FERRYHILL PRIMARY SCHOOL file · Web viewFERRYHILL PRIMARY SCHOOL

FERRYHILL PRIMARY SCHOOL

S.Q.I.P. 2017 - 2018

STANDARDS, QUALITY AND IMPROVEMENT PLANStandards and Quality Report for 2016-2017 and Improvement Plan for 2017-2018

STANDARDS AND QUALITY REPORT 2016-2017

AND SCHOOL IMPROVEMENT PLAN 2017-2018 SQIP

Contents - Standards and Quality Report

Introduction page 3

Context of the School page 3

Looking Back page 3

Our Successes and Achievements pages 4 - 7

Quality Indicators Challenge Questions pages 8 - 16

Evaluation of the Previous Improvement Plan page 17

Overall Evaluations page 18

Appendix 2 – Attainment Report pages 30 -

Contents - School Improvement Plan

Looking Forward page 19

Quality Indicators, Improvement Plan pages 20 - 26

Broughton Cluster Improvement Plan page 27

Appendix 1 – CAT and In-Service Programme pages 28 - 29

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STANDARDS AND QUALITY REPORT

Introduction

This document provides a comprehensive ‘snapshot’ of where we are and where we plan to go next. The document draws on a wide range of evidence gathered throughout the year and on conversations with pupils, staff and parents. The document is compiled by the Head Teacher with contributions from members of the senior leadership team. This year we have taken the opportunity offered by the City of Edinburgh Council to develop our own format for the document. The document draws on Education Scotland’s How Good is Our School 4 which provides the outline for our reporting of standards and quality. We will incorporate the findings of our attainment review which will be carried out in September 2017.

Context of the School

Ferryhill Primary School is located in the Drylaw neighbourhood of the north west locality of the City of Edinburgh. The area comprises a broad mix of local authority, private landlord and privately owned accommodation. Almost all of our pupils live within SIMD 1-4 levels. The school has seen a rapid expansion since 2012 with the primary school roll increasing from 303 to 350 and the nursery roll increasing from 30/30 to 72/72. We have a large number of pupils coming to the school from out with the catchment and waiting lists for places are becoming increasingly common at key stages of the school. The accommodation is well maintained and the school is situated within an excellent environment for outdoor education. We have a large staff team comprising a senior leadership team of Head Teacher, Depute Head Teacher, 2x Principal Teachers and a Business Manager. As well as a full teaching staff complement, we have large teams of Pupil Support Assistants and Nursery staff.

Looking Back

In session 2016-2017 the allocation of Positive Action increased for the school. This has allowed us to extend Support for Pupils which has been greatly enhanced through new ways of working. A new senior leadership team is now in place but our capacity for improvement has been limited by the impact of high levels of staffing absence and the limited availability of cover to replace absent staff. New accommodation and internal reconfiguration was provided at the start of term allowing us to increase the number of classes and the Head Teacher was actively engaged in the development of new accommodation for the future. We were involved in two trials for nursery provision as we work with the local authority to further expand early years education and childcare. Our nursery offered new and extended patterns of attendance and led the development of the city’s forest kindergarten approach. We further developed partnership working with health professionals and the educational psychology service and we continued to work in close partnership with colleagues from social work and the police. Staff were engaged in self-evaluation processes leading to improvements in learning and teaching and we successfully implemented new initiatives. Staff worked hard to engage our pupils in a range of activities including school shows and sports events which greatly enhanced their self-esteem and provided opportunities for extended learning. Looking back, we enjoyed a huge number of successes and achievements which are listed in the section below.

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Our Successes and Achievements

1 Confident Staff, Confident Children Training was undertaken by the whole staff. All staff

involved have noted the positive impact it has had not only on their approach to teaching

but also their own emotional health and well-being.

2 Word and Language Boost. A whole school approach to promote language and improve

the vocabulary of Nursery to Primary 7 pupils has been evaluated very positively by staff

and feedback from children and families is very good.

3 Class assemblies. An opportunity for pupils to showcase their learning to their family and

peers. The assemblies are very popular with parent/carers.

4 Weekly planning. A consistent and effective format has been used by all staff, focusing on

Learning Intentions, Success Criteria and the Learner’s experience.

5 Support groups. A wide range of support groups are available that prioritise the needs of

the pupils and offer support in the development of their literacy, numeracy and emotional

well-being skills. These are making a positive impact on pupils.

6 Supported play area. A designated playground has been allocated to support those pupils

who find the playground too big and busy. In this area the pupils experience a calmer,

smaller, nurturing space where they can play quietly with their friends.

7 Pupil Support Assistants. We have invested heavily in a large number of PSAs. They lead

support groups as well as providing individualised support and are making a positive impact

on pupils.

8 Child Planning Meetings. We have increased the number of CPMs which are held to

ensure the needs of the pupils are being met and that the appropriate supports are in

place.

