cunningsburgh school · the cunningsburgh school improvement plan 2014/15 identified five...
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Cunningsburgh School
Standards and Quality
Report 2014/15 &
School Improvement
Plan 2015/16
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Contents Page
The school and its context 2
Vision, values and aims 4
Special events and achievements 5
Gathering evidence 7
Progress on 2014/15 Development Areas 8
Local and National Perspectives 9
School Improvement Priorities for 2015/16 14
Appendix 1 - Completed Annual Action Plans 2014/15
Appendix 2 - Annual Action Plans 2015/16
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The school and its context
Cunningsburgh Primary School is situated in the village of Cunningsburgh, a rural community
roughly 10 miles south of Lerwick. The school serves the communities of Quarff, Fladdabister
and Cunningsburgh and is an associated primary of Sandwick Junior High School. It is non-
denominational and caters for pupils at all primary stages. Over the course of the session, the
roll in session 2014-15 increased from 80 to 83 and 17 going up to 19 children were enrolled in
the nursery.
The school’s head teacher is Ms Samantha Wishart, who took up the post on a permanent
basis in August 2012.
There were four composite classes made up as follows:
Primary 1/2 Miss Jessie-May Hunter
Primary 3 Mrs Anita Dade
Primary 4/5 Mrs Fiona Johnson and Mrs Clare Anderson
Primary 6/7 Mrs Sarah Adamson (August to October) and Miss Marie Irvine (October to
July)
Miss Samantha Wishart undertook the role of nursery teacher as part of the head teacher
teaching commitment from August to April. Mrs Chole Kerr took up the post on a permanent
basis in April. Mrs Wendy Malcolmson was the Early Years Worker until October following
which, Miss Ashley Falconer provided temporary cover until Mrs Rachel Hewitt started
permanently in post in April. The Early Years Assistant was Mrs Tracey Malcolmson and Mrs
Carrie Morrison provided additional support in the setting.
The Additional Support Needs teachers were Miss Samantha Wishart, Mrs Angela Smith
(temporary while Miss Wishart was in the nursery) and Mrs Vaila Stevenson.
The school continued to have one Learning Support Assistant post, with Mrs Kay Adamson and
Mrs Sheila Halcrow working on a job share basis, whilst also undertaking playground and
lunchtime supervisory duties. Learning Support Workers were Mr Paul Rivett, Mrs Sheila
Halcrow and Miss Stacey Sandison. Mrs Carrie Morrison provided additional supervisory cover
over lunchtimes and Mrs Janis Adamson continued as the school’s Clerical Assistant.
In the kitchen, Mrs Joanne Sutherland continued as Senior Kitchen Assistant. Mrs Val
Williamson and Mrs Karen Smith continued as Kitchen Assistants.
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Mrs Brenda Williamson and Mrs Val Williamson continued as head cleaner and cleaner
respectively. Mr Ian Williamson was janitor for four hours per week, out with school time,
until October. Mr Steven Malcolmson continued as janitor for 10 hours per week, picking up
the additional 4 hours from October.
A number of visiting specialists continued to support the school.
Art and Design - Mrs Fiona Burr
Music - Mrs Shyrleen Pottinger
Physical Education - Mrs Joan Smith
Music tuition was also provided:
Piano - Mrs Moira Peterson
Fiddle - Ms Eunice Henderson
Woodwind - Mrs Jane Morton
Guitar - Mr Stevie Hook, supported by the Youth Music Initiative
Each class received 30 minutes of swimming over a six week period from Mrs Joan Smith at
the South Mainland Pool in Sandwick. Whilst in Sandwick the children were able to visit the
Library at Sandwick Junior High School. Religious observance was provided through the
schools assembly programme with regular visits from Rev Charlie Greig and Alasdair
MacPherson.
The school continued to have a very active and supportive parent council. Mrs Shona Wishart
continued on as Parent Council Chair and Mrs Fiona Reid took on the role as treasurer. Ms.
Kimberly Smith continued as clerk.
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Vision, values and aims
Following consultation with pupils, staff and parents, the school’s vision, values and aims were
updated in 2013.
Vision
To ensure our children develop the knowledge, skills and attributes they need to achieve their
fullest potential in learning, life and work.
Values
Underpinned by the values of Curriculum for Excellence, our values are:
Inclusion, Engagement, Achievement
Aims
1 - The Curriculum – To implement a high quality curriculum, based on shared values and
learner entitlements, which takes account all planned learning experiences and covers all
curricular areas.
