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Driving Equity and Excellence

Improvement Planning

Session 2018-19

School/Establishment: Bellshill AcademyDate Submitted: 1/6/2018

Rationale for the Improvement Plan

Please consider the following challenge questions when developing your rationale for the new School Improvement Plan.

What action are we currently taking to ensure excellence and equity for all learners? Which attainment gaps exist in our school? What action do we need to take to close these gaps? What data will we use to monitor progress? What action are we currently taking which will address the four priorities in the NIF? How good are our children’s outcomes in these areas? What further targeted interventions do we need to plan next year to improve

outcomes for key groups of learners? How well are we improving across the 6 key drivers in the NIF?

o School Leadershipo Teacher Professionalismo Assessment of Children’s Progresso Parental Engagemento School Improvemento Performance Information

How good are we now? What do we need to improve further? Which approaches to change will we use to ensure progress and impact with our key

priorities?

School Vision and ValuesAt Bellshill Academy we believe in rewarding futures for all young people. We are committed to the wellbeing of all our pupils and believe young people should feel the adults in their school are interested in them and care about their learning. We believe that only when they feel this way, can they benefit from our aim which is:

for young people to be continuous learners who are able to secure for themselves rewarding futures in life and work, impacting positively on the future of the Bellshill community, North Lanarkshire, Scotland and the wider world.

We will:

•Promote our core values and build on all partnerships: home, school, services and the wider community.

•Provide a safe, stimulating and nurturing classrooms where effective learning and teaching takes place.

•Create an ethos of achievement and so raise standards of educational attainment in all areas of the curriculum.

•Encourage pupils to develop resilience and to show respect, understanding and care for others, their community and their environment.

Audit and Consultation

In arriving at our improvement priorities, the school has taken account of Education, Youth and Communities’ priorities, an audit of the previous year’s improvement plan and engagement with parents/carers and learners. Current national priorities, which are outlined in the NIF, have also been considered (see below):

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

Details of engagement with parents/carers

Details of engagement with learners

Parental survey to all parents and carersParent Council meetings, linked with associated primaries parent councils meetingsNewsletter to parentsSchool website and twitterHead Teacher drop in sessionParent focus groupsHSPO home visits.

Pupil Council and Student ParliamentPupil VoiceFocus groups with SLTPupil Survey feedbackOn-line survey and questionnairesSchool Website and twitterPT classroom observation focus groupsMentoring programme

2018-19 Improvement Plan

Priority 1: To continue to raise the standard of Learning and Teaching across the school

Priority 2: To continue to raise attainment and achievement for all our learners

Priority 3: Closing the Attainment Gap with a particular focus on achieving excellence and equity

Priority 4: Development of skills for Life, Learning and work

When considering your School/Establishment Improvement Priorities, you are asked to provide links to the following, as well as the Quality Indicators within HGIOS4 and HGIOELC:

Education, Youth & Communities Priorities

PEF Interventions NIF Drivers NIF Priorities

1. Improvement in attainment, particularly in literacy and numeracy;

2. Closing the attainment gap between the most and least disadvantaged children;

3. Improvement in children's and young people’s health and wellbeing; and

4. Improvement in employability skills and sustained, positive school leaver destinations for all young people

1. Early intervention and prevention2. Social and emotional wellbeing3. Promoting healthy lifestyles4. Targeted approaches to literacy and numeracy5. Promoting a high quality learning experience6. Differentiated support7. Using evidence and data8. Employability and skills development9. Engaging beyond the school10. Partnership working11. Professional learning and leadership12. Research and evaluation to monitor impact

1. School Leadership2. Teacher Professionalism3. Parental Engagement4. Assessment of Children’s

Progress5. School Improvement6. Performance Information

1. Improvement in attainment, particularly in literacy and numeracy;

2. Closing the attainment gap between the most and least disadvantaged children;

3. Improvement in children's and young people’s health and wellbeing; and

4. Improvement in employability skills and sustained, positive school leaver destinations for all young people

Roman Catholic Schools are required to provide links within their SIP and SIR to the themes contained within ‘Developing in Faith’, as requested by the Bishops’ Conference of Scotland.

