HADDINGTON INFANT SCHOOL

DEVELOPMENT PLAN
CURRICULUM FOR EXCELLENCE PRIORITIES 2015-2016
Working together, taking account of the development needs of the school, the Local Authority Service Improvement Plan, National Priorities and Curriculum for Excellence we have identified three priorities to be developed and three areas to be maintained.
For each priority the following key questions will be addressed.
  • What do we want to do?
  • Why do we want to do it?
  • How are we going to do it?
  • What improvement do we expect to see in terms of impact on learning
  • When are we going to do it?
Our work will be characterised by
  • Consistency
  • Continuity
  • Collegiality
  • Creativity
  • Collective Responsibility
Our work will be evaluated by
  • Staff
  • Pupils
  • Parents and Cares
  • The Quality Improvement Officer
/ Seven characteristics required for successful
implementation of Curriculum for Excellence
This document has been organised according to the seven characteristics required for successful implementation of Curriculum for Excellence outlined by HMIE:
  • A clear plan, based on self-evaluation, is in place for getting ‘from A to B’, of how and when changes will be achieved.
  • Good quality support for CPD.
  • Staff are working with increasing confidence with the Es&Os and know how to use these in taking a coherent approach to learning, teaching and assessment.
  • Effective arrangements to assess and track progress.
  • Strong and secure achievement in literacy and numeracy.
  • Effective partnerships and involving parents.
  • Good leadership is essential at all levels with a vision for the outcomes of change.
HMIE Inspection Advice Note, January 2011

August 2015

WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT
HOW WILL WE KNOW? / TIMETABLE
LEAD
Improved teaching and learning and attainment in maths 1.1, 2.1, 5.1, 5.2, 5.3, 5.5, 5.7, 9.3
1. Improve learning and teaching numeracy in our school, raising attainment for all learners.
2. Introduce and develop whole school knowledge and understanding of SEAL and East Lothian’s Framework for Learning In Number.
3. Create detailed progression pathways for early numeracy.
4. Raise children’s confidence, self-esteem and enthusiasm towards numeracy and work in partnership with our parents.
Source: Self-evaluation, assessment, Curriculum for Excellence / 1.1 To improve attainment in numeracy.
2.1 To engage children in motivating mathematical experiences and to experience success.
5.1 Further develop numeracy pedagogy and strategies within the school.
5.2 To implement quality, relevant and consistent teaching approaches.
5.2 Staff and pupils are engaged in dialogue about learning.
5.3 To provide challenge and support through differentiated activities based on needs of the children
5.5 Develop high expectations and promote an ethos of achievement amongst individuals and the school community
5.7 School promotes numeracy to parents/ carers
8.3 Develop well organised and accessible resources to support the learning and teaching of numeracy.
9.3 Develop staff knowledge, understanding and skills / 1. Teachers will participate in nine CAT sessions throughout the year with increased opportunities for professional dialogue between staff and for personal reflection.
1. Staff representative on numeracy leadership group.
1. Continually audit and develop resources.
2. Staff will carry-out professional learning tasks in their classrooms, involving planning and assessing using the SEAL pedagogy and the framework.
2. Drop-in sessions throughout the year to support staff.
3. Introduce and begin to use the framework to plan pathways for learning numeracy.
3. Numeracy tracker to begin to be reviewed and updated to reflect pathways.
4. Homework tasks to be developed in-line with Number Counts strategies.
4. Parent workshops to begin to be developed at each stage in-line with Number Counts strategies.
4. Children and parent’s views on numeracy to be recorded through questionnaires and discussions. / Pupils Staff / Increased attainment in numeracy.
All staff will have increased knowledge and understanding of the SEAL pedagogy and the Framework for learning in number.
Quality of learning and teaching will be enhanced.
Staff confidence will increase along with their understanding of how to apply the framework and strategies in their own classroom.
Staff will feel supported when introducing a new approach.
Staff have the appropriate tools to teach numeracy in their learning environment (indoors/outdoors)
Consistent approaches used throughout school, shared standards and expectations
Data collected from PIPS, INCAS and class summative assessments will reflect raised attainment.