9 Visual Support Project. The use of visual symbols and timetables is used throughout the

school. This aims to prevent, remove and alleviate the effects of barriers within learning.

We have achieved Bronze accreditation and are currently working towards Silver.

10 Termly newsletters. All classes send out termly newsletters as an effective means of

sharing learning with parent/carers and keep them informed of relevant information.

Parents have welcomed and appreciate these newsletters.

11 Book Week. A whole school focus week was held to raise the profile of reading and to

reengage pupils with stories and books.

12 School website. Our new school website has been launched. School developments,

initiatives and pupils work are uploaded regularly and celebrated.

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13 Breakfast Club. The Breakfast Club is an essential provision for our children and families. It

not only provides breakfast but improves learning, attendance, behaviour at school,

punctuality, it offers the children a healthy breakfast, helps to develop their social skills and

they have fun through play.

14 Collegiate Activity Time. We have used our CAT training to progress staff development

including sessions on the CIRCLE document, using phonics effectively in the classroom

and the Shirley Clarke approach to formative assessment and growth mind set.

15 Non class contact. Despite extensive staff absence, the Head Teacher has been committed

to ensuring our teachers’ non class contact time has been provided in full.

16 Increased provision of Physical Education. The PE specialist planned and delivered

lessons that challenged and developed key skills for our pupils. He engaged pupils and led

number of extra-curricular school clubs.

17 Merit assemblies. A whole school approach to actively engage and motivate pupils to

achieve their bronze, silver and gold awards. This is very successful and highly regarded

by staff, pupils and our families.

18 Big Golden Time. An opportunity for all pupils to engage in a wide range of activities every

3 weeks. The groups are mixed in ages and this offers the pupils an opportunity to work

with pupils across the school and support one another. Our children have very positively

evaluated these sessions.

19 IPads. Each teacher has an individual iPad. A class box is available for classes to sign out.

This has promoted the use of ICT and more classes are now able to incorporate ICT

effectively into their lessons.

20 School trips. All classes are actively encouraged to organise termly trips. It is an

opportunity to for our pupils to develop new skills, visit new places and engage and

motivate pupils in their learning.

21 Parent Council relationship. The Parent Council meet regularly and the school has a very

positive relationship with the Parent Council who actively support school developments and

projects. Their feedback has been used to improve our provision for children and families.

22 Focus weeks. The school will take part in a range of focus weeks throughout the year, such

as Health Weeks, Book Week, Anti-Bullying Week, Internet Safety Week and HWB focus

weeks.

23 After School Clubs. Some of our staff have provided a wide range of free or cost-limited

after school clubs for children. These have included choir, ukulele, photography, ICT and

sports. Quality of provision has been very high.

24 New nursery hours. We have trialled new patterns of nursery hours which have been

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25 Nursery forest kindergarten. One of our Early Years Officers led a very successful pilot

scheme that offered outdoor learning opportunities for our pre-school children in

collaboration with the City of Edinburgh Council. The pilot has been a great success and

has been commended by the Scottish Government.

26 Numeracy groups. Groups of Primary 2 to Primary 7 pupils now receive a block of targeted

numeracy support each term.

27 Care Inspectorate. Ferryhill Nursery has received a very good report from the Care

Inspectorate commending the staff on the level of care, the high quality provision of indoor

and outdoor learning and the positive feedback from pupils and parents.

28 School camp. The P7 trip to Ardmay House was a great success. Pupils engaged

enthusiastically and had the opportunity to experience activities for the first time and

develop a new set of skills throughout the week.

29 P1 YARC. This year’s Primary 1 YARC results were excellent. The pupils’ baseline scores

were very good and most pupils made significant progress throughout the year.

30 New staff. At Ferryhill we have engaged a high number of new staff. Their experiences and

enthusiasm enhance learning and teaching for the pupils at Ferryhill.

31 Links with High School. This year we have worked hard to greater improve links with the

High Schools. This has consisted of organising Science lessons at the High School and

arranging additional visits for some of our Primary 7 pupils on top of Transition days. A

teacher from Broughton High also teaches numeracy to a group of Primary 7 pupils weekly.

32 Generation Science. A whole school Science focus week was planned and each stage took

part in a range of science activities including a ‘Generation Science’ workshop. The pupils

and staff spoke very highly of the staff and activities and it was a great success.

33 P4-P6 School Show and P1-P3 Nativity. Children enjoyed producing and performing a

show for the whole school and their parent/carers. This gave many pupils the opportunity to

showcase their skills, develop their confidence, cooperate and support one another. The

pupils and staff were very proud of their performances which were greatly received by

parent/carers. Individual class teachers led our school shows.

34 More parental involvement. We are working closely with parents to actively engage them in

the life of the school.

35 Sports Day. The DHT and PE Specialist organised Sports Day for the whole school. The

day was successful and the pupils engaged enthusiastically in all activities. Parents were

invited to celebrate their child’s achievements on that day.