2 - Learning, Teaching and Assessment - To employ a broad range of teaching, learning and
assessment approaches that engages our pupils, meets their needs and enables them to
demonstrate progress and achievement.
3 - Personal Support and Challenge – To enable everyone to reach their fullest potential by
providing personal support and challenge and making best use of partnership working.
4 - Leadership – To empower the school community to contribute fully, ensuring everyone is
included, has opportunities for personal achievement which are recognised and valued and is
committed to school improvement through self evaluation.
5 - Management - To ensure the health, safety and wellbeing of everyone within our school
community and provide the information, training and resources that is needed across all
aspects of school life.
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Projects, activities, events and achievements
Over the course of 2014/15, Cunningsburgh School successfully organised and took part in a
wide range of planned projects, activities and events which provided rich learning experiences
for our pupils. Some highlights are listed briefly below.
Parents Open Mornings / Afternoons - Each class organised an open morning / afternoon, during
which parents were invited into the classes to see what the children had been learning. There was an
extremely positive response from parents who, in their feedback, said that they felt it was a valuable
insight into how their children were learning in the classroom and beyond.
Whole School Project Groups – The whole school was divided into five cross school project groups,
which came together to work on a focused task. These were; the production of a walking and cycling
routes leaflet for the area, the organisation of a ‘Winter Ball’ for the school, a new mural for the
school entrance, the development of the school grounds and a school fundraising group.
Education Scotland, Assessing Progress and Achievement Science Exemplar’s – The school was
involved in developing examples of good practice in relation to assessing progress and achievement
in science. Our work was approved and published on the Education Scotland website. These
exemplars will be used by practitioners all over Scotland.
African Welly Walk – The nursery class organised an African Welly Walk, in which the whole school
took part. A total of £112 was raised for Farm Africa.
Jeans for Genes Day – Primary 3 raised awareness of genetic disorders by organising different
information and fundraising activities for Jeans for Genes Day. A total of £205.64 was raised which
will help improve the quality of life for children affected genetic disorders.
School Choir – Our school choir has had a busy year, performing for a number of different groups
within our community including the Overtonlea Day Care Centre, WRVS and the South Mainland
Cancer Support Group.
Christmas Jumper Day – Primary 1/2 organised Christmas Jumper Day. Staff and pupils were asked to
come to school wearing a Christmas Jumper and make a donation to Save the Children. Additional
activities were also organised and £111.01 was raised for Save the Children.
Christmas Show - The whole school was involved in staging their own Christmas show, ‘The Musical
of Musicals’ for delighted parents, families and friends.
Lerwick Up-Helly-A’ Trip – The whole school visited Lerwick at the end of January to view the
morning Up-Helly-A’ procession. In addition, a number of the classes attended the Shetland Museum
to take part in a series of Viking themed workshops.
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SMUHA – Following the Jarl’s Squad visit, the children in Primary 4-7 replicated the evening by doing
a variety of different ‘acts’ followed by a dance in which the whole school participated. The children
then made the trip to Dunrossness to take part in the junior procession and galley burning.
Euro Quiz – A team from the school took part in the Euro Quiz event at Islesburgh. The team did
exceptionally well coming a credible 3rd place, just one point behind the second placed team.
Children in Need – This year’s Children in Need events were organised in full by the pupils from
primary 6/7. A grand total of £330.00 was raised.
World Book Day – Primary 4/5 organised World Book Day for the school which included a wide
variety of reading and book related activities resulting in £72.00 being donated Book Aid.
Lunchtime Knitting Club - A weekly lunchtime knitting club, run by grandparents and parents for
pupils in primaries 4-7. The club was extremely well attended and those taking part really developed
their skills.
After School Netball – Miss Hunter and Miss Irvine ran an after school netball club for children in
primaries 4-7. A total of 15 girls took part.
Class Assemblies - Every class in the school put on their own assembly for the rest of the school and
their families. This allowed the children to show some of what they had been learning.
Da Voar Redd Up – Children from across the school took part in the annual Voar Redd Up, by picking
up litter from the area around the school. In total xx bags were collected and the school will receive a
small donation for their efforts.
