NURSERY CLASS IMPROVEMENT PLAN - RIVERSIDE PRIMARY SCHOOL and - 2018 / 2019 Confidence, Nurturing, Perseverance, Respect, Creativity
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RIVERSIDE PRIMARY SCHOOL and
NURSERY CLASS
IMPROVEMENT PLAN
2018 / 2019
1
Confidence, Nurturing, Perseverance, Respect, Creativity
Factors Influencing the Improvement Plan
School Factors
Addressing Action Points identified in school’s Self Evaluation procedures
Cluster Improvement Plan
Consistency in learning and teaching, implementing recommendations of Improving Scottish Education
Flexible early learning and childcare implementation
Staffing and budgetary constraints
Pupil Equity Funding
Local Authority Factors
Moving Forward in Learning – Leadership for Improvement; Learning, Teaching and Assessment; Wellbeing and Inclusion; Early Years Framework
Raising attainment, including closing the gap
Delivering Better Outcomes
Single Outcome agreement
Corporate Plan
Integrated Children’s Services Plan (Life Stages)
Education Services Management Plan
West Lothian’s Early Years’ Framework
West Lothian Parental Engagement Framework
Increased entitlement to early years’ provision
National Factors
National Improvement Framework / Scottish Attainment Challenge / National Improvement Hub / Raising Attainment for All
Pupil Equity Funding
How Good is Our School? 4th Edition and How Good is Our Early Learning and Childcare
Getting it Right for Every child (GIRFEC)
Curriculum for Excellence
Developing Scotland’s Young Workforce
Building the Ambition
Standardised Assessments
Child Protection Issues / Guidance
National Legislation: Children and Young People (Scotland) Act 2014
GTCS standards and professional update
Effective moderation processes (internal and external) to inform the achievement of a CfE level
Children and young people’s assessments that are accurate and inform decisions and interventions and contribute to their progress and wellbeing
2
Confidence, Nurturing, Perseverance, Respect, Creativity
Vision, Values and Aims
Inspire, Learn, Grow
“At Riverside Primary School our vision is to inspire and nurture our school community to become healthy, confident, lifelong learners who
respect each other and have the skills, capabilities and attributes to thrive and be the best that they can be.”
The values which underpin this vision and which shape our approaches, relationships, policies and behaviour are:
Confidence
What do our Values look like at Riverside Primary?
Confident pupils who are enthusiastic and ready to learn.
Pupils who can persevere and keep trying, even when it’s tough.
Creativity Nurturing
Creative pupils who are curious, question and challenge.
Pupils who show respect for themselves and others.
A nurturing school where all pupils feel happy, safe and have
someone to talk to.
Respect Perseverance
To achieve our vision and to embed our values we are developing a structured curriculum which will meet our aim that all our children are provided with
learning opportunities that recognise and celebrate their individuality, develop their full potential, allow them to fulfil their aspirations and prepare them to
meet the challenges that they will face throughout their lives. At every level, an ethos of high aspirations and ambition for all our learners is encouraged with
attainment, achievement and participation being recognised and celebrated.
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Confidence, Nurturing, Perseverance, Respect, Creativity4 Confidence, Nurturing, Perseverance, Respect, Creativity
RIVERSIDE PRIMARY SCHOOL and Ensuring Excellence and Equity
NURSERY CLASS
Desired outcomes linked to NIF priorities NIF driver mapping HGIOS4 QIs Proposed Actions By Whom By Measures of Success
(observable, measurable outcomes which focus on (check as appropriate) When (include performance data,
learning, achievement and wellbeing) quality indicators and
stakeholders’ views)
Raising attainment for all: ☐School Improvement Further develop school moderation model for literacy and PT & all June How well is a range of
☒School Leadership numeracy based on QAMSO work and create, trial and staff 2019 assessment evidence
Enhance staff confidence in assessing and ☒Teacher Professionalism evaluate holistic assessments to support assessment of used to inform teacher
making accurate judgments in evaluating ☐Parental Engagement 1.1 literacy and numeracy judgements? (3.2)
learner progress and identifying next steps ☒Assess. of Children’s Progress 2.1 Do we have a shared
☒Performance Information 2.2 understanding of what
High quality learning experiences are 2.3 At P1, P4 and P7 work with cluster colleagues to develop P1, P4 and Oct progression looks like?
