School Improvement Planning
Returns to Local Authority
School: Date:
Vision, Values and Aims
An essential element in the improvement process is a shared and agreed vision and set of values. These need to be dynamic and reviewed and referred to continuously
Our vision, values and aims (see HGIOS 3 http://www.journeytoexcellence.org.uk/about/keydocuments/part3.asp and Child at the Centre 2, CC2, QI 9.1)School Statement: At Newington Primary School we aspire to:
¨ Be a place where everyone feel safe and enjoys a welcoming atmosphere.¨ Acknowledge and value everyone’s achievements by encouraging high levels of expectations and ambitions.
¨ Provide opportunities for everyone to develop confidence contribute to the life of the school and be responsible citizens.
¨ Deliver a quality educational experience which enables pupils to develop skills, self discipline and encourage life long learning.
¨ Work in partnership with families within our community, encourage and understand everyone’s rights, responsibilities and cultural diversity.
What we did to review our vision, values and aims with all our stakeholders (if these have not been recently reviewed, please indicate likely review date)
Review Date: May, 2014
The current vision statement was produced following a full stakeholder review and HMIe Inspection in 2007.
Review Activities (as appropriate):
Each May the HT sends out a review of progress with the S.I.P. to parents. This year the school also had input from an authority team looking at Broad General Education and a published report was shared with parents and stakeholders.Taking a Closer Look –> Standards and Quality Report
What key outcomes have we achieved?
What are our strengths and areas for development?
What is our capacity for improvement?
SECTION 1
1. Progress against Previous Year’s School Improvement Plan /Key Improvement Area / Key Outcomes (Learners / School Community) – Statement of Impact / Level of Progress (Level 1-6) /
No. / Title /descriptor /
1. / Implementation of a whole school Science Programme / A whole school programme is now in place for science with topic packs for each area and appropriate pupil and staff resources.
These materials have supported learning and teaching in this area and this curricular area is now well covered across the school.
Further resources are being purchased and produced to support learners and the Cluster are looking at development in Science and a bridging topic in P7. / 5
2. / Implementation of a whole school Technologies Programme / A revised school programme is in place for Technologies with particular focus on ICT. The new materials build skills development into cross curricular themes with further staff/pupil materials available. Staff and pupils confidence continue to grow and new resources/systems are implemented by all staff and pupils. In 2013 all pupils undertook PIPs and InCAS, we moved to SEEMIS reporting and next session we will move to electronic registration. / 5
3.
etc. / Numeracy
Development / Staff groups have continued to tweak the school programmes to meet the needs of the school and pupils. New resources have been added in response to needs identified and greater evidence of cross curricular themes are available. Further work on development of “mastery” in numeracy is taking place across the school and will continue next year. PIPs and InCAS results show we are ahead of the authority in General and Mental Math’s at all stages across the school. Feedback from pupils is very positive and they are enjoying the challenges and increased success in number tasks. / 5
Taking a Closer Look –> Standards and Quality Report
What key outcomes have we achieved?
What are our strengths and areas for development?
What is our capacity for improvement?
SECTION 1
1. Progress against Previous Year’s School Improvement Plan /Key Improvement Area / Key Outcomes (Learners / School Community) – Statement of Impact / Level of Progress (Level 1-6) /
No. / Title /descriptor /
4. / Expressive Arts / Using the established C f E planning formats staff have produced EA Planners in all areas. Using these and the plans provided by specialists has enabled us to ensure skills/knowledge progression at all stages. The review of the planners has encouraged staff to look at greater cross curricular activity. Dance has also been developed at some levels. / 4/5
5. / Assessment and Reporting plus Profiling / Every pupil in the school including those in our Learning Zone undertook PIPs or InCAS assessments over the session. Results at the P3, 5 and 7 stages place us ahead of the authority in standardized attainment scores and we are looking to build further on this.
P7 Profiles were produced and discussion within the cluster has led to further developments for this year’s profile. / 5
6. / Standards and Quality / With the schools involvement in the BGE review tasks I haven’t undertaken this process. Working with Mr. J. Brown, we are producing an information letter about findings of the team which I will share with an update of this years SIP tasks. Parents will be encouraged to return comments to help with the next SIP process. / 4/5
SECTION 2
2. Summary of Key Strengths / Areas for DevelopmentPlease provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s key strengths and areas for improvement for each. ES (HMI) current expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Note for Schools (August 11).
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation (see page 7 of current EA School Improvement Planning document) /
1. How well do our children/young people learn and achieve?
(QIs1.1; 2.1; E2- E5) / Key Strengths / Key areas for development /
Pupils continue to make good progress in literacy and numeracy. Staff continue to develop and revise programmes within a Curriculum for Excellence at all levels.
Evidence from an authority review of BGE shows that we have a dedicated staff who are constantly seeking to raise standards and provide high quality teaching and learning.
Ongoing development of a wide range of assessment activity tracking systems and pupil profiles ensure that all children’s achievement are acknowledge and celebrated / PIPS and InCAS results from this year are higher than last years and higher than the Authority averages.
School weekly celebration of success at assembly highlights pupils demonstration of the four capacities and wider achievement. / Further work needs to be done across the school to increase the active involvement of pupils in their learning and assessment.
Staff working together to challenge more able pupils and to encourage all pupils to think and learn more independently. /
2. How well does our school support children/young people to develop and learn?
(QIs 5.1; 5.3; E1-5) / Key Strengths / Key areas for development /
The Authority BGE review highlighter that “consistently well planned teaching and drive are ensuring all children achieve their potential and reach high standards in key skills within Literacy, Numeracy and HWB”.
