Standards and Quality Report 2016-2017Improvement Plan 2017-2018

School: Dyce School (Nursery and Primary)Acting Head Teacher: Emma PetrieOur Vision At Dyce

o At Dyce our vision is for the school to be one which is continually developing and is at the heart of the local community

o At Dyce everyone is encouraged to Aim High and to be proud of their own and each other’s achievements

o We want a school where everyone is a leader of their own learningAt Dyce we aim to:

o Ensure all learners are safe and happyo Keep developing links with parents and the wider communityo Celebrate all achievements within our communityo Be always looking at ways to develop excellent learning and

teaching skillso Care for and respect our school and the people in it

CONTENTS

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PART ONE: Standards and Quality Report 2016-2017

School Context; School Vision, Values and Aims

High Level Review of School Improvement Plan Progress 2016-2017

Core Quality Indicator Evaluations 2016-2017

Capacity for continuous improvement statement

PART TWO: School Improvement Plan 2017-2018

Key Priorities informing Improvement Planning - National, Local and School 2017-2018

School Improvement Plan 2017-2018 - High Level Plan and Action Plans

Continuing development work 2017-2018

Excellence and Equity - Initial Pupil Equity Fund Plan

Summary of Improvement Plan 2017-2018 Consultation Process

PART ONEContext of the school:Include some or all of the following: local contextual issues; school roll; Scottish Attainment Challenge involvement (where appropriate); parental engagement; factors affecting progress (e.g. staffing) SIMD; FSM; HMIe visit; Authority visits etc.Dyce Primary is a co-educational, non-denominational school, which is situated to the North West of Aberdeen City approximately 7 miles from Aberdeen city centre. The school draws its pupils from a wide catchment area, including a mixture of rural, local authority and private housing. The school is part of the Dyce Academy Associated Schools Group (ASG) which also includes Newmachar School in

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Aberdeenshire. Internally, the school building has an “open plan” design, with three separate areas accommodating the Nursery/Early Stages (red), Middle (green) and Upper Stages (blue). In addition there is an enhanced provision area to support pupils with speech and language disorder and for pupils with a range of additional support needs.The school has a roll of 411 children with an additional 120 place nursery. The school has a management team of a Head Teacher and two Depute Head Teachers (one is part time 0.6) and two principal teachers. There are 16 primary classes, provision for 120 children in our early learning class and an Enhanced Provision area (The Learning Den). The full-time equivalent teaching staff is 19.0fte and the children are supported by 8.5fte Pupil Support Assistants.During most of session 2016/17 the school has experienced significant staffing difficulties as a result of staff illness. Sadly this also included the head teacher, Mrs Kerr, who decided after 4 years in post to retire from her position. As a result an acting head teacher was appointed in May 2017. As a result limited progress has been made in key areas and this has impacted on the effective implementation of the School Improvement Plan in this session. The local authority has supported the school well by redeploying staff and involving development officers from the central team to model effective practice and ensure teaching and learning has continued over the most challenging times across the session. Support has also been provided to the leadership team to build capacity.

Parental engagement is a key feature in our school and parents are encouraged to be fully involved in the life and work of the school and their child’s learning. Our parents are very supportive of the school and support us in delivering lunchtime clubs, our school library, bikeability and the big pedal as well as leading the improvement of our playground. Our Parent Council meet regularly to discuss educational matters as well as social and fundraising events.

Over the course of the session there has been greater pupil participation across the school and as a result our pupils have opportunities to be involved in the work and life of the school. Pupils have a sense of pride in their school and most all are keen and motivated learners.

The school has close links with the community and agencies in the community. Positive links are established with Dyce Community Centre, ASDA, both our local care homes, the local church, Park rangers, Aberdeen Football club as well as links with local oil related businesses. These are used to support learning and teaching across the school.

