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SCHOOL IMPROVEMENT REPORT AND PLAN

Standards and Quality Report:

School: Ben Wyvis Primary

Head Teacher: Mrs Tania Mackie

Date submitted: April 2018

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Context of the school: Our school supports the communities of Maryburgh and Conon Bridge and is a community school, which opened in 2012. We work in partnership with the Leanaig Centre, based at the school and Highlife Highland facilitates community use and shares our resources. ‘Team Ben Wyvis’ is supported by a Head Teacher, Depute Head, Principal Teacher and Childcare Manager. The DHT and PT are both class committed. Staffing is stable, although the school has had a number of long term absences including senior managers which have been challenging to cover. The school consists of 11 classes, an early year’s base, a nurture base (The Hub and the ASN Base). Each classroom has access to an outdoor area and our children benefit from a large playground, a courtyard which we use for learning and growing, an all-weather pitch and a community facility, which is a canteen space at lunch. Infrastructure and housing in the local area is rapidly expanding and currently the school is at capacity. Extension work is planned for August 2018. Building works and snagging issues have been on-going since the school opened and the gym hall has been closed for periods of time. Despite this, our school continues to thrive especially within the areas of sports and expressive arts. The last quality assurance visit to the school identified that pupils are confident, articulate and are engaged actively in learning.

Class Contact Reduction (CCR) time is provided by specialists, including teachers from Dingwall Academy. This supports both transition and progression through the curriculum.

We provide a flexible childcare and early learning service which operates from 8am till 6pm. A visit from the Early Years Support Officer, highlighted that our children are motivated, engaged and enjoy their learning, that staff are committed to ensuring the flexible model works for children and the leaderships of senior managers and their vision for continued improvement is an inherent strength at Ben Wyvis Primary School.

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School Vision, Values and aims:

At Ben Wyvis Primary School, we are committed to delivering an ethos of respect for all in our school community. We aim to provide happy, positive environment where everyone is listened to, supported, valued and nurtured through fun learning experiences. At Ben Wyvis our school a motto is; ‘be the best you can be’. Our vision is for the whole school community to work together to provide the highest quality learning experiences for children, enabling them to attain and achieve their full potential. Ben Wyvis Primary School is a place where:

We respect and care for everyone in our school community

We learn and work together as a team

We act responsibly

We aim to be the best we can be

Working within Curriculum for Excellence, we endeavour to provide the highest quality learning and teaching. We strive to ensure that all our children attain and achieve their full potential and acquire the full range of skills and abilities relevant to growing, living and working in the contemporary world. We aim to get it right for every child and to provide a caring environment in which all children feel safe, healthy, active, respected, responsible, included and nurtured. We are committed to setting high expectations for behaviour and attainment within a positive ethos which celebrates success and achievement in all forms. We continue to develop and promote positive partnerships with parents, carers, professional agencies, visitors, volunteers, partner centres and the wider community.

We aim for all pupils to become successful learners, confident individuals, responsible citizens and effective contributors.

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Summary of Improvement Report/Plan engagement process:

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Participants Engagement detailsTeachers and other staff Teacher visioning collegiate sessions led by Educational Psychology

Whole staff meetings on Inset Days How Good is Our School 4 audits 2.3, Learning Teaching & Assessment audit September 2017 Training sessions led by Senior Management In-service training – 22/09/16 – Languages 1+2 / Science / Numeracy /

Literacy Training for PSAs / Early Years staff Staff training sessions based on Ways to Wellbeing Staff training and use of GSuite. Head Teacher is Digital Leader Collegiate sessions – Moderation / NAR / National Improvement

Framework / Data collation On-going weekly staff meetings in main school and early years –

continual process of self-evaluation

Parents Parent Council Meetings termly based on School Improvement Plan priorities e.g. e-safety, digital learning

Open Afternoons / Workshop – NSPCC – Internet Safety Involvement in E-Safety policy Questionnaire – SHANARRI – Health and Wellbeing Survey of flexible service – holiday provision– gathering views from all

service users including staff Termly open afternoons / workshops Regular Parent Council Meetings – curriculum focus includes on-line

learning profiles / continuous reporting / development of the Pupil Equity Fund / staffing / additional support in school / school maintenance / communication policy / promoting positive behaviour policy

Pupils Transition visits from staff at Dingwall Academy to P7. Focus on progression in learning and planning and pastoral guidance.

Pupil Council Meetings House Captain Meetings Pupil Focus Groups Junior Rad Safety Officers Eco / Outdoor Learning Group

Volunteers working in school (such as parents

Volunteers views sought through use of draft copy of SIP Our school actively engages with and supports volunteers working in

Full details of engagement activities can be found in the school’s self-evaluation records.

What have we done to close the attainment gap?

