TROON PRIMARY SCHOOL & EARLY YEARS CENTRE - SCHOOL IMPROVEMENT PLAN SESSION 2018-2020
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TROON PRIMARY SCHOOL & EARLY
YEARS CENTRE
SCHOOL IMPROVEMENT PLAN
…………………………………………………………………………………..
SESSION 2018-2020
1
TROON PRIMARY SCHOOL & EARLY YEARS CENTRE
SUCCESS THROUGH EFFORT
2
SOUTH AYRSHIRE VISION
EDUCATIONAL SERVICES IMPROVEMENT PLAN
The Council’s vision statement is ‘Working with partners and communities to make life better’. Within Educational Services,
our vision and ambition is to achieve excellence and equity. We have the highest expectations for all learners so that they
can achieve their potential regardless of their circumstances. It is our ambition to close the attainment gap while
constantly stretching and challenging children and young people who are achieving at the highest levels. Closing the gap
while challenging every learner guides and defines the work of educational services.
STRATEGIC IMPROVEMENT OBJECTIVES 2017-2020
The Children’s Services Plan 2017-2020 articulates what we hope to achieve for our children and young people; All children and young people in South Ayrshire
deserve the chance to reach their full potential. We will support those who start at a disadvantage and remove barriers for those who are struggling, we will
stretch the most able and protect and nurture all children, especially the most vulnerable. Our aim is to reduce inequalities in outcomes for children and young
people, in particular to close the gap in outcomes related to deprivation so that all can achieve their potential.
Outcome Detail
1 Ensure South Ayrshire’s children get the best start in life, it is the best place to grow up, and all children and young people are successful learners,
confident individuals, responsible citizens and effective contributors.
2 Reduce the gap in outcomes between the most deprived and least deprived children and young people in South Ayrshire
3 Ensure children and young people who are looked after or are care leavers are cared for and supported to improve their life experiences and life
chances.
4 Ensure children and young people are supported to achieve and maintain good emotional and physical health and wellbeing
5 Ensure children and young people have a voice in influencing service delivery that affects their lives.
The focus of our plan is improving Literacy, Numeracy and Health and Wellbeing outcomes for all learners in our school; excellent learning and teaching
underpins our commitment to continual improvement in these areas. Increased collaboration and collegiality, sustained partnership working and leadership of
learning at all levels will further support improvement in learning and teaching in Literacy, Numeracy and Health and Wellbeing.
Our improvement plan also incorporates the following local and national priorities:
✓ National Improvement Framework aims and key drivers
✓ Continued investment in holistic assessment and moderation
✓ Implementation of the Children and Young People (Scotland) Act
✓ Implementation of the Pupil Equity Fund Proposal to ensure excellence and equity for all
✓ Developing Scotland’s Young Workforce
✓ Embed South Ayrshire curriculum frameworks
✓ Improving outcomes for vulnerable groups including looked after children and young people
3
OUR VISION, VALUES AND AIMS
OUR VISION
Together we will create a positive environment to nurture, support and challenge everyone to fulfil their potential
OUR VALUES
RESPECT RESPONSIBILITY EQUALITY HONESTY HAPPINESS
OUR AIMS
Excellence and Equity
✓ To provide an inspiring learning environment with high quality experiences to allow all our children to succeed.
✓ To ensure that every child feels valued and supported and has equal opportunities within the school.
✓ To develop happy and healthy lifestyles.
Partnership Working
✓ To work in partnership with parents and maintain close links with the wider community.
School Leadership and Improvement
✓ To ensure our children are equipped with the skills they need to become successful learners, confident individuals,
effective contributors and responsible citizens.
4
LITERACY DRIVER DIAGRAM SESSION 2018-2020
TROON PRIMARY STRETCH AIM NIF PRIORITIES
✓ Increase SNSA attainment data for PEF cohort by 5% ✓ Improvement in attainment, particularly in literacy and numeracy.
✓ To raise attainment across second level SNSA literacy assessments by 5% ✓ Closing the attainment gap between the most and least disadvantaged
✓ To close the gap between high attaining boys and girls by 5% in SNSA children.
assessments
What outcomes do we How will we achieve this? Personnel Timescales How will we measure
want to achieve? impact?