The ethos of the school is good. The school is welcoming, friendly and has a positive atmosphere. Staff are committed to working well together and reflecting on practice to provide a high quality experience for our pupils. The school is part of the Dyce ASG and we have close links with Newmachar School (in Aberdeenshire) and Stoneywood School. Our aim is to work together to ensure our pupils have consistent learning experiences and opportunities for partnership events.Achievements within the school include success in both singing and Scottish Country dancing at local festivals and a group of our P7 pupils won the local rotary quiz.

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The most recent school inspection took place in May 2016 with the report published in October 2016. The reports are available at https://www.education.gov.scot and http://www.careinspectorate.com/index.php/type-of-care (These are the main pages.)

A team of Quality Improvement Officers visited the school in December 2016 to evaluate how well the school is supporting learners to attain, achieve and maximise their successes in line with the result of the school inspection. .

Session 2016-17Free School Meal Entitlement:9.2% of pupils of Primary 4 - 7 pupils registered to receive free school meals during session 2016-17.SIMD (Scottish Index of Multiple Deprivation):The SIMD profile for Dyce School ranges from SIMD 2 to SIMD 10 with the average band being SIMD 9

In 2015/16, less than 5% of children live in homes which are in the lowest 20% on the Scottish Index for Multiple Deprivation.

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School vision statement:At Dyce School our vision is for the school to be one which is continually developing and is at the heart of the local community. At Dyce everyone is encouraged to Aim High and to be proud of their own and each other’s achievements. We want a school where everyone is a leader of their own learning.School values and aims:AT DYCE SCHOOLWe aim to

ensure all learners are safe and happy

care for and respect our school and the people in it.

be always looking at ways to develop excellent learning and teaching skills

celebrate all achievements within our community

keep developing links with parents and the wider community.

The school aims were reviewed during session 2014-15 and will be reviewed again at the beginning of session 2017-18

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High Level Review of School Improvement Plan Progress 2016-2017

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2016-2017 Improvement Priority 1: Use robust data from across the curriculum to inform improvements to learning and teaching and raise attainment so that all children are working to their potential.

NIF Priority *highlight as appropriate

1. Improvement in attainment, particularly in literacy and numeracy

2. Closing the attainment gap between the most and least disadvantaged children

3. Improvement in children and young people’s health and wellbeing

4. Improvement in employability skills and sustained, positive school-leaver destinations for all young people

NIF Driver *highlight as appropriate

School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS?4 QIs *highlight as appropriate1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote

equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Progress: What has taken place? (High level evaluation) Focused monitoring across the school on numeracy approaches and quality

questioning during literacy lessons following staff development on AIfL strategies. Use of data in both literacy and numeracy to inform practice. Staff completed

Highland Emerging Literacy phonological assessments with children across the school and used the assessment to identify future learning.

Whole school staff engagement in the use of the draft benchmarks for numeracy and mathematics and also in literacy and English language to support making accurateprofessional judgements on achieving a level.

Initial moderation sessions in writing across stages have taken place linked to our Big Writing Approaches.

Senior Leadership Team have reviewed data to, identify strengths and areas for future improvements both standardised assessments and CfE Levels

Reviewed and updated whole school tracking progress of individual learning Use of a range of standardised assessments in Literacy (SWST / NGRT – P2 – 7

reading) and Numeracy (Big Maths) to ensure focused next steps for children’s learning

Developed a whole school tracking tool to support the use of data to improve learning and teaching.

Impact: Evidence of impact Increased depth to questions being asked, children have a better understanding of

their learning (from HT monitoring visits) AIFL being used in the majority of classes (from SMT monitoring visits) Pupils had a greater understanding of what and why they were learning Improved pupil involvement in learningNext Steps: To inform Improvement Plan (year 2 of 3) Use the tracking tool to rigorously support planning progress sessions. This will

ensure consistency of approaches across year groups and ensure all children are appropriately challenged and achieving their potential, including those who may be disadvantaged due to their socio – economic background.