Invested in a Pupil Support Assistant to run a weekly homework club providing children with additional support to reinforce learning.Identified children have been supported to develop skills in small groups / support attainment gap through:

Pupil Support Auxiliary – 1 day a week - focus groups for numeracy.Pupil Support Auxiliary – 1 day a week - focus groups for literacyPupil Support Auxiliary – 1 day a week - focus groups for phonics and reading

To support teamwork and inclusion of an identified group - Adventure Group for 16 weeks to support an elaborate curriculum for identified children plus Pupil Support AuxiliaryContinued to develop our approach towards a Nurturing School ethosSupported Literacy Ambassadors – Senior Students working with P6 / P7 identified children – Higher in Adult LiteracyInvested in Chromebooks to support learning and supported Digital Technologies development across the schoolInvested in class resources to support learningEden Court outreach to support whole school activities including JRock led by Ben Wyvis Staff. (Targeting inclusion an drug / alcohol awareness)Invested in reading book schemes for P1 – P7 that supported extension and challengeActive maths schemes P1 – P7Supported training for staff e.g. Emerging LiteracyPlay based resources for infants - literacy and numeracy basedWhole school curriculum days – inspiring learning together – Highlife Highland OutdoorsRanger Group to support teambuilding skills with small group including children with identified SEBN

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Numeracy interventions – resources and trainingScience resources to support the delivery of STEMResources / training for the ASN Bases Skillforce - Prince William Award. Targeted class that benefited from health and wellbeing activities to support ethos of inclusion and learning

Data has been collated and collected using google forms / SNSA / AfE Tests and also teacher judgement surveys and data plus health and wellbeing survey for whole school

What have we done to improve attainment, particularly in literacy and numeracy? (refer to specific projects and outcomes)

Our pupil focus support groups which are held weekly, have made a difference to individual children who have been supported in literacy and numeracy. This key investment in Auxiliary support has been shown to have improved attainment overall (INCAS / SNSA data/ Teacher judgement).

Investment in resources has also been key to the development of literacy and numeracy with a focus on developing our approaches in the early years in line with Emerging Literacy and play based approaches to learning.

We have focused on how we collate cumulative data on a termly and annual basis. Our tracking is now longitudinal for writing and maths and follows the pupil from year group to year group. We have also used the risk matrix data on Seemis, the Staged Approach and professional meetings to inform our judgements and identify support where appropriate. Diagnostic testing and analysis of pupil data has also been carried out to identify individual need. We have become more adept as using attainment data to inform our teacher judgements.

What have we done to improve children and young people’s health and wellbeing? (refer to specific projects and outcomes)

Key partners in Outdoor Learning have supported our school to develop its outdoor curriculum and approach to outdoor learning. This in turn has had an impact on children’s health and wellbeing. The Skillforce programme in P5 has been on-going on a weekly basis and the Adventure Group supported young people to access the classroom more by bringing them together as a team and developing teamwork skills. This has been a theme running throughout our programmes of work.

Our daily Nurture Base and ASN Base also supports children providing environments for all learners to meet their own potential and be supported to feel included at Ben Wyvis Primary.

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What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations? Our school has developed its approach to ‘Skill Friday’ and we have been working collegiately to develop our approach to skills for life / learning. Next year we intend to develop our approach to STEM and employability skills as part of our Friday curriculum.

Our overall evaluation of the school’s capacity for continuous improvement:* We are confident in our capacity for continuous improvement ☒* We have some concerns about our capacity for continuous improvement ☐

Comment:

We work hard as a team to provide a positive learning environment across early years to P7 and we all support our school ethos where most pupils, parents and staff feel respected and listened to. Our pupils are confident, articulate and almost all strive to ‘be the best they can be’.A high level of pastoral care is experienced by all pupils and our class teachers and a small number of support staff, who where appropriate and where possible support children with well-planned interventions.A wide variety of opportunities are offered to pupils to develop skills for life, learning and work and many children achieve personal success within and outwith school.Learning experiences across our curriculum are active and engaging. Our outdoor learning facilities provide children with many opportunities for learning and health and wellbeing is a focus of the school day. We are developing the use of digital technologies and are one of the first associated schools group in Highland to be updated in line with the Highland Council ICT strategy.We are a community school and we build on positive partnerships with local communities and partners.Lessons are well planned, well-resourced and there is a good level of challenge in tasks. Pupils have many opportunities for collaboration and our school is well supported by parent volunteers.The Head Teacher and Childcare Manager continue to support the development and growth of the flexible childcare service and holiday provision

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QI 1.1 Self-evaluation for

self-improvement

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

Choose one evaluation from the six options.

Excellent ☐ Very Good ☐ Good ☒Satisfactory ☐ Weak ☐ Unsatisfactory ☐

How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC

setting?)FOCUS ON IMPROVEMENTS FROM LAST YEAR’S IMPROVEMENT PLAN

How do we know? What evidence do we have of positive impact on our

learners?

MAKE BRIEF REFERENCES TO SUPPORTING DATA AND OTHER

INFORMATION

What could we do now? What actions would move us forward?