PERFORMANCE INFORMATION
Improvement in YEAR 1
attainment, ✓ Pilot new BGE Comparator tool to analyse against comparators August 2018- Quality Assurance
particularly in literacy ✓ SEEMIS tracking and reporting systems piloted All Staff June 2019 evidence
YEAR 2
✓ Explore Practitioner Lead Enquiry using BGE Comparator tool August 2019 - School attainment
✓ SEEMIS tracking and reporting embedded SLT June 2020 data
ASSESSMENT OF CHILDREN’S PROGRESS
YEAR 1
Improved use of ✓ Salford Single Word Reading Test embedded in P2, 3, 4 P2-4 staff August 2018- Gains made in
assessment planning, ✓ New CFE Benchmarking Grid piloted All staff June 2019 attainment levels/data
holistic assessments ✓ Holistic assessments and planning formats embedded
and moderation will ✓ Assessment evidence files reviewed and revised Pupil Learning
ensure consistency, YEAR 2 Conversation
pace and progression ✓ Salford Single Word Reading Test embedded P5, 6, 7 SLT/P5-7 August 2019 -
✓ CFE Benchmarking reviewed and embedded in practice All staff June 2020 HGIOS 2.4, 3.2
✓ Pupil learning journeys evidence assessments/targets
TEACHER PROFESSIONALISM & SCHOOL LEADERSHIP
A highly professional YEAR 1
team are impacting ✓ School and cluster CLPL opportunities identified and explored SLT August 2018- PRD targets
positively and ✓ Outdoor Literacy Working Party established/resources developed WP Staff June 2019 HGIOS4 1.1-1.5
consistently towards YEAR 2
raising standards for all ✓ Literacy leaders identified at Early, First and Second level to Identified August 2019 -
support/drive change/trial practitioner enquiry staff/WP June 2020
✓ Cross cluster peer observations in literacy SLT/All staff
5SCHOOL IMPROVEMENT
To raise attainment in YEAR 1 Complete by: 90% of children at P1,
reading and writing ✓ Planning reviewed and revised including Curriculum Maps All staff Oct 2018 P4 and P7
across all levels ✓ Paired reading project in place with pupils and parents SLT Dec 2018 stages reaching age
✓ Bookbug Sessions developed in EYC and Primary 1 EYC/P1 Dec 2018 appropriate
To increase ✓ Non-fiction Bloom’s in all classes All staff Dec 2018 levels in SNSA and CFE
engagement and ✓ Bug Club Reading implemented in P1-3 and in targeted P4 group P1-4/SLT June 2019
enjoyment in literacy ✓ Sumdog Spelling trialled in P4/5 P4/5 June 2019 Pupil feedback on new
for all learners ✓ Pobble 365 writing trialled in P6/7 P6/7 June 2019 initiatives gathered
✓ Grammar Pathways in place at First Level P2-4/SLT June 2019 using GLOW forms
To equip children with ✓ Debating trialled in P7 to improve Talking and Listening Cluster/P5-7 June 2019
additional languages opportunities; Cluster Debate Competition introduced Tracking data with a
to develop creativity, ✓ No Pens Day and Termly Literacy Outdoor Learning trialled WP Staff June 2019 focus on
employability and ✓ Targeted interventions embedded; Catch Up Literacy, 5 Minute Mrs Watkins, Identified children to
enrich their learning Box, Reading Wise, Clicker 6, Discover Reading Boost Groups School Assist. June 2019 include:
✓ 1+2 First language embedded and second language trialled in P7 P7 staff June 2019 ✓ Wellbeing webs
YEAR 2 ✓ Baseline
Close the ✓ Poetry resources developed; Early and First Level Bug Club EYC-P4 Dec 2019 assessments
attainment gap in ✓ Debating introduced at P5 and P7 P5&7 staff Dec 2019
literacy between ✓ Talk Boost/Listen Boost resources explored WP staff March 2020 HGIOS4 Self-evaluation
the most and least ✓ Pobble 365 rolled across all stages; Pobble Whole School package All staff March 2020 data for QI 2.1, 2.2, 2.3,
disadvantaged. explored as a wider writing resource March 2020 2.4,
