SCHOOL IMPROVEMENT PLAN

SESSION 2019/20

Summary: Key School Improvement Priorities

Improvement Priority Title What exactly are we going to do?Improving Pupil Comprehension Skillset Across Culloden ASG

Devise a Teaching Comprehension Guide across all levels E-TThis will encompass all 8 strategiesBe electronic in FormatCome with ZIP files of all recommended resourcesBe delivered to all teaching staff at an INSET session during 2019-20

Using Digital ToolsUse of Chromebooks

Gathering information electronically in ELC

Upskilling Staff

Opportunities for Parents and Carers

Development of WritingHandwriting and presentation skills

Pre writing and Words Up vocabulary building in ELC

The use of pictures and drama to improve quality of writing at first level

Using structure through online tools to bridge first and second level

Application of writing across the curriculum at second level genres

Well being for allAnti bullying Programme and policy

Equalities and Diversity Programme and policy

Parent workshops around well being in families

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In-depth action plan #1

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Improvement Priority Title Improving Pupil Comprehension Skillset Across Culloden ASGLinked to QIs/Themes 2.2, 2.3,2.6,3.2

Linked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations

for all young people ☒Linked to National Improvement DriversSchool Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?

Pupils will experience a commonality of experiences and expectations across ASG, Levels Early to Three, in relation to the teaching of reading comprehension.

Demonstrate, over time, a positive impact on attainment

Application of skills across the wider curriculum

Greater motivation through the removal of the likelihood of duplication of core texts ((Primary/Secondary)

Success criteria

Learners cite improved satisfaction with the reading curriculum

Learners use a common ‘language of comprehension’ across the curriculum

Learners record improved outcomes in assessment of reading comprehension, over time

What exactly are we going to do?

Devise a Teaching Comprehension Guide across all levels E-TThis will encompass all 8 strategiesBe electronic in FormatCome with ZIP files of all recommended resourcesBe delivered to all teaching staff at an INSET session during 2019-20

Who will lead this?

Working Group

Staff wellbeing and pastoral support implicationsStaff have chosen to be on the working group. Outcomes will be shared before and after during WTA protected time. All staff agreed that comprehension work was required across ASG.

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Creativity opportunities:open-mindedness ☒ problem-solving ☐ curiosity ☐ and imagination ☒

Expected resource needs

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In-depth action plan #2Improvement Priority title: Raising Attainment in Comprehension and Writing at Second LevelLinked to QI/Theme: 2.2 (development of the curriculum); 2.3 (learning and assessment; planning, tracking and monitoring)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☐ Assessment of Children’s Progress

Improvement Performance Information

What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):more coherent writing and comprehension curriculum so that young people can self evaluate better and understand what their next steps are in learningfocus on learning and support requiredSuccess criteria (how will we know if the change has been an improvement?):writing content better and contexts more child led to ensure better engagementcomprehension and spelling skills improvedapplication of writing, spelling and grammar obvious in IDLwriting policy updated and followed by all

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):PM benchmark assessments in P5, 6 and 7use of literacy PEF DO to co develop spelling and comprehension programmes in schoolmoderation and verification of writing across the ELC and school through IDL

Who will lead this?timescales)Aileen Mackay HTLaura McGinlay PEF DO

What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)

Who will lead this?timescales)Class Teachers

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)Use of support ASN packages, including targeted PSAUse of tablets, visuals, etc

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)planned in WTACreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Imagination – ensuring writing and contexts are used creatively and introduced with due care and thoughtExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)time for staff to planuse of PEF DOUse of Project X web based programme for P5

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In-depth action plan #3

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Improvement Priority title: Using Technology in the CurriculumLinked to QI/Theme: 2.1 (arrangements for safeguarding including child protection); 2.2 (learning pathways); 2.3 (learning and engagement)Linked to National Improvement Framework Priority (check all that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people

Linked to National Improvement Drivers (check any that apply): School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress

Improvement Performance Information What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):2.1young people understand safe use of internet and what to do if concernedparents have a greater understanding of safe use of internet, what to do if concerned, be confident to scaffold learning around self regulation2.2take note of prior learning and build on this for progressionlearners are able to demonstrate transferable skills at a high levellearners will take responsibility for their own learning through digital leaders (Duke of Kent?)2.3more young people will be more engaged in their learning through using technologyyoung people will take responsibility and increase their independence skills for learningunderstand the use of technology in local businesses and for life skillsSuccess criteria (how will we know if the change has been an improvement?):baseline assessments in August then follow up in June for:online safety – parents and young peopleclass learning engagement

clear progression of skills and learning opportunities will be co created by staff, parents and young people and used from early to second levellearning opportunities will be planned for and demonstrate engagement of young peopleyoung people will instigate ideas and learning opportunities for their classes and at homelocal businesses will have shared with us how they use technology in their businesses and young people will be able to articulate what they have learnedMonitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):Digital Leaders will monitor and assess class involvement and report back to the working groupStaff collegiate sessions work together to create draft progression and work through with their young peopleyoung people will be able to articulate how they understand technology to enhance local businesses

Who will lead this?timescales)Claire Noble and the Digital Leaders

What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)vlogging Glencoe, etcuse of school websiteanimation extra curricular club

Who will lead this?timescales)Claire Noble and Working Group (5 hours out with hours CPD)

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Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)From 2017-18 PEF we bought 8 tablets per class to engage disadvantaged young people. This will embed that as the machines didn’t arrive until May 2018looking to skills for life and work young people experiencing disadvantage will experience positive role models and have their eyes opened to the possibilities in life

