School Improvement Planning Returns to Local Authority (2019-20) - School

 
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School Improvement Planning
 Returns to Local Authority
           (2019-20)

 School:   Kirkbean and New Abbey Partnership

     Date:   May 2019
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1. Vision, Values and Aims
An essential element in the improvement process is a shared and agreed vision and set of values. These need to be dynamic, reviewed and
referred to continuously. The Vision, Values and Aims statement should indicate the school’s stance in ensuring excellence and equity for all
learners.
Refer to HGIOS?4 / HGIOELC?: Leadership and Management - QI 1.3 Leadership of Change – Theme 1: Developing a shared vision, values and
aims relevant to the school and its community; Learning Provision - QI 2.2 Curriculum – Theme 1: Rationale and design; Successes and
Achievements - QI 3.1 Ensuring Wellbeing, Equality and Inclusion - Theme 1: Wellbeing & Theme 3: Inclusion & Equality; Successes and
Achievements - QI 3.2 Raising Attainment and Achievement - Theme 4: Equity for All Learners
Our Vision, Values and Aims
School Statement

Both Kirkbean and New Abbey Primaries have strong community links. Both schools are an important part of the rural community in which we are
located.
We aim to ensure that all our children leave our partnership equipped with all the skills they require to fulfil their needs as Successful learners,
Effective Contributors, Responsible Citizens and Confident Individuals.

Within our partnership, our ethos reflects that we are two small schools, we offer our children the great opportunities and they are encouraged to
shine in their own unique and individual personalities.

The values of the partnership are:

RESPECT – NURTURE – ACHIEVE – WORK TOGETHER

Never give up – follow your dreams!

Aims:
• We aim to nurture and care for our children, encouraging confidence and happiness.
• We aim to promote skills for learning, life and work.
• W aim to involve and engage parents to work together to ensure all children achieve success in learning.
• We aim for community engagement, promoting citizenship.

Review Date: August 2019.

Review Activities (as appropriate)

From 29.10.18 there was an Acting Head Teacher in place. A permanent HT will be appointed at the discretion of the authority.
Therefore, a review of Vision, Values and Aims for both schools would be a good starting point for the new Head Teacher by October
2019.

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 Changes and improvements were introduced from Term 2 onwards, in response to needs which became apparent once the AHT
 was in post. The AHT did not create the 2018/19 School Improvement Plan.

