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Education and Youth Employment

St Mark’s Primary School and Early Years Class

Improvement Plan 2019-20

Vision, Values and Aims

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ST. MARK’S PRIMARY SCHOOL AND EARLY YEARS CLASS

VISION

HEALTHY BODIES, HEALTHY MINDS, FIT FOR LEARNING, FIT FOR LIFE.

VALUES

RELATIONSHIPS EXPECTATIONS ACHIEVEMENT LOVE

AIMS

Provide a safe and caring environment where staff, pupils, parents/carers and other agencies work together in productive partnerships

Support and motivate children to take part in all aspects of school life and become successful learners, confident individuals, responsible citizens and effective contributors

Council Priorities:

The Council strategic priorities for 2019-24 are detailed below:

National Improvement Framework:

The National Improvement Framework for Education is designed to help us deliver the twin aims of excellence and equity; galvanising efforts and aligning our collective improvement activities across all partners in the education system to address our key priorities. These priorities remain as:

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

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Strategic Plan 2019-20: St Mark’s Primary School and Early Years Class

STRATEGIC PRIORITY 1 STRATEGIC PRIORITY 2 STRATEGIC PRIORITY 3 STRATEGIC PRIORITY 4School Priorities

Getting it Right for Every Child by

ensuring an inclusive and nurturing approach to educational

experiences and promotion of Gospel

Values

Raise attainment in Literacy and

Numeracy, and improve teaching

methodology

Develop, practise and improve skills for

learning, life and work

Self-evaluate, improve and moderate reading

and higher order questioning

5

High Level Objectives

Promote and encourage positive relations with whole school community through collaboration, consistency and the Gospel Values

Create a safe, and inspiring place to learn, where children’s rights are respected, their talents celebrated and they are able to thrive and flourish as individuals

Embed and extend nurturing approaches to promote inclusion

Embed visible learning concepts and strategies with quality, effective feedback enabling children to be active participants in their learning, maximising progress and attainment

Reduce the poverty related attainment gap and maximise the learning potential of specific groups of learners in literacy and numeracy

Improve talking and listening skills throughout the school through interventions, tracking, monitoring and assessment

Support pupils to develop, practise and improve skills in creativity and employability

Provide opportunities for children to work individually, in groups, and in partnership with agencies, employers and services to develop employability skills

Shared and consistent understanding of children’s attainment in reading across the Cluster

Collaborative planning linked to reading benchmarks and higher order thinking skills

Implement Reading Recovery programme, teaching decoding and comprehension strategies in order to raise attainment in reading in Primary 2. Interventions and training in reading to raise attainment across all stages

Strategic Plan 2019-20: St Mark’s Primary School and Early Years ClassHere is an overview of how we intend to use our Pupil Equity Funding to support improvement:

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PAY 20% CONTRIBUTION TO NURTURE PROGRAMME

£13,500

Provide and embed nurture class

programme through paying 20%

contribution for nurture staff. Nurture teacher

and classroom assistant will deliver a nurturing programme, in a caring

environment with carefully planned

activities. Groups and individual children will be identified through

professional judgement and assessments. Nurture staff will

EMPLOY TEACHER TO RAISE ATTAINMENT IN LITERACY

AND NUMERACY£40,000

(0.2 FUNDED BY PLA)

Support individuals and small groups of children, especially those living in SIMD 1 and 2, to improve

literacy and numeracy skills. Target specific aspects of children’s learning in reading,

writing and numeracy. Deliver Reading Recovery programme to identified

children and provide training and support to

upskill both teaching and support staff in Reading

Recovery.

EMPLOY 3 CLASSROOM ASSISTANTS TO RAISE

ATTAINMENT IN LITERACY, NUMERACY AND HEALTH

AND WELL BEING£46500

Provide early intervention support to individuals and small groups of children,

especially those living in SIMD 1 and 2, to improve

literacy and numeracy skills. Target specific aspects of children’s learning in reading,

writing and numeracy.Provide speech and

language support for identified pupils.

