ST MADOES PRIMARY SCHOOL

School Improvement Plan 2011 - 2012

STRATEGIC AREA: ACHIEVEMENT PRIORITY: Attainment and Achievement Areas for development: Embed literacy and numeracy within all curricular areas Broaden the range of planned opportunities for achievement for all pupils Recognise, record and celebrate pupils achievements Further develop the use of GLOW across the school and community Specific action: To embed literacy and numeracy provide guidance and support on planning and assessing literacy and numeracy across learning review planners for literacy and numeracy ensure assessment of literacy and numeracy shows evidence of breadth, challenge and application and is moderated within and across schools work towards I CAN accreditation for the Nursery Specific action: To broaden the range of planned opportunities for achievement of all pupils continue to provide a range of After School Clubs for pupils that will promote wider achievement sustain and develop Activity Time for all pupils to encourage wider achievement Specific action: To recognise, record and celebrate pupils achievements sustain whole school Contexts for Learning festivals over 4 planning blocks, culminating in celebration day for pupils to present learning to other pupils and parents establish an Achievement Board in school to recognise and celebrate achievements in and out of school hold weekly assemblies to celebrate success prepare portfolios for P7 pupils Specific action: To further develop the use of GLOW across the school and community provide each pupil with a GLOW account and training on how to use it establish and update class GLOW pages teacher volunteers join LMG working group to investigate opportunities for GLOW at St Madoes Expected Outcomes teachers and ECPs plan engaging learning activities using literacy and numeracy across learning attainment in literacy and numeracy continues to improve Nursery achieves I CAN accreditation all teachers work with LMG colleagues, either in Maths moderation group or GLOW group pupils receive opportunities for a wide range of activities within and outwith the school day achievements are celebrated publicly, in assemblies and on the Achievement Board P7 portfolios are in place by June 2012 all staff and pupils can access GLOW and contribute to class GLOW pages

Personnel

Timescale

Resources including External Support Learning and Teaching reviews and tracking consultations (8x hr collegiate) LMG dev time (4x2 hrs) INSET Day 2 6hrs collegiate

HT, PT, CTs, ECPs LMG colleagues Nursery Support teacher C Cook - Active Schools Coordinator HT, PT, CTs, ECPs. Classroom Assistant HT, PT, CTs, ECPs

from Aug 2011 Oct 2011 from Sep 2011

termly HT, PT, classes and school chaplain HT, P7 teacher School based staff, including GLOW mentor and pupils CTs from Aug 2011 by June 2012 Sep 2011 from Sep 2011 from Sep 2011

Noticeboard in foyer hr per week assembly time Assessment team, LMG colleagues Gavin Pyott 10 hrs collegiate LMG dev time (4x2 hrs) INSET Day 2

Monitoring and Evaluation Classroom monitoring Monitoring of teachers plans School self-evaluation Evaluations of activities and after school clubs Monitoring of Achievement Board and certificates Evaluation of use of GLOW Evaluation of LMG working groups

STRATEGIC AREA: LEARNING PRIORITY: Creating a Curriculum for Excellence Part 1: 3-18 Framework Areas for development: Curriculum models (which encompass all 4 contexts of the curriculum) Curriculum pathways Pupil entitlements in line with broad general education Embedding literacy, numeracy and health and well being Specific action: To develop a curriculum plan staff discuss and agree a school curriculum plan staff consider the principles of curriculum design and how they are reflected in their planning

Personnel

Timescale

Resources including External Support School Dev Meeting 2 hours LTS Building your Curriculum materials Improving relationships. Improving behaviour Positive Behaviour Team (Scottish Government) SACRO INSET day 1 2 hours INSET day 3 2 hours 2 x 2hr School Dev meetings

HT, PT, CTs, ECPs, support staff

By Oct 2011

Specific action: To further embed health and wellbeing across the curriculum create a new school health group school to be re accredited for Improving Health, Improving Learning by June 2012 take forward Improving Relationships Improving Behaviour through involvement in the training and development of Restorative Approaches

HT, PT, CTs, ECPs, Health group

ongoing

Specific action: To work towards 3rd Green Flag for Eco Schools create a new Eco group continue to base science programme around Eco themes re-establish responsibilities for areas for upkeep in the school grounds Expected Outcomes curriculum plan in place curriculum plan reflected in classroom practice achieve re accreditation of Improving Health, Improving Learning standard all staff are trained in Restorative Approaches by June 2012 all pupils are part of the Eco schools development in school school grounds are attractive and well kept

HT, PT, CTs, ECPs, Eco group

ongoing

Monitoring and Evaluation Monitoring of teachers plans Classroom monitoring Improving Health, Improving Learning reaccreditation comments Restorative Approaches questionnaires Minutes of committees