Scottish Opera - Warriors, The Emperor’s Incredible Army - Pupils in Primaries 5, 6 and 7 took part in
a Scottish Opera project, funded by the Youth Music Inititative. The project culminated in an
impressive performance at Sandwick Junior High School, which was watched by parents, families and
friends.
Loch Insh Residential Trip - Pupils in primary 7, along with their peers from Sandwick and
Dunrossness, visited Loch Insh Water Sports Centre for a week long residential. The aim is to bring the
pupils together before they transition to the Secondary Department at Sandwick.
Showcase - The whole school was involved in putting on a ‘showcase’ of some of the highlights from
the 2014/15 year. Families and friends of the school came along to watch the different performances
from the year. It was a superb end to a successful year.
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Gathering evidence
In order to evaluate our progress, evidence from a wide range of sources has been used:
Quantitative Data
Budget reports
ScotXed Annual Return
Parent evening attendances
Tracking Sheets
Attendance data
People’s Views
Annual Action Plan Quarterly Progress Reports
Teaching Staff Questionnaires – August 2014
Support Staff Questionnaires – August 2014
Staff Meeting / Staff Development Time Minutes / Work
Parent Questionnaires – August 2014
Parent Consultation and dialogue at Parent Council Meetings
Pupil Questionnaires – August 2014
Pupil Consultation Exercises / Pupil Council
Pupil Progress Meetings
Feedback on Planning / PLPs and Work Scrutiny / Classroom visits
Staff Professional Reviews
Direct Observation
Minutes of Staff Meetings
Minutes of Parent Council Meetings
Personal Learning Plans / Learning stories
IEPs, GIRFEC plans and other ASN plans and assessments.
Reports to Parents
Teachers’ Plans
Record of Quality Assurance visits from Quality Improvement Officer
Risk Management Audit
Website / Newsletters
School / SIC policies and procedures
Assembly programme
Observation of teaching and learning
Timetables
ASN Audit 2015
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Progress on 2014/15 Development Areas
The Cunningsburgh School Improvement Plan 2014/15 identified five development areas for
the session. For each of these areas, an action plan was created that identified the task to be
undertaken, implementation strategies, resources and leadership, success criteria and impact
on learners, and monitoring and evaluation strategies. Action plans were monitored on a
quarterly basis, in line with the school’s quality assurance monitoring calendar and the
progress to date and next steps identified.
Appendix 1 shows the completed action plans for 2014/15 which details progress made.
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Local and National Perspectives
In setting our school improvement priorities for 2014/15, national and local perspectives have
been considered, including those detailed below.
1 - The five National Priorities in Education
National Priority 1 - Achievement and Attainment
To raise standards of educational attainment for all in schools, especially in the core skills of
literacy and numeracy to achieve better levels in national measures of achievement including
examination results.
National Priority 2 - Framework for Learning
To support and develop the skills of teachers, the self discipline of pupils and to enhance the
school environment so that they are conducive to teaching and learning.
National Priority 3 - Inclusion and Equality
To promote equality and help every pupil benefit from education, with particular regard to
pupils with disabilities and special educational needs and to Gaelic and other lesser used
languages.
National Priority 4 - Values and Citizenship
To work with parents to teach pupils respect for self and one another and their
interdependence with other members of their neighbourhood and society and teach them the
duties and responsibilities of citizenship in a democratic society.
National Priority 5 - Learning for Life
To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a
changing society and to encourage creativity and ambition.
2- The relevant Curriculum for Excellence entitlements and the focused areas for progress
reporting to the Curriculum for Excellence Management Board
Entitlement 1 - Every child and young person is entitled to experience a curriculum which is
coherent from 3 to 18
Well planned, joined-up learning within the four contexts of learning
Smooth and well-paced progression in learning
Smooth transitions
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Entitlement 2 - Every child and young person is entitled to experience a Broad General
Education (up to end of S3)
Provision of Experiences and Outcomes across curriculum areas
Active and engaging learning and teaching
Assessment and learning supporting breadth, challenge and application
Progression through the CfE levels
Achievements recorded in P7 and S3 profile
Entitlement 4 - Every child and young person is entitled to develop skills for learning, life and
work, with a continuous focus on literacy and numeracy, and health and wellbeing
Skills for learning, life and work
Literacy and numeracy
Health and wellbeing
World of work, enterprising activities and culture
Entitlement 5 - Every child and young person is entitled to personal support and challenge to
enable them to gain as much as possible from the opportunities which CfE can provide
Learners reviewing learning and setting goals
Enrichment and challenge around additional support needs
Learners identifying and planning opportunities for personal achievement
Partnership working to support learners
3 - The School Service Priorities for 2015/16
Including,
A commitment to Tackling Bureaucracy
Development of Early Years Provision
The development of the Broad General Education phase
The 1+2 Modern Languages Initiative, in line with the SIC strategy on 1+2
Leadership and professional learning opportunities for teaching staff within schools
The development of nurture groups and nurturing approaches within schools
4 - Cunningsburgh School Three Year Curriculum Plan 2013-2016
In particular,
The development of the school’s science programme
A review of inter-disciplinary learning across the school
Opportunities for outdoor learning and creativity
Review the curriculum in relation to ‘breadth’ and ‘coherence’.
