JAMES GILLESPIE'S PRIMARY SCHOOL - Standards and Quality Report 2021-2022
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JAMES GILLESPIE’S PRIMARY SCHOOL
Standards and Quality Report 2021-2022
How Good is our School?
Context of the School
School vision, values and aims
Equalities assessment
School context
School handbook
School policies
Name of setting: James Gillespie’s Primary School
Standards & Quality Report (3-4 Bullet points for each)
1.3 Leadership of Change
- Developing a shared vision, values & aims relevant to the school and its community
- Strategic planning for continuous improvement
- Implementing improvement and change
• Our Vision, Values and Aims were refreshed recently following a whole-school-community consultation. These now need to be tied
explicitly to the UNCRC Articles and we will continue to teach our Values and the Articles together. As we support children following the
period of learning at home, we will have a renewed focus on our values and school expectations.
• We continue to analyse all of our available data to drive strategy for improvement. Writing attainment and breadth and progression of
curriculum will continue to be a focus in 2021-2022. The school leadership team will be monitoring coverage of curriculum experiences and
outcomes using teachers’ forward plan summary sheet and weekly timetable. Teachers will use year group planning meetings, whi ch take
place weekly, to monitor coverage of curriculum experiences and outcomes.
• Many non-promoted staff are keen to lead / utilise leadership training and there will again be opportunities for working group leadership
roles during the coming year. The school has now established a digital learning leadership team of 1 DHT and 5 teachers, as required by
the City of Edinburgh Council’s Digital Learning Strategy.
2.3 Learning, Teaching and Assessment- Learning and Engagement
- Quality of teaching
- Effective use of assessment
- Planning, tracking and monitoring
• We have high levels of student engagement and staff and parents have worked hard to re-engage and support all students following Covid
learning at home. During learning at home, our engagement levels were around 95%. Our supported children engage very well and the
numbers of children progressing from “red” to “amber” to “green” on our school attainment tracker is very good for supported children.
Highly structured support programmes such as Read, Write, Inc and Fresh Start have contributed to this. The support for learning team
continues to deliver a number of support programmes despite Covid restrictions limiting the number of face-to-face contact staff members
can have each day/week.
• Teachers, school leadership team and the support for learning team continue to use assessments to identify learning gaps. Teachers use
assessment data analytically to inform next steps in learning. We are undertaking the Scottish National Standardised Assessments in P1, 4
& 7 at the time of writing and teachers will be given the student-level data to help decide next steps in learning for the current and following
class teacher. The school leadership team will use the school-level data to confirm where our school needs to improve attainment in
literacy and numeracy. This will then be discussed with teachers in their attainment coaching meetings. Year group teams will be asked to
us the “next steps analysis” from SNSA to inform teaching and learning next steps.
• Teachers plan in teams of 3 or 4 in year groups and provide consistency and a broad, balanced curriculum. Further checking will take place
this year for coverage of Es and Os and progression in Writing skills. The school has an effective tracking and monitoring system for al
learners and for supported learners.
• We will “re-boot” our monthly school parliament assemblies to provide opportunities for student voice and we will find new ways to bring
children together in leadership roles such as House Captains and Sports Captains meetings outdoors or virtually.
• We will continue to focus on developing more student voice in formative assessment, reviewing learning weekly and agreeing next steps in
learning for the following week and contributing to progress reports for parents on our online platform Learning Journals.
3.1 Ensuring Wellbeing, Equity and Inclusion
- Wellbeing
- Fulfilment of statutory duties
- Inclusion and equality
• Staff and students generally feel well-supported. Staff feel that the school leadership team has been responsive during Covid and has done
its best to support staff during this challenging time. The school leadership team tries hard to listen to staff views about how best to support
them and makes adaptations to the school diary and improvement plan to support this. The school leadership team has listened carefully to
staff views and formed a supportive Local Working Time Agreement which will again be reviewed mid-year to check if it is supporting staff
health and wellbeing adequately.
• We have an Equalities standing group of parents and staff. We will re-align our school parliament monthly meetings to also focus on
student voice regarding equalities. Our parent working groups have collated an anti-0racist library of books for class libraries. Our
Equalities working group has finalised our equalities school policy. Teachers have delivered our initial focus lessons on UNCRC, we haveestablished a Children’s Rights webpage and we will align our school values to the UNCRC Articles and teach both explicitly. We have
established an Equalities focus box in every weekly parent newsletter.
• We have had 0 exclusions for a 4th year. We continue to have low reported levels of bullying, prejudice and parental complaints about
children with additional support needs. We continue to have very good attendance. We will maintain our wide range of support
programmes, many of which have been adapted for Covid school restrictions. Our PEF budget is used to support families with low incomes
to fully participate in the wider life of the school and community. During Covid our PEF fund was used to provide an iPad for every family
who required one and to support families with low income to access our wider achievement programmes in school.
• We will refresh Restorative Behaviour approaches with pupil support assistants.