Continue to engage in moderation activities across stages, school and ASG to ensure accurate levels of attainment for all children

Peer support in pedagogy to further develop assessment approaches across the school, ensuring they are matched to the learning needs of all children

Continue to aspire for high standards of engagement, accuracy and presentation Continue to use the data observatory to support interrogation of a range of data

2016-2017 Improvement Priority 2: Across the school and nursery, further develop effective self-evaluation processes to focus more directly on improving outcomes for all learners.

NIF Priority1. Improvement in attainment, particularly in

literacy and numeracy2. Closing the attainment gap between the most

and least disadvantaged children3. Improvement in children and young people’s

health and wellbeing4. Improvement in employability skills and

sustained, positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS?4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Progress: What has taken place? (High level evaluation) Review of the curriculum rationale across the whole school and approaches to

curriculum designs enabling staff to create progression pathways for all children (to be implemented in session 17 – 18)

Accreditation for Rights Respecting School – commitment Level Greater use of wellbeing wheel linked to “Upstander Awards “ in assemblies Marvellous me text to parents to share learning and engagement with parents Introduction of moderation walls to support understanding of learning progression

across the school and use of benchmarks to moderate children’s work Use of questionnaires for health and wellbeing, nursery snack, digital technology

and PEF - with feedback to parents and stakeholders – (“you said, what we’ve done and where will go next”)

Impact: Evidence of impact Staff involved in the initial stages of creating a new curriculum framework across

the school to meet the needs of all learners. Scotland context ensured there was clear progression of learning across the school, enabling all children to talk about their learning. This will be developed across the session in 17 – 18.

Children can talk about rights Children are at the early stages of articulating their learning journey

Next Steps: To inform Improvement Plan Year 2 of 3) Further moderation activities linked to the planning and assessment cycle SMT and class teachers using tracking tool to inform practice Questionnaires / focus groups of parents to ensure specific groups of parents are

consulted to ensure impact for children

2016-2017 Improvement Priority 3: Increase the pace of curriculum development across the school and nursery to ensure children’s needs, aspirations and entitlements are fully met.

NIF Priority1. Improvement in attainment, particularly in

literacy and numeracy2. Closing the attainment gap between the most

and least disadvantaged children3. Improvement in children and young people’s

health and wellbeing4. Improvement in employability skills and

sustained, positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS?4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Progress: What has taken place? (High level evaluation) Continue to review of the curriculum rationale and approaches to curriculum design

across the school Whole school Scotland context for learning – culminating in “Come awa in” session

for parents Review of Digital Learning approaches has been started Review of 1 + 2 languages across the school linked to training provided by ACC –

P1 – 3

Impact: Evidence of impact Most children could talk confidently about their learning through the Scotland

context Greater use of IT across the school

Next Steps: To inform Improvement Plan – Year 2 Finalise and start to implement the RME curriculum progression Finalise the bundling of Es and Os linked to curriculum contexts including aspects

of Health and Wellbeing , Social Studies, Enterprise and Citizenship Review curriculum context at end of Year 1 and make appropriate amendments Develop IT strategy across the school working toward the “Digital School Award” Develop the progression for listening and talking and reading across the school Review assessment and moderation approaches to measure children’s progress

across the curriculum and ensure accurate standards are awarded Start to review expressive arts progressions across the school

Next Steps: To inform Improvement Plan – Year 3 Total implementation of the RME curriculum Implementation of reviewed curricular context Finalise the bundling of Es and Os linked to curriculum contexts including aspects

of Health and Wellbeing Implement IT progression across school Implement listening and talking and reading progressions across the school Complete curricular progressions in expressive arts and implement where possible

