MuirtownPrimarySchool

MuirtownPrimarySchool

SCHOOL IMPROVEMENT REPORT AND PLAN

Muirtown Primary SchoolHead Teacher: Mrs. Rita McDaid

June 2017

School Vison, Values and Aims: Working Together, Achieving More

Our vision is for the whole school community to work together to provide the highest quality learning experiences for all children, enabling them to attain and achieve their full potential.

We aim to:-

Provide equal opportunities and inclusion strategies to foster the all-round development of every child, whilst working in positive partnership with our community partners.

Encourage and enhance parents’ involvement in the partnership between home and school, to help children reach their full potential.

Offer all pupils a wide range of challenging, progressive and relevant learning experiences within a safe supportive and nurturing environment which allows them to become independent learners, whilst developing skills for life, learning and work.

Foster citizenship in pupils and raise their awareness of their roles and responsibilities, not only in the community but in the wider world.

Ensure that school staff members work within a professional environment where they can become leaders of learning and take advantage of opportunities for further training and development in order to enhance teaching and learning, ensuring that we offer the highest quality learning experiences for all our pupils.

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Summary of Improvement Report/Plan engagement process:

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Participants Engagement detailsTeachers and other staff

SIP reflected on and evaluated each term through collegiate meetings and In-Service days.

Parents Parent Council meetings termlyParent Open Afternoon/ Accelerated Reading / Pupil ProfilesParent Maths workshop and feedback / Questionnaire around child`s learning in MathsParent Council review SIP – June 2017

Pupils House/Vice Captains / Eco / Pupil Council meeting termly-improving the ethos and life of the school.P.3-7 Pupils- Maths Focus GroupsQuestionnaire to all pupils in August and May to measure confidence and enjoyment in learning Maths; audit on how to improve school environment.

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Evaluation sheet issued to volunteers in June 2017 to gather views.

Other partners Evaluation sheet will issued to volunteers in September 2017 to gather views.

Associated Schools Group

Termly Head Teacher ASG meetings with focus onSchool improvement- e.g. Transition HIGIOS 4 audit-P.7 to S1; shared Action Plan in DYW for P.7s and raising whole school awareness.

All staff across the ASG have shared standards through Writing Moderation.

Context of the school:

Muirtown Primary School is a community school that continually builds on positive partnerships with parents, the local community, the local church, and outside agencies. The roll at present is approximately 220, comprising of 9 classes from Primary 1 – 7 and around 60 in the Nursery. Most of the pupils are from our catchment area and around 10% of pupils have English as an additional language. We have committed staff who know their children very well and continuously strive to meet the needs of all pupils. Most parents take an active interest in the life of the school which has a positive impact on children`s learning and well-being. A recent Quality Improvement Officer visit stated that the school is making good progress. We have been allocated £31,000 from the Pupil Equity Fund which we aim to use for planned interventions to raise the resilience and emotional well-being of some pupils.

What have we done to close the attainment gap?Increased awareness and understanding by staff of their role in self-evaluation, is leading to continuous, ongoing improvement in learning and teaching in curricular areas across the school. Staff are becoming more confident in data analysis and using this to support learners. Senior Management Team /Support for Learning Teacher and class teachers discuss pupils` needs with other staff and parents, ensuring that those requiring extra support or challenge are given appropriate and effective intervention from learning support or outside agencies.

Pupils can now talk more confidently about themselves as learners and how they can improve in Language and Maths. Pupils, learning about Social Studies in their own area, are more knowledgeable of their local community, it`s history and the people who work there. Teachers plan for real and relevant learning experiences for pupils through Social Studies, enhancing their knowledge and understanding.

We looked more closely at raising attainment in Maths this session. We purchased and used new resources, mainly Heinneman Active Maths, and had a closer look at how we teach Maths, while aiming to increase pupils` motivation and enjoyment.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐

Comment: We aim to rigorously and systematically develop assessment in Maths and in Pupil Profiles next session.

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Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Through 1:1 Planning Meetings/dialogue around children`s learning and meeting needs.Through Learning Visits –follow up discussion/ next steps.Through Collegiate Meetings/INSET days - staff discuss, reflect on and record self-evaluation of different aspects of the curriculum, gathering evidence of good practice and next steps – e.g. in Maths, Writing, Social Studies and Profiling.GTCS Standards / HIGIOS4

Pupils` views are sought through leadership groups:-Social Enterprise / Eco/House Captains/Pupil Council-improving the ethos and life of the school and community.Pupils` views across the school are sought periodically regarding aspects of the curriculum- e.g. Internet Safety, Maths, focus groups.

