gracemountprimaryblog.files.wordpress.com€¦ · Web viewschool (with associated additional...

GRACEMOUNT PRIMARY SCHOOL

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

Context Of Gracemount Primary School

Gracemount Primary School is a non-denominational school built in 1960 which serves the area of southeast Edinburgh – Gracemount, Burdiehouse, Southouse and parts of Liberton & Gilmerton. The school serves a catchment area which has a broad social mix and has a significant number of children from backgrounds of multiple deprivations. The school has recently been designated a local authority Positive Action school (with associated additional resources to be phased in over three years) although both our neighbour St Catherines and our feeder Gracemount High School have long been PA schools. This is despite Gracemount Primary School having the second highest number of children living in poverty (SIMD 1 and 2) in an Edinburgh Primary School this session. In short the school is still acquiring the additional resources that it is entitled to based on the poverty in the school community. This will be addressed by the local authority over the coming years and indeed with significant funding through the Scottish Government Pupil Equity Funding.

The school role continues to rise as the new housing developments near completion. The current role has risen to 601 children, including Nursery. We have 20 classes in the school including the Nursery class. We also have 15 pupil support assistants (including 2 PSO’s) working in the school and they are timetabled to meet the needs of specific children and groups of children. The Headteacher Mr Dimeck has been in post for 4 years. There are two depute Headteachers and Principal teacher as well as a visiting teacher of physical education for 4 days per week. Our full time Support for Learning SfL teacher gives additional literacy and numeracy support along with our two depute Headteachers. Staff from the English as an Additional language service (EAL) offer support to pupils whose first language is not English.

Gracemount has a skilled and highly motivated staff who try to work effectively to meet the needs in our school. Staff are keen to embrace the debate around equity and closing the gap and are building long term sustainable supports to meet the needs of our pupils. The staffing has changed considerably in recent years following the appointment of a new Headteacher at Easter 2014. We have also recruited a new Principal Teacher, a new Business Manager and a new Additional Support For Learning Teacher. These changes are beginning to make a significant difference to the direction that our school is taking and to our whole school ethos. The school is also looking empower leadership amongst the staff and this model of distributed leadership is being embraced by the highly committed Gracemount Team.

Our Nursery caters for 48am/48pm places and is an integral part of our school. The staff team in the Nursery have run many parent groups and have also built up good links with the local library and a storyteller comes in monthly to tell

stories to the children fostering and interest in books and early literacy skills. PEEP (Partnership in Early Education Programme) groups are set up to work with parents whose children are already in Nursery as well as for children who are about to start Nursery. We are looking to widen this approach to working with parents to the whole school building on the strengths of this early years approach. In the last couple of years the Nursery has embraced the Incredible Years programme with some parents. The Nursery and P1 teachers are looking to embrace Play based learning in the early years and are looking at ways to establish excellent transition with Gracemount Nursery and other local authority partner nurseries.

In recent years the school has looked to fully embrace Curriculum For Excellence and to work with the community in developing the Gracemount curriculum and Gracemount traditions. Planning formats have changed to ensure consistency and encourage creativity. We have updated our Positive Discipline & Behaviour policy and our Dress code and to look to further embrace responsibility and citizenship amongst our pupils. We have also looked to increase parental involvement and to create plenty of opportunities for parents to get involved in their child’s learning and to get involved in the life of the school.

Gracemount School have been working with “Save The Children” to embrace the FAST programme (Families and Schools Together) and also the Families Connect programme. Both have been evaluated to be very successful as we have looked to involve families more in the life of our school. This is an area we have identified as being a traditional barrier in the Gracemount community. We have also adopted “Learning Journals” to encourage the partnership between parents, staff and pupils. This has helped the school bring parents closer to the learning undertaken in the classroom and allowed parents to be an active partner in this. This has also allowed us to improve our communication with parents collecting emails and setting up Facebook pages with parental involvement.

There is a very supportive and active Parent Council as well as an active Parent and Staff Association (PSA / PTA) and they have actively supported the school in a variety of ways from fabric of the building to fund raising for additional resources. Additional funds have helped with the purchase of books, practical maths resources, playground resources, a new sound system and many other pieces of equipment. Improving the playground continues as the priority for the PTA as well as improving facilities in the school. Both the PTA and Parent Council are also keen to improve the idea of a school community and further improve communication and active involvement in the school. Both the Parent Council and PTA are passionate about the school and are eager to get other parents involved in the life of Gracemount Primary and involved in their children’s learning.