2016-2017 Improvement Priority 4: Increase leadership at all levels, including children leading learning, to ensure this effectively improves outcomesNIF Priority1. Improvement in attainment, particularly in

literacy and numeracy2. Closing the attainment gap between the most

and least disadvantaged children3. Improvement in children and young people’s

health and wellbeing4. Improvement in employability skills and

sustained, positive school-leaver destinations for all young people

NIF Driver School leadership Teacher professionalism Parental engagement Assessment of children’s

progress School Improvement Performance Information

HGIOS?4 QIs1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment

2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Progress: What has taken place? (High level evaluation) Introduction of pupil groups for all children across the school - including pupil

leaders in the playground Greater involvement of all staff in the life of the school – eg curricular leaders,

supporting pupil groups Scotland project lead to greater pupil involvement in their learning as children

explained their learning to parents, visitors during our open day Moderation walls to start to show progression across the school Implementation of co-operative learning approaches across the school have enable

children to lead more of their learning

Impact: Evidence of impact Children leading lunchtime clubs giving sense of responsibility across the school Staff supporting the pupil participation groups have allowed a greater sense of

teamwork across the school Greater pupil participation has enabled all children to have greater confidence and

a greater sense of ownership in their learning and school Children and staff are developing an understanding of the progression of learning

across the school and the expectations to achievement level in literacy and numeracy

Next Steps: To inform Improvement Plan Year 2 Increase the range of pupil participation groups to include aspects of learning and

the curriculum All teaching staff leading on aspects of the curriculum to support innovations across

the curriculum

Core Quality Indicator Evaluations

Quality Indicator School Self-Evaluation

1.3Leadership of change

3

2.3Learning, teaching and assessment

3

3.1Ensuring wellbeing, equity and inclusion

3

3.2Raising attainment and achievement

3

6 Excellent outstanding sector leading5 Very Good major strengths4 Good important strengths with some aspects for

improvement3 Satisfactory strengths just outweigh weaknesses2 Weak important weaknesses1 Unsatisfactory major weaknesses

Capacity for continuous improvement statement

CommentEvaluations from the Improvement Planning 2016-2017 and a focus on the core QIs indicate attainment is satisfactory and a few interventions are starting to have a positive impact on learners.Staff are increasingly confident in developing the curriculum across the school. They are more skilled in approaches to teaching mental maths and aspects of early literacy. Although there have been significant difficulties with staffing across the year, the acting head teacher is to continue in her role for the start of session 2017/18, creating some stability for the school. She will be supported by an experienced Head Teacher within the local authority and also by the Quality Improvement officer for the school. As such the school will continue to be supported to make the appropriate improvements and progress and therefore the school will be able to continue to improve.

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IMPROVEMENT PLAN 2017-2018

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PART TWO: School Improvement Plan 2017-2018Key Priorities informing Improvement Planning - National, Local and School 2017-2018

National Priorities

ECS Themes School Improvement Plan PrioritiesAll school improvement priorities are

under our overarching theme ofImproving learning, teaching and assessment to raise attainment

Linked to PEF Plan

Cross Cutting Themes

Expansion of early years in line with Scottish Government advice Continue supporting the development of inclusive practices. Continued strategic rollout of Google classroom

Please note 1+2 Roll out of programme to primary 4 and 5. Locality plans and emerging partnership forum plans

NIF Priority 1:

Improvement in attainment, particularly in literacy and numeracy

Improvement in Attainment: Literacy and Numeracy

ACC strategy advice and guidance on developing literacy and numeracy

School Improvement Priority 1aImplement review of Curriculum Rationale and Design including listening and talking, RME and expressive arts

School Improvement Priority 1bTo further develop effective practice in planning for learning, assessment and moderation with a particular focus on AiFL strategies and CfE levels including the implementation of new national standardised assessments

NIF Priority 2:

Closing the attainment gap between the most and least disadvantaged children.

Closing the attainment gap

Effective use of data to inform PEF priorities Continued rollout of GIRFEC including the Implementation of

partnership forums Establish forums for sharing best practice Continue to develop effective assessment and moderation practices Parental engagement strategy

School Improvement Priority IcFurther develop learners’ experiences across the school

1,2a,2b2c 3

NIF Priority 3: Communities Experiencing Socio-Economic Disadvantage

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Improvement in children and young people’s health and wellbeing.

