11
ARNAGE PRIMARY SCHOOL
IMPROVEMENT PLANNING PROCESS SESSION 2013/2014OVERVIEW of Service and Curriculum Links
KEY SERVICE OBJECTIVES FOR 2013/2014
To improve learning / To ensure an inclusive culture / To support the development of sustainable communities / OTHER
Aberdeenshire
ENTITLEMENTS / FOUR CONTEXTS FOR LEARNING / Aberdeenshire
ENTITLEMENTS / 4 CONTEXTS / Aberdeenshire
ENTITLEMENTS / 4 CONTEXTS / Aberdeenshire
ENTITLEMENTS / 4 CONTEXTS
3-18 + ALL / 2, 3 / HWB / 1, 4 / VOC CUL / 1, 4
On each development planned, please use the code(s) below to identify the relevant ENTITLEMENTS from
Aberdeenshire’s 3-18 Curriculum Framework. / On each development planned, please use the number(s) below to identify the relevant CONTEXTS for LEARNING identified in a Curriculum for Excellence. / Use Appendix 3 showing
Priority QIs from Authority
CODE / ENTITLEMENTS / FOUR CONTEXTS FOR LEARNING / SERVICE PRIORITIES
3-18
HWB
CUL
ENT
ENV
VOC / Coherent 3-18 Curriculum
Health & Wellbeing experiences
Cultural experiences
Creative and enterprising exp.
Environmental experiences
Vocational experiences / 1. Ethos and life of the school as a community / 2. Curriculum areas and subjects / 2.2 Involvement of parents, carers and families
3. Interdisciplinary
Learning / 4. Opportunities for
personal achievement
Our vision is to help children learn skills for learning, work and life by providing and sustaining high quality learning opportunities for our young people in order that they can reach their full potential in all aspects of their lives and enjoy themselves while doing so.
MAIN DEVELOPMENT PRIORITIES FOR NEW SESSION (2013/2014)
1. Assessment and Moderation – Maths and Numeracy focus – small schools cluster
2. Using the NAR process for planning and assessing cross-curricular topics including child-led planning
3. Continued development of PLPs using the online tool “I Can”
4. SEEMIS tracking and reporting
CONSOLIDATION (CARRIED FORWARD FROM 2012/2013)
1. Assessment and Moderation of writing using Big Writing focus
2. Mediated Learning being utilised through cognitive IEPs
3. Continuation of Rights Respecting Schools programme
IMPROVEMENT PLANNING PROCESS PART 2
LEAD PERSON: / ESCG small school HTs / DATE: / Sept. 2014
PRIORITY 1: / KEY QI: / SERVICE QIs / ENTITLEMENTS: / CONTEXTS FOR LEARNING:
Focussed assessment of one area of Maths using the NAR process – with focus on child-led planning. / 2.1
5.2
5.3 / 2.2 / 3-18 / 2, 3, 4
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
GS with support from the ESC small school HTs
As above
Individual class teachers
As above – with pupils
LD HT Tipperty / · Apply for funding from Education Scotland to carry out a moderation project
· Select Maths topic focus based on results of Maths assessments at local and national level – Ellon Academy and SSLN
· Carry out a baseline assessment to see where the children are starting from in the chosen topic.
· Plan next steps with the children ensuring pupil involvement.
· Arrange an in-service course on Big Maths for / Oct/Nov 2013
Nov. 2013 in-service day
Dec. 2013
Jan. 2014
Jan 2014
Nov. 2013 in-service / Money to provide teacher time for development applied for / A clear and shared understanding of the expectations for achieving a CfE level in one area of maths
Improvement in the pupils’ understanding and application of knowledge in one focussed area of Maths
To provide a basis for children to plan their next steps in learning.
To focus staff on alternative ways to / March 31st 2014
Dec. 2013
Jan. 2014
Jan 2014
ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
Teachers’ collegiate meeting across the schools’ group
Individual teachers
Teachers’ collegiate meeting
Review in-school resources to support the project / all teaching staff
· Staff to meet collectively to moderate the planning process.Explore different teaching methods and ideas for supporting children in their learning.