provided consistently across the school 2.6 effective use of SNSA to support diagnostic evaluation of P7 staff 2018 (2.2)
through provision of a well-planned relevant 3.2 learner progress and identification of next steps May • Increased staff
and flexible curriculum which provides 2019 confidence in
appropriate pace, challenge and progression assessment and
From analysis of SNSA results engage with a lesson study P2 and P5 professional
approach across the cluster to enhance pedagogy within staff judgement
identified areas of literacy and numeracy at P2 and P5 (See • Increased staff
CIP for details) understanding
of achievement
of a level.
Full implementation of revised curriculum framework to All staff June How effective is our
ensure clear progression across levels 2018 school overview in
ensuring children’s
knowledge and skills are
built appropriately over
time? (2.2)
• Tracking and
monitoring
• Attainment
data
• Professional
Dialogue
Improvement in Literacy for all: ☒School Improvement Spelling All staff June To what extent does our
☒School Leadership • Spelling CLPL from literacy base 2018 curriculum promote
Raised attainment in literacy through ☒Teacher Professionalism • Colourful consonant and vowel house training equity and raise
increased practitioner knowledge of ☐Parental Engagement from literacy base for early years staff attainment for all
☒Assess. of Children’s Progress
pedagogical approaches to writing and 1.2 • Review whole school phonics and spelling children and young
spelling ☒Performance Information 2.2 people? (2.2)
programme
2.3 • Review agreed practice in handwriting to ensure How effective is the
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Confidence, Nurturing, Perseverance, Respect, Creativity3.2 use of linked script from P3 to support spelling and leadership of curriculum
fluency of writing All staff – development at all
ELC – P7 June levels? (2.2)
Writing 2019 Do we have a shared
Whole school focus on writing – Creating a writing culture understanding of what
progression looks like?
Introduce talk for writing approach to writing and ensure (2.2)
professional development activities that will increase A shared understanding
teachers’ confidence, knowledge and understanding of: of progression in literacy:
• professional
• pedagogy of teaching writing skills, including dialogue
grammar and punctuation • moderation and
• methodology and administration of writing lessons assessment
• analysis of a range of assessment evidence ELC team • parental views
• agree effective assessments and evidence to • excellence and
support achievement of a level in writing (Link to equity meetings
QAMSO work) June • benchmark
2019 assessment
ELC data
Involvement in CYPIC – Language meets literacy Practicum • QA evidence
PEF Link • SNSA
attainment data
Improvement in Numeracy for all: ☒School Improvement Continue to review numeracy and maths curriculum: To what extent does our
☒School Leadership • Ethos and life of the school – develop a positive All Oct maths curriculum
More than 80% of children at P1, P4 and P7 ☒Teacher Professionalism 2.2 maths culture and ensure maths is explicit Staff 2018 promote equity and raise
will achieve expected levels in numeracy by ☒Parental Engagement 2.3 throughout the learning environment attainment for all
June 2019 ☒Assess. of Children’s Progress 3.2 • Refresh IDL programme - meaningful Dec children? (2.2)
☒Performance Information 2018
STEMconnections / numeracy across the • CfE Attainment Data (TPJ)
More than 80% of children at P2, P3, P5, P6 curriculum April • SNSA
will be on track to achieve expected levels in • Implement clear pathways which outline agreed 2019 • Pupil Profiles
numeracy by June 2019. methodologies which will be implemented • Learning Conversations
consistently across the school
• Identify planned opportunities for recognising and June
2019
celebrating wider achievement in numeracy and
mathematics
PT
How well do we
CLPL opportunities for staff, including the pupil support SfL motivate and engage
team P1-3 staff Oct learners in all aspects of
2.3 • SEAL, Number talks, CPA 2018 numeracy and
3.2 • Facilitate planning, moderation and assessment in mathematics? (2.3)
6
Confidence, Nurturing, Perseverance, Respect, Creativitypartnership with staff across the cluster • Participation and
• Implement the teaching with ‘Mastery’ Termly Engagement Scale
