School …Mulbuie and Ferintosh Primaries………………………………… Date completed June 2014

Our School Priorities
Please link the improvement priorities from your Standards and Quality Report. / OUR IMPROVEMENT PROJECTS
I = Implemented C = continued E=evaluated / What difference will we make?
Year 1 / Year 2 / Year 3
How well do young people learn and achieve?
(Authority Priorities)
Improve the quality of assessment for learning
Improve the quality of assessment of learning
1.1 (Imp in performance) and 2.1 (Learners’ experiences)
Improvement in provision for learners by further embedding AiFL
Improve the quality of assessment of learning / Ensure that feedback feeds into next learning
Develop the use of success criteria to support learning
Increase pupil involvement in planning / Develop the role and use of questioning, quality dialogue and the plenary session
Explore Bloom’s taxonomy for each stage of understanding
Improve tracking procedures in literacy and numeracy / Review and realign assessment procedures including standardised testing, baselining and class-based assessment of learning /
  • Rise in attainment in literacy and numeracy as next steps become progressive and build on prior learning
  • Experiences are planned for thatintentionally target each stage of Bloom’s Taxonomy, resulting in deeper thinking and analytic skills and increased attainment in literacy and numeracy
  • Assessment will impact on next steps and next learning, resulting in a personalised curriculum and increase in attainment in numeracy and maths

How well does the school support young people to develop and learn?
(Authority Priorities)
Ensure pupils receive a coherent and progressive curriculum from 3-18
Support the development of new Qualifications and ensure learner pathways lead to positive destinations
Supporting schools to meet the needs of all learners through universal and targeted support
1.115.1 (Curriculum) and 5.3 (Meeting Learners needs)
Ensure pupils receive a coherent and progressive curriculum from 3-12
Meet the needs of all learners through universal and targeted support
Review the role of parents in supporting learning / Raise attainment in numeracy
Moderate progression standards in emotional health and science
Review and streamline the role of the PSA and the ASN teacher to improve support for learners
Establish mechanisms and systems for staff to access support from the ASN teacher
Develop programme in emotional literacy
Review the communication policy across the school
Develop home/school links in the nursery / Raise attainment in numeracy
Moderate progression standards in Physical Health and in Technology
Explore flexibility and depth in learning
Audit and develop the use of IDL
Revisit staff awareness of ASD, ADHD, dyslexia and other SLDs.
Embed the resilient kids programme so that every child has had opportunity to complete the programme by P5
Improve provision in sustainable education with specific focus on diversity and respect/interdependence / Raise attainment in literacy
Moderate progression standards in literacy including French and in Expressive Arts
Develop enterprise programme from Nursery to P7 /
  • Improvement in pupil attainment so that70% of pupils are performing commensurate with national norm for their age
  • Pace of learningincreased to align with ability level of all pupils
  • Raise attainment in numeracy and literacy through
  • Improvement in pupil participation in the curriculum
  • Developing learners’ skills in life skills and team work
  • Development of a flexible curriculum with links across learning
Rise in attainment for targeted pupils (the lowest achieving 15% - children with a deficit of two years or more and children with a diagnosis of a SLD and a deficit of a year and a half or more)
  • Staff have access to appropriate and well-timed support in supporting learning in their classroom.
  • Further reduction in incident log entries
  • Fewer recorded incidents in behaviour logs
  • Maintain low number of children on Alternatives to Exclusion support
  • Rise in attitudes towards school resulting in increased motivation and increased attainment

How well does the school improve the quality of its work?
(Authority Priorities)
Continue to develop, and ensure impact of self-evaluation systems
Develop leadership capacity and provide a strategy for supporting Headteachers
5.9 (Self Evaluation)
Continue to develop, and ensure impact of self-evaluation systems / Develop school capacity for improvement through SISE systems and through developing strategic leadership capability / Develop school capacity for improvement by structuring the PRD cycle to support staff so that their action plans include actions that impact on personal, school and authority priorities. / Evaluation and staff development impact directly on attainment and on children and their learning
Additional Priorities
Government initiatives: 1+2 languages, PE target, Early Years Collaborative
Using systems and processes: GLOW and MIS training
Using systems / Become familiar with
  • the new GLOW
  • SEEMIS
  • Professional updateplatform
/ Become familiar with Early years collaborative
Audit PE target / Prepare for 1+ 2 languages / We are meeting entitlements for all learners

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