Glasgow City Council Education Services
Improvement Planning
Establishment
/ Shawlands PrimaryLIG Area
/ South 2Session
/ 2016-2017CONTENTS
1. Vision, Values and Aims
2. Summary of Self Evaluation Process
3 Priorities for Improvement in the current year
4 Action planning
5 Appendices:
a. Action Plan Summary for Stakeholders
Signatures:
Head of Establishment / Elaine Hutton / Date / May ‘16Area Education Officer / Annemarie McGovern / Date
1a Our vision, values and aims /
Vision
To enable everyone to realise his/her full potential by creating a safe and stimulating environment which provides education of the highest quality.
Aims
1. To provide a well-balanced appropriate curriculum, which follow Regional and National guidelines.
2. To encourage the children to be self-reliant and have a sense of responsibility, respect and fairness.
3. To have an effective partnership between home, school and community.
4. To provide a safe and suitable environment for learning and create an ethos of care, respect, participation, responsibility and fairness.
5. To provide equal opportunities for all.
6. To provide pupils, parents and staff with integrated and positive experiences and structures, which promote and protect their health.
Values
· Honesty
· Respect
· Responsibility
· Equality
· Happiness
· Friendship
1b How our vision, values and aims were developed and how our stakeholders were consulted /
Vision, values and aims were developed through consultation with pupils, parents and staff. School values were revisited by issuing questionnaires to pupils, parents and staff. Results were collated to re-establish School Values. The School Values are frequently revisited through weekly assemblies. The House System is based firmly on School Values.
2. Summary of self evaluation process
How we carried out our self-evaluation and involved our stakeholders /
The school improvement plan is based on the results of our school annual audits. Our quality assurance calendar provides clear guidelines for our systematic self-evaluation, including on-going cycle of learning visits to classrooms, learning conversations with children and professional dialogue with staff. This session staff worked on a self-evaluation exercise to identify unique aspects of Shawlands Primary, using materials from Education Scotland, engaged in SIP evaluations and audits. Staff also engaged in a Nurture audit, Oct ’16. The headteacher engages in professional dialogue with headteacher colleagues as part of an improvement quad. This session HT quad used HGIOS 4, Q.I 2.4 – Personalised Support as a basis of a moderation exercise which involved professional dialogue, classroom visits and learning conversations with children across early – second level by three GCC HT colleagues. Parents were invited to give feedback on a Feedback Wall during parents’ night in March 2016. Partners are invited to contribute to feedback wall. All of this work, along with guidelines from GCC, led to identification of SIP priorities.
High level question / Our key strengths / Our areas for improvement /
How good is our leadership and approach to improvement? / · Staff have high expectations of all learners.
· Staff have a clear understanding of the social, economic and cultural context of the local community. They use this knowledge well to shape the vision for the school.
· Staff are committed to change which results in improvements for learners.
· Commitment to quality improvement and moderation activities with other schools to challenge our own thinking
· Range of data and information used by all staff to monitor and track children’s progress and plan for next steps in learning / professional development / To identify further ways to involve all stakeholders in evaluation of the school’s work and planning for next steps.
To review planning and assessment across all curricular areas.
Nurture and empower all staff (including Support for Learning Workers) to take further leadership roles within the school
Develop workshops for parents/carers to inform them how to better support their child’s learning.
How good is the quality of care and education we offer? / · Learning environments are built on positive, nurturing and challenging relationships leading to quality learning outcomes.
· Effective transitions/enhanced transitions at all levels to ensure children’s emotional wellbeing and continued attainment
· Learners’ achievements in and out of school are recorded and recognised.
· Learners play an active part in the school and regularly take on leadership roles.
· Effective staged intervention processes used by staff to ensure children’s needs are being met / Continue to develop assessment approaches matched to the learning needs of learners
Continue to develop tracking of progress within and across levels using the Significant Aspects of Learning to secure improvements for all children
How good are we at improving outcomes for all our learners? / · Most children are attaining appropriate levels and some have exceeded these.
· Attainment levels in literacy and numeracy are a central feature of the school’s priorities for improvement.
· Tracking of children’s attainment to ensure sustained and improved attainment over time is achieved
· Data demonstrates our learners are making good progress.
· Attendance levels are improving. Exclusion rates are low.
· Ensuring wellbeing, equality and inclusion for all children / Further develop understanding of the role and importance of a nurturing ethos in raising children’s attainment and achievement.
Review relationships policy to reflect restorative practice and nurturing principles.