2. School Improvement Progress Report
Looking inwards, looking outwards: What key outcomes have we achieved? What are our strengths and areas for
improvement? What is our capacity for improvement?
In completing this section, it may be useful to refer to the statements of impact within the Level 5 Illustration for relevant HGIOS? 4 / HGIOELC?
Quality Indicators, National Improvement Framework (NIF) 4 key priorities and the 6 NIF drivers.
   2.1 Progress against Previous Year’s School Improvement Priorities
Area for Improvement                 Progress and Impact on:                                                         Next Steps (Looking Forwards)
                                     Learners’ successes and achievements
                                     The school community’s successes and achievements - as appropriate
                                     (Include evidence of impact.)
School Priority 1:                   Raising Attainment in Numeracy and Literacy
                                     Actions
NIF Priority                         • A shared Learning and Teaching online space that the AHT and teachers
Improvement in Attainment in             are able to access. The folder includes planning, joint planning,
Literacy and Numeracy/ Continued         evaluations, assessments and tracking information.
focus on Numeracy                    • An evaluation template to improve consistency and reduce bureaucracy.
                                     • Live Class Assessment Trackers for Reading, Writing, Spelling and Maths
NIF Driver                               on to which teachers add pupil results in Terms 1,3 & 4, traffic-lighting
Teacher professionalism,                 progress. The AHT can monitor progress.
performance information,             • CfE Level Prediction Tracker
assessment of children’s progress,   • Holistic Assessment Tracker
Parental engagement.                 • Whole Child Trackers updated by the AHT each month. These include
                                         current attendance, participation, FSM status and SNSA results.
HGIOS 4 QIs:                         • ASLT Consultations with Class Teacher and AHT in Term 2 and Term 3.
2.3 Learning and teaching                Each pupil discussed while we are furnished with Whole Child Tracker
1.5 Managing resources to promote        information, so we can then target intervention fully informed. Robust
equity                                   plans created which are shared with the LAs. Letters written to each
3.2 Raising Attainment and               parent by AHT.
achievement
                                     • P1-3 CT representing the school at Regional Moderation event.
                                     • Introduction of personal spelling lists (Spelling Monsters).
                                     • Peter Patilla introduced as homework Mon-Thurs, from January 2019 for
                                         P2-7.
                                     • SAMSON Mental Maths Tests implemented – not flipcharts
                                     • Staff training on Maths Recovery (CTs and LAs).
                                     • Staff training on Fast Lane reading intervention (CT and LAs).
                                     • Staff training from AHT on Small Tests of Change methodology.
                                     • Small Tests of Change for Literacy.
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         o KB – spelling (2 pupils)
         o NA – handwriting (1 pupil)
• Support with Moderation of a Level by QAMSO in school, all 3
    Partnership teachers out of class to collaborate.
• Cluster Moderation of P7 Writing – both PTs
Impact:
• Maths homework:
NA - 16/17 families gave positive feedback. All staff gave positive feedback.
P2-3 2/10 were positive (the rest want to play instead!). P4-7 19.19 gave
positive feedback.
KB – 6/6 families gave positive feedback. All staff gave positive feedback. 7/8
pupils gave positive feedback (1 wanted to do homework later).
• Pupils, parents, AHT, CTs and LAs are all much better informed of
    learning targets.
• CTs are fully aware of the ‘Whole Child’ information so they are better-
    placed to make decisions about planning learning and GIRFEC.
• AHT and CTs are reflecting on individual pupil progress using
    assessment data, alongside professional judgement.
• Class Assessment trackers are underway and inform ASLT meetings.
• Small Tests of Change:
KB – P3 and P7 pupil improved
NA – no improvement to handwriting out-with intervention tasks. Next steps
have included laminated guidance on the desk, advice to parent and PT/AHT
spot-checks.
• SNSAs – across the Partnership, the results were very good:
Kirkbean:
P1 (2 pupils) – Literacy 2x 6+
                 Numeracy 2x 5
P4 (2 pupils) – Reading 1x 5, 1x 9+
                 Writing 1x7, 1x 9+
                 Numeracy 2x 8
P7 (2 pupils) – Reading 1x 7, 1x 8
                 Writing 1x 10, 1x 9
                 Numeracy 1x 10, 1x 8
New Abbey:
• P1 (6 pupils) – Literacy 2x 3, 3x 6+, 1x 4+
                     Numeracy 2x 2, 2x 4, 1x 5, 1x 6+
    P4 (5 pupils) – Reading 3x 9, 1x 5, 1x 7
                     Writing 1x8, 2x 7, 1x 9+, 1x 5
                     Numeracy 4x 8, 1x 7
P7 (5 pupils) –      Reading 2x 10, 2x 11+, 1x 9
                     Writing 2x 11+, 2x 10, 1x 9
                     Numeracy 3x 11+, 1x 8, 1x 9
For those in red, interventions are in place.
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                                   • CfE Achieved Levels May 2019:
                                   Kirkbean:
                                   P1 – 2/2 Early Level all areas (on track for First)
                                   P2 – 1/1 Early Level all areas (on track for First)
                                   P3 - 2/3 Early Level all areas (on track for First all areas
                                         1/3 on track for First Level Reading & Writing (not Maths*)
                                   P4 – 2/2 First Level (on track for Second)
                                   P7 – 1/2 Second Level Reading & Maths (not Writing*)
                                         1/2 Second Level Writing & Maths (not Reading*)
                                   New Abbey:
                                   P1 – 5/6 Early Level all areas (on track for First)
                                         1/6 Early Level Maths & Writing (not Reading*)
                                   P2 – 4/4 Early Level all areas 3/4* (on track for First Level all areas)
                                   (although 1/4* not on track Reading, Writing & Numeracy – just achieved
                                   Early)
                                   P3 – 6/6 Early Level all areas, 2/6** First Level Reading (1/6* not on Writing
                                   & Maths for First Level, the rest are on track)
                                   P4 – 5/5 First Level all areas (on track for Second)
                                   P5 – 4/4 First Level all areas, 1/5 Second Level Reading & Writing
                                   P6 – 4/5 on track all areas. 1/5* not on track all areas
                                   P7 – 5/5 on track all areas (on track for Third)
                                   *Intervention in place.
                                   **Challenge provided
School Priority 2:                 Developing the use of HOTS across the school.
                                                                                                                    •   Create then embed the new
                                                                                                                        Vision, Values, Aims and
NIF Priority                       Following a very unsettled period, extended staff absence and unhappy                Rationale throughout the school.
Improvement in Attainment in       parents, the AHT decided that a focus on HOTS was not a priority, however,
Literacy and Numeracy/             did feature as part of AIFL development. As per advice from the Directorate      •   Small Tests of Change with a
Improvement in Employability       and EO, the priority was to re-build the staff team and so, improve overall          focus on effective feedback and
Skills.                            wellbeing of the school community. High quality Learning and Teaching                questioning.
                                   still remained the core business.
NIF Driver                                                                                                          •   Learning Conversation template
School leadership, Teacher         Actions:                                                                             embedded for termly use.
