School …Mulbuie and Ferintosh Primaries………………………………… Date completed June 2016
Our School PrioritiesPlease link the improvement priorities from your Standards and Quality Report. / OUR IMPROVEMENT PROJECTS
I = Implemented C = continued E=evaluated / What difference will we make?
Our school aims are embedded in every decision we make in planning for improvement.
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
Closing the Equity Gap - Developing the Young Workforce
2.3
Skills for learning 1.2
1.2
2.3
3.3
2.3
Skills for life 2.2
3.3
1.2
2.7
Skills for work 3.3
2.3
2.7
2.2 / Further embed AifL – explore further the role of peer and self-evaluation
Develop the role of feedback and pupils’ use of next steps in leading their learning journey – using the plenary as a learning check in
Continue to explore activities for improving pupils’ thinking skills across the curriculum
Embed citizenship opportunities into ongoing practice
Audit links currently established with local and wider workplaces and identify future possible partnerships
Audit current practice in enterprising learning and develop enterprising opportunities for learners / Review and revise learning cycle policy to include current procedures in target setting and ownership of learning
Review and revise learning cycle policy to include current procedures in target setting and ownership of learning
Develop enterprise programme from Nursery to P7 / Review and revise learning cycle policy to include current procedures in citizenship and enterprise learning for life and for work /
- Rise in attainment in literacy and numeracy as next steps become progressive and build on prior learning - 80% of pupils performing commensurate with national norm for age
- 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
- Improved links within the community
- Structured and planned approach to learning for learning, life and work in place
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
Closing the equity gap - raising attainment 3.2 for all.
Ensure all pupils 2.2
receive a coherent and progressive curriculum from 3-12 2.2
2.3
2.3
Meet the needs of all learners through 2.4 universal and targeted support
2.4
Family learning and 3.2 partnerships with parents
2.5
2.7
Strengthen 1.2 collaboration with other schools and within the local community / Raise attainment in reading in early stages
Moderate progression standards in literacy including French and in art
Review and improve learning and teaching in technology including ICT
Review and realign assessment procedures including tracking of learning in numeracy, standardised testing, base lining and class-based assessment of learning
Engage in teacher learning communities
Develop a policy statement based on current practice outlining allocation of support
Revisit staff awareness of ASD, ADHD, dyslexia and other barriers to learning.
Create system to audit out of school activities to feed into planning of learning opportunities and experiences provided in school
Continue to develop ways to productively engage parents in learning
Develop and promote opportunities for staff to be involved in working groups beyond the school / Raise attainment in reading at first and second level
Moderate progression standards in drama
Review and adapt IDL learning grid
Review tracking of learning in reading
Continue engagement in TLCs
Plan cyclical programme of whole school events to promote and celebrate Scottish culture
Engage in research around
family learning and explore opportunities for further developing
Create sustainable links with the local community 2.7 / Raise attainment in writing
Review all milestones with regards to current pupils
Develop sustainable learning
Review tracking of learning in writing and in other subject areas
Develop opportunities and arrangements for family learning /
- Improvement in pupil attainment so thatat least 80% 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
- Staff have access to appropriate and well-timed support in supporting learning in their classroom.
- Further reduction in incident log entries – 54 logs at April 2016. Reduction of 25% next session (40 logs).
- Fewer recorded incidents in behaviour logs
- Maintain low number of children on Alternatives to Exclusion support – to nil
- Rise in attitudes towards school resulting in increased motivation and increased attainment – pupils’ attitudes to school rising from 87% (2015) to 95% (InCAS data)
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
(Self Evaluation)
Continue to develop, and ensure impact of self-evaluation systems / Embed the use of HGIOS 4 in school practice
Revise approaches to Self-Evaluation through the NIF
Develop the role of the pupil council (M) to feed into and from whole school assemblies / 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 / 1 + 2 training
Chromebooks and the Google Classroom
National Improvement HUB and new Education Scotland Website / 1 + 2 training / We are meeting entitlements for all learners
Our School Priorities
1+2 Languages / OUR IMPROVEMENT PROJECTS Overview
15/16 / What difference will we make?
Communicative competence.
Knowledge about the interconnected nature of languages.
Active citizenship.
Year 1 / Year 2 / Year 3
HOW WELL DOES THE SCHOOL SUPPORT YOUNG PEOPLE TO DEVELOP AND LEARN?
Ensure pupils receive a coherent and progressive curriculum from 3 – 18.
5.1 ( CURRICULUM )
All children learn an additional language (L2) from P1 at the latest.
All children learn a second additional language (L3) from P5 at the latest.
Effective transitions.
Language profiling within ASGs
Moderation within ASGs
Weekly Glow Meets
Teaching methodology / P1 – 2 staff training on PowerLanguage platform in S and M.
P1-3 staff from West and North.
PLL training in French and Gaelic.
Use of planned progression and
IDL projects.
Use of 1+2 Glow resources.
Progression and planning
documents.
Develop profiling within ASGs.
Expected standards at end of Primary 1, Level 1 and Level 2.
Support and advise staff.
Approaches to language delivery. / P3 – 4 training / P5 – 7 training / Communicative competence.
Active citizenship.
Connections made with different people and their cultures.
Pupils better equipped with the skills needed in Europe and in the global marketplace.
Develop high level of skills in listening, talking, reading and writing which are essential for learning, working and life.
Develop a secure understanding of how language works, and use language well to communicate ideas and information in English and other languages.
Continuity of learning.
Informing and improving future learning.
Common standard within Primary Language Learning.
Support staff with topic/vocabulary/pronunciation.
Confident teachers in Primary Language Learning.
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