STRATEGIC AREA: LEARNING PRIORITY: Creating a Curriculum for Excellence Part 2: Effective Learning & Teaching Areas for development: Creating a Curriculum for Excellence Part 2 and P&KC Setting the Standard for Learning Personnel Active Learning Co-operative Learning Specific action : To employ a range of technologies to support learning HT, PT, CTs, ECPs LMG colleagues develop and expand the use of GLOW as a teaching and learning tool Specific action: To continue to develop co-operative learning approaches refresher training in use of cooperative learning is undertaken by all staff cooperative learning good practice board is set up in the staffroom Specific action: To continue to develop active learning approaches Play and Learning is further developed in the Early Years pupils and teachers reflect upon the learning and teaching approaches which encourage active and engaging learning and ensure these are evident in classroom practice teachers audit their teaching approaches using The Leuven Scale of Active Engagement monitoring approaches involve using The Leuven Scale of Active Engagement HT, PT, CTs

Timescale from Sep 2011 from Sep 2011

Resources including External Support Gavin Pyott LMG development time P&K Co-operative Learning trainers CPD time Department meetings 4x1hr collegiate Termly planning meetings Classroom monitoring and feedback sessions

HT, PT, CTs, ECPs

from Aug 2011

Expected Outcomes there is an increase in the use of ICT to support learning there is an increase in the use of cooperative learning in all classes play and learning is embedded into the early years curriculum there is evidence of active learning approaches being used regularly in all classes pupils can discuss what and how they are learning there is an increase in attainment there is an increase in motivation of all learners there is an increase in positive evaluations of pupils learning experiences and the quality of teaching for effective learning.

Monitoring and Evaluation Classroom monitoring Teachers self evaluations Minutes of department meetings School self-evaluation Tracking, Predictions, Attainment data Work sampling Documentation evidence photographs Block / Weekly Plans Audit information Feedback from Learning and Achievement / Term visits Pupil focus groups

STRATEGIC AREA: LEARNING AND ACHIEVEMENT PRIORITY: Creating a Curriculum for Excellence: Part 3 Enterprise and Vocational Education Skills for Learning, Life and Work Areas for development Supporting the development of skills for learning, life and work; Personnel Timescale Resources including Embedding enterprise in the curriculum; External Support Enhancing our international profile. Specific action: To continue to take forward plans for implementation of Creating a Curriculum for Excellence Part 3, embedding enterprising learning and teaching approaches teachers plan experiences and outcomes which are linked to the world of work continued enhancement of our international profile through links with Italian school begin to work towards Rights Respecting Schools award HT, PT, CTs, ECPs P6 teacher and class HT, Pupil Council from Aug 2011 P&K Creating a Curriculum for Excellence Part 3 Building the Curriculum 4 Rights Respecting Schools pack Parents Local businesses

Expected Outcomes all pupils experience learning about the world of work there is an increased understanding of Enterprise experiences and outcomes for staff and pupils all classes have opportunities to showcase learning in an enterprising way there is an increased awareness of European language and culture

Monitoring and Evaluation Monitoring of Teachers planning Classroom observations Discussion with staff and pupils Pupil Council minutes

STRATEGIC AREA: LEARNING PRIORITY: Creating a Curriculum for Excellence: Part 4 Supporting Learning through Assessment Areas for development: Implementation of Building the Curriculum 5 Personnel Specific action: to embed appropriate assessment strategies to identify next steps in learning including: o sharing learning intentions o success criteria o effective questioning o providing effective verbal and written feedback o self and peer evaluation o plenary sessions Specific action: to ensure expectations and standards are clear within and across departments, schools and LMGs arrangements are in place to moderate standards within and across departments, schools and LMGs teachers and ECPs identify and gather a range of evidence (write, say, make, do) to show pupils progress in learning including: o across the breadth of learning o in challenging aspects o when applying learning in difficult and unfamiliar contexts evidence of progress in literacy and numeracy across subject areas is gathered Specific action: to record progress and achievements evidence of learning (day-to-day as well as focused and selected) is recorded use SEEMIS formats for reporting to parents initiate effective use of NAR by teachers continue to use tracking and prediction online tools continue to develop the principles and approaches contained in BtC5 to plan learning and assessment review PLPs to show achievement and next steps in learning Expected Outcomes AifL strategies are evident in all lessons and are used to identify next steps teachers are increasingly confident that their assessment of pupil levels is accurate there are clear expectations that evidence gathered is valid and shows pupils progress in learning evidence gathered shows breadth, challenge and application of learning there are clear formats for recording evidence levels on tracking, predictions and pupil reports are moderated and accurate assessment of experiences and outcomes is identified as part of the planning process HT, PT, CTs, ECPs, support staff

Timescale ongoing

Resources including External Support Classroom monitoring (3 x SMT, 2 x peer) Self-evaluation and feedback from monitoring (5 x 1hr collegiate) Department meetings (4 x 1hr collegiate) Update of online assessments (4 x 2hrs collegiate) LMG resources 3 x 2hrs School Development time