Teachers seek and value pupils` views on an ongoing basis, discussing their learning through formative assessment and learning conversations. E.g. pupils use

Increased awareness and understanding by staff of their role in self-evaluation, leading to continuous, ongoing improvement in learning and teaching in curricular areas across the school.

Assessment evidence used as a diagnostic tool/ self-reflection of learning and teaching by staff.

Through discussion and formative feedback, pupils are more aware of themselves as learners and next steps.

Pupils` views improve the life and ethos of the school and community- e.g. Lunchtime seating socially; playground seating and friendship bench; litter monitoring; looking after the school environment and local community (Eco)

There is an increased confidence and enjoyment of learning in Maths. (pupil questionnaire-Aug.-May.17)

Staff work in positive partnerships with parents to help pupils reach Staff to become more confident and

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Ensuring impact on learners’ successes and achievements

Learning Webs in Maths and P.5/6 (through TLC) are using Learning Ladders; focus groups in Maths; whole school views on confidence and enjoyment in Maths.

Parents views are sought and acted on, periodically, to improve learning and teaching for individuals and across the school

Pupil Profiles- pupil reflection and self-evaluation, learning conversations and recording of achievements.Developmental overviews-progress into Primary 1.Growth reports in Acc. ReadingASN pupils progress with intervention/support/ actions over time.SPPsPupil and Parent questionnaires around their child`s learning and well-being.

their full potential.Parents views are sought and acted on, periodically, to improve learning and teaching for individuals and across the school. This has led to continuous improvement in e.g. Transition from Nursery to P.1; P.7to Secondary; around their child`s learning.

Pupils have more ownership of their learning through Pupil Profiles, can now talk more about themselves as learners and how they can improve.

As we celebrate and value all achievements, pupils are keen to share them with peers and staff, increasing their self-esteem and confidence.

Staff are more confident in interrogating data and using as a diagnostic tool to support learners.

skilled in interrogating data and using as a diagnostic tool to support learners.

Continue to develop our Pupil Profiling process to ensure that pupils experience high quality feedback around their learning and are confident in how to improve.

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Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.3 Leadership of Change

Developing a shared vision, values and aims relevant to the school and its community

All staff have high expectations of our pupils and are committed to helping pupils reach their full potential.Pupils, parents and staff all have the opportunity to be involved in the ongoing review of our vision, values and aims- through pupil groups, questionnaires and Inset days.

Parents` views are sought and acted on, periodically, to improve learning and teaching for individuals and across the school. Open afternoons and workshops are well attended by parents, allowing teachers and pupils the opportunity to share learning and teaching.

House and Vice Captains have led the process of the creation of values and a shield for each of our Houses (Aug. `16)

The Pupil Council have reviewed the Curriculum Rationale -`what

There is a caring, learning culture across the school, based on positive relationships, where pupils feel supported to learn and achieve.Pupils, on the whole, are happy, respectful, well-behaved and work hard.

We have an increasingly high parental involvement in the life of the school, which has a positive impact on children`s learning and well-being.

Pupils have a good understanding of what it means to be a S L, C l, E C and R C. and continuously aim to follow the moral code of the school.

Pupils` views are sought through leadership groups:-Social Enterprise / Eco/House Captains/Pupil Council-improving the ethos and life of the school and community

Staff will interrogate data on the social and economic context of some of our pupils in order to agree on and target interventions that will have an impact on specific pupils (PEF).

Seek the views of the wider school community.

Continue to grow and nurture all partnerships.

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Strategic planning for continuous improvement

Implementing improvement and change

makes our school great` and created a new motto for the school (voted for by all pupils)- (March `17) =WORKING TOGETHER ACHIEVING MORE

Our Vision, Golden Rules, House values and the 4 Purposes of CfE are visible, referred to and reinforced by staff, as the values we stand for as a school, both in class and at a weekly assembly.

Staff continuously assess and evaluate learning, leading to ongoing improvements for learners.

Through Collegiate Meetings and Inset days, staff periodically reflect on and audit the SIP and Quality Indicators, with a focus on improving outcomes for learners.

PSAs have updated training in First Aid, Child Protection and Intimate Care (2016-17).

Following feedback from a questionnaire, PSAs have improved communication with CTs (Feb. 17)

Several staff, including PSAs are involved in leading school improvement-e.g TLC- Maths Assessment; Eco- Sustainable Development; Mentoring; Accelerated Reading; Movement and Nurture groups.