Improve use of outdoor spaces to facilitate positive relationships and wellbeing in children
3. / Priorities for improvement in the current year / Year / 2016-2017
Priority / Stage of development / Main driver of priority: / Alignment to:
No. / Exploring, Developing or Embedding / Self- Evaluation/VSE / Education Scotland report / QI / Wellbeing
Framework / Service
Priorities / Partnership
Working
1 / Learning & Teaching / Developing /
Embedding / Self-Evaluation / HT Peer VSE / 3.2
2.2
2.3 / Achieving
Responsible
Included
Nurtured
Active / 1
2 / Nurtured and Included / Embedding / Self-Evaluation / 2.3
3.1 / Safe
Respected
Included
Nurtured
Healthy / 2,3 / Quad schools – Battlefield
St Brigid’s
St Francis
Tina Hendry
3 / Skills for Learning, Life and Work / Exploring / Self-Evaluation / 2.3
2.7
3.2
3.3 / Active
Healthy
Achieving
Responsible Included
4. Action Planning
Priority No. / QI /
Priority
/ Expected outcomes for learners which are measurable or observable1 / 3.2
2.2
2.3 / Learning & Teaching:
Learning, Teaching & Assessment
Raising Attainment and Achievement / Children will experience creative and quality learning, teaching and assessment experiences, modelled on The Good Learning Cycle, resulting in raised attainment and achievement
Tasks to achieve priority / Timescale
and checkpoints / Those involved – including partners / Resources and staff development /
All staff will use The Good Learning Cycle to support planning for creative and quality learning, teaching and assessment approaches across all curricular areas
All staff will use Shawlands Learning Environment Guidance to create an engaging and appropriately challenging classroom environment for all children. / Achieved by Sept 2016
Checkpoint Aug 2016 / P1 – P7 staff
GCC Leaders of Learning
SMT / The Good Learning Cycle Twilight CLPL11/2 hr (GCC LOLs)
GCC - The Good Learning Cycle
HGIOS 4 QI 2.3 – Learning, Teaching and Assessment Features of Highly Effective Practice / Challenge Questions
Professional Reading - Learning Environment Guidance Document
Develop approaches to numeracy through use of targeted support and interventions in P1 - P4 in order to raise attainment in numeracy and close the attainment gap / Achieved by Dec 2016
Checkpoint Sept 2016
Checkpoint Nov 2016 / GCC Maths Leaders of Learning/Alison McGill (DHT)/PT / Glasgow Counts A Framework For Mathematics
SEAL CLPL for P1 - P4 staff (CPD Manager)
Department Meeting (1 hr) / Professional Dialogue
Visit to local establishments
Implement POLAAR – P1 classes / Start by Oct 2016
Checkpoint Dec 2016 / DHT – Alison McGill
P1 teachers / POLAAR materials
Staff to review planning with a view to tackling bureaucracy. .Planning to support progression and coherence for learning teaching and assessment across curricular areas / Achieved by Jan 2017 / P1 – P7 staff
SMT / Working Party
Progression Pathways Guidance/Support Materials
Curriculum Development CLPL (11/2 hr)
On-going collegiate working with stage partners
Professional Dialogue with SMT
Experiences & Outcomes
Significant Aspects of Learning
Education Scotland Framework Statements
AifL Strategies
Curriculum Development CLPL (3 hr)
Professional Dialogue with SMT
Staff to engage planned SSERC CPD to enhance learning and teaching of science/technologies / Achieved by March 2017
Checkpoint Oct 2016 / SSERC mentor
P1 – P7 staff
SMT / Inset 1 – 11/2 hr
SSERC meet – 29th Sep
Inset 3 – ½ day
Curriculum Development
Introduce 1+2 Languages / Achieved by March 2017
Checkpoint Jan 2017 / All staff / Staff meeting
Workshops will be provided for Parents/Carers to inform them of how to better support their child’s learning in Literacy, Numeracy, Health & Wellbeing / Achieved by Mar 2017
Checkpoint Sept 2016
Checkpoint Jan 2017 / Alison McGill
Sarah Meehan / Working party
Evidence of Impact
· Children will experience learning, teaching and assessment with well-planned support or challenge resulting in increased wellbeing, achievements and attainment evidenced through monitoring of learning and teaching and professional dialogue
· Parents/Carers will have increased confidence in supporting their child’s learning evidenced in parental / carer evaluations
4. Action Planning
Priority No. / QI /
Priority
/ Expected outcomes for learners which are measurable or observable2. / 2.3
3.1 / Nurtured and Included / All children will experience a positive and nurturing learning environment
All children will feel safe, valued and listened to by all adults
Children’s emotional resilience and aspirations will increase
Tasks to achieve priority / Timescale