3.2 Securing Children’s Progress
- Attainment in literacy and numeracy
- Attainment over time
- Overall quality of learners’ achievement
- Equity for all learners
• Attainment in all areas is very good with the exception of
- Writing P4* & P7
- Maths P4*
*The current P4 year group has consistently had greater numbers of children with named additional support needs.
Stage School Session Tracking Period % Read % Wri % L&T % Num
P1 James Gillespie's PS 2020-2021 Mar-21 92.5 92.5 90 95
P4 James Gillespie's PS 2020-2021 Mar-21 93 82 94 88
P7 James Gillespie's PS 2020-2021 Mar-21 93 86 94 94
• Our school attainment over time is consistent with the above.
• Overall achievement is high with a very high take up in school sports programmes. In MFL achievement needs to improve and will be
establishing a clearer programme of learning, with resourcing provided, for all Nursery to P7 teachers to follow. This will allow all learners to
access better quality teaching and learning in MFL.
• See our equalities assessment above for more detailed information on our attainment.Curriculum
Insert an evaluative statement for the following themes (3-4 bullet points for each theme):-
Quality Indicator Grades School rating Nursery Education Scotland Care Inspectorate inspection (Nursery)
2021 rating 2021 inspection rating 2016 rating 2019
Leadership of Change Good Excellent Good Excellent
Learning, Teaching & Very good Very good Very good Very good
Assessment
Wellbeing, Equality & Inclusion Very good Very good Good Good
Raising Attainment & Very good Very good Very good Very good
Achievement
Rationale and Design of the Curriculum
Every 3 years we undergo a major whole school community evaluation of our curriculum. This then leads to a number of suggesti ons for
improvement which are implemented over the next 3 years. This ensures we have a curriculum which has the support of parents, staff and
students. We are currently engaged in improving MFL provision, reviewing IDL Themes through an equalities/ de-colonising/ anti-racism
perspective.
Development of the Curriculum
Student feedback remains that not enough science, drama and dance is taught. Some parents would like a different approach to MFL but we
are continuing to implement the agreed Scottish Government “1+2 approach” with additional Gaelic* taster on offer in P4 and Mandarin* in P7.
We will re-convene our curriculum review working group which had to stop work during the pandemic and we will finish the work on bundling
Es and Os into revised IDL themes. We will include equalities/ children’s rights studies within these themes.
*Gaelic and Mandarin delivery is dependent on bubble restrictions being eased in early 2022.
Learning Pathways
Teachers have a clear set of learning pathways within the school forward plan. There remain inconsistencies in the use of this and the school
leadership team has asked that, in 2021-22, teachers submit their weekly plan and summary sheet from the school forward plan so that we
can check for breadth, balance and progression. Teachers will also be asked to use weekly year group planning meetings to monitor coverage
of all curriculum experiences and outcomes.
Skills for Learning, Life and Work
Our Inter-disciplinary Learning Themes (IDL) sometimes known as “topics” or “projects”, offer skills links to the world of work. Teachers have
access to “My World Of Work” and this is used for transition profiling in P7. The school has a high level of engagement with parents who visitschool to teach children about the world of work, to make visible women in traditionally male-dominated jobs and to explicitly link STEM
subjects to high-income job opportunities. The Parent Council recently provided a range of books which support this work and these are in
class and whole school libraries.
Equity & Best Value
Pupil Equity Fund 2020-21
Schools are asked to re-submit the Pupil Equity Fund Plan that they submitted at the start of the 2020/21 session, as part of their Standards &
Quality Report. The impact/outcome column should be completed to reflect school evaluations of PEF spends throughout the session.
What is the What is the How will this How will, we Estimated Remaining Timeline for Overseen by Impact/
issue or gap? intervention? be delivered? know it is costs PEF Balance completion Outcome
working?
Who does it Intended
affect? measure
Families with IPads will be iPads will be 85%+ £tbc (no £tbc March-April Colin 95%
no or limited given to given to engagement budget 2020 and McLean engagement
access to every child children during summary December with remote
technology to who needs before remote provided by 2021. learning
support one so leaving learning. city council at achieved.
remote families can school for time of
learning and access MS home writing)
staying Teams, learning.
connected. Learning Support will
Journals and be offered to
teacher email parents to
during use the
remote technology.
learning.
SIM cards
will be given
to every
family
needing
these to staycontacted
during
lockdown.
Families with Parents can Headteacher 100% £tbc £tbc August 2020 Colin Almost 100%
low income request keeps track participation to June 2021 McLean participation
cannot afford financial of requests in our wider in our wider
to take part in assistance and supports achievement achievement
residentials, for school offered. experiences. experiences.
excursions, day and year
cultural and costs.
sports events
where there
are costs to
be covered
by parents.
Pupil Equity Fund 2021-2022
What is the What is the How will this How will, we Estimated Remaining Timeline for Overseen by Impact/
issue or gap? intervention? be delivered? know it is costs PEF Balance completion Outcome
working?