· Deliver the planned lessons
· Re-assess using baseline assessment
· Discuss outcomes and methodology; moderate results.
Trial Heinemann Active Maths with a focus on using materials for fractions, decimals and percentages. Consider subscription if materials are suitable and affordable. / day
Feb – Mar 2014
Mar. 2014
Jan / Feb 2014 / .
If suitable, £200 from IP budget / teach maths
Improved pupil performance; increased pupil involvement; increased opportunity for contextualised learning.
Children’s understanding improved as a result of using motivating resources and contexts. / Feb 2014
Feb – Mar 2014
Mar. 2014
Mar. 2014
SMT INITIAL APPROVAL / REVIEW TERM 1 / REVIEW TERM 2 / REVIEW TERM 3 / FINAL TERM 4
Project started – first collegiate meetings held / Project completed and ready to be reported / Project accepted with a quality mark for the NAR
IMPROVEMENT PLANNING PROCESS PART 2
LEAD PERSON: / HT, Margaret Rattray / DATE: / Sept. 2013
PRIORITY 2: / KEY QI: / SERVICE QIs / ENTITLEMENTS: / CONTEXTS FOR LEARNING:
Using the NAR process for planning and assessing interdisciplinary topics. / 2.1
5.1
5.9 / 2.2 / 3-18 / 2, 3, 4
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
HT and teaching staff
J. McL
Class teacher P1-4
All teaching staff
All teaching staff / Explore ways of engaging children in the planning of interdisciplinary topics incl. mind maps; KWHL charts; floor books etc.
Attend training on big floor books, led by Claire Warden
Plan an interdisciplinary assessment using the NAR process.
Undertake assessment task at the appropriate point in the topic – have pupils self and peer assess their work.
Level the results – individually – and then moderate the results once assessment and levelling is completed. / Staff CPD meetings throughout the year
Nov. in-set day
Feb in-service day
By end of Spring term
CPD meeting Apr/May ‘14 / Blank floor books from Waste Paper Enterprises - £84
None required / To engage children in the planning process and motivate them to take an active role in their own learning.
Staff aware of key messages of the NAR process; assessment integral to planning and learning; share good practice
Pupil engagement in learning and assessment
Shared understanding of the standards. / May 2014
Feb 2014
May 2014
SMT INITIAL APPROVAL / REVIEW TERM 1 / REVIEW TERM 2 / REVIEW TERM 3 / FINAL TERM 4
Plan and complete an assessment of IDL based on the NAR process
IMPROVEMENT PLANNING PROCESS PART 2
LEAD PERSON: / HT, Margaret Rattray / DATE: / Sept. 2013
PRIORITY 1: / KEY QI: / SERVICE QIs / ENTITLEMENTS: / CONTEXTS FOR LEARNING:
Continued development of PLPs using the online tool “I Can” and promoting the setting and getting of targets. / 2.1
5.2
5.3 / 4.1
4.2 / 3-18
HWB / 2, 3, 4
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
HT and teaching staff
All teaching staff / Revisit “I Can” and discuss ways of using to keep a record of progress/PLP. JMcL, class teacher, to lead.
Explain the “I Can” to parents and encourage them to support their child to add to it from home.
Review and refine the process for setting personal targets to ensure parental involvement and a commitment to success.
Attend Professional Learning Event on Profiling – Improving Learners’ Outcomes / Oct 2013
Parent meeting Feb/Mar 2014
Termly
Feb. 2014 / Enable teachers to use “I Can” from the start of the year to record children’s progress and experiences.
Increased involvement and engagement of parents in sharing their child’s successes and achievements.
Parents will be aware of the targets the child has set for him/herself and have the opportunity to support their learning at home.