36 Bikeability. Our P6 and P6/7 successfully engaged in bikeability training this year.

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37 Behaviour. Throughout the school the behaviour is very good. The staff have high

expectations for all pupils in and around the school and the pupils strive to earn merit points

in recognition of their learning and behaviour.

38 P1. In Primary 1 we have worked hard this year to incorporate more structured and free

flow play for all to enhance the learners’ experiences.

39 Shared responsibility. More staff are taking on additional roles within the school. The

shared responsibility has increased staff morale, enhanced leadership skills and provides

all with a sense of ownership.

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Quality Indicators, Challenge Questions

1.3 Leadership of Change

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

Strategic planning for continuous improvement

Implementing improvement and change

Our Successes and Achievements Our school vision, values and aims were created by staff in consultation with pupils and

parents in 2014. We have used SIMD levels to identify and plan strategies to close the attainment gap and

to better understand the needs of our school community. We have undertaken learning walks to find out more about the local area in working towards building our curriculum and its rationale.

Staff provide opportunities for creativity through ongoing work in classrooms, involving pupils in planning of learning and examples such as nativity, school shows and class assemblies. A high quality of provision of extra-curricular activities provided by staff gives children further opportunities to develop creativity skills.

We have undertaken activities to engage pupils, staff and parents in evaluation of initiatives such as Word and Language Boost, the teaching of reading and the Visual Support Project.

Last year’s improvement plan provided ‘time and space’ for staff to consider the impact of new initiatives and agree what needed further input before moving onto new initiatives.

The Professional Review and Development programme has been fully implemented with staff. This provides an opportunity for staff to share successes and achievements and identify their next steps in learning.

We have undertaken systematic evaluation of our attainment data and agreed strategies for raising attainment with staff.

Staff have engaged enthusiastically in using the Shirley Clarke approaches to evaluate learning, teaching and assessment and plan improvements.

Teaching staff have been involved in reflecting on our priorities for improvement with a particular focus on how we make best use of Pupil Equity Funding this year.

Visits to classrooms by HT/DHT highlighted areas of good practice and areas for further improvement. This led to planning and implementation of professional development opportunities.

Staff have been involved in evaluating school priorities with reflection at mid-point in year to agree how far we progressed and where we needed to go next.

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Our next steps

To ensure our school values are widely understood and underpin the work that we do. To review how well we are achieving our school aims. To complete our work building our curriculum and its rationale. To further explore the place of creativity within our school. To develop opportunities for staff to demonstrate innovation as further opportunities for

leadership are explored. We need to develop more opportunities for pupils, staff and parents to engage in

evaluation of the work of the school. Ensure that the priorities in this year’s improvement plan are carefully matched to the time

provided by the working time agreement. Provide more opportunities for staff to learn with and from each other and to maximise

opportunities to share learning within and out with the school. Provide more opportunities for focussed dialogue between members of the senior

leadership team and individual members of staff.

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2.3 Learning, teaching and assessment

Learning and engagement

Quality of teaching Effective use of assessment

Planning, tracking and monitoring


Ferryhill has a positive and nurturing ethos. All staff are committed to ensuring our pupils feel safe, valued, nurtured and are achieving.

This is recognised by outside partners and agencies who often commend the high level of care and nurture our staff provide for our pupils.

Using the SIMD and attainment data staff are aware of our most vulnerable pupils. The school successfully use this information to work alongside partner agencies to provide support and intervention when needed. The interventions are monitored and assessed regularly to ensure the needs of the children are being met.

The pupils in our school are enthusiastic, motivated and keen to learn. They participate well during activities and interact well with one another.

Learning Intentions and Success Criteria are being used more consistently throughout the stages. The pupils have engaged well with these and have an understanding of the purpose of their learning, the skills they will develop and how to be successful in their learning.

Teacher, self and peer assessment is used in classes with a clear focus on the skills being developed. The feedback is used to celebrate what the pupil has done well and to inform next steps in learning.

Our schools, ‘My Progress Books’ also promote discussion with learners and parents about their learning. This has been well received by our parent/carers and the feedback from staff, pupils and parents has been very positive.

In class the learners experience activities which are differentiated, challenging and enjoyable.

The school has invested heavily in Pupil Support Assistant to ensure a high level of support for pupils in the form of class support, small group and individual support.

Shirley Clarke’s learning and teaching approaches of mild, spicy and hot are being used in classes. This has allowed the pupils to choose activities that challenge their own capabilities and learning in class.

A series of training sessions have enhanced staff knowledge and skills in the teaching and use of IPads to enhance learning and teaching.

Staff knowledge of higher order thinking skills and effective questioning has been refreshed.

Learners enjoy and contribute to the life of the school through taking part in responsibilities such as Eco Committee, Pupil Council, prefects, buddies, litter patrols and packed lunch box organisers.

The Pupil Council, Eco Group and Junior Road Safety Officers have participated in activities to gather and share the views of all learners. They have led and participated in whole school assemblies and organised competitions and prizes.