In session 2018 – 2019 Gracemount Primary is looking to spend its considerable Pupil Equity Funding to make a targeted difference in attainment. We have looked to specifically target funding by employing additional teachers (and Chai worker) to target Parental engagement, Additional Support For Learning and Pupil Wellbeing / Behaviour Support and an Early Years practitioner. We are also looking to continue to use additionally purchased resources that could be targeted to raise attainment amongst a cohort of pupils. Resources such as Wordboost, Sumdog, Nurture, Spelling City, Outdoor Learning support and an ambitious High School Maths partnership. Discussions around PEF continue to give all our staff the opportunity to reflect on what they think makes a difference and our vital role and responsibility in raising attainment.

Gracemount Primary – Vision and Values

Our Gracie VisionAt Gracemount Primary everyone is committed to developing a happy, caring and safe school with a welcoming environment where we are all valued, respected and able to thrive. Pupils, parents, staff and community stakeholders work in partnership to create an aspirational learning environment with high expectations for all.

Our Gracie Values

Good natured- We are happy and friendly and support each other to solve our problems peacefully.

Respected- We are polite and kind to everyone in our school, working together to build our community.

Achieving- We strive to be the best we can be, both in and out of school and we celebrate our successes.

Cared for- We care for ourselves and each other to feel safe and nurtured. We encourage each other to make healthy choices.

Inspired- We love learning in a variety of ways and help each other to improve.

Equal- We know that we all matter and we challenge those who treat others unfairly so that everyone feels included.

Standards and Quality Report 2017-18

School Priority 1: Raising Attainment Through the Development of Active Numeracy

NIF PriorityImprovement in children and young people’s attainment/achievement, particularly in literacy and numeracy.

NIF DriverTeacher Professionalism and Parental Engagement

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.3 Developing a shared vision, values and aims relevant to the school and its community2.3 Quality of teaching2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Attainment over time

Progress and impact: Maths Assessments regularly shared with staff to identify next steps Active Maths purchased and staff training provided to allow staff to provide opportunities for more active and

contextual numeracy opportunities Sumdog trailed and adopted by most classes with significant improvements in numeracy evidenced Targeted intervention at P5 and P6 using PEF funding shows increase in attainment and increase in parental

involvement Employment of additional SFL teacher to allow more numeracy supports using SEAL across the whole school

Next Steps: Heinemann Active Maths to be consolidated to give staff confidence to encourage more active, creative and

contextual acquisition of numeracy at Gracemount Whole school Maths focus week to promote Numeracy, local links and community involvement Continue High School boost groups and jointly employ Maths teacher with High School to look at sharing

understanding and planning to allow more effective transition, morer parental involvement and improved attainment

Employment of additional SFL resources to continue to allow increased support in numeracy Greater parental involvement in children’s learning to allow more support for children in numeracy

School Priority 2: Developing the Culture of Wellbeing, Nurture and InclusionNIF PriorityImprovement in children and young people’s health and wellbeing.

NIF DriverAssessment of Children’s progress and Performance Information

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.1 Analysis and evaluation of intelligence and data1.2 Children and young people leading learning1.3 Strategic planning for continuous improvement2.3 Quality of teaching2.3 Effective use of assessment2.3 Planning, tracking and monitoring3.2 Attainment in literacy and numeracy3.2 Attainment over time

Progress and impact: Either bullet points or prose here. Please use evaluative language supported by data.

Nearly all staff (including Nursery) have undertaken Confident Staff, Confident Children programme with The Growing Confidence Team and feedback collated and shared with staff

All Staff now have a better understanding of the brain, how it develops and how this impacts on our behaviours All Staff are better equipped to understand the reasons for certain behaviours Staff will have a better understanding of the brain, how it develops and how this impacts on children’s behaviours Staff will have more time to engage in professional dialogue and share good practice at staff meetings, Therpautic

Thursdays and allocated times. Staff have reported high levels of mutual support from collegaues, SFL and our Pupil Wellbeing Team

There is now a focus in the school and the Nursery on creating a nurturing environment for pupils and staff in order that positive relationships can be formed – this is evident from parental surveys and visitor comments

Most Pupils have a love of school, a growth in confidence, attainment and self-esteem as evidenced by attainment statistics and CPM minutes where appropriate

Staff (including the Nursery) have a greater understanding of the CIRCLE document and knowledge of the pathways and are planning for children using these

Most Staff are effectively using appropriate strategies to address barriers to learning and support children in the classroom.