Who does it Intended
affect? measure
Total starting £23156
budget (£18378 +
£4778 top-
up)
Families with Parents can Headteacher 100% £tbc £tbc August 2020 Colin Almost 100%
low income request keeps track participation to June 2021 McLean participation
cannot afford financial of requests in our wider in our wider
to take part in assistance and supports achievement achievement
residentials, for school offered. experiences. experiences.
excursions, day and year
cultural and costs.
sports events
where there
are costs tobe covered by parents.
JAMES GILLESPIE’S PRIMARY SCHOOL
Renewal Plan (School Quality and Improvement Plan)
At the staff in-service day 04.05,21, the following priorities were agreed.
Development focus
1. Working Group 1: Completing the curriculum review working group’s tasks which were suspended when the Covid pandemic
began.
• Completing bundling of Es & Os into agreed IDL Themes
• de-colonising the curriculum
• UNCRC
• Modern Languages progression in French so it is clear what needs to be taught Nursery to P7.
• Refresh our memories of the forward plan summary sheet Eg Technology progression (robots, beebots, other tech, useful apps & staff
training/ sharing practice)
• Maintain and develop the school’s parent and staff Equalities Group.
2. Working Group 2: Raising attainment in writing
• Implementing the school’s agreed spelling, handwriting, literacy programme. Termly moderation in Level teams and DHT.
3. Working Group 3: Student voice/ participation in formative assessment/student and staff health and wellbeing
• Agree how to engage students in formative assessment consistently across the school.
• Agree how to organise student participation in weekly reviews of learning/ agreeing next steps for following week.
• Agree how to include student voice in Learning Journal summative posts to parents.
• Tying school values to UNCRC. Refocussing on behavioural expectations.
• Refreshing training for restorative behaviour approaches with pupil support assistants.
• Re-booting school parliament and finding new ways during bubble restrictions to bring student leaders and interest groups together.
• Re-starting our wider achievement programmes such as after-school clubs, residential excursions.
• Consider using the staff and student health and wellbeing self-evaluation toolkits.
• Continue to encourage staff to take up whole-school nurture training. Re=establish school’s nurture and other support groups once
class bubble restrictions are eased.
• Continue to promote school counsellor service and school website referral form for students and families (P6 & P7)Equalities
Renewal Equalities Overall Colin McLean
Aspect Responsibility
Outcomes Equalities:
Short Term:
• The Senior Leadership Team and all staff use Equalities data and other information effectively to inform
planning
• There is increased awareness amongst all staff of Equality and Diversity
• There is increased awareness amongst all staff of an inclusive curriculum and decolonised curriculum
Medium Term:
• Ongoing implementation of revised school procedure for preventing and responding to bullying and prejudice.
• Improved reporting, recording and monitoring of incidents of bullying and prejudice
• Pupils say that incidents of bullying and prejudice are dealt with effectively
• Pupils feel confident to report bullying and prejudice
• Staff have shared understanding of an inclusive curriculum and decolonised curriculum and what this looks
like in practice
Long Term:
• Reduction in number of reported and recorded incidents of bullying and prejudice
• Improved pupil health and wellbeing.NIF Priority:- QIs/Themes
QI 1.1 Analysis and
• Improvement in attainment, particularly in literacy and numeracy evaluation of intelligence
• Closing the attainment gap between the most and least disadvantaged children and young and data
people
QI 1.3 Strategic planning
• Improvement in Children and Young People’s Health and Wellbeing for continuous
improvement
QI 1.5 Management of
resources to support
equity
QI 2.3 Learning and
engagement
QI 2.3 Quality of teaching
QI 2.5 Engaging families in
learning
QI 3.2 Attainment in
literacy and numeracy
QI 3.2 Overall quality of
learners’ achievement
Tasks By Whom Resources Time Progress &
Impact
Equalities
Provide opportunities for staff
Dec. 2022 Completed May
to build on core training
(CECiL Equality and Diversity SLT CECiL Equality and Diversity Modules (Sharepoint) 2021
modules) by using GTCS
professional learning moduleson their Equality and Diversity
Hub and/or other training GTCS Equality and Diversity Hub:
https://www.gtcs.org.uk/professional-
update/equality-diversity-hub.aspx
Equalities Tile: Professional Learning section
https://cityofedinburgheducation.sharepoint.
com/sites/EdinburghLearns/Equalities/Profe
ssionalLearning
Review curriculum rationale to SLT, all Almost a full year’s work was completed before August IS
ensure all subjects promote school Covid lockdown 1. This work is to be continued by Day 2
and support Equalities and staff the same working group.
CATs
Diversity.
