St. John’sPrimary School
Everyone Attaining, Everyone Achieving through Excellent Experiences
School Improvement Plan
2014 – 2015
VISION, VALUES and AIMS
This year we decided to revise the school vision, values and aims. We asked our families for feedback and they have been very positive about our new whole school vision, values and aims. We have a new display in the reception just as you come into our school. Everything we have agreed is very important to make sure our school is a great place to learn. Everyone needs to show this through their actions and words.
VISION
Our school is a Catholic school: a place where we make friends, learn new things, play sport, work hard and have fun.
AIMS
We believe everyone should feel safe, happy and be treated with respect.
We hope to grow into nice people who will always help others.
We will work together so that we can be independent, successful learners ready to get a job or go to university when we are older.
SCHOOL PRIORITIES 2014 – 2017
- We will continue to review and embed Curriculum for Excellence, focusing on curriculum design, linked to the four contexts of learning.
- We will promote an ethos of high expectations and achievement in line with East Renfrewshire Councils Key Local Outcomes.
- We will encourage all children to increase their fitness in school through our PE curriculum and our partnership with the Active School Co-ordinator. Children will be active and have opportunities to develop skills for learning, life and work.
- We will continue to work with all partners in “Getting It Right For Every Child”.
- We will ensure that we have effective arrangements in place for meeting learners’ emotional, physical, health and social needs with a particular focus on the lowest performing 20%.
- Through career long professional learning, staff will be supported, coached and challenged to develop their leadership capacity.
- Through the processes of assessment and moderation we will continue to develop a shared understanding of standards, ensuring successful outcomes for all.
- To involveour parents in the life of the school and in their child’s learning.
Target Summary Sheet
St John’s Improvement Priorities 2014-15Learn of Me / HGIOS 3/Shining
the Light of Christ Q.I.s / Links to Local Improvement Plan 2014-17
Everyone Attaining, Everyone Achieving through Excellent Experiences
Focus: Curricular Design
Target: To improve the design of our curriculum to ensure coherence and progression in learning and assessment. / 1.1, 2.1, 2.2, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.9, 6.1, 9.1, 9.4 / A curriculum which enables all children, young people and adults to be successful, confident, responsible and effective in school, their work, their community and internationally.
A culture of self-evaluation and continuous improvement in all schools and services.
Focus: Health and Wellbeing
Target: To promote an enjoyment of learning and activity outdoors and within the ‘CookSchool’. / 1.1, 2.1, 2.2, 3.1, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.9, 6.3, 8.1, 8.3. / A positive culture in health and wellbeing in every school and service.
An improvement in the percentage of children reporting they are encouraged to make healthy food choices.
Learners’ experiences support them to develop their personalities, talents, mental, spiritual and physical abilities to their fullest potential.
An increase in the number of children participating in sports leadership programmes.
Focus: GIRFEC
Target: Implementation of the Children and Young People’s (Scotland) Bill to “Get It Right For Every Child”. / 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 8.1, 9.1, 9.3, 9.4 / An improvement in the percentage of learners reporting they feel safe and cared for in school.
An improvement in the readiness of children to start learning.
An increase in the schools and centres putting nurturing approaches into practice.
A culture based on “Getting It Right For Every Child” and where well-being indicators are driving improvement across all services and schools
An improvement in the percentage of children and young people reporting they are treated fairly and with respect .
An increase in opportunities for young people to develop knowledge, understanding and the skills for life and active participation in a global multicultural society and Scotland’s place in it.
An increase in activities which support prevention and early intervention, improve outcomes and reduce inequalities
Practices and experiences which ensure that children, young people and adults’ needs are identified and addressed.
Focus: Leadership
Target: Continue to develop leadership capacity at all levels and promote teamwork and partnerships / 1.1, 3.1, 4.1, 5.2, 5.5, 5.6, 5.9, 7.2, 7.3, 9.1, 9.3, 9.4 / An increase in the percentage of children agreeing they have opportunities to celebrate personal achievements.
Partnership arrangements which ensure that participation in arts and sports in schools is supported and continued in the community.
An increase in the percentage of children, staff and parents reporting they are actively involved in setting school priorities.
An improvement in the percentage of learners reporting they have
opportunities to take part in school committees / groups.
A skilled and confident workforce.
Focus: Parental Involvement
Target: To raise attainment and achievement of our children through enhanced parental involvement. / 1.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 8.1, 9.4 / Increased involvement of new users in culture and sports services and holiday programmes.
An ethos of high expectations and achievement in every school and service.
Higher levels of parental engagement in their children’s learning and in the life of the school.
Focus: Learning and Teaching
Target: : To continue to raise attainment and improve learners’ experiences / 1.1, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.9, 6.1,6.2, 6.3, 7.2, 7.3, 8.3, 9.3, 9.4. / An improvement in the attainment of the lowest performing 20% of East
Renfrewshire’s school age children and especially looked after children.