professionalism, performance       • Term 2 – One-to-one meetings with all staff across the Partnership,
information, school improvement.       seeking views and building relationships.                                    •   New reporting format to be
                                   • Term 2 – Quick Questions: Two Stars and Two Wishes voluntary                       agreed, linking with the Learning
                                       questionnaire to all pupils, parents and staff.                                  Conversation template.
HGIOS 4 QIs:                       • Term 3 - CTs traffic light progress of the School Improvement Plan
2.3 Learning and Teaching              together.                                                                    •   A formal communication from the
1.2 Leadership of Learning         • Review of Programmes of Learning using traffic lights to prioritise                school on pupil progress each
                                       immediate need.                                                                  term:
                                   • Two observations of each Class Teacher by AHT with areas focus made            •   T1 - Learning Conversation
                                       clear beforehand, followed by formal feedback and discussion.                •   T2 – Interim Report
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•   Walking (informal) observations.                                             •   T3 – Learning Conversation
•   PRDs and PDRs for all staff.                                                 •   T4 – Final Report
•   Upskilling the PTs to be able to give PDRs.                                      (alongside Open Afternoons)
•   PT Management Time introduced in order to drive improvement.
•   PT remit created with monthly SMT Meetings.
•   AifL Template for excellent Learning and Teaching provided for staff
    (Learning Tapestries).
• Teachers self-evaluated their own teaching using the AifL template and
    created targets which are to be evaluated through peer observation.
• Successful application to the Edina Trust followed by £2200 spent across
    the Partnership on Science resources with teacher training on how to use
    them.
• General Purpose Rooms created in each school with a reorganisation of
    resources to maximise the use of space.
Impact:
• All staff returned to work.
• Staff are beginning to work as a team.
• The stakeholder questionnaire (pupils, parents and questions) led to
    three clear priorities:
1. Better communication, 2.Re-introduction of homework, 3. A clearer
understanding of what children are learning in school. The summarised
feedback became a working document which was then shared with pupils,
parents and staff.
Communication – We now make full use of texting and emailing. Each
school also has a Facebook page. When surveyed about communication in
Term 3, 16/17 families said they were now satisfied with how well we
communicate.
Homework – Almost all pupils, parents and staff feel the new Maths
homework is effective. NA 16/17 families, 2/2 teachers, P4-7 19/19, P1-3 2/10
(8 saying they would prefer to play (there is work to be done on metacognition
with younger pupils and also type of homework- e.g. more games/computer)
– at Parent Council Meeting, parents said they would prefer that the younger
ones continue with the homework). KB 6/6 families, 7/8 pupils, 2/2 staff all
happy – although parents do not want further homework to be added. KB
already also gives spelling and reading.
Sharing Learning – Weekly Learning Journals were introduced in NA and
revised in KB.
KB pupils, parents and staff were pleased with the amendments with two
requests for more comment space. The format has been changed
accordingly.
NA pupils, parents and staff were less happy with the journals. When
surveyed, opinion of the impact was spilt down the middle. The consensus
was that the information was useful but that it was not necessary every week.
So, a Learning Conversation template has been introduced where clear
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                                       targets are agreed for the term. This will be introduced in Term 4.
                                       • Teachers have welcomed feedback on their teaching and are striving to
                                           meet the needs of their pupils.
                                       • Clarity of remit is leading to greater professionalism and providing
                                           opportunities for upskilling.
                                       • AifL Evaluation – lowest scoring related to being able to create questions
                                           that encourage deeper answers (therefore HOTS/Hinge Questions etc. to
                                           be included as foci going forward).
                                       • New EA and ICT Planners are in place.
                                       • IDL Bundles completed.
                                       • Motivated staff who volunteered their time to create GP Rooms for the
                                           benefit of the children.
School Priority 3:                     Skills Development – Skills for Life, Learning and Work.
                                                                                                                      •   Create then embed the new
NIF Priority                           Partnership Skills Days:                                                           Vision, Values, Aims and
Improvement in employability skills.   Orienteering @ Kirkbean (Term 2)                                                   Rationale throughout the school.
Improvement in Health and              First Aid @ Kirkbean (Term 2)
Wellbeing.                             Coding @ New Abbey (Term 3)                                                    • PARTNERSHIP PTS:
                                       Green Screen @ New Abbey (Term 3)                                              Create a new Partnership HWB
NIF Driver                             Skills Week @ New Abbey – Visitors and a trip to D & G college (Term 4)        Programme of Learning which
Parental engagement/ School                                                                                           includes Benchmarks and all current
leadership/ school improvement/        Impact:                                                                        required areas (LGBT, gambling,
teacher professionalism.               • Pupils from across the Partnership were able to interact with more           RSHP).
                                          children of their own age (particularly beneficial to KB pupils).
HGIOS? 4 QIs:                          • Increased social confidence
2.2 Curriculum                         • Improved Skills for Life, Learning and Work.
2.3 Learning and Teaching              • The children and staff said that they thoroughly enjoyed the Skills Days
3.3 Creativity and Employability          and were able to talk about what they had learned. However, we realised
                                          that we had not measured the impact. So, when planning our Skills Week,
                                          Miss Potts will use a simple pupil questionnaire to evidence impact. The
                                          week is still to come so the results are not yet available.
2.1.1 Report on the impact of          • A Learning Assistant was employed for 2 days a week across the Partnership (1 day was DSM funded).
PEF                                    • There are four pupils who have been allocated PEF funding in New Abbey.
• Comment specifically on how          • There are four Care Experienced pupils at Kirkbean. One is not on track so has been targeted for Numeracy
   PEF is making a difference /           intervention.
   closing the attainment gap for      • PEF was used to target those children and others who needed intervention across the Partnership. Pupils and
   identified cohorts of children /       parents were included in the process.
   young people?                       • Children and interventions were agreed on in consultation with Class Teachers, AHT and ASLT.
                                       • These interventions were carried out by Class Teachers, Learning Assistants and the ASLT when appropriate.
• How rigorous is the school’s         Impact:
  approach to providing robust         • Literacy
  evidence of closing the              • NA P2 pupil Sound Reading System - successful with pupil reintegrating with group in Term 4.
  attainment gap?                      • NA P3 pupil – Extremely able pupil. LDA Comprehension books purchased to give extra challenge regarding

