Thornliebank Primary School

& Early Learning and Childcare Centre

Improvement Plan

2017-2018

Our Aspiration for Excellence and Equity

At Thornliebank Primary School and ELCC, we strive to ensure every member of our school community reaches their potential through excellent, equitable experiences. We aim to ‘Get it Right for Every Child’ and for all children to be Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included.

We pursue excellence and equity in all aspects of our work. Improving the quality of learning and teaching and enhancing the wellbeing of all learners are at the core of everything we do:

  • By providing children with opportunities to develop their skills and knowledge, we enable them to be Successful Learners
  • Through our commitment to promoting respect and social justice for all, we help them to be Responsible Citizens
  • Building our learners’ capacity to lead their own learning and recognising and celebrating the diversity of their abilities and achievements encourages them to be Confident Individuals
  • Creating opportunities for leadership, pupil voice and community involvement inspires them to beEffective Contributors

We employ a number of strategies to ensure that we are successful in our drive towards excellence and equity:

  • Rigorous self evaluation is used to identify strengths and areas for development
  • Inequity is identified, targeted and tracked
  • Leadership is supported and encouraged at all levels
  • Partnership working between home, school and the wider community is valued and developed
  • Curriculum development is ongoing and responds to the needs of our learners
  • The pedagogy and culture of learning and teaching are central to staff development

Motto

Nurturing Growth in our Community

Vision

Excellent Education

Happy and Healthy

Respectful and Responsible

Caring and Considerate Community

Everyone is Equal

Inclusive and Integrated

Motivated

Supportive and Safe

Overview of Inter-relationship between School Improvement Plan and other documentation

Area for Improvement / Aim / HIGIOS / ERC Local Imp.
Plan
2016-2019 / WFH Cluster Plan / ERC
Five Capabilities in Education / Developing the Young Workforce Strategy / GIRFEC
indicator / Rights
Respecting
School
Articles / NIF Priorities and Drivers
Self-Evaluation / A culture of self-evaluation informs decision-making and continuous school improvement / 1.1 /  /  / Data, evidence and benchmarking
Digital / Improvement in attainment
Performance information
School improvement
Parental Engagement
School leadership
A rigorous and systematic approach to assessment and moderation ensures evidence-informed decision-making. / 1.1, 2.3 /  / 
All stakeholders are actively engaged in self-evaluation and the identification of improvement priorities. / 1.1, 1.2, 2.5 /  /  / 12 and 13
Professional Enquiry – Practitioners engage in Lesson Study model of professional enquiry to bring about improved experiences and outcomes for learners. / 1.1, 1.2, 2.3, 3.2 / 
Curriculum Design / Pupils can confidently articulate the language of learning and identify the range of skills, across the four contexts, that they are developing. They can make reflective comments on their skills for learning, life and work and identify next steps. / 1.2, 2.3, 3.2 /  /  / Community engagement
Digital
Modernising How We Work / 