Our school community has a shared and visible vision that we are all working towards as evidenced around school and in assemblies

Next Steps: To embrace the Whole School Nurturing Schools approach and encourage a staff ethos that lives and

breathes nurture at Gracemount Primary School and Nursery Class To involve pupils more in planning and feedback about their experiences and to promote the Rights

Respecting Schools agenda To increase the opportunity for community involvement in the school and Nursery to promote wider

achievement To continue to increase parental engagement at Gracemount Primary School and Nursery Class

School Priority 3: Raising Attainment Through Parental EngagementNIF PriorityClosing the attainment gap between the most and least disadvantaged children and young people.

NIF DriverParental Engagement

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.3 Developing a shared vision, values and aims relevant to the school and its community2.3 Quality of teaching2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment over time

Progress and impact: Parental views gathered for homework policy as a ways to promote parental engagement PSO appointed to lead on Parental Engagement strategies across the whole school and Nursery Class PSO building positive relationships with children and families in School and the Nursery Class PTA and school events have led to more parents being involved in the life of this school, parental surveys show

increased involvement Programme of activities for all classes to get parents more involved beginning to take effect – teachers in school and

Nursery Class sharing more learning and achievements with parents through visits, invites, learning journals and facebook

PE specialist has set up a variety of activities to target children who have found engaging in opportunities outside the classroom challenging

PSO, EWO, SFL and SMT targeting hard to reach parents – Activities to get parents involved, home link work – supporting routines

Targeting support. Increased attendance at Parent Nights and Parent events. Increase in pupil attendance of parents targeted

Informal parental activities – School Bingo night was well attended with many previously poorly engaged parents involved

PTA and Parent Council - increase participation of a wider dynamic of parents and increased profile and visibility. PTA football club got 24 dads and staff playing against another school, many who had never attended a school event. PTA and Parent Council Facebook page and school Facebook page has helped improve communication and celebrate success across the community

Next Steps:

Updated Homework policy to be implemented to prioritise parental engagement with children’s learning as a way to promote attainment in the school and Nursery class

PTA and Parent Council continue to promote a wide variety of events and increase involvement from a wider variety of stakeholder at Gracemount Primary School and Nursery Class

Cooking club established for parents and children Continue to embrace Families and Schools Together, Families connect and other activities to have a variety

of targeted and non targeted interventions with a track record of showing data on participation and attainment

Continue to promote wider achievement opportunities outside the classroom and help parents access opportunities in the community

Parents views and feedback to be systematically sought at all events to help promote further involvement. Parent views regularly shared to inform improvements

Partnership between parents, school and community partners to be further enhanced to promote wider achievement and more creative and contextualised learning

Partnership between parents, school and community partners further enhanced to embrace the schools values and vision, behaviour policy and Nurturing schools approach at Gracemount Primary School and Nursery Class.

School Priority 4: Creating an Outstanding Learning CultureNIF PriorityImprovement in children and young people’s attainment/achievement, particularly in literacy and numeracy.

NIF DriverTeacher Professionalism and school improvement

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.3 Developing a shared vision, values and aims relevant to the school and its community2.3 Quality of teaching2.4 Targeted & universal support2.4 Removal of potential barriers to learning3.2 Equity for all learners3.2 Attainment over time

Progress and impact: Have impimented Feedback and Marking Policy and supported consistent use Majority of CAT sessions employed to take forward and recap Learning and Teaching - Differentiation Mixed ability

learning, Plenaries, Effective ends to lessons, effective questioning, use of display and learning walls and Li and Success criteria

Shared class experience and Peer to Peer sharing of Learning have taken place. Opportunities for outdoor learning, pupil involvement and parental engagement highlighted this session Teaching and Assessment policy introduced to support consistency and high standards of L and T Learning Walks and SCE have focussed on aspects of learning and teaching with Feedback and discussion at staff

meetings. Induction procedures and mentoring for new staff introduced to allow for whole school developments to be consistent

and for our outstanding learning and teaching culture to be maintained

Next Steps:

Learning and Teaching Policy to be edited and shared at start of session More consistent Opportunities for outdoor learning, pupil involvement and parental engagement expected

this session as we adopt the Whole School Nurture and Rights Respecting Schools approach at Gracemount Primary School and Nursery Class

Learning walks & SCE to continually focus on attainment. Learning culture revisited to ensure consistently

high standards of L & T

School Priority 5: Raising Attainment and Promoting Wellbeing Through Outdoor LearningNIF PriorityImprovement in children and young people’s health and wellbeing and closing the attainment gap between the most and least disadvantaged children and young people.