IMPROVEMENT PRIORITIES HIGHLIGHTED IN THIS AREA – SIP

PRIORITIES SELECTED FROM THESE

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THEMES (HGIOS?4) Collaborative

approaches to self-evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

THEMES (HGIOELC?) Collaborative

approaches to self-evaluation

Evidence-based improvement

Ensuring impact of success for children and families

All staff are committed to professional engagement and collegiate working

Our Parent Council members are taking an active role in school improvement and supporting us to make positive changes

We have developed a consistent approach to collating data in numeracy, writing, listening and talking and reading (teacher judgement) and we have developed our use of INCAS data, SNSA Standardised testing, Summary of Progress and Performance and end of level data to support progression, pace and challenge in our curriculum. This has informed the way we have invested our Pupil Equity Fund monies

Regular Class Observations, feedback and self-reflection informs the continuing professional development of staff and collegiate development

Extensive evidence of self-evaluation at all levels from collegiate sessions, staff meetings, individual professional development – which has a direct impact on learners.

Pupil Equity monies have been fundamental in ensuring impact on learners’ successes and achievements. Self-evaluation identified clear areas for investment.

The Parent Council are becoming more involved in whole school development, as are partners

Analysis of data in collegiate time is leading to clearer target setting and planning.

We plan together and often team teach in stages. We have now begun to moderate the planning process to support progression and challenge in the curriculum.

Continue developing our approach to self-evaluation by including all partners as appropriate through the use of digital technologies and google forms

To continue to develop involvement of the Parent Council and partners to support collaborative approaches to self-evaluation

As a whole staff, including Early Years we are developing the use of holistic assessment tasks and planning of learning, which will support the analysis of data and we are developing our approach to the moderation of planning and outcomes for learners

We are developing our approach to tracking learners’ progress across the early years from N4 to P1.

QI 1.3 Leadership of

change


Excellent ☐ Very Good ☒ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐




learners?


INFORMATION




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THEMES (HGIOS?4) Developing a shared

vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

THEMES (HGIOELC) Developing a shared

vision, values and aims relevant to the ELC setting and its community

Strategic planning for continuous improvement

Implementing improvement and change

We have developed our shared vision, values and aims and we share this on a regular basis with all partners focusing on listening, valuing, supporting, having fun in learning, being happy, positive and respected.

We continue to build on our nurturing schools ethos and with a focus on health and wellbeing for all. Staff are given opportunities for additional responsibility and are encouraged to develop areas of the school improvement plan.

We are delivering a fully flexible childcare service

We continue to collaborate with all partners to develop strategic planning, implementing improvement and change.

We have delivered programmes that support children’s resilience and health and wellbeing

A whole school questionnaire focusing on the Wellbeing Indicators highlighted our positive approach to sharing our vision

Staff work closely with GIRFEC partners e.g. Educational Psychology, Occupational Therapy and Speech and Language Services to develop our inclusive ethos.

Our Childcare Manager is using digital technologies to gather views regarding the service and is working with partners to support the expansion of early year’s provision.

The Pupil Equity Monies have supported the outcomes of this strategic planning and investment of funds has seen improvement and change.

We will continue to share and develop our vision with all partners to the school community.

We will continue to develop links with partners who can support early intervention e.g. Care and Learning Alliance, S&LT and Educational Psychology.

We are developing holiday provision for young people at Ben Wyvis Primary and will continue to work in partnership with parents to develop our service.

Through the Professional Review and Development programme, staff are empowered to lead change and develop our shared vision and values.

Using PEF monies we will employ a PEF interventions / Nurture teacher 2 days a week to support Nurture and work with GIRFEC partners. This year and next we will train all staff through the ‘Nurture for All’ programme run by Educational Psychology.

QI 2.3 Learning,

Teaching and Assessment






learners?





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INFORMATION THEMES (HGIOS?4) Learning and

engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

THEMES (HGIOELC?) Learning and

engagement

Quality of interactions

Effective use of assessment

Planning, tracking and monitoring

Our online learning profile is now used consistently from early years to Primary 7.

Learning Conversations happen on a regular basis across our school.

Staff training has supported the use of effective learning intentions and success criteria, which support children to identify next steps.

In response to parental feedback, we have developed our approach to transition across all stages.

We are facilitating more learning visits and peer learning opportunities for staff.

Chromebooks support learning and teaching . We have invested in resources including digital resources.

Most parents are positive about the use of a digital app to support the sharing of learning, teaching and assessment

Parent feedback and comments are regular for learners and learning and teaching is shared with parents though the use of the digital learning app, open afternoons and parent contact.

The Quality Improvement visit highlighted our positive learning environment

Additional management time has created capacity to support learning, teaching and assessment more effectively.

Pupils demonstrate improving digital skills and also paired learning skills.

We have focused on pace and challenge in the classroom this year as a response to areas highlighted in the Quality Improvement visit.

We are developing our approach to holistic/key assessment tasks. We have developed our termly progression week to effectively support assessment

We are developing from early years to Primary 7 the use of language to enable children to set their own success criteria and more easily identify their next steps and targets in learning

We will work with partners to develop our approach to supporting persistent literacy and numeracy difficulties.

We are re-defining our approach to literacy in the early years including more play based learning and an emerging literacy approach.

We will be using the Highland Numeracy progression and diagnostic tests to support learners

All learners will have access to digital resources

We will continue to focus on pace and challenge in the classroom

QI 3.1 Ensuring wellbeing,

equality and inclusion


Excellent ☐ Very Good ☒ Good ☐Satisfactory ☐ Weak ☐ Unsatisfactory ☐




learners?