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School Improvement Plan Priorities 2015/16 In fully considering our progress, our achievements and successes, the following areas have
been identified as improvement priorities over the next year.
1 - The Curriculum – To implement a high quality curriculum, based on shared values and
learner entitlements, which takes account all planned learning experiences and covers all
curricular areas.
To refresh and develop our Science programme, with a focus on the development of core
skills.
To refresh and develop our RME programme.
To produce a shared strategy for the development of Mathematics and Numeracy across
the school.
To review the curriculum in relation to the design principles – breadth and coherence.
2 - Learning, Teaching and Assessment - To employ a broad range of teaching, learning and
assessment approaches that engages our pupils, meets their needs and enables them to
demonstrate progress and achievement.
To develop assessment to support breadth, challenge and application in Listening and
Talking, Science and Social Subjects.
To consider how to take forward child led learning and planned play in the Early Years,
including primary 1.
To review interdisciplinary learning across the school community, in line with our
curriculum rationale, and implement improvements.
To review personalised learning across the school community, in line with our curriculum
rationale, and implement improvements.
3 - Personal Support and Challenge – To enable everyone to reach their fullest potential by
providing personal support and challenge and making best use of partnership working.
To consider the use of Mindfulness at a nurturing approach across the school community.
To review and develop partnership arrangements to enhance and support learning.
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4 - Leadership – To empower the school community to contribute fully, ensuring everyone
is included, has opportunities for personal achievement which are recognised and valued
and is committed to school improvement through self evaluation.
To evaluate the impact of work undertaken on developing assessment to support breadth,
challenge and application.
To undertake a comprehensive self-evaluation using HGIOS4
To identify leadership opportunities for staff.
Undertake a self-evaluation in relation to Learning for Sustainability in order to identify
which areas to take forward over the next three year development plan.
5 - Management - To ensure the health, safety and wellbeing of everyone within our school
community and provide the information, training and resources that is needed across all
aspects of school life.
To implement improvements to working practices in line with our review of
recommendations in the Follow Up Report on Tackling Bureaucracy.
To improve the school website.
To implement new clerical systems to support budget and staff management.
To revise Health and Safety practices to ensure compliance with current legislation and
guidance.
To consider solutions to space issues with the school building.
These priorities will be implemented through our annual action plans which can be found in
Appendix 2.
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Annual Action Plans 2014/15 Completed
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Aim 1 – The Curriculum
To implement a high quality curriculum, based on shared values and learner
entitlements, which takes account all planned learning experiences and covers
all curricular areas.
Quality Indicators:
1.1, 2.1, 2.2, 4.1, 4.2, 5.1, 5.2, 5.5, 5.7
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To create and embed a
shared strategy for the
development of Literacy
across the school.
Review the principles and
practice papers.
Audit current practice.
Identify improvements.
Implement improvements.
Produce guidance.
Head teacher to lead.
3 hours teaching staff
development time and then
follow up work.
Shared strategy agreed and
embedded in practice.
Learners will benefit from
smooth progression and
achievement across the
curriculum.
Head teacher will monitor
through the school’s quality
assurance monitoring
activities.
Language and Literacy strategy
completed and shared.
To consider how to better
plan for and record personal
achievements and develop
ways to help children
recognise the skills they are
developing through these.
Review Building the
Curriculum 4 and Education
Scotland Advice including
relevant documentation e.g.
Amazing Things
Identify plan.
Implement improvements.
Produce guidance.
2 hours teaching staff
development time and then
follow up work.
Guidance for planning and
recording personal
achievements in place.