Developing in Faith Themes All schools are encouraged to consider links to Rights Respecting Schools. Where appropriate please list the relevant articles which will be a focus for the coming year in the box opposite and on the action plan(s) below.

The articles can be found here.

Priority 1 - 12, 13, 28, 29Priority 2 - 12, 13, 28, 29Priority 3 - 12, 13, 28, 29Priority 4 - 12, 13, 28, 29

2. Honouring Jesus Christ as the Way, the Truth and the Life5. Developing as a community of faith and learning8. Promoting Gospel Values11. Celebrating and Worshiping14. Serving the common good.

https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_summary-1.pdf?_ga=2.247971279.913671124.1519647897-1043211882.1519647897

IMPROVEMENT PRIORITY 1: To continue to raise the standard of Learning and Teaching across the schoolPerson(s) Responsible Who will be leading the improvement?

Faculty Head and all Business and Creative Technologies staff

HGIOS/ HGIOELC Quality Indicators

PEF Interventions NIF Drivers NIF Priorities EYC Priorities Developing in Faith Theme(s)/ RRS Article(s)

2.3, 1.2, 1.4 1, 5, 7, 10, 11, 12 1, 2, 5, 6 1, 2 1, 2 12, 13, 28, 29

Outcome(s) / Expected ImpactDetail targets, %, etc.

Tasks/ Interventions to achieve priority

MeasuresWhat ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data)

ResourcesPlease include costs and, where relevant, state if cost is being met from PEF.

Timescale What are the key dates for implementation? When will outcomes be measured? Checkpoints?

Our young people experience a consistent approach to learning and teaching across the school. Keys to success are evident in every lesson.

Regular PT observations Classroom observation Learning walks

Pupil feedback Pupil learner conversations with PT

from all year groups Learning walks PT observations

Staff training through PLC ,Learning HubDepartmental Quality Assurance CalendarsHow good is OUR school?Sharing Good Practice at every DM.

August 2018Checkpoint NovLearning Walks Calendar

All staff show commitment to CLPL as outlined in the GTCS Professional Standards.

PRD process updated and linked to the GTCS Professional Standards

Professional Learning Hub CPD / SQA Events monitored and

shared with staff Pupil Focus group SQA Standards Events and course

documents Staff encouraged to engage in CPD

relevant to their development Engagement with SQA Understanding

Standards and Online Resources

All staff have updated CPD record, recording a clear professional pathway

Feedback from staff involved in CPD Staff to cascade training to

departments at Dm’s and in-service days

Calendar of all CPD undertaken by department to be introduced

CLPL budgetSQA training eventsLearning HubNLC CPD Manager

CLPL calendarSQA training dates September - December

More rigorous and effective Principal Teacher departmental monitoring with a focus on self-evaluation.

Learning and Teaching Quality Assurance programme

Termly meeting with SMT

DHT link meeting Inset day tasks DM minutes Quality Assurance Calendar for

department completed

Training for staff on monitoring and trackingInsight trainingSQA Understanding Standards events

Aug INSETNov checkpointFeb CheckpointMay CheckpointThorough analysis of prelim results

More rigorous and effective feedback to learners, parents and carers on progress with a focus on self-evaluation.

Use of diaries to record homework and targets

Departmental Twitter page Family learning/parental engagement

activities in H.E. and ICT.

Tracking data Parental feedback Pupil focus groups with PT Engagement of parents at family

learning events

Staff workshops on tracking and giving feedbackHow good is OUR school?PEF funding for family learning/engagement (PEF funded)

Tracking data as set out in the school calendar

Evaluative Statement & Actual Impact/ EvidenceNovember

February

May

IMPROVEMENT PRIORITY 2:

To continue to raise attainment and achievement for all our learners

Person(s) Responsible Who will be leading the improvement?