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• How well are you removing        inference. Excellent results with high scores so the pupil continues to move up levels.
  barriers to learning and    • NA P4 pupil Fast Lane Reading Intervention – ongoing results TBC.
  ensuring equity for all?    • NA P6 pupil Fast Lane Reading Intervention – ongoing results TBC.
                              Numeracy
                              • NA P2 pupil Maths Recovery – showing improvement, intervention to continue.
                              • NA P6 pupil Maths Recovery – showing minimal improvement, intervention to continue.
                              • NA P7 pupil Maths Recovery (minor intervention following SNSA), intervention to begin in Term 4.
                              • KB P7 LAC pupil, Maths Recovery and Care Experienced Maths intervention in Term 4. Intervention showing great
                                   impact, SNSA on track.
                              Next Steps:
                              We have a smaller PEF allocation for 2019/20 than this session. Following analysis of data, we will use this to support
                              interventions using Class Teachers and a Learning Assistant for two days per week, across the Partnership. We will
                              share our PEF allocation with our Parent Council and ask if they could support further fundraising to support paying for
                              a further day. We will pursue grant and/or sponsorship application wherever possible. The PEF Project Planning Sheet
                              is below.

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2.2 Summary of Key Strengths and Areas for Improvement                  (What is our capacity for continuous improvement?)
Refer to HGIOS? 4 / HGIOELC? Quality Indicators relevant to your school’s context in making comment.