In 1:1 planning meetings between SMT and class teachers, progression and meeting pupils` needs is the main focus of

Staff are more reflective and aware of the process of self-evaluation that leads to improved outcomes for pupils.

Planned, regular times for communication between CTs and PSAs ensures that pupils get the best possible support as PSAs are more confident and clear about their role.

SMT/SfLT and CTs discuss pupils` needs ensuring that those requiring extra support or challenge are given appropriate and effective intervention from effective use of PSAs or outside agencies.

Offer/plan extra time for discussion and improve communication around the key messages of authority and school Improvement priorities

More staff to take on leadership roles in line with SIP that benefit the whole school community.

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Implementing improvement and change

HIGIO-ELC

discussions.

In Nursery, all staff meet, plan and work together effectively as a team, undertaking lead roles to motivate, inspire and support others.

Staff from both Nursery sessions meet with senior management every fortnight. Staff bring agenda and any issues to discuss.

The DHT takes the lead role in developing learning and teaching and managing the Nursery.

A positive team ethos within the Nursery with shared roles and responsibilities.

Timetabling and spreadsheets are in place to ensure the smooth and safe delivery of the new flexible model of care and learning.

New shared planners in Literacy and Numeracy to ensure all children are enjoying the same quality learning experiences.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

2.3 Learning, Teaching and Assessment

Learning and

Pupils make good use of the limited IT equipment we have to enrich their learning or for research, e.g. Accelerated Reading quizzes; Social Studies research, Writing,

Many pupils are motivated by using computer based assessment of learning in e.g. Accelerated Reading Comprehension Quizzes and Heinneman Active Maths games.

Continue to fundraise to purchase more electronic equipment to enrich and enhance learning and develop IT skills with pupils and staff.

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engagement

Learning and engagement

HIGO-ELC

Active Maths, etc. The new addition of I-Pads this session has enabled pupils and staff in some classes to try out video-making and capture snapshots of learning more easily.

The grounds of the school and outdoor classroom are used by all classes at various points throughout the year to develop outdoor learning for different curricular areas, including PE, Science and Maths.The poly tunnel and raised beds are used by all classes to grow vegetables or fruit each year; while the Gardening Club help look after the grounds.Through Social Studies, pupils and staff have made local links with the community in learning about, e.g. The Caledonian Canal, The Picts, Houses and Homes (local builder).

All practitioners in Nursery, are able to engage with the children by the use of skilled questioning .

All practitioners interact with the children to promote curiosity, independence and confidence.

All our learning areas are regularly changed and reviewed in consultation with the children.

Experiential and active learning with resources enables pupils to consolidate and gain a better understanding, moving from kinesthetic learning to the abstract e.g. Numicon, Maths and phonics games and activities.

Pupils have an appreciation and raised awareness of their environment, Nature and sustainability.

Pupils learning about Social Studies in their own area are more knowledgeable of their local community, it`s history and the people who work there.

Use of open ended questions

More focused learning experiences around numeracy and literacy

Opportunities for problem solving and enquiry

More use of outdoor area and new resources

Interactive wall displays Consistent use of floorbooks

so children can plan and reflect on their learning

Further develop the outdoor space and plan more structured outdoor learning for next session e.g. in Maths

P.7, through learning around DYW, will make a connection with at least one local business and have an increased awareness of the skills for learning, life and work.Plan CPD to raise awareness with all staff of the continuum and progression in DYW, to further improve teaching of these skills across the school.

Create situations to encourage problem solving

Question/picture cards to encourage enquiry and learning

Develop loose parts play outdoors

Develop den building resources

More opportunities for ICT

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Quality of teaching

We recognize, place value on and celebrate pupils` achievements, inside and outside of school, within the classroom, through Pupil Profiling and at our weekly assembly. The four purposes of the curriculum are promoted and reinforced weekly at assembly through class `stars of the week` and PSAs Shining Stars.

Through class work, learning conversations and the process behind Pupil Profiles, teachers and learners discuss and evaluate learning, while planning next steps and recording achievements.

Focused group times and repetition/reinforcement of learning throughout the week

Pupils have a good understanding of what it means to be a Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens.Pupils take pride and ownership of their achievements and are keen to share with peers and the wider school.

Pupils have more responsibility and ownership of their learning through Pupil Profiles, while seeing progress in their Learning Journey.

There is a marked improvement in the use of Formative Assessment by staff to

Look at new programmes and websites

Continue to develop our Pupil Profiling process to ensure that pupils experience high quality feedback around their learning and are confident in how to improve.