Poverty Proofing SchoolsImprove support with children and young people with mental health needs

12b

NIF Priority 4:

Improvement in employability skills and sustained, positive school-leaver destinations for all young people.

Developing the Young Workforce

Development and implementation of Developing Young Workforce Strategy

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Improvement Plan 2017-2018 - Improving learning, teaching and assessment to raise attainment

Improvement Priority 1a: Year 2 of 3(then annual refresh)Review of Curriculum Rationale and Design

Lead Responsible: Acting Principal TeachersLynsey Thomson / Elaine Trail

NIF Priorities1. Improvement in attainment, particularly in literacy and

numeracy

2. Closing the attainment gap between the most and least

disadvantaged children

3. Improvement in children and young people’s health and

wellbeing

4. Improvement in employability skills and sustained,

positive school leaver destinations for all young people

Linked to National Improvement Driver(s)School Leadership Teacher Professionalism Parental Engagement

Assessment of Children’s Progress School Improvement

Focus HGIOS?4 Quality Indicators1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 182. Every child and young person is entitled to experience a broad general education3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.4. Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide6. Every young person is entitled to support in moving into a positive and sustained destinationImprovement Priority 1a Intended Outcomes Practitioners have an increased understanding of the totality of the curriculum based on the school’s vision, values and aims Practitioners, parents, partners and learners are involved in designing a curriculum rationale ensuring learning experiences reflect the

uniqueness of our school. Learners experience high quality curriculum pathways and a curriculum that promotes equity and raises attainment for all children

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Improvement Priority 1a: Review of Curriculum Rationale and Design (year 2 of 3)

Specific Actions Resource Time /

People / CLPL

Measures of SuccessHow will we know?(Performance Data /

Documentation / Challenge Questions / Stakeholders’ Views)

Timescale Progress Intended ImpactWhat difference will it

make to learners?On Track

Behind Schedule

Not Actioned

Staff to audit current curriculum rationale and design position across the school and nursery.What is it like to be a learner in Dyce School?Excellence and Equity – key features in ? SchoolEngage in Alison Drever – Curriculum Rationalehttps://www.youtube.com/watch?v=EzRDyWT9uXAZena Richardson Curriculum Rationalehttps://www.youtube.com/watch?v=E921xoKJdYM

Acting PTs Lead – Management TimeSMTAll staffStaff Meetings4 x 1.5 hours

Staff response to challenge questions and audit task

Draft document produced to describe the current position

May 2017 Improved curriculum rationale and design ensuring equity of opportunity and the totality of the curriculum for all learners

Increased engagement and motivation in learning of all (100% of) learners.

Increased achievement and attainment across the curriculum for all (100% of) learners (evident in individual pupil tracking)

Staff increased knowledge and understanding of curriculum pathway progression across all levels has a positive impact on learners

100% of pupils’ views being sought to inform curriculum planning

Curriculum developed to take account of pupils’ entitlements

All staff to develop a shared understanding of our refreshed curriculum rationale taking account of school values, excellence and equity, entitlements, 7 principles, 4 capacities, 4 contexts for learning and uniqueness of school.https://www.education.gov.scot/improvement/primary-curriculum-improvement-toolkit

AHT /APTs– Management TimeAll staffStaff Meetings 1.5 x 2

Curriculum rationale reflects: the school’s vision, values

and aims the unique context of the

school views of staff, children and

parents the totality of the curriculum

September 2017

Parents and

stakeholder involvement required – visions etc

still required

Staff to engage in professional dialogue in curriculum progression frameworks.https://www.education.gov.scot/improvement/primary-curriculum-improvement-toolkit(Primary Curriculum Toolkit - March 2017)Benchmarkshttps://education.gov.scot/improvement/curriculum-for-excellence-benchmarks

AHT Lead – Management TimeAll staff

Working party Groups 5 x 1.5 hours

Curriculum progression pathways are integral to staff planning, assessment and moderation.

