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1162059525000SCHOOL IMPROVEMENT PLANSESSION 2019/20 33597858001000 Summary: Key School Improvement Priorities Improvement Priority TitleWhat exactly are we going to do?Pedagogy and Curricular PathwaysShare HWB planning documentMonitor KATs and planning foldersModeration of KATSRevisit and update Curriculum Rationale Principals of active learning/ co-operative learningIntroduction to L3 –Gaelic Wraparound Spelling Training Writing PedagogyReading PedagogyNumeracy PedagogyPeer VisitsPupil Council Learning VisitsVisits to other schools to observe good practiceModeration of KLOs and Learning JourneysFloorbook Training ELCPlanning Training ELCPlanning monitoring ELCReading ComprehensionCompletion of diagnostic reading assessment to identify gaps in comprehension ( sample from middle, above middleP2 up)Analysis and discussion of comprehension data with SLTCompletion of comprehension questionnaire by all teaching staff- data to be used as a benchmark and to inform comprehension trainingPupils to self -evaluate their use of comprehension strategies questionnaire ( same sample group)Deliver CAT session 1- Making Connections( + associated activities) CTs to try strategy within class and feedback) Deliver CAT session 2 – Predicting and Inference ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 3- Questioning ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 4- Monitoring ( + associated activities) CTs to try strategy within class and feedbackDeliver CAT session 5 – Visualising ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 6- Summarising ( retelling and main idea) ( + associated activities) CTs to try strategy within class and feedbackParent Workshop – oral comprehension strategies Deliver CAT session 7 – Reciprocal Teaching and Graphic Organisers ( + associated activities) CTs to try strategy within class and feedback )Reassessment using diagnostic reading assessments ( sample from each class, same pupils)In-depth action plan #1Pedagogy and Curriculum PathwaysLinked to QIs/Themes 1.2Leadership of learning 2.2Curriculum 2.3Learning, teaching and assessment Linked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ?Closing the attainment gap between the most and least disadvantaged children ?Improvement in children and young people’s health and wellbeing ?Improvement in employability skills and sustained, positive school leaver destinations for all young people ?Linked to National Improvement Drivers School Leadership ? Teacher Professionalism ? Parental Engagement ? Assessment of Children’s Progress ? School Improvement Performance Information What difference will it make for learners? More consistency in planning learning and ensuring breadth and depth in learningMore consistency in quality of learning experiencesIncreased opportunities for active learning and cooperative learningMore opportunities for personalisation and choice Clear curricular pathways and assurance of all curricular areas being planned, taught and assessedSuccess criteria Classroom observations will show high quality learning and teaching and professional dialogue will focus on improved outcomes for learnersClassroom observations will demonstrate active and cooperative learningPlanning will be clear, differentiated and assessed in KATSampling of pupil work will show high quality learning and teaching and will demonstrate progressionClear progression pathways in all aspects of HWB, literacy, numeracy, and modern languagesWhat exactly are we going to do? Share HWB planning document and begin to use itMonitor KATs and planning foldersReview and audit planning as requiredModeration of KATSRevisit and update Curriculum Rationale Principals of active learning/ co-operative learningIntroduction to L3 –Gealic Wraparound Spelling Training Writing Pedagogy and planningReading Pedagogy and planningNumeracy Pedagogy and planningOther curriculum areas/ IDLplanningPeer Visits writing, reading and numeracyPupil Council Learning Visits( HGIOS 4)Visits to other schools to observe good practiceModeration of KLOs and Learning JourneysFloorbook TrainingPlanning TrainingPlanning monitoring Who will lead this? DHT June 19HT/DHT June 19HT June 19CTs Termly/ SMT termly HT/DHT &All teaching staff Termly 4 CATsSept inset HTSept inset 1+2 development officerLiteracy Development officer /PT Sept CATCAT Term1CAT Term 1CAT term 2CTs Term 2 and Term 3 HT DHT and CTs Term 3CTs term 2 and 3PT to organise Term 3 and 4HT to Liaise with ASG and Family Team Term 3 and 4EYP <-> EYP ongoingEYPs<-> DHT/EYESO Term 2Term 3 Term4EYESO + DHT -> EYPs Term 1EYESO + DHT -> EYPs Term 2DHT and EYESO Term 3 and Term 4Staff wellbeing and pastoral support implications All collegiate activities are accounted for in our WTA and collegiate calendar. All activities will be supportive and teachers given opportunities to be reflective on their own practice. Staff encouraged to do some research based evidence around active learning. Creativity opportunities: open-mindedness ? problem-solving ? curiosity ? and imagination ?Expected resource needs Literacy development officer and 1+2 development officerIn-depth action plan #2Improvement Priority Title Raising Attainment in Literacy, Language and Communication: A structured approach to teaching reading comprehensionLinked to QIs/ThemesQI 1.3 Leadership of changeQI 2.3 Learning, teaching and assessmentQI 2.5 Family learningQI 2.7 PartnershipsQI3.2 Raising attainment and achievementLinked to National Improvement Framework PriorityImprovement in attainment, particularly in literacy and numeracy ?Closing the attainment gap between the most and least disadvantaged children ?Improvement in children and young people’s health and wellbeing ?Improvement in employability skills and sustained, positive school leaver destinations for all young people ?Linked to National Improvement Drivers School Leadership ? Teacher Professionalism ? Parental Engagement ? Assessment of Children’s Progress ? School Improvement Performance Information What difference will it make for learners? Pupils as learners will:Monitor their reading for understandingLink content with their prior knowledgeUse a variety of effective reading strategies before, during and after readingSet a purpose for reading and adjust their rate and strategy use depending on the text an contentStaff as learners will:Develop and activate their background knowledge of the 7 main comprehension strategiesModel each of the comprehension strategiesProvide opportunities to use the strategiesSuccess criteria Pupils as learners will:Interpret text and justify interpretationMake connections to support predictions about a textUnderstand the connection between cause and effectIdentify the main idea of a text and match supporting detailsIdentify the key points or main ideas in a text and recall facts and retailsSelf- monitor their reading and employ fix up strategiesImprove reading comprehension while working cooperativelyStaff as learners will:Demonstrate an in depth understanding of each comprehension strategyBe confident in teaching the different comprehension strategiesUnderstand the 6 stages of strategy instructionUnderstand how comprehension fits into the authorities approach to teaching readingWhat exactly are we going to do? Completion of diagnostic reading assessment to identify gaps in comprehension ( sample from middle, above middleP2 up)Analysis and discussion of comprehension data with SLTCompletion of comprehension questionnaire by all teaching staff- data to be used as a benchmark and to inform comprehension trainingPupils to self -evaluate their use of comprehension strategies questionnaire ( same sample group)Deliver CAT session 1- Making Connections( + associated activities) CTs to try strategy within class and feedback) Deliver CAT session 2 – Predicting and Inference ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 3- Questioning ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 4- Monitoring ( + associated activities) CTs to try strategy within class and feedbackDeliver CAT session 5 – Visualising ( + associated activities) CTs to try strategy within class and feedback)Deliver CAT session 6- Summarising ( retelling and main idea) ( + associated activities) CTs to try strategy within class and feedbackParent Workshop – oral comprehension strategies Deliver CAT session 7 – Reciprocal Teaching and Graphic Organisers ( + associated activities) CTs to try strategy within class and feedback )Reassessment using diagnostic reading assessments ( sample from each class, same pupils)Who will lead this? Term 1 2019 PTTerm 1 2019 SLTTerm1 2019 CTsTerm 1 2019 Term 1 2019 2x CATs PTTerm 2 2019 2 x CATs PTTerm 2 2019 2x CATs PTTerm 3 2020 Feb Inset PTTerm 4 2020 2x CATs PTTerm 1 2021 2x CATs PTTerm 2 2021 Term 2 2021Term 3 2021Staff wellbeing and pastoral support implications Training and resources provided for staffTime allocated within the WTACreativity opportunities: open-mindedness ? problem-solving ? curiosity ? and imagination ?Expected resource needs Highland Council- Comprehension – support resourceIn-depth action plan #3Improvement Priority Title 1 + 2 Languages – Gaelic and French Linked to QIs/ThemesQI 1.2 Leadership of LearningQI 2.2 CurriculumQI 3.2 Raising Attainment and AchievementLinked to National Improvement Framework PriorityImprovement in attainment, particularly in literacy and numeracy ?Closing the attainment gap between the most and least disadvantaged children ?Improvement in children and young people’s health and wellbeing ?Improvement in employability skills and sustained, positive school leaver destinations for all young people ?Linked to National Improvement Drivers School Leadership ? Teacher Professionalism ? Parental Engagement ? Assessment of Children’s Progress ? School Improvement Performance Information What difference will it make for learners? Societal benefits of language learningEconomic benefits of language learning including employability skillsBuilding skills and competence in language learning which boosts literacy skills in the mother tongueDevelop a knowledge of Scottish cultureSuccess criteria Progressive and coherent CfE curriculum for Primary Language LearningLearners will experience challenge and quality learning experiences in PLLStaff reporting that they feel confident in the teaching of PLLLanguage Ambassadors to support staff with 1+2 language learning within ASGsIncrease uptake and raise attainment in modern languages in Broad General Education and Senior PhaseWhat exactly are we going to do? CAT and Twilight sessions led by Gaelic development officer throughout the sessionDevelop staff knowledge of apps and resourcesLink with secondary Gaelic teacher to create progression frameworkOffer staff support across ASG schoolsIdentify opportunities to link with members of the community and attend local events celebrating GaelicPromote opportunities for staff to attend twilight sessions led by French language ambassadorCreate a positive ethos for language learning through displaysWho will lead this? Ruaridh MacKayRuaraidh Gaelic Teacher Charleston Academy and Primary HTsHTs to coordinateHTs and CTs as appropriateHTs and Donna GrantCTsStaff wellbeing and pastoral support implications Training and resources provided for staff Frameworks available for staff to plan and assess modern languagesTime allocated within the WTACreativity opportunities: open-mindedness ? problem-solving ? curiosity ? and imagination ?Cross curricular learning, parental and community engagement.Expected resource needs Gaelic posters and gamesImprovement Priority Title Digital Literacy - ChromebooksLinked to QIs/Themes 1.3 Leadership of Change, 2.2 Curriculum, 2.3 Learning, Teaching and Assessment, 3.3 Creativity and EmployabilityLinked to National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy ?Closing the attainment gap between the most and least disadvantaged children ?Improvement in children and young people’s health and wellbeing ?Improvement in employability skills and sustained, positive school leaver destinations for all young people ?Linked to National Improvement Drivers School Leadership ? Teacher Professionalism ? Parental Engagement ? Assessment of Children’s Progress ? School Improvement Performance Information What difference will it make for learners? Staff, pupils and parents will understand the importance and relevance of using digital technology in teaching and learning.Success criteria Most staff will:Feel that there is appropriate provision for Digital TechnologyUse digital technology in lessons (where appropriate)Feel confident in knowing how and where to find digital resources to enhance learning and teachingUnderstand how digital technology, if used appropriately, can enhance learning and teachingMost pupils will:Use digital technology responsibly to enhance their learningFeel confident in using digital technology responsiblyMost parents will:Understand the importance of digital technology in their child’s learningFeel supported if any issues should ariseWhat exactly are we going to do? Use G-suite to support digital literacy in the classroom - all stages Typing skills (BBC Dancemat, Doorways Online, Typing Club), using spell check, voice typing, Draftback- to help dyslexic pupils see edits and changes they are makingChanging the colours of documents Look and share apps for reading windows, whole web page colour filtersGoogle Classroom - upper stagesAccessibility of tasks - allow for easier sharing of resourceshelp support differentiation, fight stigma of differing resourcesE- Safety - all stagesEmbed the new Health & Wellbeing Internet safety programme that was developed within the ASG- monitored by staff & pupil digital leadersMaintenance of