✓ Writing pathways developed linked to IDL All staff March 2020
✓ Grammar pathways developed across all stages All staff/WP June 2020 QA monitoring and
✓ Outdoor learning days for literacy extended across a wider local SLT June 2020 tracking evidence
area
✓ Strategic planning formats revised & embedded across all levels All staff/WP June 2020
PARENTAL AND WIDER ENGAGEMENT
YEAR 1 Feedback from focus
To identify creative
✓ Focus Group established; opportunities for partnership working SLT Aug 18-Dec 18 groups/GLOW forms
approaches
and engagement/reporting developed survey to measure
to engage families
✓ Sustained wider engagement continued with authors, Scottish SLT Aug 18- Jun 19 impact
and wider partners in
Book Trust and Local Library
collaborative working
✓ Liaise with 1+2 Development Officer and to plan and trial the P7/SLT Mar 19-Jun 19 Annual questionnaire –
opportunities to
delivery of a second language in Term 4 with Primary 7 classes pupil, parents, partners
enhance and enrich
YEAR 2
the learning
✓ Parental Engagement calendar evaluated and further developed SLT/Focus Group Aug 19–Dec 19 HGIOS4 Self-
✓ Intergenerational links developed in literacy & paired reading Early Level Staff Aug 19-Dec 19 evaluation/impact
reports QI 2.4-2.7
6NUMERACY DRIVER DIAGRAM SESSION 2018-2020
TROON PRIMARY STRETCH AIM NIF PRIORITIES
✓ Increase CFE/SNSA attainment data for targeted PEF cohort by 5% ✓ Improvement in attainment, particularly in literacy and numeracy.
✓ To raise attainment across second level CFE assessments by 5% and by 7% ✓ Closing the attainment gap between the most and least disadvantaged
in Primary 7 classes children.
What outcomes do we How will we achieve this? Personnel Timescales How will we measure
want to achieve? impact?
PERFORMANCE INFORMATION
Improvement in YEAR 1
attainment, ✓ Pilot new BGE Comparator tool to analyse against comparators August 2018- Quality Assurance
particularly in ✓ SEEMIS tracking and reporting systems piloted All Staff June 2019 evidence
numeracy YEAR 2
✓ Explore Practitioner Lead Enquiry using BGE Comparator tool August 2019 - School attainment
✓ New SEEMIS tracking and reporting embedded SLT June 2020 data
ASSESSMENT OF CHILDREN’S PROGRESS
Improved use of YEAR 1
assessment planning, ✓ Holistic assessments in numeracy and maths planned, created P1, 4, 7 staff August 2018- Gains made in
holistic assessments and moderated at school/authority level All staff June 2019 attainment levels/data
and moderation will ✓ SNSA Year 2 implemented and used to track progress
ensure consistency, YEAR 2 Pupil Learning
pace and progression ✓ Second cycle of holistic assessment moderation implemented August 2019 - Conversation
with a focus on borderline achievement SLT June 2020
✓ Numeracy and maths assessment pathway in place at all stages All staff HGIOS 2.4, 3.2
A highly professional TEACHER PROFESSIONALISM & SCHOOL LEADERSHIP
team are impacting YEAR 1
positively and ✓ National Numeracy Hub utilised to increase staff knowledge SLT August 2018- PRD targets
consistently towards ✓ Outdoor Numeracy Working to identify & develop opportunities WP Staff June 2019 HGIOS4 1.1-1.5
raising standards for all ✓ Liaise with Barassie Primary PT Numeracy for CLPL events BPS Staff/SLT
YEAR 2
✓ Numeracy leaders identified at Early, First and Second level to Identified August 2019 - QA monitoring and
support/drive change/practitioner enquiry staff/WP June 2020 tracking evidence file
✓ Cross cluster peer observations in numeracy SLT/All staff
7SCHOOL IMPROVEMENT
To raise attainment in YEAR 1 Complete by:
numeracy and maths ✓ Planning reviewed and revised to assist in increase pace and All staff October 2019 90%+ of children at P1,