Improved reading, writing and mathematics throughout the years of the broad general education.
Focus: Curricular Design / Quality Indicators: 1.1, 2.1, 2.2, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.9, 6.1, 9.1, 9.4
Target: To improve the design of our curriculum to ensure coherence and progression in learning and assessment.
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
All staff understand the school’s curriculum map and use this to plan and deliver coherent learning experiences.
Clear curriculum guidance and programmes shared with staff.
All children regularly experience planned opportunities for breadth,challenge and application of their learning in different contexts.
Children enjoy regular opportunities to lead their learning through personalisation and choice,working independently and with others in a variety of contexts.
Learners enjoy learning through dynamic, innovative and engaging experiences.
Enhanced collegiate climate where everyone strives to be the best they can be.
Self-evaluation and reflection is embedded in our practice.
Assessment and Moderation
Manageable and realistic approaches to assessing progress and achievement through professional dialogue and sharing samples of evidence.
Staff confidence increased and a better shared understanding of progress and achievement across a level.
Staff have a clear understanding of assessment, moderation and quality assurance approaches.
Raised attainment / Develop a curriculum map focused on the four contexts for learning.
Work closely with cluster colleagues to develop a cluster curriculum map for each discrete subject, linked to broad general education (BGE).
Teachers audit current practice focusing on methodology and identify areas of development.
Cascade work completed in P3 from last session across the whole school to develop active approaches to learning.
All teachers organise the learning environment to promote the seven design principles.
All staff work together to organise, create and produce a range of materials to continue to enhance the quality of learning and teaching.
Peer visits in term three focus on the impact of change in methodology.
Continue to refine our approach to profiling (PLPs P1-4 E-portfolios P5-7) to inform and improve learning.
Introduce Learning Journals and assessment jotters for all children.
Provide regular opportunities for all staff to assess and moderate across levels in different curricular areas using the PMT. / Education Scotland National Advice
Class Teachers
SLT
In-service days
Staff Meetings
Collegiate time
Cluster development days
Assembly focus groups
Moderation Facilitators / Aug 14 – Jun 15
Term 1/ Ongoing
Aug 14 – Jun 15
Term 1/ Ongoing
Term 1
Focus: Health and Wellbeing / Quality Indicators:1.1, 2.1, 2.2, 3.1, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.9, 6.3, 8.1, 8.3.
Target: To promote an enjoyment of learning and activity outdoors and within the ‘CookSchool’.
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
CookSchool
Embed a whole school approach to the learning and teaching of cookery and food hygiene.
Children will be more aware of the importance of eating healthy food and actively involved in promoting and making healthy food choices.
All children confident and enthusiastic demonstrating basic cookery techniques, such as cutting and peeling.
All children have regular opportunities to develop essential life skills.
Outdoor Learning
A stimulating and purposeful environment is created to enhance pupil’s experiences.
Eco Committee raise the profile of outdoor learning. / To promote, encourage and support the development of cooking skills and healthy food choices.
All classes to access the CookSchool a minimum of twice per term.
Plan IDL experiences (linked to Numeracy and Literacy) which are stage appropriate to enthuse children.
Continue to develop outdoor classroom using funds raised during session 13/14.
Develop back garden area to allow children to have regular opportunities to learn about biodiversity and have hands on planting experiences. To develop the back door area into an allotment garden with a poly tunnel as an outdoor learning area.
Eco Committee representatives to take responsibility for allocated areas of the school grounds.
Eco Committee to regularly feedback at assembly on the progress being made in relation to the development of the school grounds.
Eco Committee to prepare for the renewal of the Green Flag award by developing a school Eco Action Plan and ensuring sustainable practice. / Class Teachers
PSAs
SLT
CookSchool Risk Assessment
Be Safe Guide
L McPherson
Eco Committee (including staff members)
YESAcademy
Parent Council
VisitCarlibarPrimary School
L McPherson
Eco Committee (including staff members) / Ongoing
Termly
Term 1-term 2
Ongoing
Focus: GIRFEC / Quality Indicators:1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 8.1, 9.1, 9.3, 9.4
Target: Implementation of the Children and Young People’s (Scotland) Bill to “Get It Right For Every Child”
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
School practices and processesareinformedby implementation of new legislationand East Renfrewshire Practice Model.
Practices and procedures will be streamlined, consistent and sustainable.
SLT have a clearer, strategic overview of needs in line with the National Practice Model.
Children will benefit from high quality targeted support ensuring they receive the right help at the right time.
New procedures for Staged Intervention Plans are fully implemented.
Strengthened parental partnerships.
Reviewed system for Joint Support Team Meetings is established.