Quality Indicator                How well are you doing?                                      Areas for Improvement                    Evaluation of
                                 What’s working well for your learners?                                                                this QI using
                                 (Include evidence of impact.)                                                                         the HGIOS?4
                                                                                                                                       six-point
                                                                                                                                       scale
1.1 Self-Evaluation for Self-       •   Class Teachers evaluated the School           •   Create a pupil-friendly version of the       3
     Improvement                        Improvement Plan together, using traffic          SIP.
                                        light colours to note progress. This is on    •   Use HGIOURS Parts 1 & 2.
• Collaborative approaches              display in the staffroom.                     •   The SIP should be displayed as a
   to self-evaluation               •   New evaluation template introduced.               working document which sets out our
• Analysis and evaluation of        •   Class Teachers contributed to the School          clear journey as a school, with collegiate
   intelligence and data                Improvement Plan.                                 and inset sessions linked.
• Impact on learners’               •   The AHT shared the SIP at a Parent            •   Continue to build teacher confidence in
                                        Council meeting, seeking views.                   using evaluative language and taking
   successes and
                                    •   Class Teachers are using data from our            responsibility to lead on actions in the
   achievements.                        Trackers to inform their teaching.                SIP.
                                    •   ASLT Consultations are with CTs and
                                        AHT.
1.3 Leadership of Change            •   A PRD and PDR timetable has been              •   The Vision, Values, Aims and Rationale       4
• Developing a shared                   created with personal and SIP-linked              need to be reviewed.
                                        targets identified.                           •   The review should involve pupils,
    vision, values and aims         •   Pupil Parliament was launched in Term 3,          parents, staff and the local community.
    relevant to the school and          with all pupils becoming members of           •   The results should permeate all of
    its community                       different groups so that Pupil Voice is           school life.
• Strategic planning for                heard and acted upon.                         •   Review certificates in light of changes.
    continuous improvement          •   The AHT has actively sought views then        •   PTs to lead the development of a
                                        communicated Next Steps in newsletters,           Partnership Anti-Bullying Policy.
• Implementing                          emails and texts using, ‘You said, we         •   Continue to provide CTs and PTs with
    improvement and change.             did…’.                                            opportunities to lead improvement.
                                    •   Staff Meetings – teachers are given the       •   How else can we promote and
                                        opportunity to add to the agenda. Minutes         recognise Wider Achievement?
                                        are created by a Class Teacher, taking        •   Empowering staff to promote
                                        turns. Minutes are shared and in folders in       Leadership at all levels.
                                        each office.
                                    •   Collegiate Meetings and Insets are
                                        minuted by the AHT.
                                    •   Whole Staff Meetings at NA ensure that                                                                 8
                                        communication is robust and that all
                                        parties are included.
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                                   •   Wider Achievement is celebrated at
                                       assemblies.
2.3 Learning, Teaching and         •   Each Class Teacher has had two                    •   Make more effective use of our             3
Assessment                             observations of teaching (Literacy and                Partnership to support Moderation and
                                       Maths). Robust self-reflection and                    developing Learning and Teaching.
• Learning and engagement              feedback followed.                                    Create opportunities for professional
• Quality of teaching              •   Programmes of Learning were reviewed                  collaboration, peer observation and
• Effective use of                     with traffic-lit prioritisation. EA and ICT           Lesson Study. Focus on the effective
   assessment                          Planners have been added. IDL Planners                use of questioning.
                                       have been completed. Tracking and                 •   Further embed the use of Small Tests of
• Planning, tracking and               Monitoring has improved with information              Change to raise attainment.
   monitoring.                         all kept in one place which can be                •   Continue to use our new Trackers.
                                       accessed by CT and SMT.                           •   Create a HWB Programme of Learning
                                   •   Whole Child Trackers updated by the                   which includes Benchmarks and current
                                       AHT each month ensures CTs have a full                priorities. Reflect on examples from
                                       picture of each pupil circumstance.                   other schools that lead in HWB.