across all levels differentiation; create Curriculum map P4 and P7
✓ Review number talks approach to ensure consistency with new Mrs Wyper March 2019 stages reaching age
To increase staff/across all stages and develop fractions, decimals and appropriate
engagement and percentages strategies in Number Talks Mrs Alcroft/Mrs levels in SNSA and CFE
enjoyment in ✓ Further develop Making Thinking Visible approaches McClymont June 2019
numeracy through ✓ Develop Growth mindset strategies in relation to maths Ms Masterton June 2019 Pupil feedback on new
outdoor learning ✓ Increase concrete materials and active learning opportunities June 2019 initiatives gathered
opportunities across Early and First level classes, including embedding Numicon SLT/P1-4 staff using GLOW forms
✓ Digital learning opportunities extended through new websites and PT June 2019
To equip children with resources, coding and programming Tracking data with a
a growth mindset ✓ No Pens Day and Termly Numeracy Outdoor Learning trialled All staff June 2019 focus on identified
approach to tackling ✓ Targeted interventions embedded; Catch Up Numeracy, 5 Minute Mrs Watkins, June 2019 children to include:
calculations and Box, Sumdog School Assist. ✓ Baseline
problems ✓ Whole school numeracy day in place SLT/All staff May 2019 assessments
YEAR 2 ✓ Growth Mindset
Close the ✓ Trial collaborative working across stages/classes and investigate All staff/SLT June 2020 benchmarking
attainment gap in further ways to challenge more able learners
numeracy and maths ✓ Outdoor learning days for numeracy extended across a wider WP staff June 2020 HGIOS4 Self-evaluation
between local area/with partners – liaise across cluster schools data for QI 2.1, 2.2, 2.3,
the most and least ✓ Boxes of individual maths toolkits resourced for each class to SLT June 2020 2.4,
disadvantaged. support universal and targeted needs
✓ Concrete materials extended across all classes including Numicon All staff/SLT June 2020 QA monitoring and
✓ Cluster numeracy transition project in place at Early/Second level EYC/P1/7/Marr June 2020 tracking evidence
✓ Strategic planning formats revised & embedded across all levels All staff/SLT June 2020
to ensure appropriate pace/differentiation
PARENTAL AND WIDER ENGAGEMENT
To identify creative YEAR 1 Feedback from focus
approaches ✓ Focus Group established; opportunities for partnership working SLT Aug 18-Dec 18 groups
to engage families and engagement/reporting developed
and wider partners in ✓ Royal Bank of Scotland MoneySense workshops/online learning SLT Aug 18- Jun 19 GLOW surveys and
collaborative working ✓ Barassie Primary PT Maths link established Aug 18-Jun 19 annual questionnaires
opportunities to YEAR 2 analysed for impact
enhance and enrich ✓ Parental Engagement calendar evaluated and further developed SLT/Focus Group Aug 19–Dec 19
the learning ✓ Cluster working established in relation to transition projects SLT/EYC/P7 staff Aug 19-Dec 19 HGIOS4 Self-evaluation
✓ Wider numeracy links explored in relation to practitioner enquiry Identified staff Aug 19 – June evidence and impact
20 reports QI 2.4-2.7
8HWB DRIVER DIAGRAM SESSION 2018-2020
TROON PRIMARY STRETCH AIM NIF PRIORITIES
✓ 95% of our children are confident and resilient (Pupil Survey); increase to 98% ✓ Improvement in attainment, particularly in literacy and numeracy.
✓ Increase Wellbeing Web scoring for all pupils to 8 or above ✓ Closing the attainment gap between the most and least disadvantaged
✓ Increase average attendance from 92% to 95% (PEF) and from 84% to 90% (EYC) children.
What outcomes do we How will we achieve this? Personnel Timescales How will we measure
want to achieve? impact?