Children have increased knowledge and understanding of “GIRFEC”
Pupils are more emotionally literate and can discuss their
feelings and the reasons for them.
Equality
School community will have refreshed knowledge and understanding of children’s rights and a commitment to global solidarity and citizenship. / Cluster working group to meet regularly with focus on:
- moderating & evaluating the STINT plans developed in session 2013-14
- implementing the cluster agreed GIRFEC overview grid at school level
- Child's Plan, Child’s Multi Agency Plan (CMAP)
- Named Person, Lead Professional
- sharing good practice in raising awareness of GIRFEC
Create an annual overview proforma detailing procedures and timescales.
Establish monthly Support for Learning team meetings and devise evaluation proforma to review provision.
Review SfL and Pupil Support Assistant (PSA) timetables to target more effectively the lowest performing 20%and based on learner needs.
Create formal opportunities for class teachers to liaise with Support for Learning (SfL) staff on a more regular basis:
- termly STINT support slots
- monthly ncct slots
Extend use of the Learning Centre to benefit children of all stages who require nurture or social skills support.
New format to be used by all classes.
Targets to be set and evaluated termly reflecting needs based on wellbeing indicators and progress through the Experiences and Outcomes of Curriculum for Excellence.
Plans to be sent home prior to Parents’ evenings and used as basis for discussion.
Supportive feedback to be provided.
Plans to be updated with parent and pupil views on on-going basis.
STINT 1, 2, and 3 plans to be renamed Child’s Plan.
STINT 4 and 5 plan targets will be shared with Lead Professional co-ordinating Children’s Multi Agency Plans.
Joint Support Team (JST) meeting format to be reviewed:
- All Child’s Plan 3 children are discussed on a regular rotation.
- CMAP 4 and 5 children will be reviewed through CMAP procedures with relevant updates noted at JST
- SHANARRI indicators
- the three domains of the My World Triangle
- the Resilience matrix
- ERC prompt cards and evaluative web
Professional learning for Staff on Bounce Back Methodology
Roll out Bounce Back from P1-P7
Bounce Back acronym displayed throughout school
Bounce Back acronym referred to by staff and pupils in promoting positive behaviour
Successfully renew UNICEF Rights Respecting School Level 2 award.
Form a steering group comprising of staff, children and parents to drive the initiative forward.
Make links with local and wider community.
Invite representatives from global children’s organisations to the school to informchildren about their work with children across the world / Termly meetings
DHT, staff, parents and children
Evaluation material
DHT and Office Staff
Office staff
DHT
DHT
Timetabling
Evaluation record
Provision review meetings
DHT
SfL and PSA staff
DHT
Teaching Staff
timetabling
All staff
Learning Centre/Attachment Theory training for relevant staff
Social Skills/SULP/Bounce Back
Cluster STINT template
Tracking database
Termly meeting overview grid
Partner Agencies
Working party
Professional Learning
Bounceback resources
Steering Group / Aug’14- Jun’15
Term 1
Term 1
Monthly
Termly/As required
Termly
Monthly
Term 1
Jun’14 – Aug’15
Term1
On-going
November March
Term 1
On-going
Aug’14 – Jun’15
Aug’14 – Jun’15
Aug’14 – Jun’15
Focus: Leadership / Quality Indicators: 1.1, 3.1, 4.1, 5.2, 5.5, 5.6, 5.9, 7.2, 7.3, 9.1, 9.3, 9.4
Target: Continue to develop leadership capacity at all levels and promote teamwork and partnerships
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
Professional Update
Increased confidence and expertise.
Professional learning records reflect range of professional enquiry activities undertaken.
Pupil Voice
A culture and curriculum which promotes creativity, innovation and enterprising attitudes in all our learners relevant to our context. / All teaching staff will participate in career long professional learning through the process of Professional Update.
Staff gather evidence of continuing professional development activities linked to targets agreed at PRD.
Through committees and a termly whole school evaluation process, every child is involved in using their voice for effective school improvement.
Review learning conversation format/questions.
To continue to raise the profile of the Pupil Council and the work they do.
Pupil Council to work in partnership with Parent Council and SLT. Senior representatives to attend monthly SLT meetings.
Pupil Council to gather and feedback on peer views.
Charter for Excellence system to be aligned with revised school Vision Values and Aims in line with ERC’s new vision statement. / ER CPD website
GTCS
Suite of Standards
Professional reading/materials
Education Scotland website
Learning conversation with SLT, teacher and children.
Plasma screen in main reception.
Pupil Council
Parent Council
SLT / Aug 14 – Jun 15
Aug 14 –
Jun 15
Focus: Parental Involvement / Quality Indicators: 1.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 8.1, 9.4
Target: To raise attainment and achievement of our children through enhanced parental involvement.