Provide opportunities for staff SLT and https://cityofedinburgheducation.sharepoint.com/sit August IS
to develop their knowledge of relevant es/EdinburghLearns/Equalities/InclusiveCurriculum Day 2
an inclusive curriculum and staff
https://cityofedinburgheducation.sharepoint.com/sit
decolonised curriculum what Equalities
this looks like in practice. es/EdinburghLearns/Equalities/ProfessionalLearnin
g modules
completed May
Equalities Newsletter (bi-monthly), Equalities Staff 2021
Reference Group
Policy went live
Review and implement revised SLT and https://cityofedinburgheducation.sharepoint.com/sit Aug. 2021 April 2021.
school procedure for relevant es/EdinburghLearns/Equalities/Anti-bullying
August IS Staff now need
preventing and responding to staff to be trained in
bullying and prejudice to Day 2
policy and
ensure improved reporting and
recording of incidents.recording of
https://cityofedinburgheducation.sharepoint.com/sit incidents.
es/EdinburghLearns/Equalities/Anti-bullying
EHRC Using data to inform and evaluate anti-
bullying strategies
Monitor school SEEMiS SLT and Equalities group are to look at anonymised data Equalities
Bullying and Equalities module relevant from working
data to evaluate impact of staff • SEEMIS Bullying & Equalities report group
revised school procedure and • Pupil Wellbeing Survey meetings/
identify next steps. SLT
and advise school of any further action required to meetings
reduce bullying and prejudice.
Harriet Equalities group meets regularly, suggests anti- Group is
Maintain & develop a standing King Ongoing
racist and equalities based projects, policy established,
Equalities group of parents and teacher Equalities has finalised
adjustments, and improvements to communication,
staff. lead. working bullying and
pedagogy etc. group
- Establish equalities webpage on school prejudice
meetings/ policy and the
website SLT listed actions
- Establish children’s rights/ UNCR webpage meetings have been
on school website implemented
- Establish Equalities update box in each as of April
weekly newsletter 2021.
- Organise staff/ parent “How to raise an anti-
racist child” training (Afro-Caribbean
Scotland)- HT to attend race equality training
Completing bundling of Es & Curriculum August IS
Os into agreed IDL Themes & review https://cityofedinburgheducation.sharepoint.com/sit Day
including working es/EdinburghLearns/Equalities/InclusiveCurriculum
CATs
group Children’s Rights/ UNCR school webpage
• de-colonising the resources
curriculum
• UNCRC/ school values
tied together
• Maintain and develop
the school’s parent and
staff Equalities Group.
Use our equalities assessment June-
Equalities Equalities assessment above, PEF budget, Closing
to decide where best to focus working September
the Gap teacher, SfL team. 2021
our resources to reduce the group.
attainment gap.Health, Wellbeing & Resilience
Renewal Health, Wellbeing & Resilience Overall Responsibility Colin McLean
Aspect 3
Outcomes Short term
Staff are provided with appropriate CLPL and planned opportunities to debrief regarding their own HWB.
Staff & learners feel supported in relation to their own health and wellbeing.
Staff are provided with CLPL to build on current knowledge regarding the importance of relationships in aiding renewal.
Systems are put in place to ensure children’s rights and participation are the heart of school life.
All staff understand the 6 nurture principles and have planned how these can be used to support learners.
The curriculum is adapted, through learner voice to meet the needs of our learners in a post-Covid context.
Medium term
Relationships have been reconnected across the school community.
All learners feel listened to, reassured and supported (acknowledging their experiences).
The nurture principles underpin the learning environment.
Learners social and emotional skills are developed through the curriculum.
Long Term
Children’s rights and participation are at the heart of school life.
The curriculum is reviewed and adapted to meet changing learners needs.
All learners, and staff, demonstrate greater resilience.
QIs/Themes
1.3 Leadership of Change
NIF Priorities:
2.2 Curriculum
• Improvement in children and young people’s health and wellbeing 2.3 Learning, Teaching &
Assessment
2.4 Personalised Support
2.6 Transitions3.1 Ensuring Wellbeing,
Equality and Inclusion
Progress &
Tasks By Whom Time
Resources Impact
Working time agreement
Develop plans to All staff lead by May 2021 LWTA &
support staff HWB; SLT Collegiate calendar collegiate
calendar
Provide CLPL to agreed May
enable staff to feel 2021
more confident in
supporting their
learners.
Identify time and All staff lead by Supporting Staff - Resources August IS day
space for staff to SLT
debrief regarding their Session 1 ‘Moving on, coming together: focus on our CATs
own HWB - revisit as wellbeing’ - available on CECil
appropriate ‘It’s All About Relationships’ Barnardo’s (16mins)
Consider using the https://www.youtube.com/watch?v=0RyD-
staff and student ueKCOc&feature=youtu.be
health and wellbeing
self-evaluation toolkits.Provide CLPL to
support staff and Session 2 ‘Moving on, coming together: focus on our
senior leader HWB, to children, young people and families’ wellbeing - available on
support their own and CECil
others HWB A5 HWB booklet
HWB Framework
Provide CLPL to All staff lead by Supporting Learners - Resources October IS day
enable staff to feel SLT
more confident in Supporting Anxiety resources
supporting their Additional HWB Resources
learners.