approach(PEF) • Pupil Focus Groups
June
• Maths Recovery Training (PEF) • Research Findings
Family Link 2019
• Participate in One Billion Research Project (PEF) Worker
2.7 Increase partnership working to support numeracy Chartered June Are the key features of
2.2 development Teacher 2019 the local community
• Support and engage children and families in reflected in our
PT
numeracy home learning (PEF) pathways? (2.7)
May
• Develop meaningful partnerships with local 2019 • Evaluation of learning
community partners and businesses to support pathways
maths development(PEF) • Feedback from parents
Oct and partners
2018
Improvement in all children and young ☒School Improvement Nurturing school approach (PEF Link) All staff June How well do we ensure
people’s wellbeing: ☒School Leadership • Nurture training for all staff Curriculum 2019 that all children feel:
☒Teacher Professionalism 3.1 • Further development of Nurture Nook in ELC leaders safe, healthy, active,
To introduce a whole school nurturing ☒Parental Engagement 3.2 • Introduce Nursery Natters sessions in ELC responsible, respected,
☐Assess. of Children’s Progress
approach to support the inclusion of all 2.5 • Nurture principles to be introduced to, and nurtured, achieving and
learners ☐Performance Information 2.4 included? (3.1)
underpin playground and classroom practice
1.2 • Introduce nurture principles to parents • Boxall profiles
• Relevant staff and pupils to be trained in • Leuven Scale
restorative practice and peer mediation • Pupil
approaches engagement
• All staff engage with professional reading to data
support implementation of agreed approaches • Stakeholders
views
Raise awareness of ACEs across the cluster through the All cluster Octob • Wellbeing
Resilience Film and input from Chris Kilkenny (see CIP for staff er wheels
details) 2018
Improvement in employability skills and ☒School Improvement • Develop pupil leadership programme to involve HT&DHT Octob How do we ensure that
sustained, positive school leaver ☒School Leadership children in self-evaluation and school er all learners play an active
destinations for all young people: ☐Teacher Professionalism 1.2 improvement 2018 role in the school, take
☒Parental Engagement 2.2 • Plan and implement a pupil led VSE DHT on leadership roles and
To provide opportunities for learners to ☐Assess. of Children’s Progress 2.3 March lead learning? (2.3)
develop leadership and decision making ☒Performance Information 2.7 2019 • Leuven Scale
skills which will help prepare them for life • Making explicit links to employability skills in the PT • Stakeholders
and the world of work curriculum June views
• Develop format of cluster careers fayre to PT and P7 2019 • Learning Walks
incorporate relevant STEM challenges for all P7 class • Focus Groups
teachers
7
Confidence, Nurturing, Perseverance, Respect, Creativitypupils across the cluster (See CIP for details) • Pupil VSE report
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Confidence, Nurturing, Perseverance, Respect, CreativityAdditionality: Pupil Equity Funding Plan:
Closing the attainment gap between the most and least advantaged children
PART 1: Contextual Data Analysis & Rationale
a) Background
In terms of SIMD ranking, Riverside ranks as the most deprived primary school in West Lothian. Almost all (92.99%) of our learners live in Quintiles 1 and 2
according to the Scottish Index of Multiple Deprivation (SIMD). 43.58% of our learners have a staged intervention at continuum of support levels 2, 3 and 4.
June 2018 - SIMD Quintile Analysis
School WL
70%
60%
50%
40%
30%
20%
10%
0%
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 #N/A
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Confidence, Nurturing, Perseverance, Respect, Creativityb) Data
Interventions were put into place in session 2017-2018 to address late coming and attendance. We have identified that although there is a slight
increase on our average attendance (+1.78%) from last session, there is still an issue with attendance and lateness, particularly in Quintile 1. As a result
of this; a Family Link Worker will be appointed to support attendance and late coming.
2017-2018 School % Attendance
1 2 3 4 5
Quintile Quintile Quintile Quintile Quintile School Attendance by Stage & SIMD Quintile
1 2 3 4 5 Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
Nursery 84.77 87.53 76.74 #DIV/0! #DIV/0!