Teachers enabled to support children have a clearer understanding
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
Head Teacher / Survey children and parents re their experience of “I Can” and target setting at the end of the year. / June 2014 / . / of their own learning
Increased interest and participation of parents in their child’s learning. / June 2014
SMT INITIAL APPROVAL / REVIEW TERM 1 / REVIEW TERM 2 / REVIEW TERM 3 / FINAL TERM 4
I Can introduced to all children throughout the school / Ongoing use of the I Can / All children learning how to add examples of their achievements and include photos; documents etc.
IMPROVEMENT PLANNING PROCESS PART 2
LEAD PERSON: / HT, Margaret Rattray / DATE: / Sept. 2013
PRIORITY 4: / KEY QI: / SERVICE QIs / ENTITLEMENTS: / CONTEXTS FOR LEARNING:
Seemis tracking and reporting / 1.1
5.3
5.9 / 2.2 / 3-18 / 4
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
HT and administrator
Teaching staff / Attend Seemis TMR training for setting up Click and Go ready for staff to utilise
Complete Aldo online training course for TMR
Trial the TMR reporting format for annual reports this session 2013 -2014 / Sept 2013
Feb 2014 in-service day
Feb – Mar 2014 / Authority led course
Free online training pack / To set up the system to enable teachers to use for tracking and reporting
To allow teachers to start using Seemis TMR and becoming familiarised with its possibilities
New reporting format available to parents this session / Feb 2014
Mar 2014
SMT INITIAL APPROVAL / REVIEW TERM 1 / REVIEW TERM 2 / REVIEW TERM 3 / FINAL TERM 4
HT and administrator trained / Class teacher – ALDO course; reports completed
IMPROVEMENT PLANNING PROCESS PART 2
LEAD PERSON: / HT, Margaret Rattray / DATE: / Sept. 2013
PRIORITY 5: / KEY QI: / SERVICE QIs / ENTITLEMENTS: / CONTEXTS FOR LEARNING:
Pupil Voice / 1.1
2.1
5.1 / 3-18
CUL
ENT / 1, 2, 3 and 4
STAFF & PEOPLE RESPONSIBLE / ACTION / WHEN
are we doing this? / FUNDING/
RESOURCES / DESIRED IMPACT / TRAFFIC LIGHT
SUCCESS / END DATE
All staff
Pupil Council
Eco Committee
RRSA / Lead on RRSA; Pupil Council; Eco Committee – introduce Rotakids as a possible ‘umbrella’ group
Explore issues that the children feel need improvement in school; plan for fundraising activities
Work towards Second Green Flag – revisit was due in May 2014 – postponed until Oct 2014
Revisit the rights of the child and match to responsibilities; international peace day; practical response to situations where the rights of the child are not being upheld (e.g. through Rotakids and World Toilet Day). Work towards Level 1 award. / Ongoing throughout the year
Monthly meeting
Weekly meeting
Weekly meeting / Fundraising packs for Children in Need; Sport Relief; Marie Curie Cancer Care
Support from Ellon Rotary Club; RRSA materials; fundraising in community and at school / Involvement of pupils in fundamental aspects of the school’s activities
Children’s voice
Second Green Flag
Raising awareness in the community and making a difference in a third world country / Ongoing
Ongoing
Ongoing
Ongoing
SMT INITIAL APPROVAL / REVIEW TERM 1 / REVIEW TERM 2 / REVIEW TERM 3 / FINAL TERM 4
Formartine in Bloom Gold Award; plans made for the coming months for school grounds / Rotakids formed and projects planned; Children in Need / Sports Relief activities; Daffodil Tea for Marie Curie Cancer Care; Aberdeen University BioDiversity collage competition – we won! / New lead teacher for Eco committee; Toilet twinning project a great success
EVALUATION AND NEXT STEPS PART 3
PRIORITIES
(from
Part 1) / EVALUATION / IMPACT including EVIDENCE / NEXT STEPS
What needs to be completed/continued/reviewed? / Allocation for next session
Complete / MAIN FOCUS / CONSOLIDATION
1.
2.
3.
4.
NEW OR ADDITIONAL IDENTIFIED DEVELOPMENTS TO BE ADDED NEXT SESSION