School Improvement Planning

Returns to Local Authority

(2015-2016)

School:Date:

Vision, Values and Aims

An essential element in the improvement process is a shared and agreed vision and set of values. These need to be dynamic and reviewed and referred to continuously

Our Vision, Values and Aims (see HGIOS 3 Child at the Centre 2,CC2, QI 9.1)

School Statement: At Newington Primary School we aspire to:

Be a place where everyone feel safe and enjoys a welcoming atmosphere.
Acknowledge and value everyone’s achievements by encouraging high levels of expectations and ambitions.
Provide opportunities for everyone to develop confidence contribute to the life of the school and be responsible citizens.
Deliver a quality educational experience which enables pupils to develop skills, self discipline and encourage life long learning.
Work in partnership with families within our community, encourage and understand everyone’s rights, responsibilities and cultural diversity.
What we did to review our Vision, Values and Aims with all our stakeholders (If these have not been recently reviewed, please indicate likely review date).
Review Date:February, 2014 (written feedback to stakeholders March, 2014)
This year we have reviewed our Curriculum Rationale, produced a Curricular Overview and a paper on how we support a Broad General Education for all our pupils. This material will be shared with all stakeholders in June, 2015.

Review Activities (as appropriate):The Standards and Quality Survey and other activities will be undertaken in February, 2016.

Taking a Closer Look –> Standards and Quality Report
What key outcomes have we achieved?
What are our strengths and areas for development?
What is our capacity for improvement?

SECTION 1 In completing this section, it may be useful to refer to the statements of impact under each heading within the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.

  1. Progress against Previous Year’s School Improvement Plan

Key Improvement Area / Key Outcomes (Learners / School Community) – Statement of Impact
No. / Title /descriptor
1. / Health and Wellbeing
Development of a new whole school programme /
  • The revised school programme covers all the Es and Os and is split across the levels from Nursery/P7. Appropriate activities and resources are identified at each level and skills and knowledge progression are built in.
  • Staff review has been very positive with only a few tweaks being made.
  • We now have a robust programme which meets the needs of our pupils and school community.

2. / Reading Development
Supporting Pupils in becoming “word rich” /
  • Following development tasks led by the DHT, staff have had the chance to develop and produce their own class/level literacy flip charts. These review quality vocabulary used within texts/language resources. Pupils then review and use this to improve their knowledge of language.
  • We continue to add new novels, non-fiction, playscrips etc to our school bank of resources. Through Book Fairs/Reading events etc, reading is encouraged within our school community.
  • InCAS/PIPs reading results are higher than D and G and comparator levels.

3.
etc. / Bilateral Movement /
  • Teaching and non-teaching staff attended CPD sessions led by A. Dalziell, a world leader in this area. Background information was shared and a range of activities to use within classes, with small groups etc.
  • Staff across the school are now using the activities as part of the PE sessions, as class “Brain Breaks” etc. We have a movement group for identified pupils which is led by support staff.
  • Staff have noted improved pupil focus following bilateral sessions and the benefits of sessions following indoor breaks etc.

Taking a Closer Look –> Standards and Quality Report
What key outcomes have we achieved?
What are our strengths and areas for development?
What is our capacity for improvement?

SECTION 1 In completing this section, it may be useful to refer to the statements of impact under each heading within the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.

  1. Progress against Previous Year’s School Improvement Plan

Key Improvement Area / Key Outcomes (Learners / School Community) – Statement of Impact
No. / Title /descriptor
4. / ICT Skills
School Website Development /
  • Staff have all successfully moved to the new GLOW system and Outlook 365. Support from the ICT team, within staff.
  • Termly self help sessions led by Mrs Ferguson have helped us keep the website up to date and full of useful school information.
  • Parents views have been sought and changes/additions made.
  • Pupil “Web Wizard” support the update of the website.

5. / Revised School Rationale
Curricular Overview
BGE Breakdown /
  • HT attended the various BYC support sessions.
  • Draft documents have been shared/reviewed with staff and changes made.
  • Parent and pupil groups have provided input in the update process.
  • Copies of the documents will be shared with all parents as part of our ongoing information sharing. Materials out May, 2015 with chance for feedback.