100.00
Primary 91.81 92.65 96.28 98.73 #DIV/0!
P1 92.36 94.35 95.77 #DIV/0! #DIV/0! 95.00
P2 90.85 91.79 95.56 #DIV/0! #DIV/0! 90.00
P3 91.98 93.42 94.94 #DIV/0! #DIV/0!
85.00
P4 93.68 93.28 100.00 #DIV/0! #DIV/0!
P5 91.80 87.44 92.54 #DIV/0! #DIV/0! 80.00
P6 91.03 93.49 98.22 #DIV/0! #DIV/0! 75.00
P7 91.32 93.46 99.84 98.73 #DIV/0! Nursery Primary P1 P2 P3 P4 P5 P6 P7
School Average Attendance: 94.87% (+1.78% from session 2016-2017)
Nursery Average Attendance: 83.01% (-0.58% from session 2016-2017)
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Confidence, Nurturing, Perseverance, Respect, Creativity2017-2018 School average number of days late per stage and quintile
1 2 3 4 5 Average number of days late per stage and quintile
Quintile Quintile Quintile Quintile Quintile Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
1 2 3 4 5
20.00
Nursery 1.48 1.93 0.33 #DIV/0! #DIV/0!
Primary 10.08 12.23 1.26 1.00 #DIV/0!
15.00
P1 8.81 17.73 0.67 #DIV/0! #DIV/0!
P2 7.96 7.88 0.00 #DIV/0! #DIV/0!
10.00
P3 10.33 10.43 0.00 #DIV/0! #DIV/0!
P4 13.75 15.55 0.00 #DIV/0! #DIV/0!
5.00
P5 9.30 10.33 5.25 #DIV/0! #DIV/0!
P6 8.74 10.13 0.20 #DIV/0! #DIV/0!
P7 13.45 12.00 0.00 1.00 #DIV/0! 0.00
P1 P2 P3 P4 P5 P6 P7
School Average Lateness: 6.14 (+0.85 from session 2016-2017)
Nursery Average Lateness: 1.25 (-1.26 from session 2016-2017)
Attainment Levels June 2018
Stage: Achievement of a level – June 2018
Reading Writing Listening and Talking Numeracy
P1 80.49% 80.49% 80.49% 85.37%
P4 80.65% 83.87% 70.97% 58.06%
P7 79.41% 73.53% 82.35% 70.59%
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Confidence, Nurturing, Perseverance, Respect, CreativityAttainment Levels June 2017
Stage: Achievement of a level – June 2017
Reading Writing Listening and Talking Numeracy
P1 81.08% 75.67% 89.18% 91.89%
P4 65.85% 68.29% 87.8% 60.97%
P7 72.72% 66.66% 93.93% 60.6%
Attainment continues to fall below the national expectations. At P4 the attainment gap in numeracy is clearly evident. Interventions put in place in
session 2017-2018 have had a positive impact on attainment, particularly in Primary 7.
c) What is our ‘gap’ and who are our target groups and their barriers to learning?
Our attainment gap continues to be evident from Nursery:
Vocabulary Development
Word Boost was introduced into school in session 2017-2018, to Nursery and P2/3. Each child from Nursery and P2/3 completed the Renfrew Word Finding
Vocabulary Test.
Initial Measures
Class Average Score out of 50 % Above average for age % within average range for % below average for age
range age range
P2/3 36.5 33% 44% 23%
Nursery 27 38% 57% 5%
A random selection of 8 Nursery pupils (4 AM and 4 PM) also completed the Renfrew Language Scales Bus Story assessment to gather information on their
expressive language skills:
Class Average Score out of % Above average for % within average % below average for Mean Sentence Mean number of
50 age range range for age age range Length subordinate
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Confidence, Nurturing, Perseverance, Respect, Creativityconjunctions
used
Nursery 8 pupils 13.7 0% 63% 37% 7 0.3
At the start of the school year, informal training from Speech and Language Therapy was offered to all staff on language modelling, embedding language in
the classroom and noticing when children do not understand. Support is available to staff from Speech and Language Therapist as required. The P2/3 and
Nursery pupils completed the Renfrew Word Finding Vocabulary Test again at the end of May/start of June 2018. Results are below.
