??Web viewImplementing improvement and change. ... continue to build on Emotional Literacy Skills for all learners. ... training for P2 teachers in Emerging Literacy.
SCHOOL IMPROVEMENT REPORT AND PLANBelieve You Will AchieveSchool: Smithton Primary SchoolHead Teacher: Lynda Banks (Acting Head)Date submitted: June 2017Our Vision and AimsSmithton 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 instilledIn 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 experiencesOur ValuesRespect Honesty CaringFriendliness PositivityOur Vision, Values and Aims were developed and agreed by all on pupils and parents/carers in 2017.Summary of Improvement Report/Plan engagement process:ParticipantsEngagement detailsTeachers and other staffCollegiate meetings on SIPFebruary Inset Day/May Inset Day to evidence QI 1.1, 1.3, 2.3, 3.1, 3.2ParentsSelf Evaluation Meeting with SLT May 2017Parent Council Meetings throughout sessionNewslettersSchool BlogPupilse.g. Pupil Council meeting- May 2017e.g. Pupil survey carried out- May 2017Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)Other partnersAssociated Schools GroupASG meetings twice termlyFull 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 forself-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 QisInvolvement of all staff in school and ELCC self-evaluation Staff track and engage with attainment data for literacy and numeracyTracking and monitoring of individual pupils being developed Learning conversations being developed Staff working together as a strong team - peer support, sharing of practiceELCC staff have regular self-evaluation meetings using HGIOELC to evaluateContinuing to obtain parents/carers views of school, communicationProfessional dialogue with teachersStaff feedbackPeer evaluations which have focused on sharing the purpose of learning with pupils; developing the ability of pupils to self/peer evaluate progressProfessional dialogue with teachers re pupil progressAnalysis of data; individual, class and whole school Feedback from Senior Leadership Team on INCAS dataChildren are better at discussing their strengths and areas for improvement Use of the developmental overviews to prioritise next steps for learners in ELCCEnhanced communication between school and homeEnsure 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 learnersEnsure robust moderation within stages and across ASG in agreed areaImproved target setting by pupilsMore pupil involvement in self-evaluation to support school improvementEnsure 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 sessionsupdate positive behaviour policy3Quality 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 changepupils, staff and parents all involved in developing shared vision, values and aims for the whole school communitybeginning 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 opportunitiesEYPs very creative and show a willingness to develop their own expertiseall stakeholders voted on our new valuesdiscussion with pupils, staff and parents about values, vision and aimsPupil Council has ensured the issue of road safety in and around the school is being addressedCitizenship Groups help develop explicit skills for learning, life and workStaff 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 childrenTeachers, 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/outsidehave 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 staffstage/department meetings on regular basisprovide more leadership opportunities for staff; Outdoor Learning, ICT Leadprovide 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 leadershipELCC continue to offer great flexibility for children to go outdoors3Quality 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 monitoringstrong and positive ethos reflecting a commitment to positive relationships with all stakeholderschildrens 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 Programmeidentification of children with Additional Support Needsintroduction of tracking method for Numeracyappropriate differentiation to meet individual needs assembliescitizenship groupsPupil Council discussions Classroom observationsteacher 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 childrenchildren are engaged and motivated in their learning interventions put into place when necessary to support learnersensure all children are challenged appropriatelycontinue 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 stagesall children to be given numeracy baseline assessment in Aug/Sept 2017 which will inform planning, grouping, etccontinue to develop Emerging Literacy and ensure P2 teachers have relevant trainingdevelop 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 assessedcollaborative planning with stage partners to ensure continuity and standards across levelsdevelop robust arrangements for moderation across stages3Quality 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 equalityall staff and partners are sensitive to the wellbeing of children and colleagues relationships between staff and pupils/staff and staff is very goodstaff and partners feel valued and supportedunderstanding individual child and needs and responding appropriately and positivelypositive behaviour promoted by all pupil voicechildren and families feel supported outside agencies used effectivelysome after school activities robust transition from ELCC into P1staff aware of inclusion and equality documentation knowledge of children who are looked after and those with additional Support needs, SEBDoutdoor spaces used effectively to promote and enhance wellbeingPupil Council meetings class meetings Citizenships groups Parental feedback about staff caring and listening to children links with Childrens Service Worker and friendship groupsbehaviour 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 GIRFECfeedback from staff and pupils, regular and timetabled use of outdoor spacesOutdoor Explorer Clubcontinue to build on Emotional Literacy Skills for all learnersembed vision and values within whole school communityensure all classes participate in the Daily Mileensure pupil voice continues and develops ensuring that it is a key element of how we plan for and ensure wellbeing, equality and