Decide whether we join SHINE schools SHINE – Schools
Share the 4 key
Health and Wellbeing Improvement Research Network
messages regarding
(gla.ac.uk) email Dawn.Haughgton@glasgow.ac.uk for
HWB to ensure a
consistent approach; enquiries.
• Reconnect
relationships
• Acknowledge
experiences
• Create a
nurturing
environment
• Support our
learners to build
resilience
“Re-boot” the Building SLT, teachers & Building Resilience teaching resources on staff Assemblies
Resilience curriculum PSAs drive/ASN/Building Resilience
materials and Curriculum
assemblies. Building Resilience Assemblies time• Staff
Plan staff development New Confident Staff Confident Children course piloting in January IS
• Partners
opportunities to August, train the trainers in November cascade thereafter. Day
support necessary
New online CLPL for all staff on supporting Children and January IS day
learning in relation to
key priorities young people's wellbeing – Scottish Government expected.
SLT team • ASL Nurture Guidance
Maintain, and adapt Ongoing
for Covid bubble • Supporting Care Experienced
restrictions, the • Edin Learns Inclusion Hub
school’s support • School counsellor
programmes on offer.
Continue to deploy
Closing The Gap
Teacher to support
children with biggest
attainment gap.
Agree how to engage CATS
Student voice Staff discussion/ sharing good practice
students in formative working group October IS
assessment
Day
consistently across the
school. January IS
Day
Agree how to organise
student participation in
weekly reviews of
learning/ agreeing next
steps for following
week.Agree how to include
student voice in
Learning Journal
summative posts to
parents.
Tying school values to
UNCRC. Refocusing
on behavioural
expectations.
SLT
Refreshing training for
restorative behaviour
approaches with pupil
support assistants.
SLT
Re-booting school
parliament and finding
new ways during
bubble restrictions to
bring student leaders
and interest groups
together.
SLT, Parent
Re-starting our wider Council clubs
achievement team, Active
programmes such as Schools Team,
after-school clubs, IMS Service,
Outdoor Learning
residential excursions.
partners
Continue to encourage
SfL team
staff to take up whole-school nurture training. Re-establish school’s nurture and other support groups once class bubble restrictions are eased.
Teaching, Learning & Assessment
Renewal Overall Colin McLean
Aspect 1 Responsibility
Outcomes Short-Term
• Audit and review current curriculum with the involvement of all stakeholders
All staff are continuing to develop digital skills to support the appropriate and effective use of digital technologies in
learning, teaching and assessment
• All staff are continuing to develop relevant skills in the 4 aspects of the Edinburgh Learns Teaching Charter
• All learners are able to engage in remote/blended learning as required
• Assessments are undertaken to provide data to ensure progress for all learners, including the identification of gaps
in learning.
• All learners engage in a range of outdoor learning opportunities
Medium-Term
• All learners are continuing to develop the relevant digital skills to engage in high quality learning, teaching and
assessment
• All learners make expected progress in their learning, including those learners in need of personalised support &
interventions.
• All staff are competent in using digital skills to support the appropriate and effective use of digital technologies in
learning, teaching and assessment
• All staff make rigorous professional judgements about pupils’ level of attainment & achievement
• All staff engage in moderation activities to further develop confidence in professional judgements
• Raise attainment in Literacy by 5% for P4/S1• Raise attainment in Numeracy by 10% for pupils in SIMD quintile 1
Long-Term
• The school has a clear curriculum rationale which ensures cultural awareness and sensitivity, develops critical
literacy and demonstrates a collective commitment to equality, equity and children’s rights
• The school has ensured that digital learning is a central consideration in all areas of curriculum and assessment
delivery, maximising impact of Empowered Learning 1:1 project (P6-S6)
• At least 30% of teaching staff should be confident in the 4 aspects of the Edinburgh Learns Teaching Charter
• At least 85% of learners achieve expected levels of attainment in Literacy and Numeracy
QIs/Themes
QI 1.1 Analysis and evaluation of
intelligence and data
QI 1.3 Strategic planning for continuous
improvement
QI 2.2 Rationale and design
NIF Priorities:-
QI 2.2 Learning pathways
• Improvement in attainment, particularly in literacy and numeracy
QI 2.3 Learning and engagement
• Closing the attainment gap between the most and least disadvantaged
children and young people QI 2.3 Quality of teaching
QI 2.3 Effective use of assessment
QI 2.3 Planning, tracking and monitoring
QI 2.4 Universal support
QI 2.4 Targeted support
QI 2.5 Engaging families in learning
QI 3.2 Attainment in literacy and numeracy
QI 3.2 Overall quality of learners’
achievementTasks By Whom Resources Time Progress & Impact
All staff led by SLT • Link to Teaching and
Prepare a remote/blended Dependent on
Learning Framework
learning contingency plan timing of future
in case future remote Link to Blended Learning remote learning
learning has to take place Teaching and Learning episodes.
during the Covid Guidance
pandemic.