3.1 Ensuring wellbeing,            •   All CTs are able to use Pastoral Notes.           •   Ensure all pupils and staff have a clear   3
equality and inclusion             •   All staff have completed GIRFEC, Child                understanding of GIRFEC and
                                       Protection and other mandatory FLO                    UNICEF’s Rights of the Child. Use the
• Wellbeing                            training.                                             Challenge Questions in HGIOS 4, 3.1.
• Fulfilment of statutory          •   We have signposted out of school                  • Revisit SHANARRI each term,
   duties                              activities for children will a disability.            discussing what each part means then
• Inclusion and equality           •   We have ensured those children receiving              asking the children to complete a
                                       FSM are prioritised for intervention.                 Wellbeing Web. Act on the results.
                                   •   We have an Equality Record of Incidents.          • Reflect on where we are regarding The
                                   •   Our toilets are all unisex.                           Equality Act 2010. Do we discriminate in
                                   •   We have disabled access in each school.               relation to:
                                   •   We have created a Wellbeing booklet                   ➢ age
                                       which will be used from the beginning of              ➢ disability
                                       next session.                                         ➢ gender reassignment
                                   •   All CTs have completed a GIRFEC Self-                 ➢ marriage or civil partnership
                                       Evaluation which was submitted to the                 ➢ pregnancy and maternity
                                       GIRFEC Team.                                          ➢ race
                                                                                             ➢ religion or belief
                                                                                             ➢ sex
                                                                                             ➢ sexual orientation.
3.2 Raising attainment and     •   Learners are making good progress in              •   Embed the new Vision, Values, Aims and         4
achievement                        Literacy and Numeracy.                                Rationale throughout the school.
                               •   Children who are not on track are all receiving   •   Use Rights Respecting Schools to support
• Attainment in literacy and       targeted intervention which is reviewed               the process.
   numeracy                        regularly.                                        •   Transfer Learning and Teaching Folder to
• Attainment over time         •   We make good use of Learning Assistant and            the Glow School Site.
                                   volunteer time to support raising attainment.     •   Continue to have ASLT, AHT and CT
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• Overall quality of learners’                  meetings together with follow-ups as
                                                described.
  achievement
                                            •   Continue to make use of the Trackers to
• Equity for all learners                       support Learning and Teaching and
                                                GIRFEC.
                                            •   Review spelling programme for P4-7.
                                            •   Review impact of SAMSON in light of cost
                                                implications. Can we avoid the
                                                photocopying?