Deliver health and well being programme to

targeted individuals and

ENHANCE CLASS TEACHER SALARY TO PRINCIPAL

TEACHER£7,200

Provide high quality learning experiences, especially to children living in SIMD 1 and 2, through strong leadership team. Management team will lead and support staff in making improvements detailed in SIP. Management team will regularly evaluate progress, impact and provide feedback and next steps. Management

Detailed Action Plan 2019-20: St Mark’s Primary School and Early Years Class

School Strategic Priority 1

Getting it Right for Every Child by ensuring an inclusive and nurturing approach to educational experiences and promotion of Gospel Values

Linked to Directorate Priority: 3, 4


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N

How will I achieve this? Timescale / Assigned to: Pupil Outcomes Measurement

Promote and encourage positive relations with whole school community through collaboration, consistency and the Gospel Values

2.1, 3.1

2.1, 3.1

3

2.5, 2.6, 2.7

2.5, 2.6, 2.7

1, 3

Yes

CA employed to

support HWB

No

Working party to develop a Cluster Health and Wellbeing Policy including anti-bullying, behaviour, Rights Respecting School etc.

God’s Loving Plan to be delivered to all classes from P1-7

Peer Mentoring Restorative Practice to be

further embedded into daily routine by all staff

Update school behaviour policy, in line with NAC’s guidance

Increased parental engagement

Response to questionnaire and “You said, we listened”

Stay and play, curriculum afternoons, workshops, assemblies, showcases, tea with the teacher,

June 2020

Cluster HTs

Teaching Staff

PEF CA

All staff

All staffFLT

Targeted intervention and support for pupils

Improved health and wellbeing

Targeted pupils will receive additional support from Classroom Assistant and will manage anxiety and resilience in a more positive way

Pupils demonstrate coping strategies for dealing with mental health, enhanced relationships within the school and physical health.

Pupils will be aware of their rights as expressed through the UNCRC

Increased parental and community engagement will promote shared understanding of where we are going with school, sense of community, and will raise attainment

Sense of belonging for children and families

Questionnaires issued to staff, visitors, pupils, community to show Health and Wellbeing approaches are based on the Faith of the Church

Parents and pupils know Health and Wellbeing is at the heart of all that we do

PASS analysis, Boxall Profiles and strengths and difficulties questionnaire

All vulnerable children have appropriate plans

Self-evaluation of RRS action plan shows improvement

Fewer incidents at break times

Increased attendance at parent events

Increased members of Parent Council

Questionnaire Evaluation data from

events Increased number of

children achieving Pope 8

family learning activities, afterschool family clubs, fairs, Mass and services, Pope Francis Faith Award

Parent Council to be rebranded as a parent group or club and become less formal in order to attract new members

within nurturing school environment

Increased engagement from targeted pupils and families at extra-curricular events

Francis Faith Award Tracked extra-curricular

activities


Getting it Right for Every Child by ensuring an inclusive and nurturing approach to educational experiences and promotion of Gospel Values



HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


Create a safe, nurturing and inspiring place to learn, where children’s rights are respected, talents celebrated, and they are able to thrive and flourish as individuals

Embed and extend

3.1, 2.4

3.1, 2.4

2, 3

Yes – nurture teacher and CA

Establish new team of nurture teacher and nurture classroom assistant who work in partnership and with other relevant professionals to provide quality nurturing experiences for children

Provide core morning nurture class provision for identified individuals

Provide nurture experience through group and individual work with identified pupils

Parent drop in sessions and workshops

Lego therapy for individual pupils

Drop in sessions for all pupils

Lunch clubs to provide a nurturing space for individuals

Ongoing throughout school year

Nurture staff

Teaching staff

Support staff

Extended nurturing principals are implemented throughout the school and pupils benefit from a nurture friendly environment and nurturing staff

Pupils benefit from quality relationships with staff and well planned, relevant experiences improving their mental health and social wellbeing

Pupils work and play in quality nurturing environment

Core morning pupils have improved concentration, ability to listen and focus on tasks, improving their capacity to learn

Identified pupils feel more positive about themselves, feel happier, experience

Self-evaluation documents involving ALL school staff

Next steps are identified and fulfilled within agreed timescale

Nurture room continues to be a calm, happy place for children to be

Targets identified in pupil Boxall profiles are achieved within a reasonable timescale and fed back to relevant staff