After Measures
Class Average Score out of 50 % Above average for age % within average range for % below average for age
range age range
P2/3 42 33% 67% 0%
Nursery 32 52% 48% 0%
The average increase in terms of ‘age equivalent’ in the nursery in terms of ‘age equivalent’ was 11 months over a 4-6 months period.
The 8 randomly selected Nursery pupils also completed the Bus Story again at the end of May, 8.5 months after being first assessed.
Class Average Score out of % Above average for % within average % below average for Mean Sentence Mean number of
50 age range range for age age range Length subordinate
conjunctions
used
Nursery 8 pupils 22.4 13% 63% 25% 8.2 1.1
The average increase in terms of ‘age equivalent’ was 13 months, over an 8.5 month period.
Although Word Boost is still quite new in the school, feedback has been positive. This will become embedded in practice from Nursery – P7 next session.
Target groups will continue to be in the nursery in order to boost the vocabulary and oral development of the children at a young age.
d) Summary/overview of proposal & non-negotiable outcomes
Within Riverside Primary School the majority of our pupils are from Quintile 1 which statistically has poorer outcomes in terms of attainment and
achievement and health and wellbeing. Riverside Primary School is the most deprived primary school in West Lothian. Our attainment continues to fall below
national expectations for P2-P7. Our analysis has identified the key themes underpinning this and the areas which we need to address to ensure all our
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Confidence, Nurturing, Perseverance, Respect, Creativitychildren have the same opportunity to succeed and achieve the highest standards in literacy and numeracy and the right range of skills, qualifications and
achievements. We will be ambitious for our pupils and will:
• Invest in staff by building capacity and sustainability. We have identified that the skills, competence and capabilities of all staff are vital if we are to
bring about improvements in the quality of learning and teaching and consequently improved outcomes for our children.
• Continue to have a relentless focus on developing pedagogy in literacy and numeracy to raise attainment for all.
• Ongoing development of our curriculum rationale and structures by taking a broad flexible approach to ensure it is relevant and meets learners needs
• Extend the play based literacy rich curriculum model from P1 to P2 and P3 to address the vocabulary gap
• Provide a range of interventions to ensure that pupils are in school, are ready for learning and are engaged in their learning
• Provide specific targeted support in literacy, numeracy and health and wellbeing to identified groups of pupils across the school
• Support transition into P1 through nurture within the nursery to develop children’s social skills, confidence, self-esteem and social, and emotional
wellbeing
• Provide opportunities for pupils to participate in extra-curricular activities both before and after the school day
• Support parents to become involved in their child’s education
• Ensure the schools tracking and monitoring procedures are rigorous and have a clear focus on ensuring excellence and equity for all
By 2020 we aim to achieve the following;
85% of pupils in P1 will achieve early level in reading, writing, talking and listening and numeracy
85% of pupils in P4 will achieve at least first level in reading, writing, talking and listening and numeracy
70% of pupils in P7 will achieve at least second level in reading, writing, talking and listening and numeracy
Increased attendance of pupils in the school to an average of 95%
Improved timekeeping of pupils in the school to an average of 3 days
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Confidence, Nurturing, Perseverance, Respect, CreativityPART 2: Actions & Outcomes
PEF Priority Proposed Actions & Resources Stage/ What is the expected impact on reducing the How will you measure the impact?
(These should be based around Year Grp gap in your context of your proposed actions? (You must be specific here in terms of:
the organisers of Learning & (What story will your data tell by end of next • new and existing performance
Teaching, Leadership, and session? By June 2020? You should include any data and other quantitative and
Families & Communities. Also targets linked to data) qualitative information that will be
consider activities within and required
beyond the classroom) • plans for how data will be
collected and reported)
Literacy Leadership
0.5 FTE PT relief to enable PT to P1-7 By 2019: Measurement
liaise with staff and plan and • 80% of Quintile 1 - Primary 1 pupils will Assessment against benchmarks/moderation
target specific interventions with attain at the appropriate level. Achievement of a level
identified groups of pupil and • 75% of Quintile 1 – Primary 4 pupils will
evaluate impact attain at the appropriate level. Summative Assessments
➢ Phonological awareness
• 52% of Quintile 1 – Primary 7 pupils will
➢ Scottish National Assessment
2 FTE PSWs to work with PT and Nursery- attain at the appropriate level. resource
SALT to deliver targeted P3 • 85% of pre-school children will be ready ➢ Renfrew scale
interventions in literacy across for Primary 1.