Learners will benefit from a
better understanding of the
skills they are developing
though personal
achievements.
Head teacher will monitor
through the school’s quality
assurance monitoring
activities. Full evaluation of
impact may be considered in a
future session, once
embedded.
Plan has been developed, shared
with parent council and ready for
implementation August 2015.
To review the curriculum in
relation to the design
principles - depth,
personalisation and choice
(from previous year) and
challenge and enjoyment,
progression and relevance.
Examine each principle and
audit current provision.
Agree and implement
improvements.
Head teacher to lead.
Development Time.
Use Education Scotland
Resources - Evaluating and
Improving our Curriculum.
Curriculum is designed on
these principles.
Evidence of learners
benefiting from these design
principles across the
curriculum.
Head teacher will monitor and
evaluate through the school’s
existing quality assurance
monitoring activities.
Development time:
Personalisation and choice - 22nd
Jan 2015
Progression - 23rd April 2015
Challenge and enjoyment /
relevance - 1st June 2015
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Aim 2 – Learning, Teaching and Assessment
To employ a broad range of teaching, learning and assessment approaches that
engages our pupils, meets their needs and enables them to demonstrate
progress and achievement.
Quality Indicators:
1.1, 2.1, 5.2, 5.3, 5.4, 5.5, 5.7
Learner Entitlements:
2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation
Progress to date / next
steps
To improve feedback on
learning and the
identification of next steps.
Staff CPD session
Discussion of good practice.
Creation of materials to
support practice.
Head Teacher to lead.
½ hour CPD session during
development time.
½ hour staff update during
development time.
Children use feedback to
make improvements.
Learners will benefit from
increased engagement in the
learning process.
Head teacher will monitor and
evaluate through normal
quality assurance activities
including class observations,
discussions with pupils and
staff and work scrutiny.
Development time - 19th Feb 2015
Head Teacher will include
expectations within teaching
staff briefing for next session.
To review enterprising
learning and collaborative
learning across the school.
Undertake an evaluation of
current practice.
Identify and implement
improvements.
Head teacher to lead.
2 hour staff development
time plus follow up work.
More consistency across the
school.
Children will benefit from
enriched teaching and
learning across the school.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities including class
observations and discussion
with pupils and staff and fully
evaluate impact on learners.
Development time:
Enterprising learning - 2nd Mar
2015
Collaboartive Learning – 4th May
2015
Outcome of review to be
considered in School
Improvement Plan 2015/16
To develop assessment to
support breadth, challenge
and application.
CPD session to examine
current resources and
material.
Identification of practice
within the school.
Creation of guidance for staff.
Head teacher to lead.
3 hours staff development
time.
Assessment being used
across the school to support
breadth, challenge and
application as well as pupil
progress.
Learners will have the
opportunity to demonstrate
their learning is secure.
Head teacher will monitor
using existing quality assurance
activities.
Full evaluation in relation to
impact on learners to take
place during 2015/16.
Six moderation meetings set to
consider assessment in more
detail.
Reading Moderation complete.
Number Moderation complete.
RME Moderation complete.
Identify moderation plan for
2015/16 looking at:
Listening and Talking
Beyond Number
Science
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Aim 3 - Personal Support and Challenge
To enable everyone to reach their fullest potential by providing personal
support and challenge and making best use of partnership working.
Quality Indicators:
1.2, 1.2, 2.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8
Learner Entitlements:
2, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To brief all staff in relation
to our shared responsibility
for equality, inclusion and
access.
Staff briefing.
Identify and implement
changes as necessary.
Head teacher / ASN teacher
to lead.
Changes implemented. Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
Completed - April In-service- 13th
Apr 2015
To review home learning
activities and create a clear
policy statement.
Revise current practice.
Examine examples from other
schools and recent guidance.
Identify improvements and
implement.
Produce a policy.
Head teacher to lead. Shared strategy in place
across the school.
Learners will benefit from
improved home learning
activities.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
Draft policy created and
approved by staff and parent
council. Implementation August
2015.
To improve systems for
pupils to review and set
personal goals / targets and
identify next steps in
learning.
Review current practices.
Produce plan.
Implement across the school.
Head teacher to lead.
1 hour staff development
time.
Plan implemented.
Learners benefit from
improved reviewing and
setting of personal targets
and goals.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
Development time - 12th Jan 2015
HT to set out current situation
from meeting to discuss during
development time 19th February
2015.