Children are engaged and motivated by numeracy experiences; know what they are learning, how they will be successful and what they need to do to improve / Aug 2015 – June 2016
1. SM
2. SM
3. SM
April 2016 – June 2016
4. SM
All teachers and leadership are responsible
WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT / TIMETABLE
LEAD
Improved teaching and learning and attainment in reading 1.1, 2.1, 5.1, 5.2, 5.3, 5.5, 5.7, 9.3
In year three of the introduction of a new linked reading and writing programme – Read, Write, Inc.
1. We will continue to raise standards in reading and writing from nursery to Primary 3 by using consistent approaches throughout the school.
2. Implement a new approach to reading in Primary 3 based on the Read, Write, Inc. approach and Literacy Circles.
3. Continue to nurture a love of stories and reading.
Source: Self-evaluation, assessment, Curriculum for Excellence / 1.1 To improve attainment in reading and writing
2.1 To engage and motivate children to read
5.1 To further develop effective and supportive programmes in reading
5.2 To implement improved quality and relevant teaching approaches and develop teacher/ pupil interactions
5.3 To provide appropriate challenge and support through differentiated activities based on needs of the children
5.5 To develop high expectations and promote an ethos of achievement amongst individuals and the school community
5.7 School promotes literacy with parents/ carers – RWI & Muckle Reading
9.3 Develop staff knowledge, understanding and skills /
  1. Develop skills and confidence of all staff involved in delivering Read, Write, Inc. working together and with RWI trainer.
  1. Continue to implement RWI in P1 and P2 and introduce to P3 using existing approach whether reading RWI reading books or novels.
  1. Ensure P2 and P3 children coming off RWI continue to have high quality experiences through appropriate reading materials/activities and continued access to quality RWI activities
  1. Continue to explore and implement Muckle Reading approaches
  1. Continue to implement Big Writing consistently across school developing re-telling, drawing, scribing and handwriting skills. See Learning Teams
  1. Continue to provide and develop writing and reading areas providing opportunities for independent writing and reading.
  1. Continue to celebrate success with Amazing Authors.
/ Pupils Staff / Staff knowledge, understanding and skills in reading and writing programmes are developed
Consistent approaches used throughout school, shared standards and expectations
Children are engaged and motivated by literacy experiences; know what they are learning, how they will be successful and what they need to do to improve.
Attainment in reading and writing is improved
Improved handwriting
Pupil confidence and self-esteem
PIPS results for P1 and INCAS results for P3 / 1. Aug - Dec 2015
SS
2. & 3
Aug-Oct
4 -7
All teachers and leadership are responsible
WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT / TIMETABLE
LEAD
Improved teaching and learning in science, handwriting and outdoor learning 1.1, 2.1, 5.1, 5.2, 5.3, 5.5, 5.7, 9.3, 9.4
Year 2
To improve the quality of the curriculum offered to children in relation to science, outdoor learning and handwriting.
Work in partnership with King’s Meadow to ensure smooth transitions.
Work in partnership with Knox Academy to ensure a coherent and progressive approach to science.
To improve interdisciplinary experiences. / 1.1 To improve attainment
2.1 To engage children in motivating learning experiences
5.1To develop programmes of work in science, handwriting and outdoor learning and link to policy, ensuring, where appropriate, opportunities for interdisciplinary learning
5.2 To implement quality and relevant teaching approaches and teacher/ pupil interactions
5.3 To provide challenge and support through differentiated activities based on needs of the children
5.5 Develop high expectations and promote an ethos of achievement amongst individuals and the school community
9.3 & 9.4 Develop teamwork. Leadership capacity and continuous improvement. /
  1. Continue to work in learning teams in science, handwriting and outdoor learning and work collegiately in developing appropriate programmes and resources.
  1. Develop a progressive and coherent handwriting programme that takes account of fine motor skills development and RWI programme.
  1. Continue to map existing learning in science, identify and address gaps, map significant areas of learning, develop a science programme that can be contextualised and linked to other relevant curricular areas. Review and identify resources.
  1. Continue to review existing practice in using the outdoors, identify opportunities to maximise playground, local and wider environments. Policy.