 / Healthy, Achieving, Respected, Responsible, Included / 12, 13, 28, 29 / Improvement in attainment, Improvement in health and wellbeing, Improvement in employability skills
Assessment of children’s progress
Teacher professionalism
School leadership
Staff are confident when planning for assessment. Our curriculum is de-cluttered and planning is focused on what children will learn and how teachers will know when it has been learned. / 1.2, 2.2, 2.3, 3.2 /  /  / 28, 29
Progression in Reading, PE and digital technology is developed and clearly articulated to reflect the uniqueness of Thornliebank’s context. / 1.2, 1.3, 2.2, 2.3, 3.2, 3.3 /  / 28, 29
Learning for Sustainability and the promotion of Global Citizenship provide key contexts for curriculum design and planning. / 2.1, 2.2, 2.5, 2.7, 3.1,3.2, 3.3 /  / 17, 24, 27, 28, 29, 31, 42
Early Learning and Childcare has a curriculum with a clear vision and rationale. Curriculum mapping reflects the uniqueness of Thornliebank’s Early Learning context. / 1.3, 2.2, 2.3, 3.2 /  / 28, 29
Attainment and Achievement / A culture of intrinsic, distributive leadership creates opportunities for all stakeholders to be leaders of learning. / 1.2, 1.3, 2.5, 3.1, 3.2 /  / Prevention
Digital
Modernising How We Work / 
 / Safe, Healthy, Achieving,
Nurtured, Respected,
Responsible, Included / 12, 13, 28, 29 / Improvement in Attainment, Improvement in employability skills
Teacher professionalism
Parental engagement
School leadership
A reading strategy for Early Years to P7 is identified and clearly articulated. Staff have sound pedagogical understanding and are confident in the teaching of reading. Parents are confident in supporting their child’s reading development.Overall attainment in ERC Standardised Testing is maintained or increased. / 2.2, 2.3, 2.4, 3.2 /  /  / 28, 29, 31
Staff in Early Learning-P3 understand the principles of and are confident implementing a playful pedagogy. All pupils have opportunities to learn through open-ended, investigative, exploratory experiences. / 1.2, 2.3, 3.2, 3.3 /  / 28, 29, 31
Learners’ motivation and engagement are enhanced through opportunities for outdoor learning. / 2.2, 2.3, 2.5, 2.7, 3.2, 3.3 /  /  / 28, 29, 31
Equity / Improved outcomes and a narrowed attainment gap in early literacy (P1-3) with a particular focus on children living within SIMD 1-3 or having English as an additional language. / 1.5, 2.3, 2.4, 2.6, 3.1, 3.2 /  / Prevention
Community Engagement / Safe, Healthy, Achieving,
Nurtured, Respected,
Responsible, Included / 18, 28, 29 / Closing the attainment gap, Improvement in health and wellbeing
Performance information
Parental engagement
School improvement
Improvements in health and wellbeing are reflected in learners’ improved school attendance. / 2.1, 2.5, 3.1, 3.2 /  / 18, 24, 28, 29
Build capacity and enhance opportunities for parents to play in active role in their child’s learning. Parents are included in decision making and have the opportunity to collaborate and participate in developing Thornliebank Primary School and ELCC.Parental engagement is promoted, recognised and celebrated. / 1.2, 2.5, 2.7 /  / 18, 28, 29
To improve the Oral Health of all children / 2.7, 3.1 /  / 18, 24

Key Areas for

School Development & Improvement

2014-2017

2016-2017 / 2017-18 / 2018-19
Curriculum Design
Raising Attainment & Recognising Achievement
Equalities – Bridging the attainment gap
Self-Evaluation
Getting it Right for Every Child
Developing the Young Workforce
Parental Engagement / Curriculum Design
Raising Attainment & Recognising Achievement
Equity – Closing the attainment gap
Self-Evaluation
Getting it Right for Every Child
Skills for Learning, Life and Work
Parental Engagement
Leadership for Learning / Curriculum Design
Raising Attainment & Recognising Achievement
Equity- Closing the attainment gap
Self-Evaluation
Getting it Right for Every Child
Parental Engagement
Leadership for Learning