DevicesWork as ASG to report device issues through Charleston Academy and streamline the systemSecondary and Primary Digital Leaders working together to share skills and good practise Calender to be made where pupils can have opportunities to drive changes etc.Primary staff will attend CAT sessions throughout the year to improve skills & digital understandingPupil digital leaders can lead some of these sessionsBy the end of the year update and review each schools 360 digital auditworking towards Digital Schools AwardAPPs - all stagesenhance numeracy & literacybuild infants digital skills/ confidenceSpheros - moving away from kindles and getting chromebooks to supportWho will lead this?Nominated Digital Leader for each school will lead action plan within their own schoolCharleston Academy - Sali Massey and Janis MacDonaldKinmylies Primary School - Amber SimpsonKirkhill Primary School - Nicola MorganMuirtown Primary - Rachel Whyte and Beth FullerTomnacross, Teanassie and Dochgarroch - Roxanne MainBeauly Primary School - Rebecca MacIverDigital Leaders will share progress and resources with each otherStaff wellbeing and pastoral support implications Time is allocated through working time agreementAll staff have attended initial training sessionStaff will be supported by digital leaders within individual schools. Creativity opportunities: open-mindedness ? problem-solving ? curiosity ? and imagination ?Adapting classroom teaching techniques to use more digital learningConfidence to try something newMoving away from using chromebooks as a reward or general search engineExpected resource needs Possibly some costs of appsPupil Equity Fund Proposal/In-depth action plan PLAN TITLE Raising Attainment in Literacy and Numeracy & Supporting Pupil HWB Linked to QIs/Themes 1.1 SE for SI 1.2 Leadership of change 1.5 Management of resources to promote equity 2.3 Learning, teaching and assessment, 2.4 Personalised support, 2.5 Family learning 3.1 Improving wellbeing , equality and inclusion, 3.2 Raising attainment and achievement Summary of key approaches Attainment ?Attendance ?Inclusion/exclusion ?Participation ?Engagement ?Summary of Key Areas Literacy ?Numeracy ?Health and wellbeing ?Linked to National Improvement Drivers School Leadership ? Teacher Professionalism ? Parental Engagement ? Assessment of Children’s Progress ? School Improvement Performance Information What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes)Success criteria (how will we know if the change has been an improvement?) What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)Who will lead this? (detail of responsibilities and timescales)Additional Hrs (School/Ext) – linked to existing posts – WFP to arrange a temp amendment to contractIntervention(s)17.5 additional PSA hours ( continuation from last year’s plan) to do targeted literacy and numeracy support for PEF pupils.Plan ? 12,575 Additional posts (School/Ext) – Submit ATR as soon as your EQIM has given supportIntervention(s)4 days CT to support literacy and numeracy attainment for PEF pupils and additional pupils as required.Also to support HWB of P FF pupils and additional pupils as required with out-door learning Plan ? 45,786 Partner ServicesMust be on the 3rd Sector Register – potential for them to be added check with Clearing GroupIntervention(s)Plan ? Highland Council SupportIntervention(s)Plan ? Resources/Equipment/MaterialsUse Integra only and be aware of procurement procedures and financial regulations Intervention(s)Remaining money for resources/ equipment as required to raise attainment in literacy and numeracyPlan ? 2137 Totals (annual) PEF ALLOCATION: ?60, 480?60, 480Staff wellbeing and pastoral support implications PRD and ERD for staff. Time located for all activities within WTACreativity opportunities: Outdoor Learning eg Forest Schools, Outsider Decider and Nurture gardening groupopen-mindedness ? problem-solving ? curiosity ? and imagination ?Monitoring and evaluation procedures for the School Improvement PlanHow will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report? How will the evidence be gathered? Who will lead this monitoring and evaluation? (detail of responsibilities and timescales) Briefly note planned procedures for assessing the success of your In-depth action plans. Comments here may refer to individual plans or may cover more than one plan in one set of comments (this is especially likely in smaller schools). If you prefer, you could copy and paste this box after each In-depth action plan. ................
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