                                            Making use of Partnership opportunities to
                                            develop Learning and Teaching:

                                            •   Moderation of Writing across the
                                                Partnership.
                                            •   Peer observation.
                                            •   Small Tests of Change Methodology

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   3. SCHOOL IMPROVEMENT PLAN                                2019 - 20
   Clearly identify within your School Improvement Plan where you are using Pupil Equity Funding to improve outcomes for
   learners.
The ‘Planned Management of Improvement Area’ (Column 4) should indicate lead person/s, resources, time allocations; for
example, collegiate sessions. Consideration should be given to how bureaucracy will be reduced and workload managed
with the school’s 35-hrs Working Time Agreement.

                                                        How are you using pupil equity funding to improve outcomes for learners?
Improvement Area                 Outcomes for Learners / School              Key Tasks                                  Planned Management of
                                 Community                                                                              Improvement Area
                                                                                                                        (Include: Responsible/Lead Person,
                                                                                                                        Time Allocations, Funding – including
                                                                                                                        PEF and Expected Completion Date )
School Priority 1                Improved spelling of words containing       Select a new spelling resource for use     Lead Person: Gemma Potts (PT)
Raising Attainment in Literacy   patterns.                                   with P2-7 children.
                                                                                                                        To be embedded throughout the
NIF Priority                     Improved spelling of words that follow no   Use jotters for home and class work,       session.
Attainment in Literacy           pattern.                                    consistently modelling excellent
                                                                             presentation and showing evidence of       Impact to be tracked as part of three
NIF Driver                       Improvement in spelling evident in other    feedback.                                  SWST assessments and during PDSA
School leadership                writing, not just assessments.                                                         intervention.
Teacher professionalism                                                      Embed effective use of personal spelling
Performance information          Improved confidence in pupil spelling       word lists.                                Pupil, parent and staff feedback to be
Assessment of children’s         ability and clarity regarding next steps.                                              gathered followed by next steps.
progress.                                                                    Implement a revised Programme of
                                 An overall spelling improvement of 75%.     Learning for Spelling.                     Reduction in costs due to less
HGIOS?4 QIs                                                                                                             photocopying.
2.3 Learning and teaching                                                    Utilise the new ipads for reinforcement.
1.5 Managing resources to                                                                                               Completion by end of May 2020.
promote equity                                                               Introduce effective spelling homework.
3.2 Raising Attainment and
achievement                                                                  Utilise Small Test of Change
                                                                             methodology for targeted spelling
                                                                             intervention.

                                                                             Continue to use Sound Reading System
                                                                             for intervention if required.

                                                                             HT to continue to attend ASLT
                                                                             Consultation meetings.

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School Priority 2            Upskill teachers to use more effective       HT and Peer observation focus is on                Lead Persons:
Improved Learning and        feedback and questioning.                    effective questioning and feedback.                Head Teacher – Reporting &
Teaching                                                                                                                     Learning Conversations Templates
                             Improved pupil metacognition.                Use of Small Test of Change
NIF Priority                                                              Methodology to plan and measure                    Small Tests of Change - Ellaine
Attainment in Literacy and                                                impact.                                            Monk (NA) and Pauline Lyle (K)
Numeracy
                                                                          Reflect on the new Learning                        Class Teachers observe and reflect on
NIF Driver                                                                Conversation template.                             pupils conversations about learning.
School improvement
Teacher professionalism                                                   Introduce termly formal contact:                   Completion by end of May 2020