Ask pupils for feedback on the pupil profiles and what they like and how we can improve-fresh ideas

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Effective use of assessment

Planning, tracking and monitoring

All aspects of Formative Assessment ( Learning Intentions, Success Criteria, Peer and Self -Assessment, Questioning , Feedback and Plenaries) are promoted as core element of high quality learning and teaching in Literacy and Maths. This is developed through teaching and learning, Learning Visits by peers/ SMT, feedback/ dialogue and CPD.

We are beginning to explicitly share and discuss the Higher Order Thinking Skills with pupils.

In Language and Maths pupils receive daily formative feedback about their learning and how to improve.We are beginning to look more closely at how we moderate standards in Maths, by focusing on the assessment process.

Assessment is both Formative and Summative allowing teachers to make a strong professional judgement around pupils` learning, from a range of evidence, making adjustments to planning as they arise.

Moderation of standards in Writing across the school is ongoing.As an ASG moderation of standards in Writing through the process of planning, teaching (peer visits) and assessment was successfully carried out.(Nov.16)

Star testing/Growth reports P.4-6 in Accelerated Writing.-shared and discussed with pupils/staff

improve pedagogy and outcomes for pupils.

Pupils can now talk more confidently about themselves as learners and how they can improve in Language and Maths.

Ongoing into next session before we see any impact- HOTS

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There is a more confidence in professional judgement by staff of a level in Writing across the ASG.

Positive working relations were built across the ASG, with staff self-evaluating their own teaching, sharing ideas, etc.

Yearly INCAS results, etc. used as diagnostic tools to investigate further; address individual or group needs; leading to more support/challenge.

Improve how we assess in Mathsand in the quality of assessments, in order to improve outcomes for learners.

Develop a more diverse and inclusive planning pathway in RME.

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Scottish Criterion Scale Assessments in Writing –tracking in Sept. and March- shared and discussed with pupils – UpperSPPs in Nov. and May-trackingYearly INCAS results

We have coherent, progressive, planning pathways for all pupils (in most curricular areas) across and within a level.

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

3.1 Ensuring wellbeing, equality and inclusion

All staff are responsive to children`s needs and have undergone Child Protection Training (Aug. 16) (with an annual revision in house), highlighting GIRFEC.

Staff have a heightened awareness of responsibility and actively follow up /discuss any concerns with SMT.

Regularly revisit Staged Referral System with all staff, including new ones.

All teaching staff to explore the

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Wellbeing

Fulfilment of statutory duties

Inclusion and equality

HT –updated training in Highland Practice Model (Feb.17)HT- Prevent -Terrorism training attended

All staff know to report any concerns to SMT. (use RECORD cards)

HT/DHT(SfLT)/CTs have positive relationships with outside agencies .

All teaching staff are aware of the process of the Staged Referral System – GIRFEC – and use it consistently to plan, evaluate and support learning and progress; seeking advice when needed from SMT/SfLT to help identify the correct support

.Teachers regularly evaluate and identify children facing challenges and/or with ASN, requiring support or intervention through learning.

Pupils` needs are identified and given specialized support through Nurture and Movement groups.

Teachers ensure tasks, activities and resources are effectively differentiated to provide appropriate pace and challenge for all learners in most classes.

Through the HWB and RME curriculum, pupils learn about different beliefs and religions and respect for others.

A newly created Nurture room gives children with needs, a quiet,

DHT/ HT are up to date with Highland Practice Model training and can confidently access other agencies as required

Pupils requiring intervention/support in their learning have their needs identified and addressed through consultation with staff and parents on an ongoing basis.

Pupil concerns are identified early and discussed/ passed on to relevant member of staff, including SfLT/DHT and HT. As a consequence, outside agencies may be contacted or support across the school is reviewed.

Several groups of children benefit from a block of time in our Nurture and Movement groups, building their confidence, self-esteem and life skills.

Identified pupils working with our CSW benefit from support to explore feelings and learn strategies to build resilience.

Pupils and parents have a supportive relationship from outside agencies as required.

. On the whole, pupils and staff are respectful and supportive to all new pupils to our school, regardless of their background or beliefs.

Pupil groups – Nurture and Social Enterprise are developing positive relationships with the community, i.e. Highfield Nursing Home and Retired folks in the community.

Some pupils experiencing anxiety or in need of `time out` can have a quiet space, with support, to de-escalate and return to class and readiness for learning.

data around the pupils in their care, in order that we can further identify barriers to learning, including those identified through Pupil Equity Funding.