HT, PT, CTs, ECPs, LMG colleagues

ongoing

HT, PT, CTs. ECPs

Building the Curriculum 5 National Assessment Resource (NAR) SEEMIS On-line moderation resource P&K Assessment & Moderation team INSET 4 INSET 5 - day Monitoring and Evaluation Classroom observations of Learning & Teaching Teachers self evaluations Tracking, Predictions and Attainment data Work sampling Teachers planning Feedback from Learning and Achievement visits Monitoring of PLPs and IEPs ongoing

STRATEGIC AREA: LEADERSHIP PRIORITY: Implementation of Statutory duties and obligations Areas for development: Implementation of Statutory Duties Child Protection Included, Engaged and Involved CEOP Specific action: to ensure implementation of duties set out in legislation or authority policy Standards in Scotlands Schools etc Act, Additional Support for Learning Act, Gender Equality Duty, Race Relations Amendment Act, Disability Discrimination Act, Equalities Act 2010 Regulation of Care (Scotland) Act etc are met. GIRFEC Specific action: to ensure that robust child protection arrangements are in place and work effectively, including arrangements for: staff development recording and monitoring effective inter-agency working CEOP Specific action: To ensure additional support needs for all pupils are met in line with the legislative requirements ensure ASN records and procedures are followed as recommended by P&K increase staff awareness of the ASN manual ensure staff receive appropriate training to support pupils with specific needs Expected Outcomes statutory requirements are met and all staff are aware of responsibilities Child Protection procedures follow PKC guidance all pupils receive CEOP training Individual Education Plans (IEPs) and Coordinated Support Plans (CSPs) are in place as required pupils with additional support needs are making steady progress with their targets

Personnel

Timescale

Resources including External Support Equalities Training materials including Know How Company ASN Manual of good practice Included, Engaged and Involved part 2 report

HT, PT, CTs, ECPs, support staff

ongoing

HT, PT, CTs, ECPs, support staff, CPOs

August 2011

INSET 1 - hr PKC GLOW CP page CPO Network meetings

HT, PT, CTs, ECPs

from Aug 2011

ASN consultations 4x1hr collegiate INSET 3 2 hrs

Monitoring and Evaluation Use of correct pro formas for recording child protection, bullying, race discrimination issues and general complaints Regular reviews of Child Protection records and documentation Evidence of Disability and Think u Know resources in class and on display Monitoring of IEPs Planning meetings with teachers School self evaluation 8

STRATEGIC AREA: LEADERSHIP PRIORITY: Building leadership capacity and leadership of improvement and change Areas for development: Improvement planning Self evaluation Leading and managing change and improvement Communication strategy Specific action: to build leadership at all levels develop the leadership role of pupils through involvement in the Pupil Council and Health, Eco, JRSO and Website teams develop the leadership role of teachers through opportunities to lead school initiatives, such as Eco, Health, Website and Rights Respecting Schools develop the leadership role of all ECPs as lead practitioners in the Nursery agree with all staff their roles and responsibilities Specific action: to develop improvement through self-evaluation develop skills in evaluating quality of learners experiences ensure that learners, staff, parents and members of the wider community are involved in self-evaluation ensure self-evaluation processes inform planning for improvement Specific action: to lead and manage change and improvement effectively ensure newly appointed HT receives appropriate induction ensure newly appointed school staff receive appropriate induction ensure new SMT agrees roles and responsibilities ensure leadership has a clear focus on improving learning and raising levels of attainment and achievement, through rigorous monitoring evaluate impact of initiatives and priorities being developed in relation to stated outcomes through self evaluation and ensure maintenance of these Specific action: to further develop the use of SEEMIS in managing information ensure all staff input appropriate information into SEEMIS continue to develop the use of SEEMIS to identify, gather and analyse appropriate statistical evidence Expected Outcomes an increase in the number of pupils and staff with leadership roles in the school ECPs have increased confidence in running the Nursery there are clearly set out roles and responsibilities for all staff weekly plans evaluated by teachers pupils, staff, parents and community members contribute to audit processes, as part of self-evaluation there are clear links between self-evaluation, the School Improvement Plan and the Collegiate Calendar there are positive evaluations of the quality of leadership and self evaluation in the school self evaluation all new staff receive appropriate induction evaluations of initiatives show a positive impact on learning and teaching information from SEEMIS informs school improvement

Personnel

Timescale

Resources including External Support

HT, PT, all staff HT, PT, teachers HT, PT, Nursery support teacher, ECPs HT, PT, all staff

ongoing from Oct 2011 from Aug 2011 ongoing 7hrs collegiate time INSET 5 - 2 hrs Parent and Pupil Council meetings School Improvement team Sean Nash

HT HT, PT, Probationer mentor HT, PT HT, PT, CTs, ECPs

Sep 2011 Aug 2011 ongoing Jan 2012, May 2012

HT, PT, CTs, ECPs, Admin staff

ongoing

SEEMIS team

Monitoring and Evaluation Pupil Council minutes Eco, Health, Website, JRSO and Rights Respecting Schools minutes and evidence Evaluations from Nursery Job descriptions Employee Survey School self-evaluation process School audits Evaluation of School Improvement Plan Classroom monitoring Learning and Achievement visits 9