NIF DriverTeacher Professionalism

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.1 Ensuring impact on learners’successes and achievements1.2 Children and young people leading learning1.3 Strategic planning for continuous improvement2.1 Arrangements to ensure wellbeing2.4 Targeted & universal support2.3 Planning, tracking and monitoring3.1 Wellbeing

Progress and impact: We have develop a shared and sustainable understanding of what Outdoor Learning can be and why it should be an

important feature of learning at Gracemount Primary School and Nursery Class We have ensured that OL is included in Forward Plans and weekly timetables on a regular basis We have continued to liaise / employ with local community gardeners to help us promote growing and cooking. We

have a plan that supports sessions with all classes with community gardeners and local support Embraced a programme of cycle training for all P6 and P7 pupils We have enhanced growing and outdoor learning opportunities within the school grounds and within the local

community We have enhanced our playground spaces and are working to promote positive and active play including dance, den

building, loose parts, football, volleyball and safe tree climbing We have provided opportunities both in and out with classroom hours to promote outdoor learning and cooking

opportunities at targeted groups Begun to embrace more play based learning in P1 and P2 with more opportunities for outdoor learning – early evidence

has shown higher levels of pupil engagement in P1 this year

Next Steps: Ensure that all children receive the same opportunity for learning outdoors across the whole school.

Continue to monitor (Learning Walks and SCE) and support the outdoor learning opportunities for our pupils. Embrace the play based learning agenda in Early Years. Employing an EYP to support this in P1 and enable

greater transition between Nursery and P1 Provide opportunities for a Parent and Child Cooking class to make links with our growing spaces and

community garden and to promote parental engagement and healthy living choices Continue to develop loose parts and cooperative play at play times

School Priority 6: Implementing a Modern Language Programme (1+2) Across the Whole SchoolNIF PriorityImprovement in children and young people’s health and wellbeing

NIF DriverTeacher Professionalism and School Improvement


Progress and impact: All teachers have received training ahead of implementation of 1+2 There is a clear rationale for the principles and policy for Modern Languages at Gracemount Teachers are using/adapting forward plans on server and have highlighted LI(s) for each term. Teachers are able to Identify significant aspects (Benchmarks) in learning for Modern Languages to inform

assessment, target setting and reporting We have established links with Liaise with high school about L3 (German and Mandarin) and established French

as our L2. Teachers are well resourced and are sharing these to ensure consistency and progression with our 1+2

Next Steps: Look to share resources and practise with other schools and cluster (Liberton) colleagues. Look for opportunities for wider community involvement in language acquisition. Establish P6 and P7 pen pals

or communication French showcase organised with support of High school to promote effective transition and an opportunity for

furher parental engagement

School Priority 7: Raising Attainment Through Pupil Equity Funding - Closing The Attainment Gap Between The Most And Least Disadvantaged Children

NIF PriorityClosing the attainment gap between the most and least disadvantaged children and young people.Improvement in children and young people’s health and wellbeing

NIF DriverTeacher Professionalism, School Improvement, Parental Engagement, School Leadership


Progress and impact: Staff use a wide range of performance information to reduce the attainment and achievement gap Staff fully aware of the impact that poverty can have on the life chances of children and committed to

take steps to mitigate this Staff have embraced the Growing Confidence programme and are aware of the agenda about Adverse

Childhood Experiences Gracemount Primary were a pilot school for the 1:5 Poverty Proofing School programme and staff have

embraced the debate to establish supports around school uniform, trips, snacks and wider achievement School pop up shop established All staff are aware of what the attainment and achievement gap looks like. Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18 Staff Identify the gap for each year group using attainment data and SIMD CLs to discuss names of students in their faculty for targeted intervention with SMT, Pupil Wellbeing

team and SFL Parental engagement officer (PSO) appointed and strategies put in place to engage families in learning Additional SFL teacher appointed to allow more interventions to be targeted at specific children P5 targeted for SUMDOG intervention delivered using ipad in class and at home. This has shown

significant improvement in numeracy in P5 Maths interventions at P5 and P6 using High school maths teacher – 4 groups of children attend on a

weekly basis – positive early results Additional Business Manager hours identified to support the Child Planning Process and allow the

GIRFEC process to offer more targeted support with a larger number of children and families Pupil Well Being teacher appointed to lead a wide variety of supports for a target group of pupils PSO appointed to initiate a wide variety of supports for a target group of pupils Nurture group set up to support a targeted group of pupils Community Gardeners appointed to provide outdoor and nurturing experience to a small group of

children Setting up and supporting play based learning in the early years and developing outdoor spaces to

allow free flow and planned outside opportunities for play Individual supports for children identified using PEF funds – eg Play therapy for P1 child, My adventure

for disengaged P7 child, Youth work support for P7 girls who have had considerable adverse childhood experiences, STEP programme

Next Steps: Increase the number and variety of programmes of support on offer at Gracemount Pupil Wellbeing and Support For Learning to work seamlessly together to support staff in delivering these

programmes Increase the number of places in our Nurture class and adopt the Whole School Nurturing approach Increase the understanding and confidence of staff in using data and undertaking action research Increase the variety of data collected around our PEF initiatives, in addition to attainment, attendance and

engagement.