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INFORMATION THEMES (HGIOS?4) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

THEMES (HGIOELC?) Wellbeing

Fulfilment of statutory duties

Inclusion and equality

Staff have been trained to support our targeted approach through programmes of work that support resilience and wellbeing

Continue to develop our nurturing ethos as a whole school.Support where appropriate high quality targeted support and work with agencies to facilitate this.

This year we have had an increase in parental support and engagement with a high level of daily parental involvement in both curricular and extra-curricular activities. We won a first prize for our performance in JRock and children in school are regularly competing in a wide range of sporting activities and teams are very successful in local and national competitions.

Our new ASN Base is used on a daily basis and our Nurture Base is staffed on a Monday – Thursday.

We use SEEMIS effectively to share appropriate information within the school and at transition

We work with partners to deliver an elaborated curriculum focusing on outdoor learning opportunities.

Staff health and wellbeing has been a focus and a weekly yoga class is run every Wednesday after school.Pupil Equity Monies have been used to fund Pupil Support Auxiliary hours for learning

Planned interventions for identified groups of children including Seasons for Growth, Resilient Kids and Outdoor Learning groups (Highlife Highland, Adventure Unlimited and Skillforce – third sector providers).

Emotional Literacy based activities and universal support are embedded in the curriculum. Targeted support is planned through the staged approach.

Questionnaires evidence positive feedback from children and staff e.g. Adventure Unlimited group

Effective use of SEEMIS (Computer system) supports transition.

Interventions to support identified need are well planned and staff work with professional agencies through the staged approach. Integrated working is fundamental to our nurturing approach at Ben Wyvis Primary.

Children in the literacy, reading and numeracy focus groups have made progress with their learning, grown in confidence in the class and are enjoying the sessions, benefitting from support.

Roll out planned interventions e.g. Outdoor Learning Group over the period of a year, rather than short term programmes.

Continue to support staff training and also develop early years staff to support early intervention programmes and parental engagement through planned interventions e.g. community groups – baby massage / digital learning

Pupil Support Assistant hours for learning (Pupil Equity Fund) are agreed for 2018 – 19. We will continue to use attainment data to identify support needs in numeracy and literacy.

Staff will be supported in developing their pedagogy in identifying persistent numeracy and literacy difficulties through a planned programme of training.

We will continue to work with integrated services and develop our partnership with third sector providers e.g. CALA

QI 3.2 Raising attainment and achievement/

Ensuring children’s progress




setting?)FOCUS ON IMPROVEMENTS FROM


learners?

MAKE BRIEF REFERENCES TO



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LAST YEAR’S IMPROVEMENT PLANSUPPORTING DATA AND OTHER

INFORMATION PRIORITIES SELECTED FROM THESETHEMES (HGIOS?4)

Attainment in literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

THEMES (HGIOELC?)

Progress in communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

Ensuring equity for all children

We have been developing our approach to tracking and monitoring this session. We have worked collegiately to use our monitoring to support attainment and identify appropriate interventions.

Pupil Equity Monies have been invested in Auxiliary support to provide targeted support in numeracy and literacy.

Senior students from Dingwall Academy have worked with a cohort of pupils to support literacy and in turn Senior Students are working towards a Higher in Adult Literacy.

We are making a sustained effort to link with local business and enable our children to be more involved in the world of work / positive destinations

In early years we are developing the use of language to support learning. We are also working closely with Early Years in Mid Area to develop our approach to literacy, numeracy, planning and delivery of the early years curriculum.

Senior managers are involved in learning visits in school and in other settings to support a curriculum that is numeracy and literacy rich. Resources have been invested in e.g. play based resources in P1 – 4, reading resources to support progression and challenge.

Data is being used by staff, supported by senior managers and the ASN teacher to target interventions.

Senior students have completed questionnaires with the Literacy group that evidence improvement in confidence / enjoyment.

Data is evidencing improving outcomes for learners

The learning environments are literacy and numeracy rich. We have been working as a whole staff to improve pace and challenge in the classroom through collegiate training sessions.

Learning visits and Quality Assurance visits identify that most of our children are motivated to learn in a stimulating learning environment.

Develop use of standardised assessment information to support teacher judgement

Invest in Pupil Auxiliary hours to support learning in literacy and numeracy

Continue to develop and target support with effective tracking

Continue to develop the Literacy Ambassador’s role within the primary and secondary setting

Continue to monitor pace and challenge in the curriculum through learning visits

Further invest in Heinmann maths resourcesInvest in a PEF Teacher to support attainment and inclusion (2 days per week)

QI 2.7 Partnerships –

theme 3 Impact


setting?)FOCUS ON IMPROVEMENTS FROM


learners?

MAKE BRIEF REFERENCES TO


IMPROVEMENT PRIORITIES

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on Learners (HGIOS?4)/Impact on

Children and Families

(HGIOELC?) LAST YEAR’S IMPROVEMENT PLANSUPPORTING DATA AND OTHER

INFORMATIONHIGHLIGHTED IN THIS AREA – SIP

PRIORITIES SELECTED FROM THESENB – This theme does not need to be evaluated using the six point scale. Remember to focus on parental involvement.