Head teacher to set out
expectations in advice to staff for
next session.
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Aim 4 - Leadership
To empower the school community to contribute fully, ensuring everyone is
included, has opportunities for personal achievement which are recognised
and valued and is committed to school improvement through self evaluation.
Quality Indicators:
1.2, 6.1, 6.2, 7.3, 8.2, 8.4, 9.2
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation
Progress to date / next
steps
To develop teacher self
evaluation linking to the
Professional Standards and
Professional Update.
Undertake CPD in line with
Professional Update.
Head teacher to lead. Teachers self evaluate using
professional standards.
Learners benefit from
continual professional
development of staff.
Head teacher will monitor and
evaluate through the school’s
PRD processes.
All staff have completed a PRD in
line with Professional Update.
Teacher self evaluation embedded
in practice.
To audit parents with regard
to after school clubs.
Create ‘Survey Monkey’ to
assess needs and
opportunities.
Implement relevant outcomes.
Head teacher to lead. Audit completed.
Learners benefit from access
to after school clubs.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
Discussed at parent council
meeting. Difficulties associated
with afterschool clubs, particularly
transport. School to continue to
consider after school provision as
opportunities arise. This year,
knitting and netball has been very
successful.
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Aim 5 - Management
To ensure the health, safety and wellbeing of everyone within our school
community and provide the information, training and resources that is needed
across all aspects of school life.
Quality Indicators:
5.6, 7.3, 8.2
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To improve staff
communication throughout
the school.
Brainstorm aspects of staff
communication that need
improved.
Identify and implement
improvements.
Head teacher to lead.
Support staff involvement.
Whole staff implementation.
Staff report improved
communication.
Learners benefit from more
consistency across staff.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities, including the annual
staff questionnaires.
Whole staff meeting - 3rd Nov
2014. Follow up 12th Jan 2015.
Feedback from staff indicate an
improvement in this area. Head
teacher to continue to monitor
closely and identify areas for
improvement.
To develop opportunities for
collaborative planning and
dialogue and sharing good
practice amongst staff.
Building on the Moderation
Plan, identify possible
opportunities.
Discuss as staff group and
identify a plan.
Implement and evaluate.
Head teacher to lead.
1 hour teaching staff
development time.
Annual staff development
reviews.
Teaching staff report
improved outcomes from
collaborative planning and
dialogue and sharing good
practice.
Learners benefit from up
skilling teaching staff.
Head teacher to monitor
through PRD processes and
staff questionnaires.
Moderation meetings - 6 a year.
Opportunities to share practice
through development time e.g.
target setting and review - good
practice in school.
Staff more open to sharing
practice.
Peer observations among staff.
To improve the school
website.
Across school community,
identify improvements to be
made.
Set down staff responsibilities.
Evaluate progress /
improvements.
Head teacher to lead during
staff meetings.
Website will be more up to
date and relevant.
Learners will benefit from
improved communication
through the website.
Head teacher will monitor and
evaluate as part of the
school’s monitoring activities.
Transferred to 2015/16 plan.
MI and SH to lead.
To implement a shared
conflict resolution cycle
across the school.
Identify conflict resolution
cycle.
Share with pupils and staff.
Create a display for pupils and
staff to refer to.
Evaluate impact.
Head teacher to lead. Conflict resolution cycle in
place across school.
Learners benefit from a
shared strategy.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities, including the annual
questionnaires.
Completed and being
implemented.
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Additional developments undertaken:
- Familiarisation with new French online resource.
- Introduction of Sumdog as a homework resource.
- Self-evaluation of ‘Tackling Bureaucracy’ Follow Up Report.
- Curriculum Rationale developed.
- CfE experiences and outcomes delivered through whole school approaches identified and accounted for in tracking coverage.
- Shared Strategy for Health and Wellbeing updated.
- Implemented the use of GIRFEC paperwork for ASN.
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Annual Action Plans 2015/16
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Aim 1 – The Curriculum
To implement a high quality curriculum, based on shared values and learner
entitlements, which takes account all planned learning experiences and covers
all curricular areas.
Quality Indicators:
1.1, 2.1, 2.2, 4.1, 4.2, 5.1, 5.2, 5.5, 5.7
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To refresh and develop our
Science programme, with a
focus on the development
of core skills.
Review the principles and
practice papers.
Audit current practice.
Identify and implement
improvements.