PERFORMANCE INFORMATION
Improvement in pupil YEAR 1
Wellbeing Web data ✓ Wellbeing Webs used consistently in all stages twice per year All Staff August 2018 - Quality Assurance
✓ Analyse HWB attainment against comparators using BGE tool June 2019 evidence
Increased ✓ Wider achievement tracked for PEF cohort SLT
participation in wider ✓ Wider achievement whole school tracking piloted across P1,4, 7 P1, 4, 7 staff School attainment
achievement YEAR 2 data/class assessment
opportunities ✓ Wellbeing Webs used consistently in all stages each term All staff August 2019 - files
✓ Wider achievement tacking tool embedded across all stages June 2020
ASSESSMENT OF CHILDREN’S PROGRESS
Improved use of YEAR 1
assessment planning, ✓ HWB targets set consistently in all stages using agreed approach P1, 4, 7 staff August 2018 - Pupil Learning
holistic assessments ✓ Personal targets set each term and tracked in GLOW profiles/class All staff June 2019 Conversations
and moderation will and personal learning journeys/Care Plans GLOW profiles, Class
ensure consistency, YEAR 2 iPads
pace and progression ✓ Target setting reviewed and refined in all stages All staff August 2019 -
✓ Growth Mindset benchmarking embedded in all classes Ms Masterton June 2020 HGIOS4 QI 3.1, 3.2, 3.3
A highly professional TEACHER PROFESSIONALISM & SCHOOL LEADERSHIP
team are impacting YEAR 1
positively and ✓ CLPL on relevant policy and legislation All staff August 2018 - PRD targets
consistently towards ✓ Pastoral notes used consistently SLT June 2019 HGIOS4 QI 2.1, 2.4
raising standards for all ✓ Growth Mindset & Mindfulness training for all staff Ms Masterton
✓ Active Board training for all staff Online/all staff
YEAR 2 QA monitoring and
✓ Restorative Conversation training Identified August 2019 - tracking evidence file
✓ Staff wellbeing focus across the Cluster staff/WP June 2020
9Improved Health
and Wellbeing SCHOOL IMPROVEMENT
programme impacts YEAR 1 Completed by:
positively on ✓ New school vision, values and aims embedded through class All staff/SLT October 2018 90%+ of children in all
children’s physical, lessons/assemblies; Curriculum Rationale created & shared classes reaching age
mental, social and ✓ Recognition boards established in foyer then all classes SLT/All staff Oct/Dec 2018 appropriate
emotional wellbeing ✓ ‘Ready, Respectful, Safe’ approach trialled across the school and levels CFE levels
cluster primaries to ensure a consistent approach to positive
behaviour management Pupil/staff feedback on
✓ Develop Growth mindset strategies and Mindfulness in all classes Ms Masterton June 2019 new initiatives
Engaged, confident ✓ Outdoor Learning days trialled each term All staff/WP June 2019 gathered using GLOW
and motivated ✓ Beach Yoga trialled with Second level classes Mrs McIntyre June 2019 forms
pupils ✓ 0.4PE Specialist to embed good practice, Funky Fitness and clubs Mrs McDonald June 2019
✓ Food technology & Fairtrade developed through Working Group Mrs Alcroft/WP June 2019 Tracking data with a
✓ Computing Science Framework Implemented Working Group June 2019 focus on identified
Our school offers an ✓ Developing the Young Workforce Year 2 cycle implemented All staff/WP June 2019 children to include:
increased range of ✓ Nurture approaches and principles embedded across all stages All staff/Ms June 2019 ✓ Baseline
curricular and extra- YEAR 2 Loudon assessments
curricular activities. ✓ Restorative Conversations developed across all stages as a solution ✓ Growth Mindset
focused approach to identified concerns SLT/All June 2020 benchmarking
✓ Whole cluster approach to Mindfulness and Growth Mindset staff/trainers
extended and embedded, including a focus on staff wellbeing June 2020 HGIOS4 Self-evaluation
✓ Beach Yoga/Cosmic Yoga rolled across all levels data for QI 3.1, 3.2, 3.3