Parent volunteers in the school support reading and numeracy.

Our Librarian is a parent volunteer

Communication with parents has been improved this session and we continue to seek views on how we can improve further

Our staff have an open door policy

Parental contribution to policy through the Parent Council

This year our Parent Council has been well attended and is taking an active part in supporting the school community

Continuous reporting provides more opportunity for parental engagement

Our Health and Wellbeing questionnaire identified that almost all parents felt their child was safe at school.

Parental involvement has increased in the school, both in the classroom and also at events e.g. School Fayre, Skills sessions in school, supporting learning.

Our updated communication policy, which uses Dojo messages / Facebook / School Blog and email for school bag mail improves communication between home and school

We continue to implement our open door policy and staff meet parents informally at the beginning and end of each school day. Parents identify that they feel welcome in the school and early years settingOur welcoming ethos is important to all in the school. In our Quality Improvement visit the positive ethos of the school was commented on.Our new Parent Council is more involved in curriculum developmentOur digital learning journeys have increased parental engagement with learning

Continue to develop parental input into school. Develop a welcoming pack for new parents

Ensure all parents are aware of our volunteer policy

Encourage parents with specialist knowledge to become involved e.g. Storyteller

Continue to develop parental support groups

Continue to develop Seesaw / Facebook / social media communication

Parents to lead Eco Council and Parent Council this session

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School Improvement Plan

Summary: Key School Improvement Priorities (add further rows if required). The priorities selected should be drawn from the possible improvement activities identified in the Standards and Quality Report. Your improvement priorities should encompass the Early Years Setting as well as the Primary School.

Improvement Priority Title Relevant QI(s) and Theme(s)

Associated Schools Group Project - Independent Learning Skills. P5 – S1 1.2 Leadership of LearningChildren and Young People leading learning

2.6 Transitions. Continuity and Progression in Learning

3.3 Creativity and EmployabilityCreativity skills

Identifying and supporting persistent numeracy difficulties (ASG Pilot Project)2.3 Learning, Teaching and Assessment2.4 Personalised support – targeted support / removal of barriers to learning3.2 Raising Attainment and Achievement – equity for all learners

Raising attainment and achievement in literacy1.5 Management of resources to promote equity – environment for learning3.2 Raising Attainment and Achievement2.2 Curriculum – development of the curriculum

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Action Plan 1.Improvement Priority title: Associated Schools Group Project - Independent Learning Skills. P5 – S1

Linked to QI/Theme:

1.2 Leadership of Learning - Children and Young People leading learning2.6 Transitions. Continuity and Progression in Learning3.3 Creativity and Employability - Creativity skills

Linked to National Improvement Framework Priority (check all that apply): 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 (check any that apply):School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☒ Assessment of Children’s Progress ☐ School Improvement Performance Information

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What difference will it make for learners? (what impact do we expect to see? List specific expected outcomes):

Learners will grow as independent learners, taking responsibility for their own learning and study. Have taught strategies to support independent learning skills and will be able to make decisions about their own learning Learners will understand the skills they are acquiring and will take ownership of their own learning and thinking. As adaptable learners, they will change the strategies they use to suit the context of learning

Staff will work collaboratively across the Associated Schools Group to plan the learning intentions and success criteria, delivering a number of taught lessons focusing on independent learning skills

We will support learners to take responsibility for their own learning by delivering a number of lessons that support independent learning skills Staff will have an in-depth and comprehensive knowledge / understanding of the main strategies and skills for independent learning

Success criteria (how will we know if the change has been an improvement?):Pupils as learners will:

Make decisions as to what skill to use in what context Self-monitor to identity what study skills suit the individual best Utilise a variety of study techniques including visualising, summarising, paraphrasing and research effectively Use a variety of different strategies to work independently Understand and demonstrate understanding of why study skills are important for employability

Staff as learners will:

Teach the main study skills strategies including the six sessions agreed at Associated Schools level. Use a variety of different resources in different contexts to enable learners to demonstrate their knowledge Work collaboratively across the ASG to ensure consistency in delivery of the study sessions.

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Monitoring and evaluation procedures (how 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?):

Quantitative Data

SNSA / Insight Individual school tracking information

Direct Observation:

Monitoring visits by Head Teachers in Associated Schools Group Peer observations – Second level teachers Observations of the children by class teachers

People’s Views:

Questionnaires to be completed by learners before and after the study sessions. Have teaching sessions supported them to develop independent learning skills?

Teacher views sought before ASG meetings

Graffiti wall from the collegiate training sessions

Who will lead this? (detail of responsibilities and timescales)

August 2018. Collated by Head teachers of each school

January 2019. ASG to organise monitoring visits – possible Pupil Focus Group?Learning visits by Class Teachers. Either within school or across schools. January 2019.Observations of the children by class teachers to be kept in planning evaluations and shared before ASG meetings (termly) regarding overall impact and progress of project

Students at Dingwall Academy to devise questionnaire to share on google forms. August 2018 and February 2019

Teachers views to be collated before ASG termly meetings (Study Skills – standing item on agenda)

Collegiate session to be agreed in September 2018

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)

Senior students to devise a questionnaire to find out what children know about study skills including mind mapping / researching / internet enquiry / summarising / revision techniques / memory tricks


August 2018

All teaching staff involved to attend a collegiate session at Dingwall Academy. Graffiti wall to collate views Karen Cormack / Mario Di Carlo / Head Teachers – 11th

September 2018 – Collegiate session – Second Level Teachers – to agree on the content and delivery.