School Strategic Aim 1: Self-evaluation

OUTCOME & IMPACT / ACTION / TIME
SCALE / RESOURCES / HOW WILL SUCCESS BE EVALUATED? / HGIOS4
HGIOSELC
A culture of self-evaluation informs decision making and continuous improvement. / Develop a systematic calendar for self-evaluation using How Good Is Our School? 4 and How Good is our Early Learning and Childcare?
(AMcD and all teaching staff)
HGIOS4 used at school and cluster level for quality assurance – templates for learning visits, learning conversations (pupils) and professional dialogue.(AMcD and all teaching staff)
A consistent approach to self-evaluation approaches will be implemented across all areas of the 0-5 curriculum including regular opportunities for cross-establishment visits and dialogue.(AMcD, AMcA and Neighbourhood Group) / Sept 17 onwards
Aug 17 onwards
Aug 17 onwards / Professional Learning and collegiate time
ERC, Cluster and Neighbourhood meetings / Minutes of professional dialogues, learning visits and
learning conversations
As above- shared across Neighbourhood Group / 1.1
A rigorous and systematic approach to assessment and moderation ensures evidence-informed decision-making. / School and cluster assessment and moderation to include:
  • Interrogation of learners’ experiences in relation to reading benchmarks
  • Developmental Milestones analysis.
  • Baseline analysis.
  • ERC Standardised Assessments analysis (% of correct questions at various levels v CfEjudgments)
  • CfE levels – moderation of teacher judgments
  • Implementation and analysis of national standardised assessment programme
  • Pilot implementation and analysis EL database
(AMcD, JC, AMcA) / Nov17
Oct 17
May-Sept 17 and May-Sept 18
From Oct 17 / Tracking Data Base
ELC Tracking Database
Thornliebank and Woodfarm Cluster Gradients of Learning
HGIOS 4
HGIOELC
Time allocation and professional learning for moderation facilitators / Analysis and evaluation of CfE levels
Baseline
Developmental Milestones
ERC Standardised Testing
Scottish Govt Standardised Testing
Minutes and records of tracking meetings, professional dialogue and moderation activities identify progression and points for improvement / 1.1
2.3
All stakeholders are actively engaged in self-evaluation and the identification of improvement priorities. / Parent and pupil-friendly versions of SIP established and publicised(AMcD)
Extended Leadership Team established with representatives from pupils, parents and staff- School Improvement Plan evaluated on 4 occasions throughout session
(AMcD)
Curricular forums established (Reading, PE, Digital Technology) and stakeholder views sought(AMcD, JMcG, GMcD)
Use of technology developed to gather stakeholder input linked to self-evaluation calendar. (GMcD) / Sept 17
Sept 17
Terms 2-4
Sept 17 / Microsoft Forms
Extended Leadership Team Meetings
Time for Curricular Forums / Minutes and action points from of ELT meetings
Minutes and action points from curricular forums
Analysis of stakeholder surveys / 1.1
1.2
2.5
Professional Enquiry – Practitioners engage in Lesson Study model of professional enquiry to bring about improved experiences and outcomes for learners. /
  • Establish Lesson Study trio groups.
  • Teachers identify area for improvement and undertake enquiry into current research and literature
  • Implementation of Lesson Study Cycle.
  • Moderation of pupil outcomes and impact.
  • Review of process and identification of next steps.
(All teaching staff) / Terms 3 and 4 / Time built into collegiate calendar
Professional reading
Cover for classes / End of study presentation and next steps identified for SIP 2018-19 / 1.1
1.2
2.3
3.2