Incorporate into Curriculum
Rationale.
Head teacher to lead.
2 hours teaching staff
development time and then
follow up work.
Refreshed programme in
place.
Allows a more coherent
approach to learning,
teaching and assessment to
ensure the progressive
development of knowledge
and skills.
Head teacher will monitor and
evaluate through the school’s
existing quality assurance
monitoring activities.
To refresh and develop our
RME programme.
Review the principles and
practice papers.
Audit current practice.
Identify and implement
improvements.
Incorporate into Curriculum
Rationale.
Head teacher to lead.
2 hours teaching staff
development time and then
follow up work.
Refreshed programme in
place.
Allows a more coherent
approach to learning,
teaching and assessment to
ensure the progressive
development of knowledge
and skills.
Head teacher will monitor and
evaluate through the school’s
existing quality assurance
monitoring activities.
To produce a shared
strategy for the
development of
Mathematics and Numeracy
across the school.
Review the principles and
practice papers.
Audit current practice.
Identify improvements.
Implement improvements.
Produce strategy.
Head teacher to lead.
3 hours teaching staff
development time and then
follow up work.
Shared strategy agreed and
embedded in practice.
Learners will benefit from
smooth progression and
achievement across the
curriculum.
Head teacher will monitor
through the school’s quality
assurance monitoring
activities.
May get done before July 2015!
To review the curriculum in
relation to the design
principles – breadth and
coherence.
Examine each principle and
audit current provision.
Agree and implement
improvements.
Head teacher to lead.
Development Time.
Use Education Scotland
Resources - Evaluating and
Improving our Curriculum.
Curriculum is designed on
these principles.
Evidence of learners
benefiting from these design
principles across the
curriculum.
Head teacher will monitor and
evaluate through the school’s
existing quality assurance
monitoring activities.
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Aim 2 – Learning, Teaching and Assessment
To employ a broad range of teaching, learning and assessment approaches that
engages our pupils, meets their needs and enables them to demonstrate
progress and achievement.
Quality Indicators:
1.1, 2.1, 5.2, 5.3, 5.4, 5.5, 5.7
Learner Entitlements:
2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation
Progress to date / next
steps
To develop assessment to
support breadth, challenge
and application in Listening
and Talking, Science and
Social Subjects.
CPD session to examine
current resources and
material.
See Moderation Guidance
2015/16.
Head teacher to lead.
Teaching Staff Moderation
Meetings.
Assessment being used
effectively across the school.
Learners will have the
opportunity to demonstrate
their learning is secure.
Head teacher will monitor
using existing quality assurance
activities.
To consider how to take
forward child led learning
and planned play in the
Early Years, including
primary 1.
Explore Building the Ambition.
Visit other Early Years
Settings.
Professional dialogue with
practitioners.
Identify and implement
improvements.
Early years staff to lead.
(JMH, CK)
3 hours staff development
time.
Child led learning is evident
within the Early Years
classes.
Children demonstrate more
confidence to take the lead
in their own learning.
Head teacher will monitor
using existing quality assurance
activities.
To review interdisciplinary
learning across the school
community, in line with our
curriculum rationale, and
implement improvements.
As a staff group, undertake a
self-evaluation of current
practice in line with CfE
Briefing 4.
Identify and implement
improvements.
Head teacher to lead.
1 hour staff development
time.
More effective use of
interdisciplinary learning
opportunities.
Improved depth of learning,
use of skills in transferable
ways, application of learning.
Head teacher will monitor
using existing quality assurance
activities.
To review personalised
learning across the school
community, in line with our
curriculum rationale, and
implement improvements.
As a staff group, undertake a
self-evaluation of current
practice in line with CfE
Briefing 5.
Identify and implement
improvements.
Head teacher to lead.
1 hour staff development
time.
Shared understanding of
personalised learning across
school community.
Learner’s needs are being
met more fully.
Head teacher will monitor
using existing quality assurance
activities.
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Aim 3 - Personal Support and Challenge
To enable everyone to reach their fullest potential by providing personal
support and challenge and making best use of partnership working.
Quality Indicators:
1.2, 1.2, 2.1, 2.2, 5.3, 5.5, 5.6, 5.7, 5.8
Learner Entitlements:
2, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To consider the use of
Mindfulness at a nurturing
approach across the school
community.
Undertake reading and CPD in
relation to the benefits of
Mildfulness for pupils and
staff.