5th February – Collegiate Session – Second Level Teachers

4pm start

Each school to receive a guide book on study skillsKaren Cormack / Mario Di Carlo – September 2018

All second level students to complete google forms questionnaire and results shared across Associated Schools Group and at termly meeting of Head Teachers.

All Class teachers at second level

6 sessions to be identified and delivered across P5 – S1 for 15 minutes each week (mind mapping / researching (asking the right questions) / internet enquiry / summarising / revision techniques / memory tricks – mind games)

Head Teachers / Staff of Associated Schools Group to identify sessions – April 30th 2018.

Study sessions are to be taught, revisited and reinforced Class Teachers – September 2018 – February 2019

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Teacher views sought on progress before every ASG meeting Head Teachers in each school

Workshop for parents – how can parents / carers support Head Teachers to organise. Event held at Dingwall Academy as an early transition event? Pupils / Young People showcasing work.

Week of 5th November – HT and pupils

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)

This improvement project has been designed with inclusion in mind. To remove the barrier to learning, we will be supporting children to utilise a variety of study skills that can support individual learning. Children and young people will be supported to identify what works best for them with regards independent study.

This is an inclusive approach and identified children will receive further support if appropriate to access the sessions.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)

A major consideration during the writing up of this project was teacher workload. Therefore, this training has been designed in such a way that it is easy to implement with minimal time required to for resourcing etc. The focus is on the pedagogy of skills and enabling our young people with independent study skills.

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)

Learners will have opportunities within this project to apply the skills in a number of different contexts, including problem solving and research.

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Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)

Study skills book.

Mileage for staff attending training.

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Action Plan 2:Improvement Priority title: Identifying and supporting persistent numeracy difficulties

Linked to QI/Theme: ASG Pilot Project

1.2 Leadership of Learning

1.3 Leadership of Change

2.3 Learning, Teaching and Assessment

2.4 Personalised support – targeted support / removal of barriers to learning

3.2 Raising Attainment and Achievement – equity for all learners

Linked to National Improvement Framework Priority (check all that apply):

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 (check any that apply):School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☐ Assessment of Children’s Progress ☒ School Improvement Performance Information

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Learners will have targets in place that are focused on their individual next steps Learners will be supported and needs identified early on in the year, through reliable and valid assessment information Learners will be supported by specialist input where appropriate and this in turn will support learners achievement Attainment in numeracy will be improved further and there will be more consistency from P4 to P7 in whole school cumulative data. Individuals, who are identified with persistent numeracy difficulties will be supported to achieve their potential Parents and carers of individuals will be involved in more targeted discussions with regards learning (ASN Teacher / Nurture Teacher). Identified children will be able to work in small, focused groups, which in turn will support confidence in whole class and personal achievement and

attainment Staff and GIRFEC partners will have strategies in place to take positive and proactive steps to ensure barriers to learning are minimised Staff, including non-teaching staff will have an in depth knowledge of best practice and pedagogy and will be able to utilise resources to identify

and support persistent numeracy difficulties

Success criteria (how will we know if the change has been an improvement?):Pupils as learners will:

Use their knowledge of number and mental skills in a variety of different curricular areas Be able to talk about their next steps and identify how successful they have been in achieving them Use a variety of different methods for solving problems and be able to transfer these skills in a number of different contexts Have improved upon or remained consistent in their learning outcomes in key assessment tasks, especially in second level.

Staff as learners will:

Be able to identify for individual learners and groups, through diagnostic testing, gaps in knowledge and use strategies and resources from the Highland Numeracy Progression to support learning

Use standardised assessment information and key assessment tasks to ensure progression, pace and challenge in lessons Feel more confident when using resources from the Highland Numeracy Progression to support the curriculum and programmes of work we use currently at Ben

Wyvis Primary School.

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In April 2017 those achieving end of a level in numeracy was 79%. The national average was 75%. In April 2016 at Ben Wyvis Primary the level was 83%.

Quantitative Data

SNSA P1, P4 and P7 (end of Level data) Establish a benchmark by using key assessment tasks in term 1 and 3 (whole school

tracking). Diagnostic testing where appropriate (based on ASN Teacher discussions with Class Teacher

and form 1 evaluations in June 2018)

Direct Observation:

Monitoring visits by SMT Peer observations Observations of the children by class teachers / ASN Teacher

People’s Views:

Questionnaires to be completed by learners in term 1 and term 3 focusing on number / big maths / teaching and learning / what makes a good maths lesson / next steps

Graffiti wall from numeracy training sessions 1 and 2, plus gathering of views in May 2019


SMT and all staff analysing and discussing attainment results in maths specific. Collegiate Session. Term 1 and Term 3

Direct observations of all staff in September/ October 2018 and March / April 2019 including Early Years Sessions.