A number of our pupils are actively engaged in representing our school in the local community and within the cluster

Our Merit Award system is very successful. It motivates pupils learning and celebrates success. It is very popular with staff, pupils and parent/carers.

We use a range of formative and summative assessment to collate information on pupil’s progress and attainment.

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We have a comprehensive programme to track attainment. The information is shared with all staff and is used to report on attainment and also to provide an overview of areas of improvement.

By taking part in school and cluster CAT moderation sessions staff have developed a shared understanding of achieving a level across the stages in literacy and numeracy.

Our new format for reporting to parents has been received well by staff and parents. Weekly plans are thorough and highlight the key skills being taught in each lesson

throughout the week. Staff evaluate their weekly plans, record and monitor any shocks and surprises and use

these to inform their planning for the following week. Our Pupils attainment overall has improved in most areas of the curriculum. Our Primary

1 pupil’s baseline scores were excellent. A group of our nursery pupils took part in a pilot ‘Outdoor Kindergarten’ project. The

pupils were motivated, engaged and learning. The staff reported an improvement in not only their social and communication skills but also coordination, dexterity, problem solving skills, concentration and overall confidence.

With the release of our P.E.F money, we will be able to appoint an Outdoor Learning Teacher in August to plan and deliver high quality outdoor learning throughout the school. Increasing pupil motivation, enthusiasm and confidence in learning.

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Our Next Steps

To establish a Nurture Base to target support and ensure our pupils feel nurtured, safe, valued and are achieving at Ferryhill. This will be staffed by a PSA and a Teacher who will support the pupils with their learning and emotional and social well-being.

To continue to use SIMD data effectively to work collegiately with our partner agencies to ensure appropriate supports are in place.

To further invest in Pupil Support Assistants to provide a high level of support for individuals, groups and classes.

Investing in CPD training for PSAs to work alongside the Support for Learning Teacher in delivering effective intervention programmes.

To create new planning formats which are manageable and consistent throughout the school. Planning will focus on using long term plans to outline the structure of the year. Medium term planning will be short and focused on the main learning activities developed from the Experiences and Outcomes. Weekly planning will be flexible and used as a working document.

All planning will prioritise literacy, numeracy and Health and well-being across the curriculum.

Embed the use of Benchmarks as an assessment tool. Continue to promote Shirley Clarke Learning and Teaching approaches to ensure

challenge, pace and enjoyment. Ensure the pupils are contributing to the wider life of the school through taking part in the

Pupil Council, ECO Committee, JRSO, ICT Techs and HWB Group. To allocate an Outdoor Learning Teacher who will plan and develop outdoor learning

experiences for the whole school. To continue the Nursery Forest Kindergarten and embed it in our practice. To employ a Pupil and Family Support Teacher who will play a leading role in engaging

our families in the life of the school and providing emotional and social support for our families, through leading parent groups, supporting pupils in the Nurture Room and building strong home-school links.

To continue to lead Numeracy Development across the Cluster and promote cluster priorities.

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3.1 Ensuring Wellbeing, Equality and Inclusion

Wellbeing Fulfilment of statutory duties Inclusion and equality

Our successes and achievements

Most staff feel they have good knowledge and understanding across these key areas. Staff work hard to ensure wellbeing, equality and inclusion and the school has a good

reputation in the local community for our work in this area. Children have a good understanding for others and behaviour across the school is very

good. Children respond well to their responsibilities such as litter pickers, playground buddies,

prefects, Junior Road Safety Officers, Cluster Learning Council, Pupil Council and Eco Committee.

Through the Cluster Learning Council, children have had good opportunities to engage in discussions, debates and presentations about their rights.

We involve parents through consultation meetings, phone calls, reports, face to face contact, Child Planning Meetings and meetings with senior leaders. The school website and Facebook page have proved to be popular links for parents to engage with us.

My Progress Books have allowed us to further engage parents in their child’s successes and next steps for learning.

Our new approaches to support for learning and beginning to make a positive impact on children’s wellbeing, equality and inclusion. Under the leadership of the Principal Teacher ASN, Pupil Support Assistants make a valuable contribution across these themes.

The Creating Confidence programme has had a positive impact on staff knowledge and practice.

In some classes, children are engaged in contributing to planning of learning. In reviewing the attainment of SIMD 1 and 2 we note the higher than expected levels of

achievement of these pupils. Children and staff engaged enthusiastically in our focus week on Anti Bullying. Some classes have engaged in effective use of outdoor learning. Our nursery class successfully led the pilot nursery nature kindergarten project.

Our next steps

Further update staff on GIRFEC, wellbeing indicators and other local national documents and guidance.

Through assemblies, we will continue to develop and promote children’s understanding of these key themes.