Health and Wellbeing RME Listening and talking Reading

September -- March 2018

Audit current engagement and motivation of learners by conducting learning conversations with a focus on

DHT Lead – Management Time

Pupil audits shared with staff and used to inform the

January 2018

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IDL activities development of the curriculum Improved planning of

delivery of curriculum enhancing learners’ skills in literacy, numeracy, health and wellbeing, creativity, digital and employability in a progressive way across the curriculum

Finalise year 1 and review whole school context plan using Es and Os in contexts that are relevant and topical to learners, creative, pupil led and progressive. Include reference to curriculum enrichment, curriculum related excursions, links with the world of work, re-career aspirations, opportunities for media focus etc.

APT Lead – Management TimeStaff Working Group

Developed IDL / contextbundle overviews developed by staff to be implemented in all classesModerated assessments created

March 2018

Review IDL / context planning formats to highlight outdoor learning, skills progression, prior knowledge, local links (relevance) and external experiences

AHT Lead – Management TimeStaff Working Group

Draft annual IDL / context planning formats developed and trialled

Audit staff views following implementation

June 2018

Monitoring and Evaluative Comments / Impact – Evidence of Excellence and Equity through the plan (To be completed during the course of the session to inform the audit for SQUIP 2018-2019.)

Evaluation: (Use of example Challenge Questions below to evaluate) To what extent do we take account of all the factors that make our school

unique? To what extent does our curriculum promote equity and raise attainment for

all children and young people? Is the level of personalisation and choice improving outcomes for children? Do we have a shared understanding of what progression looks like? To what extent does our school team have a shared understanding of

interdisciplinary learning and how to develop it as an important context for learning?

How effective is our whole school overview in ensuring children’s knowledge and skills are built appropriately over time?

How well do our approaches to profiling develop children’s and young people’s awareness of themselves as learners and support them to recognise the skills for learning, life and work they are developing to inform the planning of future learning?

Is the entitlement of learners to Learning for Sustainability being met?

Evidence (How do we know?)

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Improvement Priority 1b: Year 2 of 3To further develop effective practice in planning for learning, assessment and moderation with a particular focus on AiFL strategies and CfE levels to support our Learning and teaching Policy

Lead Responsible: AHT – Emma Petrie

NIF Priorities1. Improvement in attainment, particularly in literacy and

numeracy

2. Closing the attainment gap between the most and least

disadvantaged children

3. Improvement in children and young people’s health and

wellbeing

4. Improvement in employability skills and sustained,

positive school leaver destinations for all young people

Linked to National Improvement Driver(s)School Leadership Teacher Professionalism Parental Engagement

Assessment of Children’s Progress School Improvement

Focus HGIOS?4 Quality Indicators

1.1 Self-evaluation for self-improvement1.2 Leadership of learning1.3 Leadership of change1.4 Leadership of management and staff1.5 Management of resources to promote equity2.1 Safeguarding and child protection2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised support2.5 Family learning2.6 Transitions2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion3.2 Raising attainment and achievement3.2 Securing children’s progress (ELC)3.3 Increasing creativity and employability

Curriculum for Excellence – Entitlements for all children and young people1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 182. Every child and young person is entitled to experience a broad general education3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications.4. Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide6. Every young person is entitled to support in moving into a positive and sustained destinationImprovement Priority 1b Intended Outcome(s): Increased teacher confidence in professional knowledge in High quality moderation activities informing CfE levels achieved More effective planning for learning, assessment and moderation linked to the application of skills in real-life contexts. Increased teacher confidence in designing holistic assessments Increased attainment for learners

Improvement Priority 1b: Year 2 of 3

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To further develop effective practice in planning for learning, assessment and moderation with a particular focus on AiFL strategies and CfE levels achieved in literacy and numeracy resulting in an updated teaching and learning policy .

Specific Actions Resource People /

CLPL

Measures of SuccessHow will we know?