Nursery – P3 Diagnostic Assessments
➢ Language link
➢ Polaar assessment
SALT (1 day per week) to lead Across By 2020: ➢ Nursery baseline
and train staff in delivery of school • 85% of pupils in P1 will achieve early
specific language interventions – universal level in reading, writing, talking and Quality Assurance
both universal and targeted support listening and numeracy ➢ Professional dialogue
➢ Classroom observations
• 85% of pupils in P4 will achieve at least ➢ Focus groups
1 FTE family support worker to Whole first level in reading, writing, talking and ➢ Questionnaires
lead family learning and school listening and numeracy
engagement initiatives • 70% of pupils in P7 will achieve at least Data Collection and Reporting
Curricular leaders and SMT will regularly
second level in reading, writing, talking
carry out data collection as identified on
and listening and numeracy school quality assurance calendar and the
Learning and Teaching
specific action plans for each area.
Embed word boost at all stages P1-7
15
Confidence, Nurturing, Perseverance, Respect, CreativityP1-7 Data will be shared with staff, parents and
Introduce Word boost in ELC ELC pupils as relevant through professional
dialogue, formal written reports, S & Q
Continue Big bedtime read at report, PEF report, SSES
early level P2-5
Language link/junior language
link
Clear focus on vocabulary Whole
throughout the school school
Embed Teaching children to
Listen and build on skills
development nursery – P7
Introduction of talk for writing
Continue implementation of
reading strategies across the
school
Continue to develop our Reading
culture
Focussed, targeted intervention
for identified pupils Whole
school
Families and Communities
Promote a reading culture P4-7
through regular reading drop in
sessions
Continue P4-7 Read, write.
count initiative
SALT to establish regular drop in P1-3
sessions with parents for
vocabulary development
Continue stay and play sessions
Family support worker to
facilitate and support family
learning sessions
16
Confidence, Nurturing, Perseverance, Respect, CreativityNumeracy Leadership By 2019: Measurement
0.5 FTE teacher to analyse data • 80% of Quintile 1 - Primary 1 pupils will
Assessment against benchmarks/moderation
and target maths recovery with attain at the appropriate level. Achievement of a level
identified groups of pupil and • 75% of Quintile 1 – Primary 4 pupils will
evaluate impact attain at the appropriate level. Summative Assessments
• 52% of Quintile 1 – Primary 7 pupils will ➢ Scottish National Assessment
2 FTE PSW to support delivery of resource
attain at the appropriate level. ➢ Tracking and Monitoring data
targeted interventiions • 85% of pre-school children will be ready
for Primary 1. Diagnostic Assessments
1 FTE family support worker to ➢ SEAL Hinge assessments
lead family learning and ➢ Maths Recovery Assessments
engagement initiatives By 2020: Quality Assurance
• 85% of pupils in P1 will achieve early ➢ Professional dialogue
Learning and Teaching level in reading, writing, talking and ➢ Classroom observations
Implement the teaching with P1 & P4 listening and numeracy ➢ Focus groups
‘Mastery’ approach ➢ Questionnaires
• 85% of pupils in P4 will achieve at least
Pilot Complete Maths approach P1 & P4 first level in reading, writing, talking and Data Collection and Reporting
in P1 and P4 listening and numeracy Curricular leaders and SMT will regularly
Maths Recovery Identified • 70% of pupils in P7 will achieve at least carry out data collection as identified on
individuals second level in reading, writing, talking school quality assurance calendar and the
specific action plans for each area.