HT/DHT Digital Learning • Link to Digital Schools
Carry out Digital Schools lead May 2020 Digital Schools self-
Self-Evaluation
self-evaluation to identify evaluation completed 2020
priority actions for school • Link to Framework for by HT and available on staff
digital strategy Digital Learning drive for planning next
steps.
Access/deliver skills audit All staff led by Link to Digital Professional CATS
and appropriate digital Learning (self-directed and
Digital Learning Leaders
professional learning for webinars)
staff to ensure all can use Empowered Learning Empowered Learning
relevant digital platforms project team (Louise
and tools to in preparation project
Sibbald and David
for Empowered Learning McKee) Undertake CGI professional 35 hours CPD
project rollout learning (4 hours)• Edinburgh Learns •
Access/deliver appropriate All staff By June 2022
Professional Learning
professional learning for all
staff to ensure they have Offer 2021-22
Coordinated by DHT
the skills to deliver high
L&T(Secondary)/CLPL 35 hours CPD
quality learning, teaching
and assessment as Coordinator
defined in the EL Teaching
Charter
P5 Staff to engage in
Numeracy & Maths CLPL P5 staff Framework
Fridays/ 35
hours CPD
Ensure we are SLT Revised GTCS PRD PRD meetings.
implementing the revised Guidelines
GTCS PRD guidelines and SLT meetings.
City Council “Looking PRD Roles &
Back/ Looking Forwards” Responsibilities: Link to
guidelines for non- PRD Roles and
teaching staff. Responsibilities Table
Professional Learning
Planning Cycle: this can be
used to facilitate on-going
professional dialogue and
learning to ensure thatCLPL, as part of the PRD
process, is planned and
evaluated against the
impact on students
GTCS PRD Resources
EL Professional Learning
on Leading Teacher
Development as a Middle
Leader -Edinburgh Learns
Professional Learning Offer
2021-22
• Staff to engage in • All staff • EL Assessment & • Cluster CAT
school level moderation Moderation Framework Sessions Oct,
activities to support Jan
teachers’ professional • Edinburgh Learns • 4 x termly in-
judgements Assessment &
• Staff to engage in 2 school
Moderation Resources
cluster moderation moderation
(Practitioner Moderation
activities focusing on meetings
Template and Example,
Literacy/Numeracy or focussed on
Facilitator Moderation
Literacy/Numeracy writing and
across learning Guidance, Template
and Example) coverage of
• Staff to engage in EL Es and Os for
Assessment &
Moderation CLPL breadth,
• Edinburgh Learns balance and
• Staff to engage in EL Engaging with
Engagement with the progression
Benchmarks
Benchmarks CLPL Professional Learning (focus onScience,
• Edinburgh Learns Technologies
Supporting Teacher Drama and
Judgement in the BGE Dance)
Professional Learning
Completing the Curriculum Reform and CATs
curriculum review Design Self Evaluation Tool
working group’s tasks
Link to Level 5 Illustration
which were suspended
QI 2.2 Theme 1 HGIOS4?
when the Covid
pandemic began.
Completing bundling of Es
& Os into agreed IDL
Themes
de-colonising the
curriculum
UNCRC
Modern Languages
progression in French so it
is clear what needs to be
taught Nursery to P7.
Refresh our memories of
the forward plan summary
sheet Eg Technology
progression (robots,
beebots, other tech, usefulapps & staff training/ sharing practice) Raising attainment in writing Implementing the school’s agreed spelling, handwriting, literacy programme. Termly moderation in Level teams and DHT. Student voice/ participation in formative assessment/student and staff health and wellbeing Agree how to engage students in formative assessment consistently across the school. Agree how to organise student participation in weekly reviews of learning/ agreeing next steps for following week. Agree how to include student voice in Learning
Journal summative posts to parents. Tying school values to UNCRC. Refocusing on behavioural expectations.
Equalities, Equity & Inclusion
Renewal Equity and Inclusion (Equalities on separate page) Overall Colin McLean
Aspect Responsibility
Outcomes Equity:
Short Term:
• The Senior Leadership Team and all teaching staff are clear about their role in supporting the national drive
for equity and the closing of the poverty-related attainment gap. They use data and other evidence effectively
in order to identify the poverty-related attainment gap post-COVID 19 across the school and for individual
cohorts and areas of the curriculum, including instances where the lack of digital access has been an
additional barrier for learners in recent months.
• Ensure that the planning of effective approaches is based on data and evidence.
Medium Term:
• Implementation and ongoing evaluation of approaches to support equity of access for those affected by
poverty to learning, attainment and achievement.
Long Term:
• PRIMARY: Reduction in the poverty related attainment gap in literacy and numeracy as follows (the tables
below are merely examples and entirely optional – schools will create their own measurable long term
outcomes/aims, based on the gaps identified in short term outcome): Table for Primary
Long Term:
• SECONDARY: Reduction in the poverty related attainment gap in literacy and numeracy as follows (the
tables below are merely examples and entirely optional – schools will create their own measurable long term
outcomes/aims, based on the gaps identified in short term outcome and/or use attainment vs deprivation
measures or positive, sustained destination targets for equity groups): Table for Secondary
Inclusion:
Short-Term• The Senior Leadership Team and relevant staff have reviewed their arrangements for Nurture and Wellbeing
support to identify strengths and areas for improvement, using existing data focused on the principles of
inclusion including how effectively Children’s Rights are embedded across the school. Note: This may be
done as part of an Inclusive Practice Review with support of EP, ASL Service and peer Headteacher.
