (ELCC). We have 12 classes in the school with 12 full time teachers, 2 part time teachers and 2 part time Additional Support Needs teachers (one of whom is on maternity leave). Our Senior Leadership Team consists of one Head Teacher, one teaching Depute Head, one permanent Principal Teacher and 1 temporary Principal Teacher. Children and teachers are well supported by Pupil Support Assistants. Our ELCC has a Child Care Manager and 11 Early Years Practitioners.

The school is in the east side of Inverness and incorporates a wide and varied social catchment area. Using the SEEMis Risk Matrix, as advocated by the Highland Council, we know that within the school and ELCC, 14% of children are classed as red (high risk), 31% amber (medium risk) and 55% green (low risk).

21% of children are in receipt of Free School Meals.

7% of children have English as an Additional Language.

The Head Teacher has been on secondment for the past 18 months. Within this time, there have been two Acting Head Teachers. The permanent Head Teacher is due to return in January 2018.

We have 38 Childs Plans, most of which are Level 3 and Level 4.

Session 17-18 will see 2 portable classrooms installed in the playground to accommodate the increase in numbers in our school roll. Our school is capped in session 17-18.

What have we done to close the attainment gap?

This session we have focused on developing the Emerging Literacy Programme within P1/ELCC. All P1/ELCC staff have been trained in the Emerging Literacy programme. 150 children across P3-P7 involved in National Literacy Trust programme; 3 Literacy events took place, with each child receiving 3 books.

We have also had a focus of how we track assessment within Numeracy. We have pupil progress meetings with teachers to discuss individual pupil progress data. We use INCAS data to identify learning needs of individual pupils.

Our overall evaluation of the schools capacity for continuous improvement:

* We are confident in our capacity for continuous improvement

* We have some concerns about our capacity for continuous improvement

Comment:

We are confident we currently have continuous capacity for improvement with the staff we have. There are always improvements to be made, however the school is moving forward in a positive way.

We try to involve parents/carers and pupils as much as we can to improve our school and ELCC and we will continue to develop this.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?

Whats working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?

(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/

HGIOELC six-point scale?

1.1 Self-evaluation for

self-improvement

Collaborative approaches to self-

Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners successes and achievements

Collegiate time with staff to evaluate Learning and Teaching and Qis

Involvement of all staff in school and ELCC self-evaluation

Staff track and engage with attainment data for literacy and numeracy

Tracking and monitoring of individual pupils being developed

Learning conversations being developed

Staff working together as a strong team - peer support, sharing of practice

ELCC staff have regular self-evaluation meetings using HGIOELC to evaluate

Continuing to obtain parents/carers views of school, communication

Professional dialogue with teachers

Staff feedback

Peer evaluations which have focused on sharing the purpose of learning with pupils; developing the ability of pupils to self/peer evaluate progress

Professional dialogue with teachers re pupil progress

Analysis of data; individual, class and whole school

Feedback from Senior Leadership Team on INCAS data

Children are better at discussing their strengths and areas for improvement

Use of the developmental overviews to prioritise next steps for learners in ELCC

Enhanced communication between school and home

Ensure rigorous self- evaluation calendar is in place, shared and adhered to.

Try different monitoring approaches with classes to ensure rigour and consistency.

More involvement of pupils and parents/carers in self- evaluation process

Continue to develop how we analyse and use data to ensure a positive outcome for learners

Ensure robust moderation within stages and across ASG in agreed area

Improved target setting by pupils

More pupil involvement in self-evaluation to support school improvement

Ensure Learning Conversations are timetabled in all classes and PSAs are trained in questioning techniques

More pupil involvement in planning and assessing learning and teaching

Provide more specific opportunities for parents/carers to support improvement by participating in Numeracy Information/games sessions

update positive behaviour policy

3

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?

Whats working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?

(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/

HGIOELC six-point scale?