Develop/ update our RME

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sensory environment to talk or work. (Aug. 16)

We have strong links with key individuals and groups in the community. We seek opportunities to invite them into the school, to learn from them or go out into the community.

Anne Gunn – Parish Assistant at Kinmylies Church – SUPA clubs

Steve McLean- community policeman

Anit-Bullying Group-Key Housing Residents

Cheshire House residents – Inclusion

Highfield Nursing Home Velocity – Road safety Caledonian Canal –

Steve Wiseman Countryside Rangers Altnacriche Outdoor

Residential Centre Inverness Mosque

Working with key individuals and groups allows us to develop pupils` knowledge, understanding and respect for the wider world and people`s needs and beliefs; challenging discrimination. It also also develops their skills for learning, life and work.

curriculum to promote tolerance, knowledge and understanding of other religions and beliefs. (e.g. working group)

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

3.2 Raising

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attainment and achievement Attainment in

literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Formative Assessment is promoted as a core element of high quality learning and teaching in Literacy and Maths. This is developed through Learning Visits by SMT, feedback/ dialogue and CPD.

In Literacy and Maths, all staff plan using a coherent planning system allowing for differentiation and progression pathways for all pupils, within and across levels. (since Aug.`15)

In 1:1 planning meetings between SMT and class teachers, progression and meeting pupils` needs is the focus of discussions, especially in Language and Maths.

Effective Transition conversations/information meetings take place each year, between all staff. This is followed up by informal meetings throughout the session. Enhanced transition for individual pupils is identified early and necessary steps taken to support this. Pupils visit their new class and teacher before the end of term

In Maths, we continue to purchase/create new resources e.g. Numicon , Hein. Active Maths and board games – which have enriched and enhanced teaching and learning. (HAM- Sept.`16)

We recognize, place value on and celebrate pupils` achievements, inside and outside of school, within the classroom, through Pupil Profiling and at our weekly assembly. The four purposes of the curriculum are promoted and

There is continued improvement, throughout the school, in the use of strategies to develop Formative Assessment, raising standard in learning and teaching.

SMT/SfLT and CTs discuss pupils` needs ensuring that those requiring extra support or challenge are given appropriate and effective intervention and PSAs are used most effectively.

As a result of pupils visiting classes, staff comment that pupils settle more quickly, are happier and less anxious; especially pupils with ASN.Teachers are able to provisionally group pupils providing a smooth and more effective progression for pupils in their learning

In Maths, the use of new resources, active learning and computer skills, has increased pupils` enjoyment and confidence, allowing more opportunities to consolidate and apply learning.

Pupils have a good understanding of what it means to be a S L, C l, E C and R C.Pupils take pride and ownership of their achievements and are keen to share with peers and the wider school.

Pupils take responsibility and contribute to the life of the school through various groups:-House/Vice CaptainsPupil Council; Eco CommitteeComposters; Gardening ClubExtra-curricular groups give pupils opportunities to develop skills they might not otherwise have access to, building

Further develop the quality of Assessment, Success Criteria and Feedback in Maths, to improve outcomes for learners and raise attainment.

Continue to develop our Maths and Literacy planning pathways in line with Benchmarks, etc.

While enjoyment and engagement in Maths by pupils is increasing, we still need to raise attainment, through more planned and regular Mental Maths sessions.

Continue to build on this and plan for more contexts where pupils can apply their learning.

Purchase more Maths resources for pupils at top of level 2-Level 3, giving more challenge and application.

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Equity for all learners

reinforced weekly at assembly through class `stars of the week`.

Some staff offer opportunities for pupils develop new skills and qualities through various extra-curricular groups, including :- cross-country training; badminton; gardening club; tin whistle; gymnastics and Early Start. The Active School`s Co-ordinator also organizes sporting activities after school throughout the session.

All pupils have the opportunity, on yearly basis to grow fruit, vegetables or flowers in their outdoor planters and garden.

We have strong links with key individuals and groups in the community. We seek opportunities to invite them into the school, to learn from them or go out into the community.

Anne Gunn – Parish Assistant at Kinmylies Church – SUPA clubs

Steve McLean- community policeman

Anit-Bullying Group-Key Housing Residents

Cheshire House residents – Inclusion

Highfield Nursing Home Velocity – Road safety Caledonian Canal –

Steve Wiseman Countryside Rangers Altnacriche Outdoor

Residential Centre Inverness Mosque P.7 Social Enterprise

Group- retired community members

confidence and self-esteem.