• The school has established key actions to ensure that all pupils are supported and included so they can
participate in a suitable learning environment, with a particular focus on Care Experienced and learners with
Additional Support Needs.
Medium-Term
• Implementation of actions identified through review, to be monitored through using the principles of inclusion
– Present, Participating, Achieving, Supported, Rights.
Long-Term
• All schools: Improvement in pupil wellbeing, attendance, attainment and achievement, and reduction in
exclusions. Schools will set their own measurable long-term aims based on the data gathered through review.
• Secondary schools: promote and support implementation of Wellbeing Hubs so that all secondary schools
offer a Wellbeing Hub and selected schools, Enhanced Support Bases for more complex ASN associated
with Intellectual Disability/ASD.NIF Priority :- QIs/Themes
QI 1.1 Analysis and
• Improvement in attainment, particularly in literacy and numeracy evaluation of intelligence
• Closing the attainment gap between the most and least disadvantaged children and young and data
people
QI 1.3 Strategic planning
• Improvement in children and young people's health and wellbeing for continuous
improvement
QI 1.5 Management of
resources to support
equity
QI 2.3 Learning and
engagement
QI 2.3 Quality of teaching
QI 2.5 Engaging families in
learning
QI 3.2 Attainment in
literacy and numeracy
QI 3.2 Overall quality of
learners’ achievement
Tasks By Whom Resources Time Progress &
Impact
Equity
Through effective self-
Colin Tracking and monitoring systems with functions for SLT
evaluation, all staff make
appropriate use of baseline McLean filtering by SIMD to determine the gap (such as meetings
data to inform focused plans EdICT or school-based systems).with clearly stated outcomes
National Improvement Hub – Stirling Outcomes
and measures, with
appropriate plans for and Measures Toolkit
monitoring progress. PEF National Guidance 2021-22 (to be published
These plans are clearly May 2021)
reflected in schools’ spending
priorities. PEF City of Edinburgh Guidance 2021-22
(available May 2021 after publication of National
Guidance)
CEC Pupil Equity Funding Plan Template
(available mid-May 2021)
Equity Self-evaluation Resource (Education
Scotland – updated September 2020)
Interventions for Equity Diagram
Professional dialogue with staff using the baseline
data to inform the measurable targets.
Continue to update existing
Ross School Data from Digital Access Audits
audit information regarding Ongoing
inequity of digital access and Hutcheson
take appropriate action to
support those experiencing
poverty-related barriers.
Develop decision making June to
Colin QI 1.5 CEC Self-evaluation Report
processes which meaningfully August
include parents (and learners) McLean 2021
QI 1.5 CLPL for HTs and BMs (available from
in PEF planning, as part of the August 2021)
financial management of
resources to support equity. CEC Pupil Equity Funding Plan Template
(available mid-May 2021)
Challenge questions from HGIOS?4 QI 1.5Improving School Empowerment through Self-
Evaluation: A Framework for Local Authorities
Establish or build upon existing Ongoing
family learning programmes SLT Engaging Families in Learning (Thematic RCWC online
and adapt to a COVID context Inspection, February 2021, Education Scotland) parent course
May/June 2021
Engaging Parents and Families: A Toolkit for
Utilise wider partnerships Practitioners (Family Learning) Online Nursery
where appropriate in order to to P1 transition
enhance the experiences of Post-COVID data gathered by the school to identify
meetings June
children and families living in families facing hardship and poverty for the first 2021
poverty, to ensure that they time, who may find it difficult to access the support
receive early intervention and they need due to the unfamiliarity of support Online P7
holistic support. systems and being previously unknown to transition
professionals. meetings June
2021
Scottish Attainment Challenge and Partnerships
with the Third Sector Online parent
teacher
consultations
May, October
2020 and May
2021
Online
continual
reporting of
progress and
how to support
learning at
home (LearningJournals
ongoing)
Resume other
family learning
as appropriate
and online .