Pupil Support Meetings – monthly discussion regarding support for numeracy as part of standing agenda.

Google forms to be used as questionnaire for gathering information on numeracy and literacy – Head Teacher. August 2018 and May 2019.

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)All staff to watch a training video from Educational Psychology

All staff to complete a piece of homework – observation of individual child. All staff to attend training session – how to support persistent numeracy difficulties

Resources to be identified and invested in (PEF).

Key Assessment tasks in numeracy used in term 2 and term 4 to support assessment data / teacher judgement

Diagnostic tests from Highland Numeracy Progression to be used when appropriate

Further training with Highland Numeracy Progression

Pupil Support Assistant to continue working with numeracy focus groups (PEF)

Homework Club to continue (PEF)

Who will lead this? (detail of responsibilities and timescales)4th September 2018 – video sent to all schools by Isabel Martland and Stephanie Bennett (Educational Psychology)

All staff to carry out observation of one individual child and attend collegiate session Monday 12th November. 3.45 – 5.15pm Strategies to support Persistent Numeracy Difficulties

Heinmann maths resources – repeat order from 2017 – 18 (£3000 PEF monies)

Staff planning in collegiate session 30th October 2018 for progression week on 12th November 2018 / 24th April 2019 – planning for key assessment task and progression week 14th May 2019.

Key Assessment tasks – Tania Mackie

ASN Teacher / PEF Teacher / Class Teacher – planning meetings – August / September 2018

(PEF Teacher – 2 days per week. Shared with Literacy Project) £25000

Collegiate session - Tania Mackie / Highland Council

£3000 – 1 day per week. PSA of Learning – Maths.

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Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)This is a whole school initiative to support attainment in numeracy, which also in turn supports learners who need targeted support.

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)All planned through the collegiate calendar

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Problem solving / links to interdisciplinary learning.

Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)

Heinmann maths resources – repeat order from 2017 – 18 (£3000 PEF monies)

£3000 – 1 day per week. PSA of Learning – Maths.

(PEF Teacher – 2 days per week) £20,000

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Action Plan 3.

Improvement Priority title: Raising attainment and achievement in literacy

Linked to QI/Theme:

1.2 Leadership of Learning

1.3 Leadership of Change

1.5 Management of resources to promote equity – environment for learning

2.2 Curriculum

2.3 Learning, Teaching and assessment

3.1 Ensuring Wellbeing, Equality and Inclusion

3.2 Raising Attainment and Achievement

Linked to National Improvement Framework Priority (check all that apply):

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 (check any that apply):School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☒ School Improvement Performance Information

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Learners individual achievement will improve across literacy Whole school end of level data will be more consistent across reading, writing, talking and listening. Our curriculum in the early years will be more play based, meaning that transition from N4 to P1 is easier for all children Early intervention will ensure literacy difficulties are identified and supported resulting in increased engagement in the curriculum for learners Learners will use the strategies across the curriculum As adaptable readers they will change the strategies they use to read different kinds of texts or as they read for different purposes Our learners will become more independent writers and our school will support an ethos of reading and writing for pleasure

Staff will be more familiar with the benchmarks (also in child friendly terms) to inform pace and challenge in the curriculum Staff will have an in-depth knowledge of strategies to support writing / reading Staff will be aware of best practice pedagogy and utilise a number of different resources to support whole class and individual learners Staff will utilise a variety of resources such as the Highland Council Wrap around reading, writing and spelling approach. Teachers will also use for

diagnostic purposes, the Sound Reading System to overcome barriers to learning. In the early years we will develop our approach to Emerging Literacy, merging current practice with an increase in play based learning approachs

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Success criteria (how will we know if the change has been an improvement?):

Pupils as learners will:

Read more for pleasure and enjoy reading and writing Use more play based and interactive approaches in line with Emerging Literacy Recount stories and learn to become independent writers Make text to self, text to text and text to world connections to compare similarities/differences in characters, setting, plots, conflicts and resolutions. Justify and modify predictions throughout reading. Draw and justify conclusions by using the clues in the text. Understand, ask and answer literal (on the lines), inferential (between the lines) and evaluative questions (beyond the lines). Self-monitor to identity when meaning breaks down and employs fix-up strategies. Create mental images as they read and describe these images in words. Summarise and explain the main point in the text, referring back to the texts to support and clarify summaries. Use their knowledge of text structures and characteristics of various text types to enhance their comprehension.

Staff as learners will: Use a variety of resources to support reading and writing attainment including Spelling and Talk4Writing, The Sound Reading System, Big Writing

and an Emerging Literacy approach Use diagnostic resources to identify and support individual learners. Increase the pace and challenge within the delivery of literacy Apply new knowledge to planning and delivery of reading and writing in the classroom Use precision teaching every day in P1 – P7 to support learners who are individually identified.