Core morning group are able to return to class full time and learn with their peers

Observation of interaction between pupils and decrease in the number of negative incidents occurring

Pupils are able to

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nurturing approaches to promote inclusion

Ongoing monitoring, evaluation and assessment to measure success, impact and progress

fewer difficulties in social interaction with peers

Pupils with social and emotional difficulties can use Lego to address and resolve problems

Pupils will know where to go if they need help or want to talk

Identified pupils will have a safe place to eat and lunch and feel more relaxed and happy. Pupils will feel supported on how to manage stressful situations

Assessments and observations will ensure pupils make good social and emotional progress, and improving capacity to learn

establish and maintain good relationships

Drop in sessions are well attended and pupils and staff see the benefits of this support. Pupils talk about their feelings and emotions positively and are able to recognise improvements in how they deal with challenging situations

Pupils use strategies to cope with emotions and actions

Less stressful breaks for identified pupils and coping strategies are adopted allowing integration back in to lunch hall/playground



Raise attainment in Literacy and Numeracy, and improve teaching methodology



HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


Embed visible learning concepts and strategies with quality,

2.3

2.3

1

No Professional dialogue to

identify key aspects of Visible Learning

Teachers put agreed actions on implementation into practice in the classroom. Monitor and

June 2020

SMT

Teaching staff

Pupils benefit from highly proficient teachers and collective teacher efficacy which leads to improved pedagogy and pupil outcomes

Pupils will be able to

Observe, monitor and track school progress in Visible Learning through Quality Assurance calendar

Pupil voice will evidence the language of learning with pupils recognising

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effective feedback enabling children to be active participants in their learning, maximising progress and attainment

measure progress and impact on pupil learning and attainment

Development of a shared language on effective feedback

Teachers observe Visible Learning in other classes through buddy system and other family schools and participate in professional dialogue. Reflect on and improve teaching accordingly

Staff will attend training from PLA “Know Thy Impact” increasing understanding of self-evaluation

articulate their learning and be leaders of their own learning

Pupils will develop a shared language of learning and have the ability to drive learning forward

Pupils will have a greater understanding of next steps in learning as there will be a consistent approach and a shared language

Attainment will be improved through robust and rigorous feedback to move the learning forward

Feedback is timely and personalised therefore pace of learning is accelerated

Targeted pupils will have improved knowledge and skills in literacy and numeracy

their ability to drive the learning forward

Increased ownership of learning will have a positive impact on attainment and achievement

Professional dialogue on quality of audit responses

Audit current feedback through jotter monitoring and classroom observations and use as a baseline

Pupil jotters and conversations show that they have received relevant, quality feedback which ensures they are knowledgeable about their learning and know what they have to do next to improve





HGIOS 4HGIOELCNIF

Supported through

PEF? How will I achieve this? Timescale /

Assigned to: Pupil Outcomes Measurement

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Y/NReduce the poverty related attainment gap and maximise the learning potential of specific groups of learners in literacy and numeracy

2.3, 3.2

2.3, 3.2

1, 2

YES -

Teacher and CAs

Provide targeted support for individuals and groups of children, giving particular consideration to those pupils residing in SIMD 1 and, 2 and Care Experienced Children

Teacher employed to raise attainment will teach targeted individuals and groups of children to improve their literacy skills

Teacher employed to raise attainment will teach numeracy to a group of senior pupils to facilitate a maths recovery group

3 classroom assistants employed using PEF will work with individuals and groups of children to help fill any gaps in their learning, and to support the development of their literacy and numeracy skills

6 members of staff will participate in Second Level Numeracy Framework Pilot Project with PLA, increasing understanding of curriculum, upskilling staff and ensuring consistent approach across the levels

August 2019-June 2020

HT

SMT

PEF teacherCT

PEF teacher

PEF CAs

P5-7 teachers

Pupil attainment in literacy and numeracy will increase for targeted children

Targeted pupils will have improved knowledge and skills in literacy and numeracy

Increased confidence and self esteem in pupils through raised attainment

Improved learning and teaching experiences for pupils though quality teaching and delivery

Clear understanding of numeracy pathway for pupils with consistent approach through the levels