Continue to promote parental engagement as a means to involve (and support) parents to be more involved in their child’s learning

Developing the playbased approach to learning from Nursery / P1 in to P2 over the session

School Priority 8: Developing Creativity and Developing Learning and Teaching Through ICTNIF PriorityImprovement in employability skills and sustained, positive school leaver destinations for all young people

NIF DriverTeacher Professionalism, School Improvement and Assessment of Children’s progress

Please select the most appropriate QIsHGIOS4/HGIOELC QIs/Identified Themes1.1 Analysis and evaluation of intelligence and data1.3 Strategic planning for continuous improvement2.2 Skills for learning, life and work2.3 Quality of teaching2.6 Collaborative planning and delivery3.3 Increasing employability skills

All staff are able to use Sharepoint – support materials and expertise continually offered to support anyone finding it difficult, Most staff using Sharepoint and One Drive confidently.

ICT CAT delivery supported innovation and App sharing session along with Kahoot, has benefited in staff using digital technology more.

Digital Leaders taught parents how to use imovie and ran a genius bar. Feedback was fantastic and PTA pledged additional funds to support innovation

BFI lead practitioners and volunteers worked with P1 and P7 supporting innovative practise for end of year show and a P1 guide to our school for Nursery children.

Digital Leaders develop knowledge and begun to share this with other stakeholders. Attainment in Numeracy has risen with the consistent use of Sumdog in P5. P5 have also embraced opportunities with the

Apple store and woth the Sky academy. P5 and P6’s currently being taught coding skills and new resources being bought for Coding Learning Walks have identified consistent use of ICT to promote effective learning and teaching. The use of visualisers is

consistent throughout the school as well as the use of SMARTBOARDS and mobile technology. A variety of apps and a variety of mobile devices is encouraging motivation and creativity in Learning and Teaching.

Next Steps: In-service delivery of creative tasks and expectations Loss of computer suite to rising roll, ICT vision discussed Children develop progression through use of creative media Sumdog pilot rolled out across the school and data collected Consistent use of ICT to enhance learning and teaching in all classes Potential refresh in next academic session may require CAT / Inservice time

Self Evaluation 2017 – 2018

Quality IndicatorSchool Self – Evaluation

2017 - 18

Inspection

Evaluation

(If during 2017-18)

Nursery Self –

Evaluation2017 - 18

Inspection

Evaluation

(If during 2017-18)

What is our capacity for continuous improvement? 4 4

1.3 Leadership Of Change 4 4

2.3 Learning, Teaching And Assessment 4 4

3.1 Ensuring Wellbeing, Equity And Inclusion 4 4

3.2 Raising Attainment And Achievement 4 4

2.4 School’s chosen QI – Personalised Support 4 4

2.5 School’s chosen QI – Family Learning 5 5

Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £190,800. There is a carry-forward of £32,000 to session 2018-19. This spend is deemed exceptional because of the difficulty appointing additional staff and the plans for this spend are outlined in the school improvement plan for 2018-19 and coded green.

2016 – 2020 School Self Evaluation/Plan for QI Engagement

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement √ √ √ √1.2 Leadership of Learning √ √ √1.3 Leadership of Change √ √ √ √1.4 Leadership and Management of Staff √ √ √1.5

Management of Resources To Promote Equity √ √ √Leadership And Management Overall √ √ √

2.1 Safeguarding and Child Protection √ √2.2 Curriculum √ √2.3 Learning, Teaching and Assessment √ √ √ √2.4 Personalised Support √ √ √2.5 Family Learning √ √ √2.6 Transitions √2.7 Partnerships √ √ √

Learning Provision Overall

3.1

Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √3.3 Increasing Creativity and Employability √ √

Successes and Achievements Overall √

Key Areas For School Improvement 2018-19

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring3.2 Attainment In Literacy And Numeracy

GracemountPriority 2

To raise attainment in Numeracy Overall Responsibility Rebecca Tripp and Helen Reed

Outcomes Staff will use a range of mathematics resources, including technologies, to teach the experiences and outcomes. Pupils will become more actively engaged during maths lesson. There will be a focus in maths of real life contexts. Staff will develop their pedagogy and confidence in delivering maths. Pupil attainment in maths will be raised.