The review also noted a welcoming ethos of care and inclusion and the nurture of all children through highly effective support systems which cater for all individual needs.
All staff work together to ensure that children feel cared for and valued/supported and secure from entry to Nursery to transfer to Secondary. / The schools staff provide a wide range of extra curricular activities and opportunities out with the classroom.
The school are setting high standards in implementing C f E and providing a BGE.
The schools continued focus on key literacy/numeracy/HWB skills for all pupils. / We need to further engage pupils/parents in setting and developing learning goals. Tasks set for all pupils must meet the design principles with support provided as and when appropriate.
HWB and other courses needs further review in line with C f E and the materials produced by the Dept. During this process we need to focus on increased opportunities for creativity and personalisation and choice and deep learning. /
2. Summary of Key Strengths / Areas for Development (continued)
Please provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s key strengths and areas for improvement for each. ES (HMI) current expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Note for Schools (August 11).
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation (see page 7 of current EA School Improvement Planning document)
3. How well does our school improve the quality of its work?
(QIs 5.9) / Key Strengths / Key areas for development
The school has strong leadership and a clear vision for its pupils and the school within the community. The staff team have a common sense of purpose who work hard to raise standards and provide higher quality learning and teaching.
Staff are encouraged to contribute to all aspects of the SIP process and they fully engaged in the BGE review and cluster working tasks. / Staff are using A f E materials to review and change pupil activity/groups etc.
Very good teamwork, commitment, enthusiasm and dedication of staff noted in BGE review. / Continued use of PIPs and InCAS data to support staff in supporting and challenging pupils appropriately. Use of the data to track pupil progress across levels.
Development and review of systems and A is f L to encourage pupils to be reflective learners with greater independence.
4. How well do we promote equality / diversity?
(QI 5.6) /
Key Strengths / Key areas for development
All pupils are supported by an excellent team of teaching staff, Classroom Assistants, S f L staff, Nursery staff and Clerical staff who encourage them to achieve all they can.
The BGE review noted that as a school, pupils are proud, polite, helpful, friendly and enthusiastic and flourishing in a climate of mutual and self respect.
Systems are in place to work with other agencies and partners to help us support all pupils. / The school is well regarded in the community and the successes of pupils/staff are celebrated.
The school has had no exclusions for over 10 years.
Parents and staff acknowledge the schools success in promoting equality and diversity. / Further development needed to involve children more in their setting of targets and goals.
Completion of the schools revised HWB programme of study and development of equality/diversity areas.
2. Summary of Key Strengths / Areas for Development (continued)
Please provide a brief evaluative response to each of the undernoted questions (1-5), noting the school’s key strengths and areas for improvement for each. ES (HMI) current expectations regarding core quality indicators and entitlements (E1-6) are noted in the ES Inspection Advice Note for Schools (August 11).
Strengths and areas for improvement should arise out of: evidence of SIP progress; ‘Broad View’ evidence, including appropriate reference to quantitative data, people’s views and direct observation (see page 7 of current EA School Improvement Planning document)
5. How good are our Leadership and Management and our Quality Assurance Arrangements
(Possible QIs 9.1-9.4; 5.9 / 6.3 / 7.2; 7.3) / Key Strengths / Key areas for development
The BGE review noted “the high level of commitment, strong leadership and clear vision of the HT and excellent support of the SMT and staff Cluster planning is evident and shared training.
Staff regularly lead and develop programmes and activities within the school for everyones use.
Feedback from the Department about ongoing SIP work is very positive leading to the school requiring low level support in the last year. / The whole staff team.
The schools development work and role within the Annan Cluster.
Continued authority acknowledgement that the school is making good progress in attainment, developments with C f E and establishing a BGE. / Follow up tasks identified within BGE review to ………..
“draw on existing good practice, continue to develop programmes using E’s and O’s”.
SECTION 3
Based on your evaluations in parts 1 and 2 earlier, please provide a statement about your school’s overall capacity for improvement. You should consider relevant school self-evaluation evidence, including key strengths / development areas noted in part 2 of this report. You should also consider any contextual issues which may have a bearing on the school’s current capacity*. Please provide a brief narrative to support your statement.
For further advice, please refer to J-to-Excellence, part 4, Appendix 2 http://www.journeytoexcellence.org.uk/about/keydocuments/part4.asp
Exemplar Statement ‘Openers’
· The school has a (very) significant capacity for improvement, with a track record of delivering high quality provision for all its pupils. Pupils continue to achieve success in … Views of stakeholders indicate that…etc.
· The school demonstrates capacity for improvement, but requires to further develop its self-evaluation processes. The school continues to promote opportunities for high-quality professional dialogue ……
· Currently, the school has limited capacity for improvement due to a significant staff recruitment difficulty, although pupil experiences continue to be…
Our School’s Capacity for Improvement:
Newington Primary School continues to improve and make appropriate changes to provide the highest quality learning experience for all our pupils.
Evidence from PIPs and InCAS results show further improvement in school results this year and we continue to achieve above the authority averages at all stages. This provides evidence that the school programmes and continued focus on these key skills are effective.
Our pupils have achieved success at local, regional and Scottish levels in sports, quiz and musical events. Activities are supported by our excellent staff team and pupils are rightly proud of their achievements and their school.
A report produced by the authority looking at BGE was very positive and highlighted seven key strengths (see attached note). Five next steps were identified and these are addressed within this SIP plan.
A number of changes of staff will take place over the coming year, some permanent and some through maternity. These are all within the second level and the SMT will support this change.
Ongoing discussion re school role and capacity are needed.
Advice for Schools*