and checkpoints / Those involved – including partners / Resources and staff development /
Review behaviour policy to reflect restorative practice and nurturing principles / Achieved by Dec 2016
Checkpoint Sept 2016
Checkpoint Nov 2016 / P1 – P7 staff
Jane McClounan DHT / Nurturing Principles 1 – 6
Working Party
Curriculum Development (1 ½ hrs )
Staff to develop further their understanding of the role and importance of a nurturing ethos in raising children’s attainment and achievement
All staff to embed Nurture Principles 1 (children’s learning is understood developmentally) & 4 (Language is a vital means of communication) within the ethos and life of their class/school / Achieved by Oct 2016
Checkpoint Sept 2016 / P1-P7 staff
Alison McGill (DHT)
Jane McClounan (DHT)
Sarah Meehan (PT) / Re-attachment presentation Tina Hendry – Inset 1
Compassion Blossom CLPL 3 October 2016
(1.5 hrs)
Nurture Principles 1-6
DHT to moderate the language used to write targets for Wellbeing Assessment and Plans with other establishments. / Achieved by Dec 2016
Checkpoint Sept 2016
Checkpoint Nov 2016 / Jane McClounan/ Alison McGill (DHT)
Link (Ed Psych)
Battlefield Primary
St Brigid’s Primary
St Francis / Examples of long and short term targets from WAPs
DHT moderation meeting
P3 and P4 staff to embed PATHS programme into
First level curriculum / Achieved Aug 2016 / P3 – P4 staff
Alison McGill (DHT) / PATHS Programme
Department Meeting (1 hr) / Professional Dialogue
On-going collegiate working with stage partners
Evidence of Impact
· Children will continue to experience an increasingly positive and nurturing learning environment evidenced in monitoring of learning and teaching and pupil learning conversations
· Children will feel safe, valued and listened to by all adults evidenced in pupil learning conversations
4. Action Planning
Priority No. / QI /
Priority
/ Expected outcomes for learners which are measurable or observable3 / Skills for Learning, Life and Work / Children will demonstrate their progress in acquiring, connecting and applying skills in different ways.
Children will apply critical thinking skills through explorations and discovery within a range of learning contexts.
Children will make connections between classroom learning and real life skills.
Tasks to achieve priority / Timescale
and checkpoints / Those involved – including partners / Resources and staff development /
Staff Audit on use of skills based teaching using the ‘Skills Jigsaw’.
What are we currently doing to promote skills development across the curriculum?
(leadership, working with others, problem solving, enterprise, literacy, numeracy, health and wellbeing, using technology, thinking, emotional intelligence and personal learning planning) / November 2016 / SM / Skills Jigsaw form Glasgow Online
Staff training session on an overview of Skills & IDL planning. / November / SM / IDL powerpoint
Focus on opportunities to develop skills application. / November 2016 / SM / Skills Planners
Children to use skills jigsaw (upper) and learning dice (lower) to identify skills, application and plan next steps / January 2017 / SM / Skills jigsaw/learning dice
Review planning and children’s development trough moderation and learning conversations / May 2017 / SMT/Children
Evidence of Impact
· Children will be able to discuss the skills they are developing and highlight opportunities they have had to apply these in different contexts.
· Staff will plan for these opportunites and identify cross curricular opportunities within planning to use and apply skills.
5. Appendix a
Action Plan Summary for Stakeholders
No. / Priority / Expected outcomes for learners which are measurable or observable / Lead responsibility / Timescales
1 / Learning & Teaching / Children will experience creative and quality learning, teaching and assessment experiences, modelled on The Good Learning Cycle, resulting in raised attainment and achievement / Elaine Hutton
Alison McGill
Sarah Meehan
2 / Nurtured and Included / All children will experience a positive and nurturing learning environment
All children will feel safe, valued and listened to by all adults
Children’s emotional resilience and aspirations will increase / Jane McClounan
Alison McGill
3 / Skills for Learning, Life and Work / Children will demonstrate their progress in acquiring, connecting and applying skills in different ways.
Children will apply critical thinking skills through explorations and discovery within a range of learning contexts.
Children will make connections between classroom learning and real life skills. / Jane McClounan
Sarah Meehan