and listening and numeracy
Participate in One Billion P1-3
Data will be shared with staff, parents and
Research Project P1-3 pupils as relevant through professional
dialogue, formal written reports, S & Q
Families and Communities report, PEF report, SSES
Continue stay and play sessions P1-3
P1-3
Continue P4-7 Read, write. P4-7
count initiative
Family support worker to Identified
facilitate and support family families
learning sessions
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Confidence, Nurturing, Perseverance, Respect, CreativityHealth and Leadership Data
Wellbeing 1 FTE family support worker to 70% attendance at parental engagement events
(See SIP) lead family learning and
80% attendance at parental involvement events • Leuven Scale
engagement initiatives • Tracking of wellbeing
Enhanced pupil engagement and participation
indicators
Development of a nurturing school resulting in children • Boxall profiles
0.2 FTE to release CT to develop feeling happy, safe & respected • Pupil focus groups
Children have a developed understanding of conflict
and lead a programme which • Wellbeing indicators
resolution.
supports increased resilience • Attendance and late coming
amongst pupils All will have improved emotional literacy enabling them statistics
to engage in discussions around their emotions more • Feedback from parents and
2 FTE PSW to support: effectively. attendance at events
delivery of targeted • General Self-Efficacy Scales
interventions
implementation of whole school
nurture principles
lunchtime nurture groups
lunchtime lego groups
Learning and Teaching
Nurturing school approach
Nursery-P7
Implementation of resilience Whole
programme (link to Cluster ACEs school
awareness training)
Raise awareness of ACEs
Implement school of football for
P7 pupils
Introduction of Lego groups P7
18
Confidence, Nurturing, Perseverance, Respect, CreativityOpen to all
Families and Communities
Provide a community showing of Identified
the Resilience film families
Family support worker to
facilitate and support family
learning sessions
Across Learning Leadership
1 FTE family support worker to By 2019: Measurement
lead family learning and Improved pedagogy and improved
capacity in staff to deliver a vocabulary rich, experiential Assessment against benchmarks/moderation
engagement initiatives curriculum
Increased vocabulary Summative Assessments
Raised attainment in literacy and numeracy ➢ Phonological awareness
Learning and Teaching P1-3 Increased support for learning at home ➢ Scottish National Assessment
Continue to support and resource
By 2020: ➢ Renfrew scale
develop play based experiential Pupils are engaged and motivated to learn
learning P1-3 Increased family engagement in their children’s learning Diagnostic Assessments
➢ Language link
➢ Polaar assessment
Families and Communities ➢ ELC Tracking information
Family support worker to Individual Quality Assurance
facilitate partnership working families ➢ Professional dialogue
and through this: ➢ Classroom observations
➢ Focus groups - pupils
Establish support networks for ➢ Teacher Confidence Questionnaires
By 2019: ➢ Parent Questionnaires
targeted families Whole Improved pedagogy and improved staff confidence in the ➢ Tracking of wellbeing indicators
Provide opportunities for family school use of assessment across the school
learning in literacy, numeracy Increased vocabulary Data Collection and Reporting
and health and wellbeing Curriculum Leaders and SMT will regularly
Implement strategies to support By 2020: carry out data collection as identified on
Pupils are able to: school quality assurance calendar and the
families with children not Understand the expected learning and success criteria specific action plans for each area.
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Confidence, Nurturing, Perseverance, Respect, Creativityachieving 90% attendance Participate in classroom discussions, ask and answer
questions and are able to talk about their learning Data will be shared with staff, parents and
pupils as relevant through professional
dialogue, formal written reports, S & Q
Central PEF Posts: report, PEF report, SSES
Numeracy, Literacy and Health &
Wellbeing PEF Leads have been
established to provide strategic Central PEF Posts
advice, support and CLPL to Central PEF Posts
schools HTs will be asked at the end of the
This team will support schools in the ways financial year to provide feedback in
PEF Manager post has been outlined in the PEF Action Plan. relation to these central posts. This
provided to assist schools in information will be used to determine
relation to Finance, HR and if these positions have been effective
Procurement. in assisting schools to fulfil their
strategies aimed as closing the gap.
A decision will be made in March
2019 if these posts should be
extended beyond this date.
Professional Learning Opportunities
will be evaluated and their impact will
be measured in schools by staff
undertaking the training
Cluster
Professional
Learning
(bespoke)
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