(Performance Data / Documentation / Challenge Questions / Stakeholders’

Views)

Timescale Progress Intended ImpactWhat difference will it

make to learners?On Track

Behind Schedule

Not Actioned

Teacher refresh and engagement in the audit of the use of AiFL strategies, assessment and moderation activity across the school.

AHT leadAll staff

Audit evidence will determine the current consistency of approach to planning and assessing pupil progress and confirming CfE levels in Literacy and Numeracy through moderation.

October 2017

10% increase in pupil attainment in talking and listening reading and writing) and 15% increase in numeracy as a result of the cycle of planning for learning, teaching and assessment being underpinned by moderation

All (100% of) pupils will receive accurate information on their current strengths and next steps in learning through the consistent moderation of valid, reliable and meaningful assessment activities.

All (100% of) pupils are clear on next steps through accurate feedback, with time available for reflection.

All (100% of) pupils will

Finalise the review of feedback to learners in all areas of the curriculum

AHT Section about feedback included in the learning and teaching policyThrough monitoring activities there will be consistency in feedback to learners in all classes in all curricular areas.Pupils will know their next steps in learning

March 2018

Review what “Excellent learning at Dyce School” with all stakeholders to ensure there are high expectations of all learners

AHT Updated learning and teaching policy with clear expectations on all staff and childrenThrough SLT / peer monitoring : - Clear differentiation in lessons - Planned outdoor learning experiences in all classes - Collaborative learning in all classes when appropriate - Higher order thinking skills being developed in all classes - Presentation of work is consistent - Regular use of IT in learning - Appropriate pace and challenge is clear - AIFL strategies included

November 2018

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demonstrate an ability to apply their knowledge and skills in real-life contexts through the provision of carefully planned practical assessment tasks.

CfE level for all (100% of) pupils in literacy and numeracy, literacy will be confirmed through staff engaging in regular moderation activity throughout the year at both school and ASG level

Teacher engagement in planning for moderation using the NAR flowchart: Learner; Planned Learning (progression frameworks); Assessment Evidence leading to Moderation through professional engagementhttps://sway.com/3j62d8bF1k70ksdQ

DHT lead Professional dialogueAssessments created from planning stage through to moderation in literacy, numeracy and IDL.

September 2017 – July 2018

Teachers planning for assessment through holistic assessments / challenges, supporting learners to make connections across learning and linking Es and Os. Focus on: what will it look like; how will learners produce evidence; moderation using benchmarking / agreed standards.https://education.gov.scot/improvement/curriculum-for-excellence-benchmarks

Staff in Stages across school

All staff know and apply the same standards to create planned assessments.Holistic assessments created re-Authority support.

September – March 2018

Audit of summative (holistic) assessments will demonstrate a consistent, robust and reliable approach to assessing pupil progress, confirming CfE levels and identifying next steps in learning.

AHTStaff in stages

Assessments created and professional dialogue informs quality assurance and robustness leading to increased teacher confidence and increased attainment.

May 2018

Teachers engage in moderation activities informing judgement son level achieved. Focus on tasks from planning through to assessment and feedback across stage/school.

Teaching staff

Moderation through professional dialogue confirms levels achieved. Moderation ensures success criteria focuses on learning (not task), is measurable and relevant.

February – March 2018

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Monitoring and Evaluative Comments / Impact SIP 1b– Evidence of Excellence and Equity through the plan (To be completed during the course of the session to inform the audit for SQUIP 2018-2019.)

Evaluation: (Use of example Challenge Questions below to evaluate) How confident are we that all learners experience activities which are varied,

differentiated, active, and provide effective support and challenge? How well do we communicate the purpose of learning and give effective

explanations for all learners? How well do our questioning strategies enhance the learners’ experience and

enable higher-order thinking skills? How well do we deploy a wide variety of innovative and creative resources and

teaching approaches including digital technologies? How well do we apply the principles of planning, observation, assessment,

recording and reporting as an integral feature of learning and teaching? How well do we make use of a range of valid, reliable and relevant assessment

tools and approaches to support the improvement of children and young people’s learning?