School Strategic Aim 2: Curriculum Design

OUTCOME & IMPACT / ACTION / TIMESCALE / RESOURCES / HOW WILL SUCCESS BE EVALUATED? / HGIOS4
HGIOSELC
Pupils can confidently articulate the language of learning and identify the range of skills, across the four contexts, that theyare developing. They can make reflective comments on their skills for learning, life and work and identify next steps. / See Cluster Improvement Plan
  • Cluster working group focus on profiling and the learning journey from Early Level onward (2-18) through development of skills booklet and common skills language
  • Monitor and evaluate the quality and impact of pupils’ reflective comments in skills profiles
  • Skills Champions plan and implement activities to support transition and aim to achieve John Muir Award and Saltire Award
(Cluster Skills Group, Skills Champions) / From Sept 2017
Sept 2017 and Feb 2018 / BtC 4 and 5
CfE Briefing Doc11
DYW
Youth Employment Strategy
John Muir Award Guidance
Saltire Award Guidance / Monitor and moderate sample of profiles
Feedback from all stakeholders on profiling
Feedback to CMG / 1.2
2.3
3.2
Staff are confident when planning for assessment. Our curriculum is de-cluttered and planning is focused on what children will learn and how teachers will know when it has been learned. /
  • Staff professional learning and collegiate working on Planning for Assessment
  • Professional learning and enquiry opportunities for staff on the use of feedback
  • School moderation activity focusing on Planning for Assessment and feedback
(AMcD, JC) / Term 1
Term 2
Nov 2017 / BtC 4 and 5
CfE Briefing Document 4 and 11 / Staff evaluations
Analysis of practitioner planning samples/classroom practice
Professional dialogue
Pupil dialogue / 1.2
2.2
2.3
3.2
Progression in Reading, PE and digital technology is developed and clearly articulated to reflect the uniqueness of Thornliebank’s context. /
  • Through cluster working and school working groups, develop curriculum maps in each area. Maps to highlight significant aspects of learning and skills progression for Thornliebank.
  • Curriculum forums established to engage all stakeholders in developing curriculum maps and identifying priorities for improvement.
  • 3 whole school curriculum events to be organised involving all stakeholders and highlighting skills progression and quality learning experiences in each area.
  • Curriculum maps launched and stakeholder feedback sought.
(AMcD, JMcG, GMcD, all teaching staff and CDOs) / Terms 1-3
From Term 1
Terms 2-4
Term 3 / ERC Skills Framework
CfE Benchmarks
Thornliebank Gradient of Learning
BtC 3 and 4
CfE Briefing Document 4 and 11
Collegiate time for working groups
Time/ cover for cluster working / Minutes of school and cluster working groups
Minutes and action points from curriculum forums
Stakeholder evaluations of curriculum maps
Digital Schools Award / 1.2
1.3
2.2
2.3
3.2
3.3
Learning for Sustainability and the promotion of Global Citizenship provide key contexts for curriculum design and planning. /
  • Develop use of RRS Launch Pad.
  • Continue to link all planning and policies with UNCRC
  • Facilitate pupil involvement and initiatives through Rights Respecting Committee, Global Citizenship Committee and Fairtrade Committee
  • Link assembly programme to the above initiatives
(JMcG, all staff, relevant committees) / Term 1
Terms 1-4 / Good practice visits to other schools

/ Learning visits
Policy
Planning
Learning conversations
Achievement of Level 2
Active Citizenship in school community. / 2.1
2.2
2.5
2.7
3.1
3.2
3.3
Early Learning and Childcare has acurriculum with a clear vision and rationale. Curriculum mapping reflects the uniqueness of Thornliebank’s Early Learning context. /
  • Curriculum rationale re-launched with all parents.
  • Introduce Early Learning learning conversations with children.
  • Develop early learning curriculum mapping.
(AMcD, AMcA, CDOs) / Term 1
Terms 2-4 / HGIOELC
Staff, parent and child focus groups / Completed rationale
Parent evaluation and feedback / 1.3
2.2
2.3
3.2