Faculty Head and all Business and Creative Technologies staff


PEF Interventions NIF Drivers NIF Priorities EYC Priorities Developing in Faith/ RRS Article(s)

1.3, 1.5, 2.5, 3.1 1, 4, 5, 6,7, 10, 11, 12 1, 2, 4, 5, 6 1, 2, 4 1, 2, 4 12, 13, 28, 29


Tasks/ Interventions to achieve priority MeasuresWhat ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data)



All staff understand the benchmarks in the BGE and ensure consistency with regard to achieving a level.

Moderation is built into the Quality Assurance Calendar

Data analysis comparing tracking data from period 1 to period 3

Specific data analysis of pupils in SIMD 1-3 Cross-marking regularly carried out in all subjects

Pupils tracking data is backed up by evidence

Performance data Tracking data of pupils in SIMD 1-3

shows an improvement

How good is OUR school?BGE DashboardPEF staffing (PEF funded)SQA Understanding Standards

BGE Dashboard SeptemberNov Checkpoint

In the senior phase staff will have a sound understanding of SQA standards and the new qualifications.

Moderation events at DMs SQA understanding standards events SQA updates Tracking data and processes CLPL All staff are confident in the use of Insight Data

Moderation and verification Prelim data Tracking data All staff complete Insight tasks at

DMs Prelim analysis to be provided by

all staff

SQA standards eventsTracking dataInsight training for all teachers

Aug INSETNOV Checkpoint

BGE tracking articulates with the senior phase tracking.

Data analysed between the tracking at the end of a year/stage and the data at the start of a new year/stage

Tracking data based on robust NQ standard assessments and professional judgement

Primary data gathered and analysed

Standardised assessments CEM tests Tracking data

Tracking dataResults of CEM and Standardised Assessments

Tracking data as set out in the school calendar

Young people will benefit from further development of our curriculum framework at all stages, which will also ensure literacy and numeracy outcomes are met.

Each member of Faculty to be represented in all of school Working Groups

All staff are aware of shared expectations and of their responsibility to use a range of different contexts and activities to develop learners’ knowledge, skills and attributes in literacy and numeracy

IDL task S2 Departments take responsibility for Literacy and

Numeracy development Linked to priority 4 (Skills development) Jotter sampling as part of Departmental Quality

Assurance, reviewing literacy and numeracy

Improved attendance Levels of pupil engagement Learner feedback Shared planning with SDS – school

partnership agreement

Literacy and Numeracy group minutesTraining on expectations – Assessment and ModerationIDL groupsSDS TargetsSDS school partnership agreement

IDL plan by Oct 2018Assessment and Moderation training completed by Nov 2018


February

May


Closing the Attainment Gap with a particular focus on achieving excellence and equity.

Person(s) Responsible Who will be leading the improvement?HGIOS/ HGIOELC Quality Indicators


1.3, 1.5, 2.5, 3.1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

1, 2, 4, 5, 6 1, 2, 3, 4 1, 2, 3, 4 12, 13, 28, 29






Effective collection and analysis of individual pupil data which will facilitate identifying gaps at class and school level and implementing targeted interventions focused on closing the poverty related attainment gap.

Improvement in pupils’ attainment and achievement.

Data shows improvement at key tracking points monitored continuously throughout the year

Data includes profiling based on SIMD, attendance and HWB information.

Data is used to direct appropriate interventions to support targeted pupils

Evidence of pupils in SIMD 1-3 achieving at similar levels to those in SIMD 4-10

Improvements in attendance, attainment, participation and achievement and reduced exclusions

Positive feedback from pupils and families engaged in targeted interventions funded by PEF and positive feedback from PEF staff on impact of interventions

How good is OUR school?Tracking data/attainment dataWider achievement dataLeuven’s scale of Active EngagementParental questionnairesAttendance/exclusion dataPupil self-evaluation/Teacher evaluations

Aug INSETNOV CheckpointFEB CheckpointMAY Checkpoint

Focus on developing HWB across the curriculum to support and benefit all our learners.