Tasks By WhomResources Time

Impact/ Progress

Improved Mental agility across the whole school

Consistent use of mental agility guidelines / SEAL

Use of Big Maths Consistent use

of Sumdog Use of Number

Talk Involvement of

Parents to support children’s learning

Maths working party

Homework group and parental engagement PSO

All resources purchased

Sumdog SEAL

resources

By August 2018(Feedback)

Teaching Methodology

Active approaches used throughout the school including opportunities for contextual and outdoor learning

Focus on sharing classroom experiences in this session in numeracy both with peers and SMT

Use of holistic assessments

Focus on tracking and monitoring progress in

Working party

All staff SMT

Asssessment coordinator

SMT at forward planning discussions

Heinammen Active

SumdogSEAL resources

2 CAT sessions (November and April)

Feedback at staff meeting from learning walks and peer SCE

numeracy

Personalised Support / Meeting the Needs of Learners Challenge and

boost groups with High School support

Identify groups for targeted interventions at points of transition and across the session

SEAL resources and SFL groups

Challenge and boost groups with High School support

SEAL resources and SFL groups. SFL and SMT

Cluster Maths teacher

PEF funding additional SFL team

Seal resources

Sessions at High school every other week

P6 and P7 group already identified

Discussion with SMT of pupil progress at forward planning / attainment meetings

Real Life Contexts

Money week and National Maths week planned for

Holistic assessments

Literacy in maths

Outdoor learning Planned

opportunities for maths contexts, creative maths links

Working party

Asssessment coordinator

All staff

Heinammen Active

Sumdog SEAL resources

11th – 18th September

Feedback at staff meeting from learning walks and SCE

NIF Priority 3Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes1.5 Management Of Resources And Environment For Learning 2.5 Engaging Families In Learning3.2 Equity For All Learners

GracemountPriority 1a

Applying Nurture As a Whole School approach Staff Ethos – Living and Breathing Nurture

Overall Responsibility DHT – Alison BrownTeam is Alison Brown, Vivienne Johnston, Ross Morrison, Louise Sloan and Sarah McDonald

Outcomes:

All staff will be aware of the 6 nurture principles and will use them to embed a nurturing approach.All children will be aware of the 6 nurture principles to support them with planned interventions which will lead to improved outcomes for children and an improved ethos in school for all.All parents will be aware of the 6 principles of nurture to help them understand them to so they can support to embed a nurturing approach.

Tasks By WhomResources Time

Impact/ Progress

Inservice Day/ CAT sessions to introduce the 6 principles

Alison Brown and working party

Insight data CEC analysis

June 2018

What could Success look like?

Introduce SfL referral form

Vivienne Johnston In service day August 2018

Support staff to use the CIRCLE document effectively

Vivienne Johnston Meeting time August 2018


Child wellbeing reflection tool to be used

Shared Classroom experience between peers

All staff 1 ppw August 2018


Play based Learning to be developed in Primary 1 and 2

Play based learning group (led by Ross Morrison) and supported by EYP

Meeting time September 2018

January 2019

April 2019


Gracie Visions and Values will be revisited through assemblies, tasks and visuals/ posters around the school

All SMT backed up by all staff

Friday assembly and followed up in class at snack times and in lessons


Child friendly version of

Alison Brown Assembly

nurture principles to be shared with children

Parent/ Community meeting to explain Nurture Principles

Alison Brown and Greg Dimeck

Morning meeting Meet the teacher

tba September

2018 intro

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs/Themes1.5 Leadership of Learning2.5 Family Learning2.7 Partnerships

GracemountPriority 1b

Applying Nurture As a Whole School approach Improving Parental Engagement

Overall Responsibility Greg DimeckTeam is Greg Dimeck, Vivienne Johnstone, Carol Toolin, Jon Carstairs and Lisa Campbell

Outcomes:

To support families in a nurturing, respectful and supportive manner. To ensure parents are aware of how significant they are to their child’s learning & have the skills and knowledge

to support this. To raise attainment by targeting support at a group of parents and children to improve engagement To have increased attendance at school in session 2018-19 by 2%

Tasks By Whom Resources Time Impact/ Progress

Programme of events and learning opportunities for parents from nursery to P7. At least 3 a term delivered by SMT/Sfl followed by visits to the class.

All staff supported by Lisa Campbell and SMT

Lisa

Lisa, Chia, Gracemount Church Homework Club, Gracmount Community Club Monday at the Mansion, PTA Parent and Parent Council, EWO, PEF Funding.

2018- 2109 timetable to be arranged by teachers and by SMT


Increased number of parents to attend events, social and learning. Evaluate success of events and adjust timetable as necessary.