  1. Continue to develop nursery outdoor area.
/ Pupils Staff / Teachers start to implement a supportive and cohesive programmes linked to CfE Es&Os
Evaluate work in order to refine
Clear expectations
Resources that support teaching and learning identified
Motivating learning experiences
Raised engagement, interest and attainment
Transitions in science supported. / Review progress at staff meetings
All teachers and leadership are responsible
WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT / TIMETABLE
LEAD
MAINTENANCE 1. Share and sustain our vision through Eco, Health and Well-being and Global Citizenship 1.1, 2.1, 3.1,4.1,4.2, 5.1,,7.2, 9.1, 9.3
To engage with wider issues affecting people in other areas, education for sustainability and preparing our learners for global citizenship.
Continue to promote the principles and ethos of Eco Schools, Health Promoting Schools, Rights Respecting Schools, Fair-trade and Enterprise throughout our school and wider community.
Obtain level 2 of Rights Respecting Schools
Source: Self-evaluation, Curriculum for Excellence
Eco School
UNICEF / 5.1To provide opportunities for pupils to grow as citizens developing in the four capacities of Curriculum for Excellence
4.2 & 5.1 We are a Green Flag holding Eco School and wish to maintain our status – June 2015 awarded third green flag
4.2 & 5.1 We value the concept of children’s rights and promote them.
Continue to raise awareness in the school and wider community of the United Nations Conventions on the Rights of the Child
To promote children’s awareness of children’s issues in the wider world through working partnership with other schools –
5.1 & 4.2 Develop opportunities for enterprise /
  1. Continue to ensure our curriculum supports teaching and learning about sustainability, enterprise and citizenship at all stages – responsible citizens
  1. Share our learning in Rights Respecting School with the school community and other cluster schools – support St Mary’s in achieving Level 1
  1. Promote rights at class level through Golden Rules, Cool in School and RRS. Develop class charters.
  1. Apply for level 2 RRS status
  1. Refresh pupil council and consolidate previous developments – confident individuals and effective contributors
  1. Primary 3 shared Golden Time – Responsibility Days – effective team members
/ Pupils Staff / Leadership opportunities - staff have opportunity to lead and work collaboratively in these areas
Depth and breadth of knowledge, skills and understanding in these areas and of the related experiences and outcomes of CfE
Our values continue to become embedded in the curriculum and through the life of the school
Children develop a sense of their world and their place in it and influence on it
Children develop in the four capacities of CfE
The pupils will feel listened to. / Aug
  1. SS
  2. KM, LF
  3. All
  4. KM
  5. KM
  6. SM
All teachers and leadership are responsible
WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT / TIMETABLE
LEAD
MAINTENANCE 2. Establishing an effective learning and teaching environment 6.1, 6.2, 8.3
Ensure that our resources meet the needs of teachers and pupils.
All environments of our school, indoor and out
  • are well organised, bright stimulating and welcoming
  • provide opportunities which support children’s learning and independence,
  • promote responsibility, ownership and a sense of belonging for all
  • reflect the children’s learning
Implement the schools Learning and Teaching Environment Policy developed 2011-12 based on good practice and aspirations / 6.1 & 6.2 Through Learning andTeaching Environment Policy and our practice we sharecommon standards.
Children are clear about what to do when finished a task and independence is fostered.
8.3 Accommodation is safe, pleasant and stimulating for learning, social and leisure activities
Classrooms are well organised and tidy
8.3 Resources are sufficient, appropriate, up to date and well maintained enabling effective teaching and learning
8.3 Resources are well organised, accessible, used effectively and managed in a sustainable way. ICT and the local environment are used
8.3 Health, safety and security are addressed /
  1. Continue to implement draft Learning and Teaching Environment policy. Implement East Lothian’s Learning and Teaching policy.
  1. A clear and consistent approach to behaviour is shared and implemented.
  1. Ensure effective systems are in place to support smooth and efficient running of classroom and independent learning.
  1. Further develop the independent learning areas within classrooms and breakout areas to extend learning and promote independence.