Family learning programmes to promote HWB

Member of faculty to be involved in HWB group

Ensure communication between teachers and Pupil Support and Learning Support.

Pupils report an increase in self-confidence, self-esteem and demonstrate improved resilience

Evidence demonstrates pupils and parents in SIMD 1-3 have increased aspirations due to participation in targeted interventions

Pupil Support working group on HWBHWB Links indicated in Department Curriculum Outlines


Parents and Carers supported to actively and meaningfully engage in their child’s learning and life at school through family learning programmes and other parental engagement activities.

ICT family learning/parental engagement activities offered to parents/carers

HE family learning/parental engagement activities offered to parents/carers

Increased numbers of parents and carers engaging with HE and ICT parental learning

Improved progress for those pupils participating in family learning

Parents report positively on the impact of participating in parenting groups/parents forum

CLD Worker (Schools) (PEF funded)HSPO CL&DFamily learning – Curricular workshops (PEF funded)Family cooking programme (PEF funded)Family ICT programme


Families receive high-quality universal and targeted support. Through the SAT and PEF families in the poorest deciles receive support that meets their needs.

Targeted support from CLD Worker (Schools)

Families have increased aspirations as individuals and as a family. Successes are recorded and celebrated.

Twitter used as a gallery to showcase pupils work

Family learning promotes equality, fairness and diversity

Continue to differentiate support materials for all learners.

Stronger home-school links leads to improved outcomes for learners. Indicated by improved attendance, attainment, achievement and reduced exclusions

CLD Worker (Schools) (PEF funded)Parent/pupil questionnairesTracking data



February

May


Development of skills for Life, Learning and Work

Person(s) Responsible Who will be leading the improvement?

G Webb, Pupil Support PTs, All staff, Principal Teachers and SLT, PEF DHT & PTs



2.2, 2.1, 2.4, 2.6, 2.7, 3.3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1, 2, 3, 5, 6 1, 2, 3, 4 1, 2, 3, 4 12, 13, 28, 29






Our staff will work collegiately to embed skills for Life, Learning and Work across the curriculum.

Member of Faculty to be involved in Skills Across the Curriculum.

Faculty involved in the PT working group

Programmes of IDL activities in place across all curriculum areas and all stages. Assessment shows pupils can apply skills in different contexts

Department will identify areas where skills match their subject area

Department will take part in DYW focus weeks and teach elements of MYWOW

Careers information to be displayed in both departments

Learning walks, pupil learning experience surveys and staff feedback confirm that pupils have increased opportunities to engage in quality and challenging IDL work. Revised course plans reflect IDL activities in all departments

Pupil feedback New courses integrated into

curriculum to incorporate skills for life, learning and work.

How good is OUR school?PT working groupIDL programmeINSET training


Our young people will benefit from strategies to embed the careers education standard across the curriculum.

Department will focus on careers education is incorporated into courses

Involvement of external agencies Increase Business links with both

departments

Enhanced course plans for each subject.

DM meetings Pupil feedback Learning walks

DYW training and support offered by SDSPT working groupIndustry partners


Our young people will benefit from coherent learner journeys and pathways which lead to a positive and sustained leaver destination.

Business partnerships developed to improve leaver destinations

Faculty staff to support the STARS project to focus on attendance and leaver destinations

CLD Worker (Schools) role further developed

Establish links with colleges and universities

Tracking data – attendance and leaver destinations

Attainment data SDS Initial leaver destination report Insight data Pupil Support meetings with agencies

SDS School Partnership agreement feedback and trainingInsight data reports


Our young people will benefit from our school working with partners, including colleges, universities and employers in the local community.

Continued links with Hilton and New College Lanarkshire

New links established based on securing work experience placements

Member of faculty to be part of DYW working group.

New senior phase curriculum Minutes of meetings Attainment data SDS Initial leaver destination report Insight data Senior school induction programme

Reviewed Senior School DYW programmeBusiness partnership events within departmentS2 IDL with NCL and Hilton Entrepreneur ME (PEF funded) with S3 and primaries



February

May

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