Fully implement the CEC Building Resilience Programme. Further develop children’s engagement in planning learning by identifying and sharing

good practice across the school. Review and update our policy for Equalities and Anti Bullying in conjunction with our

Broughton Cluster Colleagues. Ensure all staff are up to date with their child protection training. Use Pupil Equity Funding to provide a nurture classroom and adopt the principles and

training of the nurture ethos across the school. Use Pupil Equity Funding to develop and extend our provision of outdoor learning.

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3.2 Raising attainment and achievement

Attainment in literacy and achievement

Attainment over time Overall quality of learners’ achievement

Equity for all learners

Further focussed review of attainment and achievement to be undertaken when data published by City of Edinburgh Council September 2017 – see Appendix 2


We use a range of formative and summative assessment to collate information on pupil’s progress and attainment.

We have a comprehensive programme to track attainment. The information is shared with all staff and is used to report on attainment and also to provide an overview of areas of improvement.

By taking part in school and cluster CAT moderation sessions staff have developed a shared understanding of achieving a level across the stages in literacy and numeracy.

weekly plans, record and monitor any shocks and surprises and use these to inform their planning for the following week.

Our Pupils attainment overall has improved in most areas of the curriculum. Our Primary 1 pupil’s baseline scores were excellent.

Groups are differentiated, in literacy and numeracy, in most classes, ensuring pupils are working at a level that is appropriate to their needs and that they are suitably challenged

As a staff we have discussed Shirley Clarke’s book ‘Outstanding Formative Assessment’, put ideas into practice in the classroom and discussed the benefits of these approaches with each other, this has led to Learning Intentions and Success Criteria been much clearer in the classroom

We have looked at the progression of teaching phonics throughout the school and resources have been shared with all teaching staff

Word boost has been implemented successfully and teachers have observed the benefit of using this approach

Read, Write, Inc and Fresh Start approaches have been successfully implemented by Pupil Support Assistants and our newly appointed Support for Learning Teacher, supporting pupils with their literacy

Learners were carefully identified for support with their Numeracy and this has been successfully implemented by Pupil Support Assistants

Staff have been supported to implement the standardised literacy and numeracy assessments at P1, P4 and P7.

Staff have moderated literacy and numeracy approaches with each other and colleagues within the cluster, discussing best practice

Literacy Rich and SEAL are embedded as core programmes at early / first level. staff discuss pupils progress at the end of the academic year with other teaching staff,

passing on relevant assessment results, pupils groups, support for learning information and observations of how pupils work best in class using the new transition document created by the SMT

Concerns over pupils’ progress is discussed with the Support for Learning teacher and support is provided where it is needed, building on supports already in place at Pathway 1 and 2 level. The CIRCLE document further supports strategies.

Effective approaches to planning for learning, assessment and reporting are in place at

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all levels to enable staff to make reliable, professional judgements of progress through CfE levels and report these confidently to parents and to CEC

Assessment data is used at the beginning of the year to identify pupils that require support at Pathways 1 and Pathways 2

Teachers use previous assessment data to form groupings in literacy and numeracy Teachers celebrate achievements in class highlighting examples of good work and

sharing this with pupils in their class The school recognises the achievements of pupils within school and merit assemblies

and this motivates pupils to have high aspirations of themselves Whole school assemblies celebrate the success of individual pupils outside school Breakfast club provides an excellent level of support for families requiring an extra level

of support New supportive relationship with Sainsburys who supported the Christmas Fair and

Primary 1 transition Staff in association with other organisations offer a wide range of after school provision

which includes samba drumming, choir, ukulele club, camera club, gymnastics, dance and football

Children have used outdoor areas to support learning during Big Golden time Class teachers have attended outdoor learning sessions linked to literacy and numeracy

and some are starting to incorporate this into their planning and teaching Visual Support project has been successfully implemented Class layout planned using the CIRCLE document and taking dyslexia friendly classroom

criteria into consideration when doing this Pupils are involved in the planning of what and how they learn and are able to assess

their own progress as well as their peers. Support for Learning teacher has shared pupil learning plans ensuring that suitable

approaches are implemented in class so that children can access the curriculum We have achieved accreditation with a number of organisations, we have achieved our

fourth green flag through Eco Schools Scotland, Level 1 with Visual Support programme? Class assemblies sharing what children are learning in class with parents P4-6 School show was very successful Samba band invited to perform at a variety of events and pupils have been given the

chance to experience the success of this Choir sang at assemblies and has performed at the Queens Hall Merit assemblies celebrating pupils achieving their bronze, silver and gold awards,

parents are invited along to these. New website has been developed to share information with parents.

Our next steps

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Continue to build up resources and teach Word Boost Give children the opportunity to challenge themselves through mild / spicy / hot

challenges Continue our book club on ‘Outstanding Formative Assessment’ and approaches that we

can use in class Provide more opportunities for staff to engage in peer learning within and across the

school Continue professional development for all staff More dialogue between teachers and senior leadership team of planning and assessment Develop a wider achievement board Use tracking information to change groups throughout the year, ensuring children have

the opportunity to be challenged Book banding to be undertaken

Evaluation of the Previous Improvement Plan

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Priority: To review and further develop learning and teaching, assessment and recording, and reporting.