Pre and post intervention assessments will show improved knowledge and skills in numeracy, reading and writing

Ongoing assessments will show continuous improvement for pupils

Attainment meetings will allow for professional dialogue and challenge

Quality Improvement calendar with observations and pupil focus groups

Data analysis Moderation and

discussions SNSA, GL Assessment,

single word spelling and CfE results for literacy and numeracy will show improvements from last year

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HGIOS 4HGIOELCNIF

Supported through

PEF?Y/N


Improve talking and listening skills throughout the school from Early Years to Primary 7

2.3, 3.2

2.3, 3.2

1, 2

Yes – Talk Boost 1 and Talk Boost 2

PEF CA

Attention and Listening input from PLA will be embedded in classroom practice from P3-5. Staff will provide further CPD for colleagues who are new to these stages

All staff will participate in Talk Boost training delivered by PLA and put this into action in class

Staff will continue to use Hearsay and Highland Literacy key skills to ensure talking and listening skills are taught, tracked and monitored carefully

Classroom Assistant will continue Makaton training and cascade helpful hints and tips to colleagues

Teaching staff will participate in Speech and Language CPD from PLA and use this to support the needs of identified pupils

P3-5 teaching staff 2018/19P3-5 staff 2019/20

All teaching staff

PEF CA

Raised attainment in listening and talking

Pupils able to identify listening and talking core skills

Pupils able to give purposeful attention for longer periods

Pupils able to communicate clearly with each other and staff verbally and/or non-verbally

Pupils will use Makaton to communicate with each other and staff

Talk Boost will provide pupils with targeted intervention and help close language gap

More accurate professional judgement based on observed listening and talking skills

Improved communication (pupil to pupil, pupil to staff)

Consistent approach to the teaching of talking and listening

Pre and post intervention assessments will show improved listening and talking

Data analysis Classroom observations,

pupil focus groups Attainment meetings

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School Strategic Priority 3 Develop, practice and improve skills for learning, life and work Linked to Directorate

Priority: 1, 2


HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


14

Support pupils to develop, practise and improve skills in creativity and employability

3.3, 2.7

3.3, 2.7

4

Yes – enhanced PT salary

Leadership programme introduced to senior pupils with defining roles and responsibilities. Pupils introduced to recruitment procedures and gain positons in school to develop and enhance skill set

Learners will be given opportunities to ask questions, explore and challenge assumptions, take ownership of their own learning, use their imagination, take risks, identify problems, seek and justify solutions, and consider issues from different perspectives

Pupils are encouraged and supported to participate in Junior Award Scheme for Schools and are given opportunities to gain awards under My Interests, Get Active, Stay Active, Me and My World and Adventure

August 2019 – June 2020

HT

SMT

CT (STEM/WOW leader)

Pupils will experience quality learning and teaching experiences to develop, practise and improve their creativity skills

Pupils will gain roles and responsibilities through teaching skills to others, and other activities to develop skills for life

Children use creativity skills in their learning. They are imaginative, inquisitive, open minded and able to identify and solve problems

More pupils will achieve JASS bronze, silver and gold awards

Children are observed taking leadership roles within the school and are able to discuss and share learned skills

Children’s use of creativity skills are evident during Teaching and Learning observations and there is evidence of progress and improvement throughout the year

The development of creativity skills are discussed at planning and attainment meetings, have a raised profile in the school and feature in all curricular areas

Increased number of children achieving JASS awards

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School Strategic Priority 3 Develop, practice and improve skills for learning, life and work Linked to Directorate

Priority: 1, 2


HGIOS 4HGIOELCNIF

Supported through

PEF?Y/N


Provide opportunities for children to work individually, in groups, and in partnership with agencies, employers and services to develop employability skills

3.3, 2.7

3.3, 2.7

4

Yes – enhanced PT salary

Alternative curriculum will be created to develop the young work force. We will look to Irvine Royal Academy and Ayrshire College for guidance and support. Practical experiences, such as tinkering classes, will be available to develop specific skills linked to careers

Creativity Skills are taught across the curriculum

Partnerships are established to help learners to develop their creative skills and skills for life, learning and work

Pupils experience a programme of activities throughout the year which improve and enhance their knowledge and skills relevant to the world of work and actively challenge stereotypes

Pupils will participate in World of Work activities and engage in enterprise activities which enables them to utilise their

August 2019 – June 2020

SMT

CT (STEM/WOW leader)

P7/6 and P7 CT

Staff from Ayrshire College and IRA

April-May 2019

Pupils will develop practical skills and interests for lifelong learning, such as changing a tyre on a bike and managing money

Children can transfer creativity skills to new contexts.