Parents using parents’

Bigger programme of social events for parents and children. Eg. Bingo night.

Targeted events. Eg. FACT/FAST, Families Connect.

Develop school parent’s room (Bubble Room).

Drop in sessions. Chance for parents to chat and meet each other and discuss any issues they may have.

Nursery parent groups in carry on in school.

Campbell and Amanda Farmer

Lisa Campbell, Alison Brown and Greg Dimeck

Greg Dimeck and Lisa Campbell

Lisa Campbell

Lisa Campbell and Nursery staff

Throughout year

January for FAST

Families Connect tba

Wednesday afternoons and Wednesday mornings

room on a regular basis. Improved transition of

Nursery to school parents using survey of transition process.

Update homework policy to make it a whole school approach, rather than on a class-by-class basis.

Redefine what

Greg Dimeck and Vivienne Johnstone

New Homework guidelines and Homework club

By September 1st 2018

Inservice


Increase number of children who attend homework club.

Parents using parents’ room on a regular basis.

Less homework to mark.

homework is so that it focuses on parental engagement. Include a variety of activities to provide choice for children and engage parents (potentially a grid offering different choices).

Support for parents of children who are not completing homework.

Homework club and Lisa Campbell

day discussion

Homework to become directly linked with parental engagement.

Parents feel more nurtured and part of the school. Evaluation of school support.

Chia (Welfare Rights Team) to provide regular support in Gracemount next year.

Parent’s handbook focusing on supports which can be given at the start of the session and to new starts.

Amanda Farmer and Lisa Campbell to lead with Chai worker

Amanda Farmer and Lisa Campbell

Liberton Cluster Funding bid

Increasing Attendance by 2% by targeting support

Greg Dimeck, Anne Young (EWO) and Lisa Campbell

EWO and PEF funding (use of Uber or council taxi)


Increase in whole school attendance by 2% or other amount

Introduction of Soft Start across the whole school

Provide a more nurturing environment in school will improve attendance.

All staff

All staff

PEF funding to establish soft start and nurturing / chill out spaces as outlined in circle document

Measure increases of targeted group.

Evaluation of soft start by kids, parents and teachers.

NIF Priority 3Improvement In Children And Young People’s Health And Wellbeing

QIs/Themes1.5 Leadership of Learning3.1 Ensuring wellbeing, equality and inclusion2.2 Curriculum2.7 Partnerships

GracemountPriority 1c

Applying Nurture As a Whole School approach Becoming a Rights Respecting School at Gracemount primary

Overall Responsibility PT Tamar Huxford and Rebecca TrippClare Johns, Gary Grenna, Stuart McLeod, Ian Donaldson and Maddie MacGregor

Outcomes: - Develop HWB curriculum through rights respecting school- Increase profile of young people’s rights- Increase pupil voice- Link rights to Gracie vision and values- Ensure our whole school community are aware of and respect children’s rights.

Tasks By Whom Impact/ Progress

Resources Time

Identify links between rights and resilience programme. Share RRS agenda with staff

Working party to decide on vocabulary and rights that will be used

Tamar / RebeccaAnd working party

Rights Respecting Schools programme and Edinburgh Resilience packs

Articles

August inservice day

What could Success look like? Enthusiastic response of staff to

RRS adoption Impimentation as an integral part

of school working and not an extra!

Steering group set up and deliver assembly on importance of rights

PT - Tamar RRS website September What could Success look like? Children able to talk about the

RRS agenda

Rights of the term linked to Resilience topic and one of the resilience lessons in class will be related to the rights

All staff Rights Respecting Schools programme and Edinburgh Resilience packs

Throughout the year

Mini launch topic on the right to know your right

All staff RRS Website Term 1

Make a difference project in term 2

Pupils Building Resilience pack Term 2

Raise profile by making rights visible in the classroom, corridor’s assemblies, newsletters and facebook

All staff Throughout the year

What could Success look like? Children and parents able to talk

about the RRS agenda. Visible in classroom and corridor.