Our staff have engaged enthusiastically in reviewing learning and teaching using the Shirley Clarke approaches. We have used the visits of members of the senior leadership team to identify good practice and areas for improvement in learning and teaching. We have provided professional learning opportunities to further develop staff skills. However due to the need for cover for staff absences, we have not been able to undertake as a full a programme as we would have wanted. New learning and teaching guidelines have been developed and are ready for publication. We have reviewed our assessment and reporting procedures but upon implementation have agreed that further work is required to develop these. We have undertaken shared moderation of levels in writing across the school stages. We will further review, develop and improve our learning and teaching, assessment and recording, and reporting in the new Improvement Plan.

Priority: To further develop the curriculum

Our work to further develop the curriculum was not completed last session. It is being carried forward to the new Improvement Plan.

Priority: to review and improve support for children and families.

Our progress in this area was very good. We reviewed our approaches to identifying, assessing, planning and supporting learners with additional support needs. Working alongside other members of the senior leadership team, the new Principal Teacher Additional Support Needs has made a significant impact in our work to improve support for children and families. A number of interventions have been developed to support children to improve outcomes in literacy and numeracy. We have revised our approaches to how Pupil Support Assistants best support the needs of our children. These will be continued and further developed in the new session. Working in conjunction with our partners at the Drylaw Neighbourhood Centre, the new universal breakfast club is successfully operating and is becoming increasingly popular with children and families. The Visual Support Programme is operating successfully and has been very positively evaluated by staff. We successfully developed a range of placement options for the provision of early education and childcare and with a new building and increased staff team we will pilot further placement options in the new session. Due to the focus on developing new placement options and our successful involvement in the nursery nature kindergarten, we were unable to develop the wider range of family learning programmes that we had intended for 2016-2017. This is being carried forward to the new Improvement Plan.

Priority: to improve health and well-being for all in school.

We allocated a significant amount of our development time to the Confident Staff, Confident Children training programme. This was very positively evaluated by our staff and further developed our positive ethos. We will review our learning and plan to take this forward in the new Improvement Plan.

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Overall Evaluations

Quality Indicator School Self – Evaluation2016 - 17

What is our capacity for continuous improvement?

1.3 Leadership Of Change Satisfactory

2.3 Learning, Teaching and Assessment Satisfactory

3.1 Ensuring Wellbeing, Equity and Inclusion Good

3.2 Raising Attainment and Achievement TBC September 2017

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School Improvement Plan

Looking Forward

In session 2017-2018 we will have increased Positive Action funding. This will be used to further develop support for pupils. We will have a significant investment of Pupil Equity Funding and this will be used to deliver outdoor learning, family support and nurturing approaches to help us begin to close the attainment gap. Our new nursery will have an increased staff team who will prioritise the trialling of 1140 hours of early education and childcare and provision for two year olds. In response to the Scottish Government and local authority priority, we will tackle bureaucracy and take increased account of the conditions surrounding the national teaching agreements. We need to ensure our Improvement Plan is flexible to ensure we can make time for us to progress new developments and priorities announced by the Scottish Government. Our main priorities are to:

Further develop self evaluation; Further review and develop our approaches to planning, assessment, recording and

reporting; Further review and develop quality of learning and teaching; Further develop enhanced support for pupils; Plan and implement effective approaches arising from the opportunities offered by Pupil

Equity Funding

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Quality Indicators, Improvement Plan

Leadership and Management

QIs/Themes1.1 Self Evaluation for Self Improvement1.2 Leadership of Learning1.3 Leadership of Change1.4 Leadership and Management of Staff

Priority Improve self evaluation and develop a collegiate approach to effective leadership

Overall Responsibility

Mr Crabb – Head Teacher

Outcomes Effective leadership ensures school improvement and positive outcomes for children.

Tasks By Whom Resources Time Impact/ Progress Plan and

implement a more rigorous approach to self evaluation ensuring effective engagement of staff, pupils, parents and the wider community

Senior Leadership Team

SLT Meeting September 2017

Review our approach to the analysis and evaluation of data

Senior Leadership Team

Attainment Review Meeting

September 2017

Provide and support opportunities for practitioner enquiry, peer learning, feedback, professional dialogue and debate

HT lead On going

Engage whole school community with the school’s values

HT Staff training, assemblies and follow-up work

Staff meetings and assemblies throughout the year

Evaluate the school’s success in implementing its aims with staff, pupils and parents

HT lead evaluation

Questionnaires Focus Groups

December 2017

Engage school community in

HT lead engagement

Information sharing

By June 2018

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the changes brought by the new Governance arrangements

Work with Parent Council

Learning provision

Key Indicators2.2 Curriculum2.3 Learning, teaching and assessment2.5 Family learning

Priority To review and improve our learning provision Overall Responsibility

Mrs Chapman Depute Head Teacher

Outcomes Children are enthusiastic, motivated and respond well to opportunities provided by the school.Our approaches to assessing, monitoring and tracking of children’s progress improve pace and challenge in children’s learning.Strong partnerships with parents, partners and the wider community create an enriching learning environment for children.