HGIOS?4 QIs                                                               •   A formal communication from the
2.3 Learning and teaching                                                     school on pupil progress each term:
3.2 Raising Attainment and                                                •   T1 - Learning Conversation
achievement                                                               •   T2 – Interim Report
                                                                          •   T3 – Learning Conversation
                                                                          •   T4 – Final Report
                                                                              (alongside Open Afternoons)
School Priority 3            Clear, visible, VVA & R embedded in all      Provide all teaching staff with a copy of Paul     Lead Persons:
Create and embed a new       aspects of school life.                      Dix’s book, ‘When the adults change the
Vision, Values, Aims and                                                  children change’.                                  VVA & R – Head Teacher –
Rationale in each school     The VVA and R underpin our Positive                                                             Completion end of October 2019.
                                                                          Liaise with other schools to consider the
community.                   Behaviour and Anti-Bullying Policies.        most effective way to fully involve all partners
                                                                          in a robust re-creation of VVAR KB & NA are        Anti-Bullying/Positive Behaviour
NIF Priority                 Engage with the Rights Respecting            likely to have different VVAR).                    Policies:
Improvement in children’s    Schools document.                                                                               Pauline Lyle
HWB.                                                                      Reflect on the Better Relationships, Better        Completion by end of November 2019
                             A robust HWB Programme of Learning           Learning D & G Starter Pack, using
NIF Driver                   will ensure that there are no gaps and we    templates as appropriate.                          HWB Programme:
School leadership            are ensuring that our learners have equity   Gather the views on key values with pupils         Gemma Potts & Pauline Lyle
Parental engagement          of experience.                               first.                                             Completion by end of May 2020
School improvement                                                        Gather views of parents, staff and the local
                                                                          community.                                         Emily Edgar to give input as
HGIOS?4 QIs                                                                                                                  required (0.4)
1.3 Leadership of change                                                  Collate and share results.
1.4 Leadership and                                                        As a school community, VVAR in our
management of staff                                                       schools. Look at the ways in which we can
2.2 Curriculum                                                            embed them in our schools.
3.1 Improving well-being
equality and inclusion                                                    Update handbook, certificates, displays,
                                                                          policies, programmes of learning…

                                                                                                                                                                     12
OFFICIAL

PEF PROJECT PLANNING SHEET 2019/20

Planned Expenditure (to accompany School Improvement Plan)
School / Cluster           New Abbey and Kirkbean Primary/Dumfries Academy

Rationale and Brief                  To Close the Gap in Literacy and Numeracy for targeted children. We
description of Project               only have 4 FSM children (& none in SIMD deciles 1/2/3). The project
                                     will target these 4, but also others who would benefit.
Baseline measurements                The children who will be targeted are below the required CfE Level and
                                     measure Low in SNSAs. Baseline assessments will be carried out by the
                                     ASLT before and after each intervention using York, Sound Reading
                                     System, Maths Recovery and Closing the Gap Assessments.
Proposed Interventions               Learning Assistant (&ASLT and Class Teacher) input using the
                                     aforementioned projects. These will be done in 4-8 week blocks.

Impact measurements                  Impact will be measured using assessments by the ASLT after each
                                     intervention using York, SRS and Maths Recovery Assessments. Class
                                     Teachers also assess formally three times a year. This is tracked.
Project Lead                          Helen Anderson

Reference in SIP                     Priority 1 – Raising Attainment in Literacy and Numeracy, Closing the
                                     Gap.

HGIOS4 QIs                           1.3, 2.3, 3.2

                Additional Hrs
                (School/Ext) –
                linked to existing
          PEF

                posts
EXPENDITURE

                Additional posts     Learning Assistant, 2 days a week (1 day in each         £5520
                (School/Ext)         school). If the DSM allows us to fund further LA time,
                                     we will endeavour to meet the further cost.
                Remit for post
                                                                                                              13
OFFICIAL

       Partner Services

       Resources/
       Equipment/
       Materials
       Other

                                                          AMOUNT            £5520

To be returned to Education Support Services Manager by WEDNESDAY, 15 MAY 2019

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