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)use existing ICT progression from Highland Councilworking group of volunteers with time limited meetings to match their CPDmaking direct links to existing school curriculum rationalesome learning opportunities will be updated by using technology – not as an added subject but embedded in the eight curricular areas and design principlesCreativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)open mindedness:open discussion with parents and young people about risks and protection using the internet (e.g. should parental locks be on all devices at home? Use of parental guidance on video games?)

problem solving:use of coding e.g. code.org.uk

curiosity:links with local businesses – how does technology make a difference to your business

imagination:vlogging opportunities, coding, staff being creative in their learning opportunities to replace traditional learning activitiesExpected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate) last year’s PEF 128 tablets (8 per class)time: 5 x 1h working group sessionstime: developing Digital leaders 1 day per termtime: agenda item in staff meetingsupgrade school website £115 per annum

In-depth action plan #4

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Improvement Priority Title Well being for AllLinked to QIs/Themes

Linked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations

for all young people ☒Linked to National Improvement DriversSchool Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information What difference will it make for learners?Learners will have a greater understanding of resilience, self confidence and self regulation.

Learners will explore the concept of bullying and equality/equity and have a more informed understanding of the concepts and what they mean in their lives both now and for the future in considering life choices and employability possibilities.

Success criteriaAll P5-7 will engage with My World of WorkRenewed policies with at least 50% parent engagement and 90% pupil engagement in the creation of anti bullying, equality and substance awareness policies and programmes throughout the school; where 50% of parents and 90% of young people can articulate what is understood by these concepts.

What exactly are we going to do?All P5-7 logged into and using MWOW with key learning making direct correlation in learning intentions to skills for life and work

Parents and young people feeding into policy creations using our newly revised Relationships Policy and Council framework for Positive Relationships as a basis

Who will lead this? (detail of responsibilities and timescales)Iain Grandison leading P5-7 staff

Scott Hardie; Jo Chamberlain completing Substance Awareness policy with Scott Hardie leading on the programme and resources required using the proze money from last session

Staff wellbeing and pastoral support implicationsThis will be part of the PT remits and non contact time allocated to this. Implications for all staff will be that the work carried out in class, etc will be led after time given to collegiate working. This should form part of IDL and not another ‘stand alone’ area to add to the curriculum.

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Creativity opportunities:open-mindedness ☒ problem-solving ☒ curiosity ☒ and imagination ☒

Expected resource needsSubstance awareness programme resources £2000 (available from Gold Award last session)

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Pupil Equity Fund Proposal/In-depth action plan

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Ready to Learn

Linked to QIs/Themes

Summary of key approaches Attainment ☒ Attendance ☒ Inclusion/exclusion ☒ Participation ☒ Engagement ☒

Summary of Key Areas Literacy ☒ Numeracy ☐ Health and wellbeing ☒

Linked to National Improvement DriversSchool Leadership ☐ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☒ School Improvement Performance Information

See driver diagram in school for full explanation of what will be done and when

What difference will it make for learners? Established routines for getting up, breakfast, homework and bedtime Direct support in the home for targeted families Learners will be ready to learn on arrival at school

Success criteria Parents report fewer occasions of resistance in getting organised for school or bed Food will be available in the homes Liaison with housing officers where necessary for suitable accommodation Staff will report identified and targeted young people are more settled straight

away in the morning

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What exactly are we going to do?establishment of Young Carers group

family engagements before and after school

continuation and development of coffee and chat sessions

review of housing situations for families in need

financial education

Who will lead this?Jo Chamberlain and Aileen Mackay

appointed social care staff (ATRs have been in since beginning of June)

Jo Chamberlain and Emma Campbell including PARCS and walking group

appointed social care staff and PEF team

P7 staff, social care workers and community Christians Against Poverty team starting November 2019

Additional Hrs (School/Ext) – linked to existing posts – WFP to arrange a temp amendment to contract

Intervention(s) Targeted PMHW Targeted Transitions coordinator

Plan £ £20,234 £18,666

Additional posts (School/Ext) – Submit ATR as soon as your EQIM has given support

Intervention(s) Social Care worker Community children’s worker Community early years practitioner

Plan £ £39283 £39283 £39283

Highland Council Support

Intervention(s) Literacy Officer

Plan £ £3105

Resources/Equipment/MaterialsUse Integra only and be aware of procurement procedures and financial regulations

Intervention(s) Not required as funding has been achieved

elsewhere. Please note that the plan £ is more than my allocation – and I’m aware of this but these include on costs, etc at the top grade. I will review September 2019

Plan £

Totals (annual) PEF ALLOCATION:£97,200 plus £18000 carried over = £115,200 £159854

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Staff wellbeing and pastoral support implications With young people coming into classes ready to learn this will be a positive impact Staff will continue to have access to PMHW for consultations Creating a wider team for the year will ensure ideas and suggestions come to

fruition as the load can be shared The legacy of the PMHW and TC will be a clear path drawn up to enable us in future

years to know where to go for support and when to intervene

Creativity opportunities:open-mindedness ☒ problem-solving ☒ curiosity ☐ and imagination ☐

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Monitoring and evaluation procedures for the School Improvement PlanHow will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered?

a) Weekly EMT meetings: measures and RAG system in placeb) Monitoring plan in classes by SMTc) Regular one to one with HT and PTs leading in depth plans

Who will lead this monitoring and evaluation?a) SMT and PEV staff (see in depth plans and driver diagramb) Parent focus groups first Thursday of each term followed up by Parent Council last

Tuesday of each termc) Learning Council monthly, staff meetings and bi annual HGIOS?4 reveiws

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