1.3 Leadership of Change

Developing a shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

pupils, staff and parents all involved in developing shared vision, values and aims for the whole school community

beginning to create a culture of leaders at all levels staff and pupil involvement

involvement of staff and pupils in self-evaluation

staff awareness of our strengths

Teacher Learning Community advocated by Tapestry is providing leadership opportunities

EYPs very creative and show a willingness to develop their own expertise

all stakeholders voted on our new values

discussion with pupils, staff and parents about values, vision and aims

Pupil Council has ensured the issue of road safety in and around the school is being addressed

Citizenship Groups help develop explicit skills for learning, life and work

Staff very good at managing SEBD

Parental feedback shows that communication has improved; more information how they can support their children; very positive feedback about the Daily Mile which impacts on health and well-being of children

Teachers, PSAs leading in different areas, e.g Outdoor Learning, Multi Sports which provides opportunities for pupils after school

leading on tracking pupils progress and assessment in collegiate times

(ELCC) children have greater choice in where they want to play; more free movement within rooms/outside

have a whole school and community focus of our new vision, values and aims and ensure that everybody understands and has an investment in these

ensure high expectations of all pupils by all staff

stage/department meetings on regular basis

provide more leadership opportunities for staff; Outdoor Learning, ICT Lead

provide more leadership opportunities for pupils; P7 Newsletter, Personalisation and Choice

ensure that all staff, pupils and parents/carers are aware of areas of developments

teachers to regularly engage and reflect on GTCS standards for teaching and leadership

ELCC continue to offer great flexibility for children to go outdoors

3

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?

Whats working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?

(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/

HGIOELC six-point scale?

2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

strong and positive ethos reflecting a commitment to positive relationships with all stakeholders

childrens enjoyment of outdoor learning

focus on sharing purpose of learning

teachers are aware of data and are beginning to use baseline assessments to inform next steps for learners

Highland Literacy Progression

Emerging Literacy Programme

identification of children with Additional Support Needs

introduction of tracking method for Numeracy

appropriate differentiation to meet individual needs

assemblies

citizenship groups

Pupil Council discussions

Classroom observations

teacher peer observations

formative assessment methods used across all stages

INCAS, SPP, CfE level data, Emerging Literacy to track, assess pupils, inform planning and identify next steps.

analysis of data show how well this programme is benefitting children

children are engaged and motivated in their learning

interventions put into place when necessary to support learners

ensure all children are challenged appropriately

continue offer choice for learners in how they learn and how they present their learning

upskill all staff in Highland Numeracy Progression, strategies, language so that there is consistency across all stages

all children to be given numeracy baseline assessment in Aug/Sept 2017 which will inform planning, grouping, etc

continue to develop Emerging Literacy and ensure P2 teachers have relevant training

develop Key Assessment Tasks

use of benchmarks for assessment

ensure that assessment is planned at planning stage

streamline planning to ensure consistency across the school, clearly identifying what is to be learned and assessed

collaborative planning with stage partners to ensure continuity and standards across levels

develop robust arrangements for moderation across stages

3

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?

Whats working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?

(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/

HGIOELC six-point scale?

3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

all staff and partners are sensitive to the wellbeing of children and colleagues

relationships between staff and pupils/staff and staff is very good

staff and partners feel valued and supported

understanding individual child and needs and responding appropriately and positively

positive behaviour promoted by all

pupil voice

children and families feel supported

outside agencies used effectively

some after school activities

robust transition from ELCC into P1

staff aware of inclusion and equality documentation

knowledge of children who are looked after and those with additional Support needs, SEBD

outdoor spaces used effectively to promote and enhance wellbeing

Pupil Council meetings

class meetings

Citizenships groups

Parental feedback about staff caring and listening to children

links with Childrens Service Worker and friendship groups

behaviour protocols in place and shared

Different Families, Same Love programme delivered

links with Health Visitors, Child Smile, Community Police, Transport Police, NSPCC,

readiness of children to learn and adapt to new learning environment

effective strategies in place to support children; Childs Plans, Individual Educational Programmes, use of GIRFEC

feedback from staff and pupils, regular and timetabled use of outdoor spaces

Outdoor Explorer Club

continue to build on Emotional Literacy Skills for all learners

embed vision and values within whole school community

ensure all classes participate in the Daily Mile

ensure pupil voice continues and develops ensuring that it is a key element of how we plan for and ensure we...

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