  1. Carry out annual health and safety check and daily checks.
  1. Make effective use of classroom support to maintain independent areas.
  1. Make children aware of their role in maintaining a safe and stimulating learning environment.
/ Staff / Time to plan areas and develop activities
Interruptions to teaching are reduced
Pleasant and well stocked work environment impacts on working life – health and well-being
Learning and teaching are supported
Positive behaviour, work/attitude recognised and praised.
Children are clear about standards of behaviour and consequences.
Responsibility for classroom organisation – develops confidence, team work and citizenship
Extension activities are always available – independence and creativity are fostered.
Space encourages active learning
Raised motivation and attainment. / All teachers and leadership are responsible
Pupils
WHAT DO WE WANT? / WHY DO WE WANT IT? / HOW ARE WE GOING TO DO IT? / IMPACT / TIMETABLE
LEAD
MAINTENANCE 3. Working in partnership with parents and carers 1.1, 5.7
Involve parents and carers in children’s learning /
  • Raise attainment and achievement
  • Work in partnership with parent/carers
/
  1. Review homework policy following questionnaire and activity out-with school survey. Consult on changes.
  1. Continue to provide workshops, welcome evening & open mornings for parents
  1. Provide information about what children are learning- newsletters, workshops, information leaflets
  1. Continue to investigate home links via blog and Espresso Learning
  1. Film workshops for blog to inform parents unable to attend
/ Partnership working
Raised attainment and achievement for children
Children develop more awareness of their own learning
Enjoyment, personalisation and choice /
  1. SS
  1. SS, KM, SM
  1. All teachers
  1. & 5 RW
All teachers and leadership are responsible

HADDINGTON INFANT SCHOOL – MONITORING TEACHING AND LEARNING 2014 - 2015(DRAFT – moderation now linked to cluster plan)

How well do we do? / QI / Who? / Aug / Sept / Oct / Nov / Dec / Jan / Feb / Mar / Apr / May / Jun
School attainment data
PIPS, INCAS
Lowest 20%, RWI
Target setting – reading, writing & maths
SWST
Achievement–assemblies, A Authors, MathsM
1.1 / HT/CT / P1 / P3 / P1
1.1 / HT/CT/SfL / x / x / xx / x / x / x
1.1 / HT/CT / x / x
1.1 / HT/CT/SfL / x
1.1 / x / x / x / x / x / x / x / x / x / x / x
Planning, tracking & assessing
Forward plans
Daily planners - LIs &SCs & differentiation
Writing tracking
Reading tracking Reading records
Maths tracking
2.1 5.1 / HT/DHT/PT
HT/PT/DHT / 28th / 9th / 11th / 12th / 15th
2.1 / x / x
2.1 / x / x / x / x
2.1 / x / x / x / x
2.1 / x / x / x / x
Pupil work sample
Maths
Reading
Big Writing (Amazing Authors)
Maths (Maths Marvels) alt with AA
Jotter check
2.1 / CTs/PT / x / x
HT/DHT / x / x
HT/DHT/CT / x / x / x / x / x / x / x / x / x / x / x
HT/DHT/CT / x / x / x / x / x / x / x / x / x / x / x
HT/PT / x / x
Learner’s classroom experiences
Writing, maths, reading
Sharing good practice maths & writing–teachers observing stage partners
2.1, 5.1,
5.3, 5.4, 5.5 / HT/DHT / r / w / m
CTs / r / w / m
Staff Views
Staff meetings (SM 7 YGM)
Development plan progress
7.2 5.9 / All / x / x / x / x / x / x / x / x / x / x / x
All / x / x / x
Pupil Views
Pupil Council/Eco Group/Assemblies
2.1 / HT/DHT / x / x / x / x / x / x / x / x / x / x / x
Parents
Views – Parent Council & consultations
Reporting
5.7 / HT / x / x / x
CT / x / x / x
Policy/Programme Review & Development / Assessment / Homework / Jotter
IEPs / 5.3 / SfL / x / x
Attendance / 5.8. / HT / x / x / x / x / x
Behaviour / 5.8 / DHT / x / x / x / x / x / x / x / x / x / x / x
Health and Safety – Staff meetings and termly check & fire drills / 1.2 / HT / x / x
FD / x
H&S / x / x / x
FD / x
H&S / x / x / x
FD / x
H&S