School Strategic Aim 3: Attainment and Achievement

OUTCOME & IMPACT / ACTION / TIMESCALE / RESOURCES / HOW WILL SUCCESS BE EVALUATED? / HGIOS4
HGIOSELC
A culture of intrinsic, distributive leadership creates opportunities for all stakeholders to be leaders of learning. /
  • Staff professional learning and collegiate working- the changing face of school leadership
  • Opportunities for leadership roles identified by and distributed through the Extended Leadership Team, involving representatives from all stakeholders(AMcD, ELT)
  • Learner participation in leadership responsibilities tracked. Opportunities targeted to children identified as Lowest 20% and SIMD 1-3 (AMcD,JMcG)
/ Term 1
Oct INSET
Terms 1-4
By Oct 2017 / Staff collegiate time
INSET
Current literature and research
Time for Extended Leadership Team Meetings / Staff evaluations
Minutes of Extended Leadership Team Meetings
Analysis of pupil participation
Pupil evaluation / 1.2
1.3
2.5
3.1
3.2
A reading strategy for Early Years to P7 is identified and clearly articulated. Staff have sound pedagogical understanding and are confident in the teaching of reading. Parents are confident in supporting their child’s reading development.
Overall attainment in ERC Standardised Testing is maintained or increased. / School working group formed with the aims of:
  • Ensuring reading skills are firmly embedded in children’s play experiences both indoors and outdoors
  • Supporting staff to develop an understanding of how children learn to read.
  • Sharing ERC’s Literacy Strategy and delivering professional learning on the teaching of reading
  • Sharing online resources to support the teaching of literacy
  • Engaging with National initiatives such asBookbug; Play,Talk,Read; Read,Write,Count; FM’s Reading Challenge
  • Identifying a progressive approach to the development of phonological awareness and phonics from Early Years-P7
  • Developing a programme of shared reading experiences for children and their parents/ carers
(AMcD, JK, CK, A Jarvie, Teaching staff) / Aug INSET
Terms 1-4
Terms 2-4 / Educational Psychologist
Additional Staffing
Lowest performing 20% teacher
PEF Teacher
Literacy CDO
ERC Skills Framework
Literacy and English Benchmarks
ERC Literacy Strategy 2017-2020 / Analysis of results at Baseline, P2 Screening and ERC Standardised Testing-
Increased attainment in Reading / 2.2
2.3
2.4
3.2
Staff in Early Learning-P3 understand the principles of and are confident implementing a playful pedagogy. All pupils have opportunities to learn through open-ended, investigative, exploratory experiences. /
  • Audit current practice and resources.
  • Create opportunities for best practice visits to ELCC and across establishments
  • 1 member of staff to attend ERC playful pedagogy CLPL and support colleagues.
  • Early Learning staff support colleagues through team teaching opportunities.
  • Staff professional learning and collegiate working- playful pedagogy
(AMcD, JMcG, CM, JK, AMcA, Teaching staff) / Term 1
Term 2
Term 3 / BtC 2
HGIOELC
Building the Ambition
ERC CLPL (Deidre Grogan)
Time/ cover to release staff for training
Collegiate time / Evaluation of resources
Impact on learners through pupil dialogue
Learning and teaching visits / 1.2
2.3
3.2
3.3
Learners motivation and engagement are enhanced through opportunities for outdoor learning. / Support staff in order for them to be able to provide regular, frequent, enjoyable and challenging opportunities for all children and young people to learn outdoors. We will:
  • Engage in Partner working – Rouken Glen, Forest Schools etc.
  • Develop meaningful opportunities across the Curriculum.
  • Increase opportunities for Parental involvement.
  • Develop and deliver CLPL for all staff.
  • Review and develop resources.
(JMcG, Active Schools, JC, AMcA, Teaching staff) / From Sept 2017
Oct 2017 / BtC2

Forest Schools Training
Time/cover to release staff / Impact on learners through pupil dialogue
Learning and teaching visits / 2.2
2.3
2.5
2.7
3.2
3.3

School Strategic Aim 4: Equity

OUTCOME & IMPACT / ACTION / TIME
SCALE / RESOURCES / HOW WILL SUCCESS BE EVALUATED? / HGIOS4
HGIOSELC
Improved outcomes and a narrowed attainment gap in early literacy (P1-3) with a particular focus on children living within SIMD 1-3 or having English as an additional language. / See also PEF Action Plan
  • Analysis of all relevant data to identify trends and gaps
  • Targeted (PEF teacher) support to those children identified as lowest 20% at baseline and living within SIMD 1-3 or having EAL
  • Development of phonological awareness and an approach to phonics rooted in a pedagogy of play
  • Develop a rich literary environment, an awareness of narrative, comprehension skills and a reading culture for identified children through role play, stories, songs etc
(AMcD, GMcD, JK) / Year 1 of 3-year cycle / PEF