Tasks By Whom Resources Time Impact/ Progress

Develop and implement new planning formats and use these as a basis for improved dialogue between teaching staff and senior leadership team

DHT working with staff

Senior leadership team

In Service CAT

Time for dialogues based on planning

15 & 16 August In Service – 3 hrs

25 August CAT – 1 hr

From September 2017

New yearly and termly planning agreed with staff

Review, develop. agree and implement new approaches to assessment taking account of current good practice within school and as directed nationally

Review new standardised assessment

Senior leadership team working with staff

Meeting with Education Scotland

CAT In Service

28/08/2017 – 1 hr

25/08/2017 CAT – 1hr

08/09/2017 CAT – 2hrs

29/09/2017 CAT – 1 of 2 hrs

23/10/2017 In Service – 2 hrs In Service

29/09/2017 – 1 of 2 hrs

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Staff continue to self evaluate and improve learning and teaching using Shirley Clarke as baseline for evaluation

PT ASP leads Shirley Clarke ‘bookclub’

Staff Personal Professional Development Time

Bookclub CAT sessions agreed by teaching staff

HT/DHT and QIOEs sample learning and teaching and work with staff to identify good practice and areas for improvement

HT/DHT

QIOE team

Time in each class for HT/DHT

Follow up meetings/ development time as required

Time in each class for QIOEs

Follow up meetings/development time as required

By end September 2017 and end March 2018

CAT 16/03/2018 – 2 hr

By end November 2017

CAT 24/11/2017 – 2 hr

Review, develop. agree and implement new approaches to reporting taking account of current good practice within school and as directed nationally

DHT working with staff

In Service In Service 23/10/2017 – 2 hrs

Complete review of curriculum commenced in session 2015-2016, consult with parents and finalise curriculum statement.

HT Consultation with parents

CAT

26/01/2018 CAT – 2 hr

Complete school learning and teaching policy incorporating skills progression commenced in sessions 2015-2017

DHT CAT 26/10/2017 CAT – 2 hr

Develop a provision of outdoor education for children across the stages through Providing training

for staff to develop skills and confidence in outdoor learning

PT In Service time 15/08/2017 In Service – 1 hr

08/01/2018 In Service – 1 hr

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Providing a programme and timetable for children across the school to engage in outdoor learning

PT PT funded by PEF

allocation Resources and

equipment

From 16/09/2017

Engage families in learning through: Increased

opportunities for parental involvement in school including the Food for Thought project

Working with PEF Pupil and Family Support Teacher to develop programmes and initiatives

Working with nursery staff on projects eg PEEP

HT/DHT

PEF Pupil and Family Support Teacher

Nursery Teacher and EYO

Food for Thought funding

PEF funding

PEEP training for relevant staff

Mid September 2017

Commence October 2017

Training for EYO September 2017

Participate in Education Scotland Food for Thought Project including working with Business in the Community Scotland to

Build raised bed planters for children to grow food

Work with a local chef to inspire children about food

Work with parents and community to cook alongside children

Report to Scot Gov

HT

HT lead

HT

Food for Thought Conference

Food for Thought funding for raised beds and cooking equipment

School Fund for cooking ingredients

01/09/2017

September – December 2017

31/01/2018

Review and improve approaches

PT ASN lead

Development officers

CAT or In Service when available

By May 2018

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to teaching of reading and spelling

Successes and Achievements

QIs/Themes3.1 Ensuring Wellbeing, Equality and Inclusion3.2 Raising Attainment and Achievement

Priority Provide an inclusive, nurturing environment Overall Responsibility

Mr Crabb - HT

Outcomes An inclusive approach in the school promotes children’s wellbeing, rights and resilience.Articulate, confident and happy children who thrive in the nurturing environment provided by staff


Review Creating Confidence input from last year and identify aspect for further work / refresher

Senior leadership team lead review/ identify aspect with staff and plan further input

Evaluation and review activity

In Service

Staff meeting In Service

23/10/2017 – 1.5 hrs

Provide input for staff and Parent Council on the council’s 1 in 5 Poverty work

HT/DHT Resources from team

CAT

26/10/2017 CAT – 1 hr

Review and update Positive Behaviour Policy in line with City of Edinburgh Policy by

Providing training for all staff in current CEC Policy

Reviewing, realigning and updating current school policy

HT

Working Group comprising HT, Teacher, Nursery, Pupil Support Assistant representation

CECIL module Working time

for all staff

Teaching staff meeting time

PSA meeting time

Nursery development time

Time for working group to meet

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Consulting with staff, parents and pupils