Pupils will have raised self esteem and will feel valued and listened to as evidenced by well being survey results

Adults feel a sense of the whole school working towards a common goal as evidenced by staff survey

Validation by RRS Bronze award

NIF Priority 3Improvement in employability skills and sustained, positive school leaver destinations for all young people

QIs/Themes3.3 Increasing creativity and employability2.2 Curriculum2.5 Family Learning2.7 Partnerships

GracemountPriority 1d

Applying Nurture As a Whole School approach Establishing Opportunities for Wider Achievement at school and in the Community and Developing Skills for Life Long Learning and Work

Overall Responsibility DHT - Susan PorterTeam is Susan Porter. Lonia Mitchell. Paula Gilchrist , Chris Howe, Ish Chavasse

Outcomes: To give our children a more positive view of themselves through wider achievement opportunities.To increase wider achievement opportunities in school and the wider community.To use community partners (who have a responsibility in ensuring a wide range of work-related learning from the early years onwards) with a view to increasing opportunities for pupils to experience success and develop skills in a range of contexts.To promote two-way partnerships between school and community partners that deliver improvements to teaching and learning and bring real-life context into the classroom.To remove barriers to learning by creating diverse ways to achieve (more individualised pathways) ensure all pupils experience achievement outside of the classroom environment.

Tasks By Whom Resources Time Impact/ Progress

Tracking and Monitoring

- Whole school termly tracking of pupils’ activity engagement.

- Hot Listing non

All staff Lonia Mitchell – PE

teacher /wider achievement classes

Tracking sheet shared with staff

August inservice


HWB Survey at beginning and end of each term shows improvement.

Tracking Pupil uptake of activities through termly audit shows improvement

engagers- Identify barriers- Identify pupils

interests

Increased certification / Awards(Jass award – P6 Bronze/ P7 Silver. Each term focus on 1 section to complete all 4 )

Interventions- Develop closer

relationships with community partners to increase wider achievement opportunities

(Active schools, Jass, SDS, Children’s university, bike stations, Mansion)

- Strengthen parental engagement

SMT

Lisa Campbell and all staff

Active schools JASS Community partners

November 2018


Increased Parents / staff leading activities they have skills and knowledge in

Whole school ethos of Celebrating Success- Dedicated notice board

- Celebration assemblies – focus all variety of achievements.

- Class conversations / celebrations

All staff Working party

New Noticebaords SMT at assemblies

Sept 2018 Throughout

the year


Class / school display of achievements.

Curriculum Development- Learning pathways- Skills for learning, life and work- Community partners

All staff What could Success look like?

Children engaged with My World of WorkSDS working with SchoolCommunity partners providing opportunities to develop SLLW

Nursery SQIP Page: QIs/Themes1.1 Self-evaluation for self-improvement

1.2 Leadership of learning1.3 Leadership of change

2.2 Curriculum2.3 Learning, teaching and assessment2.4 Personalised Support3.1 Ensuring wellbeing, equality and inclusion

Overall Responsibility DHT/ CTOutcomes Staff will be involved in a robust self-evaluation process and will use reflective questions to evaluate and adapt

current practice. Staff will use Building the Ambition to plan a high quality environment and rich experiences for children. Staff will have a greater understanding of the CIRCLE document and knowledge of the pathways and be trained

in the new Up Up and Away toolkit Staff leadership roles within the Nursery will ensure stimulating literacy, numeracy and Health & Wellbeing

experiences are provided in all areas of the Nursery. There will be high quality learning and teaching in the Nursery. Staff will be able to use appropriate strategies to address barriers to learning and support children in the

Nursery.

Staff, children, parents and community partners will be introduced to the 6 Nurture Principles, understand them and a nurturing approach will be embedded in the nursery

A HWB curriculum will be developed through the Rights Respecting School programme Parents will understand the ethos of the nursery and be involved in their children’s learning

Tasks By Whom Impact/ Progress

Resources Time

Staff will use with HGIOELCC and Building the Ambition consistently and reflective questions will be discussed at staff meetings.

Nursery Staff HGIOELCBuilding the Ambition

Throughout the session

Staff leadership roles will continue, be reviewed and evaluated

Nursery Staff and SMT

Time to plan/ resource/ evaluate

Up, Up and AwayCircle DocumentLiteracy BundleNumeracy BundleEarly Years Blog

Throughout the session

All staff will be supported in using the new Up, Up and Away document and toolkit

CT, KA Up, Up and Away August

Staff will be introduced to the 6 principles of Nurture

AB In service day Aug 2018

Our vision and values will be displayed in nursery and shared with our community

Nursery staff Posters Throughout the session

Staff will be introduced to the Rights Respecting School Programme

KM In service day August 2018

Launch rights respecting schools through a mini topic

Nursery Staff September 2018

Stay and Play sessions in the nursery

KA Weekly

Parent drop in sessions KA Weekly

Parent and child summer trip

KA and Nursey staffJune 2019

gracemountprimaryblog.files.wordpress.com€¦ · Web viewschool (with associated additional...

Documents

Transcript of gracemountprimaryblog.files.wordpress.com€¦ · Web viewschool (with associated additional...