SECTION 2

2. Summary of Key Strengths / Areas for Development
Please provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s keystrengths and areas for improvement for each. ES (HMI) increased expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Notes for Schools (August 11 to June 14). These are drawn together in the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation.
1. How well do our children/young people learn and achieve?
(QIs1.1; 2.1; E2-E5) / Key Strengths / Key areas for development
The majority of pupils continue to make very good progress in literacy and numeracy. Work is ongoing to review/tweak our programmes to ensure they meet the needs of our pupils and school community.
PIPs and InCAS results show that our pupils are achieving better standardised scores across the board than the authority and our comparators. / Our standardised assessment results are better than D and G/comparators at almost every stage.
Our pupils achieve success across a wide range of extra-curricular events. Pupils have represented Scotland in various events. / Staff tracking of the standardised assessment results to help teachers’ support and challenge pupils. Greater engagement of pupils in reviewing their own targets and setting new ones.
2. How well does our school support children/young people to develop and learn?
(QIs 5.1; 5.3; E1-5) / Key Strengths / Key areas for development
The BGE review conducted within the school highlighted “consistency well planning teaching ensuring all children achieve their potential to reach high standards in key skills within Literacy, Numeracy, HWB”.
This review and evidence from our S+Q survey note that the school has an ethos of care and inclusion and a highly effective support system.
Almost all parents in Nursery/School feel that their children feel valued, supported and secure. / The school continues to place a focus on the key literacy/numeracy/HWB skills for all pupils.
The school provides pupils with a high quality BGE.
The staff support a wide range of extra-curricular activities and encourage pupils to attend local/regional/national events. / The introduction of a whole school rewards/recognition of BGE will involve pupils/parents.
Continued development of our school web site will keep our school community informed about the life of our school. This will be developed further to provide pupils with curricular support and challenges.
The HT will continue to consult with parents groups/CnV to get their views.
2. Summary of Key Strengths / Areas for Development (continued)
Please provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s key strengths and areas for improvement for each. ES (HMI) increased expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Notes for Schools (August 11 to June 14). These are drawn together in the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation.
3. How well does our school improve the quality of its work?
(QIs 5.9) / Key Strengths / Key areas for development
The school has strong leadership from the SMT and a clear vision for our pupils/the school/our community.
The staff team is supportive and hard working. Focus on core skills has helped raise attainment. The staff team is involved in reviewing programmes and resources to improve learning and teaching. / The BGE review of our school noted very good team work, commitment, enthusiasm and dedication of the staff team.
The whole school reflect on programmes and make appropriate changes. / Continued use of PIPs/InCAS data will help us to provide further support and challenge for individual pupils.
Staff will track the standardised data to monitor pupil progress.
4. How well do we promote equality / diversity?
(QI 5.6) / Key Strengths / Key areas for development
All pupils are supported by an excellent team of Teachers, Support for Learning staff, Nursery and Clerical Staff who encourage them to work hard and achieve all they can.
The BGE review noted that within the school, pupils are proud, polite, helpful, friendly and enthusiastic, flourishing in a climate of mutual self-respect.
Systems are in place to support our pupils and families. Work with other agencies are generally well established and regular meetings take place between staff.
Almost all parents who returned the Nursery/School S+Q Audit agreed that pupils are happy and supported in school. / We celebrate pupil/school success within our community at assembly, via our website, the media.
Almost all parents acknowledge the schools efforts/success in providing a BGE and a safe learning environment.
We welcome visitors into our school who can provide our pupils with further skills and activities. / Staff continue to be aware of developing Social Media issues and their potential impact on school/pupils/families.
Further work within the Cluster and with the Education Department to provide support/guidance within this area.
2. Summary of Key Strengths / Areas for Development (continued)
Please provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s key strengths and areas for improvement for each. ES (HMI) increased expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Notes for Schools (August 11 to June 14). These are drawn together in the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation.
5. How good are our leadership and management and our quality assurance arrangements?
(Possible QIs 9.1-9.4; 5.9 / 6.3 / 7.2; 7.3) / Key Strengths / Key areas for development
The BGE review noted “the high level of commitment, strong leadership and clear vision of the HT and excellent support of the SMT.
Almost all S+Q report returns agreed that the school is well led.
The staff team undertakes leadership activities within the SIP and all staff benefit from the work of the groups.
The staff are increasingly active within the Cluster level groups with the majority now attending the arranged meetings. / The whole staff team. /
  • Continue to review of school rationale
  • Extend the good practice across the school.
  • Tweak our school programmes to reflect developments within CfE.
  • Inform parents about school development and encourage their input.
  • Continue to involve staff even further in the SIP process.