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
Life of the School
Parents will have opportunities to be involved in the life and work of the school.
Clubs
Parents will have opportunities to be involved in extra curricular activities, such as after school clubs.
Homework
Parents’ viewsregarding homework are taken on board.
Positive Behaviour
Involve parents in reviewing the current approaches to reporting on pupil behaviour within the school. / Each class to invite parents in for an annual Discovery Day.
Annual Learning assemblies to report progress over the year.
Annual class prayer services during Catholic Education Week.
Implement ‘Read Scotland’, a parental paired reading programme across all stages.
Involve parents in the development of the outdoor garden areas; establish a parental ‘Gardening Army’ to help with the up keep of the school grounds.
Further develop the Family Forum, look for ways to increase the numbers of those participating.
Continue to develop the role of parents during World of Work Week.
Informal reception to share school priorities for the year ahead.
Develop the role of parents as partners in after school clubs.
Give parents the opportunities to lead short ‘taster’ after school clubs, running for around 4 weeks.
Form a focus group to evaluate
existing practice, and explore and identify
next steps.
Work with parent focus group and staff to develop a homework policy.
Form a focus group to evaluate
existing practice, and explore and identify
next steps.
Work with parent focus group and staff to pilot new proposals developed by the parent focus group. Update current Promoting Positive Behaviour policy. / Parents
Class Teachers
SLT
Active Schools Coordinator, Steven Percey
Laura McPherson Parental Involvement Co-ordinator
Parents
Parental Focus Group
Laura McPherson
Class Teachers
Parents
Staff
Better Relationships, Better Learning, Better Behaviour / Ongoing
Ongoing
Term 1
Ongoing
Focus: Learning and Teaching / Quality Indicators: 1.1, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.9, 6.1,6.2, 6.3, 7.2, 7.3, 8.3, 9.3, 9.4.
Target: : To continue to raise attainment and improve learners’ experiences
Impact / Action / Resources / Timescale / Progress through Self
Evaluation
Literacy and English Language
Learners are motivated to read, enjoy the experience, develop their vocabulary and transfer this to other aspects of the curriculum.
Enhanced and consistent strategies used for the teaching of reading.
Improved attainment in Standardised Tests, targeting the lowest 20%
Children can identify, learn and utilise the skills required to talk and listen to others.
Learners grow in confidence when speaking in formal settings.
Numeracy and Mathematics
Improved attainment in Standardised Tests, targeting lowest 20%
Enhanced learning and teaching in Numeracy and Mathematics
Children enjoy motivating and engaging learning experiences which help develop confidence in their ability to “have a go.”
Modern Languages
Learners will develop an awareness of Italian culture and a basic understanding of simple vocabulary.
RERC
Children will experience the Church’s teaching of relationships education in Catholic primary schools.
Children in primary 6 will be involved in phase two of the Pope Francis Faith Award.
Science & Technologies
Enhanced learning and teaching in Science and Technology
Children aware of future employability prospects in this field. / Implement our whole school approach to reading for enjoyment.
Staff provide daily opportunities for all children to widen their vocabulary.
Revisit reciprocal reading strategies to develop a clearer understanding of the methodology and structure.
Establish agreed and clear guidelines on language homework.
Use the SSLN findings and materials to plan a coherent improvement programme for the delivery of talking and listening across the whole school.
Implement our whole school approach to problem solving.
Revisit mental maths. Identify strategies and best practice.
Teachers provide daily opportunities for every child to practise times tables, number bonds and solve word problems.
Use the SSLN findings and materials to target common themes highlighted from the SSLN findings and local Standardised Test data.
Establish agreed and clear guidelines on maths homework.
Implement the 1+2 languages policy in P5, 6 & 7.
Follow diocesan guidance; introduce the teaching of God’s Loving Plan.
Follow diocesan guidance; begin work for the award at the start of Advent 2014.
Develop further the mentor role of the Science Champion.
Establish an effective teaching space to motivate teachers and engage learners in Science and Technology.
Audit and organise resources.
Create a coherent curriculum which develops scientific enquiry and literacy and provides opportunities for higher order thinking skills.
Plan a series of events that will promote science and enthuse learners.
Explore opportunities to engage with outside agencies whocan support the school’s improvement agenda. / In-service
Weekly ERIC time in every class
Reading Journal
Dictionaries, Thesaurus
Variety of texts
CPD
Staff meetings
Class teachers
Working group
In-service
Maths Champion
Specialist Staff from SLHS
Senior children
Laura McPherson
Primary 6 class teacher
SSERC
Stuart Allison QIO
STEM
Specialist Staff from SLHS
Cluster colleagues
Education Scotland – Professional Learning Papers
Progression Frameworks
Science Champion
Laura McPherson / August
From October to June
August
August to
June
Term Three
August to
June
1