Preparing revised policy

Consultation activities with staff, Parent Council, all parents and pupils


Staff meetings, Parent Council Meeting,


Revise and update Cluster Equalities and Anti Bullying Policy in line with City of Edinburgh Council policy and produce school information leaflet

Cluster Working Group

HT working with Parent Council

Time for cluster working group to meet – agree at cluster meeting 5th September 2017

TBC

Develop nurturing school approach through

Completing training of key staff

Providing initial training for all staff

Creating nurture classroom

Identifying children who would benefit from inclusion in nurture classroom

Providing support in nurture classroom for individuals and groups of children

Providing update training for all staff to include review of nurture approaches and strategies

PT ASN; PSAs x 3

PT ASN

City of Edinburgh Educational Psychology training sessions

Resources for classroom PEF money

Staffing – PSAs deployed from PEF money

21/08/2017

15/08/2017 In Service – 1 hr

By end of October 2017

By end of October 2017

On going from end of October 2017

08/01/2018 In Service – 3 hrs

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for building resilience in classroom situations

Identify further strategies for raising attainment and review improvement priorities by

Completing recording of attainment from previous year

Carrying out attainment review identifying achievements, trends and areas for improvement

Preparing attainment report for City of Edinburgh Council

Adapting SQIP to incorporate findings from attainment review

Providing update for staff and agreeing priorities to further raise attainment

Work with joint practice group to share successes and areas for improvement

PT

Business Manager provide statistics for senior leadership team


HT


HT

Data from staff

Time for Business Manager to review data

Senior Leadership Meeting

Time to update SQIP

Staff meeting

Joint Practice Group Meeting

By September 2017

Around 11th

September

By CEC deadline TBC

By 30th September 2017

TBC

TBC

Update staff on child protection procedures

HT

Business Manager

During In Service

In Service provision offered by other schools

15/08/2017 In Service 1 hr

ASAP

Broughton Cluster Improvement Plan

NIF Priority 1 – Improvement In Attainment in Numeracy

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring

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3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in numeracy Overall Responsibility

DHT – Rhian ChapmanCL – Zack Sweeny

Outcomes There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd All staff will have a shared understanding of the standards across the levels.


Create numeracy progression

Numeracy working group

Coordinator Meetings

August 2017

Cluster CAT to review progression and identify learning needs for next CAT

Cluster reps lead

Cluster CAT 12 September 2017 1 hr

Plan next CAT Numeracy working group

Coordinator Meetings

October 2017

Cluster CAT to provide opportunities to meet development needs identified by staff

Cluster reps lead staff in presenting workshops across schools

Cluster CAT 3 November 2017

Evaluate CAT sessions and identify next steps

Numeracy working group

Meeting December 2017

APPENDIX 1 - IN SERVICE AND CAT PROGRAMME 2017-2018

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Our In-Service and CAT Programme is provisional. Some of the dates will need to be flexible to

allow for availability of visiting speakers. Some of the sessions have not been allocated. This is

because we need time to reflect and evaluate our progress and plan further follow up work as a

result of this. We also allow flexible time for new initiatives that may arise which require

development time eg. we needed to spend a considerable amount of time in evaluating and

planning for the allocation of Pupil Equity Funding.

IN SERVICE DAYS

1 Mon 14/08/2017 Staff Meeting ALL AM ½ hr

Time in class AM 3 hrs

Staff Meeting PM 2 hrs inc Planning and Building

Resilience

2 Tues 15/08/2017 Broughton High School – David Cameron 1.5 hr

Outdoor education launch 1 hr

Nurturing approaches launch 1 hr

Behaviour Policy 1 hr

Word Boost resources 1 hr

3 Mon 23/10/2017 Assessment inc new Standardised 2 hrs

Reporting 2 hrs

Creating Confidence follow up 1.5 hrs

4 Mon 08/01/2018 AM Nurture and Building Resilience follow-up

PM Outdoor Education

5 Tues 08/05/2018 AM SQIP Evaluation and planning for next year

PM Flexibility

CLUSTER CAT SESSIONS

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1 Thurs 12/09/2017 – 1 hr Numeracy

2 Fri 3/11/2017 – 2 hrs Numeracy

CAT SESSIONS

1 Fri 25/08/2017 Assessment – Cycle of Moderation

Planning

2 Fri 08/09/2017 Assessment

3 Fri 29/09/2017 Assessment

including review of new Standardised Assessments

4 Thu 26/10/2017 – 1 hr Creating Confidence – 1 in 5 Poverty

5 Fri 24/11/2017 Learning and teaching focus

6 Fri 26/01/2018 Curriculum and Skills

7 Fri 23/02/2018 Numeracy - school

8 Fri 2/03/2018 Outdoor education

9 Fri 16/03/2018 Learning and teaching focus

10 Thu 19/4/2018 – 1hr Flexibility

11 Fri 27/4/2018 Reading and spelling

12 Fri 18/5/2018 Flexibility

13 Fri 22/6/2018 Liaison for new classes

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