Undertake relevant training.
Identify appropriate resources
to support.
Implement.
Head teacher / ASN teachers
to lead with support from
LSW / LSA staff.
Parent Council involvement.
Improvements implemented.
Staff, parents and pupils
indicate positive impacts for
pupils.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
To review and develop
partnership arrangements to
enhance and support
learning.
Read advice from Education
Scotland regarding good
practice.
Self-evaluate current situation
and identify improvements.
Consider the use of a record of
possible partnerships to enrich
learning.
Head teacher to lead.
1 hour staff development
time.
Partnerships used effectively
to enrich and support
learning.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
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Aim 4 - Leadership
To empower the school community to contribute fully, ensuring everyone is
included, has opportunities for personal achievement which are recognised
and valued and is committed to school improvement through self evaluation.
Quality Indicators:
1.2, 6.1, 6.2, 7.3, 8.2, 8.4, 9.2
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation
Progress to date / next
steps
To evaluate the impact of
work undertaken on
developing assessment to
support breadth, challenge
and application.
Use CfE Briefing paper 2 to
evaluate current situation in
relation to assessing progress
and achievement.
Implement improvements.
Head teacher to lead. Shared approach to
assessment implemented
across the school which
supports progression and
achievement.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
To undertake a
comprehensive self-
evaluation using HGIOS4
Working through all of the
HGIOS quality indicators in
order to gain a clear picture of
the improvements made since
2012 as a result of curriculum
plan 2013-2016.
Head teacher to lead.
Improvements over time
recorded.
New a curriculum plan for
2016 – 2019 produced.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
May 2016
To identify leadership
opportunities for staff.
Discuss at PRDs.
Record in PLPs.
Implement and review
progress.
Head teacher to lead.
Staff development time.
Staff carry out a range of
leadership opportunities that
supports their professional
development.
Head teacher will monitor and
evaluate through the PRD
arrangements.
Undertake a self-evaluation
in relation to Learning for
Sustainability in order to
identify which areas to take
forward over the next three
year development plan.
Use the ‘Opening up Great
Learning’ Resource to develop
understanding about Learning
for Sustainability, review
existing practice and create a
plan on who to take forward a
whole school and community
approach to LfS.
Head teacher to lead.
Staff In-Service Day.
Involvement of Parent
Council.
Plan in place.
Children benefit from
improved experiences across
learning.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
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Aim 5 - Management
To ensure the health, safety and wellbeing of everyone within our school
community and provide the information, training and resources that is needed
across all aspects of school life.
Quality Indicators:
5.6, 7.3, 8.2
Learner Entitlements:
1, 2, 4, 5
Tasks Implementation strategies Resources and who will lead
developments
Success criteria and impact
on learners
Monitoring and evaluation Progress to date / next
steps
To implement
improvements to working
practices in line with our
review of recommendations
in the Follow Up Report on
Tackling Bureaucracy.
Implement improvements
identified during staff
development time May 2015.
Head teacher to lead. Improvements implemented.
Head teacher will monitor and
evaluate as part of the
school’s monitoring activities.
To improve the school
website.
Across school community,
identify improvements to be
made.
Set down staff responsibilities.
Evaluate progress /
improvements.
Head teacher to lead during
staff meetings.
Website will be more up to
date and relevant.
Learners will benefit from
improved communication
through the website.
Head teacher will monitor and
evaluate as part of the
school’s monitoring activities.
To implement new clerical
systems to support budget
and staff management.
CHRIS
HR21
Integra
Head teacher to lead with
clerical assistant.
Clerical systems are efficient
and effective.
Head teacher will monitor and
evaluate as part of the
school’s ongoing monitoring
activities.
To revise Health and Safety
practices to ensure
compliance with current
legislation and guidance.
Review current practices.
Ensure all staff have access to
information.
Update policies and risk
assessments.
Head teacher to lead. Health and safety practices
up to date.
Improved health and safety
across the school
community.
Head teacher will monitor and
evaluate through the school’s
quality assurance monitoring
activities.
To consider solutions to
space issues with the school
building.
Complete the suitability
workbook and submit to
central staff.
Consider options.
Head teacher to lead.
Involvement of Parent
Council.
Additional space identified.
Improved health and safety
across the school
community.
Head teacher will monitor and
evaluate as part of the
school’s monitoring activities.