How well do we record, analyse and use assessment information to identify development needs for individual learners and specific groups?

How effectively do we involve learners and parents in planning and evaluating learning?

Evidence (How do we know?)

19Dyce School

Continuing Development Work 2017-2018

Continuing from session 2016-2017 Responsibilities

1 + 2 Modern Languages – continued implementation in P4 and P5 APT- lead (Miss Trail) with Mrs Casey-McKay

Health and Wellbeing – continued engagement in SHANARRI work AHT - lead (Miss Petrie) with

Digital Technologies APT - lead (Miss Thomson) with

Rights Respecting School Award - continue work to gain level 1 status APT- lead (Miss Trail) with

Early Literacy - Highland Literacy - Emerging Literacy DHT – lead (Mrs Hewitt) with P1 staff

Developing Pupil Groups DHT – lead (Mrs Hewitt) with all staff

20Dyce School

Excellence and Equity - Initial Pupil Equity Fund Plan

How are you ensuring excellence and equity for all learners in your school? (Removing Barriers and Closing the Gap - All our work to interrupt the cycle of deprivation and its impact on children’s progress)Action taken to address closing the attainment gap includes staff, pupil, parent, partner and wider community engagement in identifying ‘gaps’ by focusing on the 5 main data sets of attainment, attendance, exclusion, participation and engagement.A robust tracking system is in place to ensure excellence and equity for all pupils. This includes literacy, numeracy and the use of the SHANARRI wheel to track health and wellbeing.(Example only - will need to be personalised.)

Pupil Equity FundBased on the rationale for QI 3.2, Raising Attainment and Achievement, what is your planned use of PEF money for session 2017-2018?

Budget Allocation April 2017 = £51,600

Proposed Interventions Impact Measurement

Train staff in the principles of nurture

Introduce a nurture breakfast club to targeted children

Classroom observations with most children on taskReduced whole school exclusion rates to a maximum of 10 days lost per sessionPupil questionnaire / focus groupShanarri dataSchool attendance dataClassroom observationsShanarri questionnairesBoxall ProfilesParental questionnaire

21Dyce School

Outdoor learning approaches Classroom observations with almost all children engaged in numeracy activitiesAll Classes will have a timetabled session outdoor learningPupil engagement in lessons

Further develop the out of school clubs for children to increase participation and engagement, particularly our focused group of identified pupils.

Reduced whole school exclusion rates to a maximum of 10 days lost per sessionPupil questionnaire / focus group School attendance dataIncrease in CFE numeracy attainment levels for identified pupils by5% in Year 1, 10% in Year 2 25% in Year 3

Homework club

Homework recordsIncrease in CFE attainment in literacy and numeracy for identified pupils by5% in Year 1, 10% in Year 2 15 % in Year 3Parental questionnairesPupil questionnairesAttendance registers at homework club

Improve the school library

Increase in CFE reading attainment levels for identified pupils by5% in Year 1, 10% in Year 2 15% in Year 3Library sessions included in all class timetables

22Dyce School

Use Emerging Literacy – (Highland Literacy Project) for children in P1 and P2

Highland Literacy tracker – baseline and 3 subsequent times in yearIncrease in CFE reading attainment levels for identified pupils by5% in Year 1, 10% in Year 2 15% in Year 3

Summary of Improvement Plan 2017-2018 Consultation Process

Participants Engagement

Staff Staff Session Self-Evaluation QI 3.2 – DatesStaff Meeting – School Improvement Plan Date -

Pupils Pupil Council Meeting - DatePupil Survey - Date

Parents Parent Council – DateParent Feedback sheet issued on Improvement Priorities – Date

Partners and Volunteers Feedback sheet issued on Improvement Priorities – Date

Associated School Group ASG Meeting on Date discussing ASG School Priorities

ASG Partnership ASG Partnership Meeting on Date discussing ASG School Priorities

23Dyce School

24Dyce School