Learners are confident and ambitious with high levels of self-esteem

Children’s skills are developed in relation to real life situations and contexts

Children are knowledgeable about the range of careers available to them, the relevant and important skills required for the world of work and specific careers and possible pathways to achieve this

Children practise and improve transferable skills which are useful in working with others to achieve goals and are relevant to the world of work

Children demonstrate their skills by participating in a successful enterprise activities, such as

Observations and assessments indicate children are improving in their ability to utilise creativity skills effectively

Pupils will be able to explain and demonstrate new skills they have learned

Pupil responses in questionnaires in relation to world of work experiences are positive

Completed on-line activities and individual pupil profiles of suitable career choices

Children discuss/present their enterprise topics to others, including the challenges and successes they encountered and the eventual outcome

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creative and employability skills in a real life situations

All staff

generating ideas, implement them, solve problems, utilise higher order thinking skills, display collaboration, flexibility, resilience and entrepreneurism

Children have digital skills which enable them to be creative and can use digital technologies to meet learning, personal and social needs

Detailed Action Plan 2019-20: St Mark’s Primary School and Early Years


Cluster self-evaluation and moderation of reading and higher order questioning



HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


Shared and consistent understanding of children’s attainment in reading across the cluster

Collaborative planning linked to

2.3, 3.2

2.3, 3.2

1, 2

No Teachers will meet 4 times per session to moderate children’s progress against the benchmarks

A selection of evidence will be collated as reference to children achieving a level

Teachers will collaborate. within their family of schools to plan the teaching of reading and reading assessments using higher order thinking skills

Planning will be linked to benchmarks

Teachers will moderate

June 2020

Cluster HT

All cluster teaching staff

Teachers will have a more consistent understanding of achieving a level in reading

Information on assessment will be used to plan to meet the needs of all children

Learners will experiences a high standard of learning and teaching which will meet their needs consistently

Triangulated measurement: use of data, observations and stakeholder views

Pre/post questionnaires for all teachers on confidence levels resulting to achievement of a level and progress through the level

Classroom observations on quality of higher order questions and assessments

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reading benchmarks and higher order thinking skills

quality of feedback and next steps

Assessments and higher order questions will be differentiated for all pupils


Cluster self-evaluation and moderation of reading and higher order questioning



HGIOS 4HGIOELC

NIF

Supported through

PEF?Y/N


Implement Reading Recovery programme, teaching decoding and comprehension strategies in order to raise

2.3, 3.2

2.3, 3.2

1, 2

Yes – PEF funding for PT to complete Reading Recovery prog and be

Principal Teacher will be released from class 0.6 to lead Reading Recovery programme with targeted P2 pupils, especially those living in SIMD 1 and 2

Principal Teacher will complete Reading Recovery training

Principal Teacher with demonstrate, model and train staff to ensure

June 2020

PTCT

Raised attainment in reading across the stages

Targeted pupils will move up book banding level

Pupils will gain confidence in reading ability

Pupils will develop strategies to help them to read and comprehend texts

Pupils will read more for enjoyment

SNSA, GL Assessment and CfE results for reading will show improvements from last year

Children moving up book band levels

Triangulated measurement: use of data, observations and stakeholder views

Pre/post questionnaires for pupils, parents and

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attainment in reading in Primary 2. Interventions and training in reading to raise attainment across all stages

released from class

teaching is of a high quality, is tracked, and is consistent

Principal Teacher will book band some books to provide support for guided reading, increasing confidence and enjoyment for readers

Pupils will know which books are suitable for them and have variety, personalisation, choice and challenge

teachers Feedback from parents Improved quality of

reading lessons observed

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