Pupils have a greater awareness and knowledge of sustainability and their environment.

Citizenship is central to the ethos of the school with a commitment to sustainable development. We have been awarded a new Eco Green Flag for achievements over the last two years.(April `17)

Working with key individuals and groups allows us to develop pupils` knowledge, understanding and respect for the wider world and people`s needs and beliefs. It also develops their skills for learning, life and work.

Our very positive ethos and team-work influences pupils` resilience and attitude to learning.

Continue to build stronger effective partnerships within the local community, learning from as well as contributing to them, through the development across the school of skills for learning, life and work.

Continue to plan IDL contexts in Social Studies around our school and local environment.

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All staff are aware of the process of the Staged Referral System – GIRFEC – and class teachers and SMT/SfLT use it consistently to plan, evaluate and support learning and progress.

Pupils requiring intervention/support in their learning have their needs identified and addressed through consultation with staff and parents on an ongoing basis.

2.4 Personalised SupportTheme 3Removal of barriers to learning

All teaching staff are aware of the process of the Staged Referral System – GIRFEC – and use it consistently to plan, evaluate and support learning and progress; seeking advice when needed from SMT/SfLT.

Teachers regularly evaluate and identify children with ASN, requiring support/ challenge or intervention through learning.

Pupils` needs are identified and given specialized support through Nurture and Movement groups.

Teachers ensure tasks, activities and resources are effectively

Pupil concerns are identified early and discussed/ passed on to relevant member of staff, including SfLT/DHT and HT. As a consequence, outside agencies may be contacted or support across the school is reviewed.

Several groups of children benefit from a block of time in our Nurture and Movement groups, building their confidence, self-esteem and life skills.

Staff will interrogate data on the social and economic context of some of our pupils in order to agree on and target interventions that will have an impact on specific pupils (PEF).

Pupils identified through Pupil Equity Fund will receive support and build resilience through work around Emotional Literacy with a CSW or PSA; thus improving their

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2.4 Personalised SupportTheme 3Removal of barriers to learning

differentiated to provide appropriate pace and challenge for all learners in most classes.

All staff, including PSAs are regularly in communication with SfLT/DHT and HT, regarding the learning of children with ASN and their progress.

Child Protection Training is reviewed and updated regularly for all staff (Aug.`16), with staff being alert to children at risk.

Appointed staff are regularly trained to meet the health needs of several of our pupils. (Diabetes)

Several staff continuously update their CAMHS training to ensure the safety of all pupils.

All parents are partners to their children`s learning and are regularly consulted and fully involved in meetings regarding children`s progress and next steps.

Parents and staff regularly meet to review learning plans. Child`s Plans and medical protocols, as appropriate.

We communicate effectively with outside agencies and build positive relationships enabling us to meet the children`s needs.

Within our school, staff members can confidently support the needs of an identified child with the appropriate training.

All staff are alert to the needs of the children and respond quickly and effectively to any concerns.

Meeting health needs effectively ensures minimal disruption to pupils` learning.

With the help of outside agencies, we are able to work in partnership with parents to provide a high level of support to children and their families.When appropriate, and with parental consent, children are invited to join the Child`s Plan meetings. However, the outcome/action points are shared with all children on a 1:1, with SfLT, and they are given the opportunity to add their comments.

We have built strong partnerships with outside agencies and parents enabling us to help children reach their full potential.

self-esteem, confidence and engagement in learning.

Staff will become more confident and skilled in using a wider range of data to further identify and minimize the impact of any barriers to learning .

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PART TWO – School Improvement PlanSummary: Key School Improvement Priorities (add further rows if required):Improvement Priority Title Relevant QI(s) and Theme(s)

1. Raising attainment in Numeracy/Maths through high quality Assessment

3.2 Raising Attainment and Achievement2.3/ Learning, Teaching and Assessment2.2 Curriculum

2. Developing the Young Workforce

3.3 Creativity and Employability2.6 Transitions 2.7 Partnerships

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3. Moving towards continuous Profiling and Reporting2.2 – The Curriculum2.3 – Learning, teaching and assessment2.4 – Personalised Support2.6 – Transitions

4. Emerging Literacy – Phonological Awareness Q.I 1.3 – Leadership of changeQ.I 2.3 – Learning, teaching and assessmentQ.I 2.5 – Family learningQ.I 2.7 – PartnershipsQ.I 3.2 – Raising attainment and achievement

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