SECTION 3

3. Capacity for Improvement - Statement
Based on your evaluations in Sections 1 and 2 earlier, please provide a statement about your school’s overall capacity for improvement. You should consider relevant school self-evaluation evidence, including key strengths / development areas noted in Section 2 of this report. You should also consider any contextual issues which may have a bearing on the school’s current capacity. Please provide a brief narrative to support your statement.
For further advice, please refer to Journey-to-Excellence, Part 4, Appendix 2 and the D & G ‘Building Capacity for the Future through Professional Dialogue’ paper.
Exemplar Statement ‘Openers’
  • The school has a ‘significant ‘ capacity for improvement …
  • The school demonstrates ‘developing’ capacity for improvement …
  • Currently, the school has ‘limited’ capacity for improvement due to …

Our School’s Capacity for Improvement:
Newington Primary School continues to show a significant capacity for improvement. Feedback from stakeholders and the BGE review show that we provide almost all our pupils with a high quality learning experience.
Our standardised assessment results from PIPs and InCAS are better than those of the authority/comparators in reading and general maths and significantly higher in mental maths.
Our pupils achieve continued success at local, regional and national levels in various competitions. The excellent staff team support the pupils training and attendance at events. Everyone within our community is rightly proud of what we achieve together.
Well established programmes at all stages are supportive for new staff members/changes of stage.
The SMT work with staff in classes to support and develop the curriculum.
Continued issues about building capacity still need to be addressed.

Advice for Schools*

Schools may wish to take into account contextual issues such as:

  • Impending retirements of senior staff;
  • Plans to restructure curriculum / management arrangements;
  • Significant changes in resources;
  • ‘Track record’ in making improvements and managing change;
  • Evidence of ability to respond quickly to changes in context;
  • Effectiveness of self-evaluation and clear impact, etc.

SCHOOL IMPROVEMENT PLAN

Key Improvement Priorities : Three Year Overview
Please provide outline details of the school’s priorities for the next 3 years. Priorities should take account of the school’s context and development needs; Education Services priorities; local/national CfE implementation advice; cluster priorities.

Exemplar Entries:- Learning and Teaching

Further develop a whole-school approach to the use of Higher Order Thinking Skills

-Transition

Review impact on S1 learners of cluster transition processes and identify next steps for further development.

YEAR 1
2015/16 / YEAR 2
2016/17 / YEAR 3
2017/18
  1. PLL – French
  1. Review new planning materials produced by BYC group and establish the way ahead for French P1-P7 at Newington
  2. Look at and become familiar with the resource s available on the network – Edpax/D+G etc.
  3. Establish staff support/funding to ensure we are well placed t role this out.
  1. ICT/Website Development
  1. Continue with staff skills development. Explore One Drive and establish “School” Calendar within GLOW.
  2. Continued Website development and extension.
/ Numeracy, Literacy, HWB
  1. Ongoing tasks linked to efforts to raise attainment in these core areas
  2. Continued work using the RART.
  3. Continued developments within our CfE programmes.
  4. ICT developments Technology/Website/Skills.
  5. Cluster/Education Department activities.
  6. Standards and Quality.
/
  1. Further development and follow up tasks linked to the 2016/2017 plan.
  2. Cluster Developments.
  3. Education Department items.
  4. Look to develop L3 as part of our PLL Programme. L3 for Newington will be German.

SCHOOL IMPROVEMENT PLAN

Key Improvement Priorities : Three Year Overview
Please provide outline details of the school’s priorities for the next 3 years. Priorities should take account of the school’s context and development needs; Education Services priorities; local/national CfE implementation advice; cluster priorities.

Exemplar Entries:- Learning and Teaching

Further develop a whole-school approach to the use of Higher Order Thinking Skills

-Transition

Review impact on S1 learners of cluster transition processes and identify next steps for further development.

YEAR 1
2015/16 / YEAR 2
2016/17 / YEAR 3
2017/18
  1. Level Meetings
  1. Linked to the Cluster meetings to provide staff with time to share/discuss ideas/views.
  2. Development of planned level activities to support our BGE/Transition.
4. HOTs Development in Literacy/Numeracy
  1. Staff groups looking at the resources available and sorting these out into files etc.
  2. Development of specific materials linked
to ongoing school activity.
  1. RME Policy Review
  1. The policy has been updated/reviewed by the SMT. This will be shared with staff for development over this session.
  2. Staff discussion sessions to tweak the planners/include resources etc.

Key Priorities – What are our next steps?
School Improvement Plan 2015-16

Key Improvement

Area

/

Key Outcomes (Learners / School Community)

/ Key Tasks / Planned Management of Key Improvement Area
Lead Person(s), Resources, Time Allocations (collegiate sessions, etc)
No. / Title/descriptor
1. / PLL - French /
  • Introduce staff to the new French programme produced by the BYC group and our Cluster Working Party.
  • Using the new programme and materials introduce French appropriately at all levels across the school.
  • Establish staff support networks/funding as needed.
/
  • Make sure all staff have copies of the documents.
  • Time to look at the available resources for appropriate stages.
  • Ongoing discussion and review of French within our school.
/
  • Lead - Mrs Jones plus French trained staff.
  • Resources – materials from BYC/Cluster, ICT materials etc.
  • Time – 3 collegial sessions plus Cluster training.
  • Finance for any additional resources.