✓ Food Technology projects rolled out across all classes WP/Mrs Alcroft June 2020
✓ Developing the Young Workforce Year 3 cycle implemented All staff/WP June 2020 QA monitoring and
✓ Fairtrade projects rolled out to all classes WP/Mrs Alcroft June 2020 tracking evidence
PARENTAL AND WIDER ENGAGEMENT
YEAR 1 Feedback from focus
Opportunities are
✓ Outdoor Learning focus each term SLT All partnerships groups
identified to engage
✓ DYW partnerships extended & Career Fair planned for P5-7 in place by
wider partners in
✓ Royal Bank of Scotland MoneySense workshops/online learning SLT June 2019 GLOW surveys and
collaborative working
✓ Active Schools & 0.4FTE PE Specialist to enrich PE Curriculum annual questionnaires
opportunities to
✓ Royal Troon Golf Development programme established P1-P7 analysed for impact
enhance and enrich
YEAR 2 All partnerships
the learning
✓ Parental Engagement calendar evaluated and further developed SLT/Focus Group in place by HGIOS4 Self-evaluation
✓ Wider partnership links explored and sustained; DYW opportunities Identified Staff June 2020 evidence and impact
extend to include First Level Careers Fair & Children’s University reports QI 2.4-2.7
10BUDGET/RESOURCES SESSION 2018-2020
LITERACY NUMERACY HEALTH & WELLBEING
✓ Bug Club resources £3250 (PEF carry forward) ✓ Numicon across each level; Individual kits £20, ✓ Training costs – Tree of Knowledge staff and
✓ New Poetry Bug Club resources £500 class kits £300, outdoor kit £115 pupil workshops; £995+£895
✓ Paired Reading resources £100 ✓ Concrete resources for each stage; Year 1 ✓ Mindfulness Mats purchased
✓ First News Subscription £300 (PC funded) £500 ✓ Food resources – funding application in
✓ Author visits; £175 per visit, funding application ✓ Individual toolkits; £500 process with ‘Food for Thought’
in process with Scottish Book Trust ✓ Website subscriptions; Sumdog, Times Tables ✓ Fairtrade Tuckshop set up costs
✓ PEF Funding; staffing costs for targeted £600 ✓ Outdoor learning resources with a focus on
intervention in P1-4 x2 days, P5-7 x1 day; ✓ PEF Funding; staffing costs for targeted literacy, numeracy, HWB
additional 14 hours School Assistant time per intervention in P1-4 x2 days, P5-7 x1 day; ✓ Expansion of natural approach in to P2
week to ringfence dedicated Nurture time additional 14 hours School Assistant time per classrooms; Year 1 £1000
✓ CEM assessments purchased for P3 and P5; week to ringfence dedicated Nurture time ✓ PEF: 14 hours school assistant time to deliver
£500 ✓ CEM assessments purchased for P3 and P5; nurture and targeted interventions
✓ PEF: 0.6FTE teacher to target literacy £500
✓ PEF 0.6FTE teacher to target numeracy
RIGHTS RESPECTING SCHOOLS LINKS
UNCRC ARTICLES UNCRC ARTICLES UNCRC ARTICLES
✓ Article 3 ✓ Article 19 ✓ Article 29
Adults must do what’s best for me I have the right to be protected from being I have the right to an education which
✓ Article 6 hurt or badly treated. develops my personality, respect for others’
I should be supported to live and grow. ✓ Article 23 rights and the environment.
✓ Article 12 If I have a disability, I have the right to special ✓ Article 31
I have the right to be listened to and taken care and education. I have a right to relax and play.
seriously. ✓ Article 28 ✓ Article 39
✓ Article 13 I have the right to an education. I have the right to help if I have been hurt,
I have the right to find out and share neglected or badly treated.
information. ✓ Article 41
✓ Article 15 Where our country treats us better than the
I have the right to meet with friends and to U.N. does we should keep up the good work!
join groups. ✓ Article 42
Everyone should know about the UNCRC.
11TROON PRIMARY SCHOOL & EARLY YEARS CENTRE
SUCCESS THROUGH EFFORT
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