inclusioncontinue to build on partnerships with outside agencies as well as with the local communitycontinue to ensure that whole of learning community are aware of current legislation and statutory guidelinescontinue to use and develop outdoor spaces to promote and develop positive relationships and wellbeing for all3Quality 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?3.2 Raising attainment and achievement Attainment in literacy and numeracy Attainment over time Overall quality of learners achievement Equity for all learnersFOR ELC (delete if not applicable)3.2 Securing childrens progress Progress in communication, early language, mathematics, health and wellbeing Childrens progress over time Overall quality of childrens achievement Ensuring equity for all childrenEmerging Literacy programme in P1/ELCCimpact of use of pre writing continuums in ELCC that is improving childrens fine motor skillsinvolvement in Read, Write Count programme identifying children with additional support needsWithin reading, some of our pupils are attaining appropriate levels for their age/stage Within numeracy, most pupils at Early Level are attaining appropriate levels for their age and stage. Some pupils are attaining appropriate levels for their age and stage in First/ Second levelOver the last 3 years cohorts have, on average, either maintained or improved their age equivalent scores in reading in General Maths and Mental Maths, age equivalent scores dip as pupils progress through the schoolIndividual pupil INCAS data is tracked and meetings are held with staff to discuss individual pupil progressPersonal achievement shared and recognised through Sharing Folders/ Star Awards/ School blogTermly Outdoor learning used regularly and award from TescoStaff aware of risk matrix and those children at risk in their classEngineering involvement in P7 (Scottish Engineering Awards)Emerging Literacy Dataphonological awareness data shows an improvement in the childrens key skills and knowledge that they need to read and writeELCC staff use pre hand writing tracker to assess children and identify next stepsworkshops to inform P1-3 parents/carers of literacy/numeracy developments and how they can support children at home Reading Early Level 80% First Level 69% Second Level 71%Numeracy Early Level 92% First Level 69% Second Level 59%homework packs with basic resources for all P1sINCAS data tracked and discussed in depth with SMT and teaching staffchildrens progress in ELCC tracked on Developmental overviews and shared with P1 teachersPSAs used to target individuals All P1 teachers/ELCC staff trained in Emerging Literacy Through close examination of assessment data/ professional dialogue, individual children are targeted for additional support through Toe by Toe, Hop On, Speedy ReadersPSA support is targeted according to the lit/ numeracy needs of individual childrenPupils able to discuss learning with parents/carersParents/carers kept informed about what their child is learningChallenge and enjoyment in competitions training for P2 teachers in Emerging Literacysharing of developmental overview information with P1 teacherssharing of P1 data with P2 teachersshare Emerging Literacy so that all staff have an awareness and understanding continue to share Emerging Literacy programme with parents/carersprovide homework packs for P1sRaise attainment in Numeracy across the whole school ensure all teachers understand and use Highland Numeracy Progression to ensure progression across stagesensure involvement of Numeracy Development Officer to help raise attainment for all learners continue with Read, Write Count programme P1-3continue with raising Literacy attainment Teachers to become more confident at judgements of levels using benchmarks, frameworks and appropriate assessments through moderation CPDstage planning ensuring progression, depth and consistency for learners Use of two additional PSAs (PEF)Moderation to become embedded as part of assessmentTracking pupils wider achievement across the schoolLearners Statements written termly3Quality 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?Additional QI(s) please specify (include themes as in tables above for other QIs)2.2 Curriculum: Theme 3 Learning Pathwaysparents/carers are more aware of or vision, values and aimsHighland Literacy Progression Highland Numeracy ProgressionSocial Studies FrameworkHighland Science FrameworkLearning takes place indoors and outdoors, with outdoor learning becoming increasingly embedded in our curriculumCommunity involvement in agreeing on vision, value and aimsProgrammes in place to support progressive learning in Literacy and NumeracyStaff are planning more for outdoor learning Embed vision, values and aims throughout whole school communityupdate Curriculum Rationale with pupil/parent/staff voice ensure frameworks and benchmarks are in place and used effectively for all curriculum areas clarity and focus on whole school/ELCC Numeracy progression/ tracking and assessment clear and progressive plan for Numeracy which is understood by all stakeholders more choice for children on how learning is presented ensure robust monitoring procedures are purposeful, in place and followed through by Senior Management Team2.7 Partnerships theme 3 Impact on Learners The impact of parental involvement on improving children and young peoples learning.improving communication with parents/carers with use of school/ELCC blog, text messaging service, Twitterschool monthly newsletter/ELCC termly newsletter sharing folders shared twice termly class termly overviews shared with parent/carersparents/carers involved in some aspects of school lifefeedback from parents/carersParents/carers engage with school at Parent Evenings, Class Dojo, sharing folders, Parent Council Parent information evening for Numeracy Active Parent Council resourced wet weather boxes, discos, fundraising eventsparents/carers involved in creating new values, vision and aimsprovide more/wider opportunities for parents/carers to engage in childrens learningParent/carer information sessions and practical advice afternoon/ evenings for Numeracysharing of useful websites to help learners at home involve parents/carers in Career Week