Ensure that sensitive action
Colin CEC 1 in 5 Top Tips for Schools Ongoing
taken at all levels to remove
unintended barriers (including McLean
CEC Raising Awareness of Child Poverty
financial) to participation, document
engagement and access to
wider learning opportunities, in Leadership for Equity CLPL Offer
light of the increase in the https://cpag.org.uk/scotland/CoSD/evaluation
number of families affected by
poverty post-COVID 19. National Improvement Hub – Stirling Outcomes
and Measures Toolkit
Effective identification of
learners affected by poverty
post-COVID-19 who may also
Protected Characteristics Resources
experience disadvantage for
other reasons (Eg other
protected characteristics such
as BAME, lone parent families,
families where the mother is
aged under 25, or those
affected by disability, in
addition to living in poverty)
and relevant supports put in
place.Inclusion
Review arrangements for
Nurture and Wellbeing using SLT, SfL CIRCLE resource to support Inclusive Learning Ongoing
Principles of Inclusion. and Collaborative Working (Primary and
Secondary)
Establish improvement actions https://education.gov.scot/improvement/learning-
required to support Wellbeing resources/circle-resource-to-support-inclusive-
and Nurture. learning-and-collaborative-working/
Included, Engaged and Involved Part 1
Maintain school tracker and https://www.gov.scot/publications/included-
measurable targets for engaged-involved-part-1-positive-approach-
improvement based on promotion-management-attendance-scottish-
attendance, attainment, schools/
achievement, exclusions and
rights. Edinburgh Learns Inclusion Hub
https://cityofedinburgheducation.sharepoint.com/sit
es/365CentralResources/inclusionhub/SitePages/H
ome.aspx
Edinburgh Learns: Health, Wellbeing and
Resilience Plan
https://cityofedinburgheducation.sharepoint.com/:w
:/r/sites/EdinburghLearns/EdinburghLearnsAtHome
/_layouts/15/Doc.aspx?sourcedoc=%7BAE08D67F
-37D6-4561-AE53-
8EC593C05047%7D&file=Renewal%20Plan%20P
age%20-
%20Health%2C%20Wellbeing%20and%20Resilien
ce1.docx&action=default&mobileredirect=trueAll schools: align planning for
SLT, SfL SEAL P1/2 Training (Sway) Ongoing
Closing the Gap with SfL
targeted support to address and Andy
McLaughli SEAL P3/4 Training (Sway)
the attainment gap for pupils
most at risk of lost learning n with Supporting Learners with Additional Support
support Needs in Numeracy
during lockdown – this should
be with a focus on Numeracy from ASL
Service as Literacy courses https://www.edinburgh.gov.uk/cpd
and Literacy
required Learning Grids
https://cityofedinburgheducation.sharepoint.com/sit
es/EdinburghLearns/EdinburghLearnsAtHome/Tea
ching%20and%20Learning/Forms/AllItems.aspx?vi
ewid=4ace8ec9%2De3ff%2D4dde%2D8da3%2D6
3d8a5405adb&id=%2Fsites%2FEdinburghLearns
%2FEdinburghLearnsAtHome%2FTeaching%20an
d%20Learning%2FLearning%20Grids
Scholar https://scholar.hw.ac.uk/
Care-Experienced CYP
All schools know their care
experienced community. In line Colin Care Experienced Renewal Plan Discussion Tool Ongoing
McLean (pdf)
with our responsibilities as
corporate parents, children and Care Experienced Renewal Plan Discussion Tool
young people receive (word)
everything they need to thrive
and are loved, safe and Supporting Care Experienced Children and Young
respected. People through Covid 19 and its aftermath
The Promise Plan and findings from the
Independent Care Review https://thepromise.scot/UNCRC
All schools should ensure they SLT and Children's Rights and Wellbeing Impact CATs
fully take the UNCRC into School Assessment.
account in all their actions Staff
through the use of the
Children’s Rights & Wellbeing • Session 1: Overview of learner
Impact Assessment. participation and leadership
• Session 2: Vision and Values
All schools should plan and • Session 3: The 4 Arenas of Participation
identify professional learning • Session 4: Curriculum Design
pathway based on CRWIA SLT and
• Session 5: Planning for Improvement
baseline. staff
(Session delivery details will be available in
time for August 2021.)
Lead roles 2020-2021
Digital Learning/ Literacy Maths/Numeracy MFL RMEd
Technologies
Coordinator Ross Emma Davies Not a focus 2021-22 Pam MacGregor Not a focus 2021-22
Hutcheson Mel Harper (then moving (Mel Harper joining after
Technical support to MFL) Lit group)
Harriet King/ Iain Laura Jackson
Gray/Matthew
McCulloughPedagogy support
Sophie O’ Neill /Julie
Somerville
Equalities working Curriculum review HWB/Pupil voice/ Pupil Expressive Arts
group /IDL/Technologies/ engagement in
Sciences formative assessment/
learning review/ LJ
Harriet King Fiona Murray Iain Gray Not a focus 2021-22
Rod Waters Pam MacGregor Lindsay Young
Susannah Gravestock Amy Guthrie/Amy Briggs Robyn Rutherford
Joanne McNicol Niamh Kelly
Julie Somerville Ruth Haldane Heather
Sarah Igoe Gellaitry
Alison Prentice
Still to be placed: Karen, Katrina, Ross, Colin, Vacancy 1FTE, Vacancy 0.5FTE
LWTA 2021-22
Agreed 04.05.21
Collegiate diary
Agreed 14.05.21
Nursery SQuIP
In process
School SQuIP
Completed 14.05.21You can also read