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Quantitative Data

SNSA Establish a benchmark through key assessment tasks and tracking in term 1 and term 3

Direct Observation:

Monitoring visits by SLT Peer observations Observations of the children by class teachers / ASN Teacher

People’s Views:

Questionnaires to be completed by learners at beginning and end of session gathering views on reading and writing in school and at home

Collegiate sessions to gather views in talking mats session in term 1 and term 3 Graffiti wall from training sessions and collegiate sessions. (Talk4Writing and Jenny Wilson’s

collegiate sessions

Cumulative School data:In April 2018 84% of children reached an end of a level in listening and talking.81% in reading and 79% in writing.

This percentages exceed the national average, however we would like to improve reading and writing scores in line with listening and talking

Who will lead this? (detail of responsibilities and timescales:

SMT and all staff analysing and discussing attainment results in literacy specific. Termly dialogue as to progression of results, pace and challenge.

Learning visits for staff to other classes across the school – throughout the year

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What exactly are we going to do? (detail of specific actions undertaken to achieve desired impact)


SMT and early years staff to attend Emerging Literacy Training

Investment in play based resources for Early Years.

Leader of Literacy to be identified to work with Jenny Wilson

Friday 25th May. Tania Mackie, Hannah Lauchlan & Catriona McDowall. Merkinch Community Centre.

Collegiate session to share approach and resources with all staff – Thursday 14th June 2018

£2000 of Pupil Equity Monies allocated to play based resources from 2017 – 18 budget. CM to resource in May 2018

4 days each year over 2 years. Mrs Shonadh Harrington

SMT to visit other settings to look at play in the early years and set up a staff sharing board in the staffroom

May 2018. Catriona McDowall already visited Marybank Primary School.

Catriona McDowall to set up staff sharing board – May 2018

Jenny Wilson to attend meeting with SMT and discuss training for collegiate sessions Friday 27th April. 12.15

PEF Teacher – 2 days per week / ASN Teacher and SHT to use SNSA testing / tracking / risk matrix/ form 1 evaluations to identify individuals for further diagnostic testing

PEF Teacher – 2 days per week / ASN Teacher / Class Teacher - May / June 2018 and then on-going monitoring through fortnightly meetings

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All Class Teachers to establish benchmark in reading and writing through key assessment task in progression week (in child friendly language)

Planning for key assessment task – identified on collegiate calendar

Progression week starts September 24th

Training for Spelling and Talk4Writing / Wrap around reading, writing and spelling approaches - CPD for all teaching staff. This spelling approach to to be adopted as a whole school approach. Spelling lessons will change and everyday spelling will be taught with the stretch, sound, write and grow approach.

Every child will be given a code chart (phonics) to refer to in literacy lessons.

INSET – 17th and 18th September P1 – 3 and P4 – 7. Jenny Wilson, Dingwall Primary School

COST from 2018 – 19 PEF Monies. £35 per teacher (approx. £1000).

PSA’s also to attend spelling day. Further collegiate sessions led by Shonadh Harrington regarding whole school approach. Ongoing throughout the year. Flexibility in collegiate calendar to respond as appropriate to need throughout year

3 x Collegiate sessions delivered by Jenny Wilson to identification and strategies - support persistent literacy difficulties

Dates to be identified in WTA.

The Sound Reading System used for supporting identified learners. Mrs Harington has completed 4 days training – April 2018. Mrs Harington will work with ASN Teacher to support identified children – September 2018. (Trial in May / June 2018).

Reading resources associated with project £1000

Precision teaching to be used with identified learners 1 minute a day in all classes

Paired reading opportunities to increase across the school, building on current practice Jenny Wilson to work with P6 and P7 children to train them as paired reading buddies. September 2018

Parental information to be gathered and shared at Parent Contact Evenings and also through school newsletters

October 2018 / March 2019 and on-going communication

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Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project? Briefly mention any relevant points from your Pupil Equity Fund planning.)This improvement project has been designed with inclusion in mind, removing barriers to learning that reading and writing can present to some children.

Through a universal and targeted approach based on assessment data / SHANARRI guidance and the risk matric on SEEMIS

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)A major consideration when planning all the projects is teacher workload. All training sessions are planned through the collegiate calendar and collegiate time has been set aside to share resources, moderate the planning and assessment process and share pedagogy and training.

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils? If completing this box, make specific reference to the development of the key creativity skills of open-mindedness, problem-solving, curiosity and imagination)Learners will have more opportunities to learn through play.They will also be encouraged to read and write more for pleasure. Every child, every day will be given an opportunity to read.

Expected resource needs (including costings if applicable): (Allocation of Pupil Equity Funding should be referenced briefly in this box, if appropriate)Staff Training – Spelling and Talk4Writing £1000.

PSA of Learning – Literacy. 1 day per week. £3000

Resources to support play based learning. £2000 (2017 – 18 budget)

Reading resources - £1000

Additional PEF monies allocated to projects, continuing from 2017 - 18

Literacy Ambassadors – 16 children from BW and 8 Advanced Higher students. Coach: £2000

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Outdoor Learning Group £7800 Highlife Highland Outdoors. Group of 8 children every Monday for whole session completing nationally recognised awards and elaborated timetable.

Total PEF monies in 2018 – 19 £42000.

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