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Standards, Quality and Improvement Plan

Tollcross Primary School

Standards and Quality Report for session: 2017 - 2018

Improvement Plan for session: 2018 - 2019

Context Of The School

Our School Values

safe achieving creative supportive happy kind

Learners achieving and exploring creativity in a supportive and safe learning environment where everyone treats each other with kindness and helps to create a happy school environment for all.

Our School Aims

Provide an inclusive child centred learning environment of the highest quality. Support every child to become a responsible, successful and confident lifelong learner.

Place the social and emotional wellbeing of our school community at the heart of all we do. Promote active home and school partnerships to enrich pupil experience and achievement.

Tollcross is a co-educational, non-denominational school serving the inner city of Edinburgh. In August 2018 we will have ten classes P1-P7, with two P1 classes, a P2/3 class and two classes at P5. Grassmarket and Lochrin Early Years settings have been renamed

Tollcross Early Years Campus and are now fully combined as one. There will be change again in the Nursery over the coming session, including increased staffing, pupil numbers and hours. Our building provides accommodation for one Nursery class and Tollcross

Community Centre. The other Nursery class is housed in an annex, next to our playground

• The Nursery is currently staffed by a Full time Head of Centre, two Seniors, 0.3 teacher, two full time EYP and 5 part-time EYP.

• We work closely with our Cluster colleagues in the James Gillespie’s High School cluster

• We continue to seek support from other agencies to offer best service to our families and community

• We have a high percentage of EAL pupils, around 60%.

• Our roll changes significantly, due to high mobility in the city centre.

• A new HT was appointed in April 2018

• We have a 0.2 music teacher, 0.4 PE specialist and a brass tutor

• A permanent DHT and PT will be appointed in session 2018 - 2019

• The Head Teacher is currently supported by two Acting Principal Teachers

• The DHT was non teaching this session 2017-2018 to raise attainment in numeracy, Principal Teachers will continue this next session 2018-2019 as part of our PEF allocation

• The Head Teacher is currently participating in the SCEL Into Headship Course

• This coming session three of our class teachers will undertake the SCEL Teacher Leadership Course

• Cluster development in 1+2 is very good and we have three members of staff who passed the Higher Spanish exam in August 2017

• Staff have gained funding for a second Erasmus+ visit to Spain in the coming session.

• We have very good partnerships across CEC to support learners in all aspects of their development

• We have wide ranging Business Links, this supports development in the playground, garden and school grounds

• CLPL is well embedded with staff having regular Learning Hub sessions in school with a focus on identifying best practice, sharing expertise and engaging in professional dialogue

• Staff are encouraged and supported to attend city wide CPD

• This session we will continue to focus on raising attainment in Numeracy as part of our Pupil Equity Funding

• We have a small team of very dedicated Pupil Support Assistants who provide high quality support to many pupils through a variety of successful approaches

• Attainment in Literacy is very good

• Attainment in Numeracy is very good

• Able Mathematicians are given an annual opportunity to take part in the Scottish Primary Maths Challenge

• We are sector leading in 1:5 work, pupils and families have not paid for trips and visits for many years at Tollcross, this is a significant strength of the school. Parents and Families recognise this and comment on it often

• We have a strong focus on Pupils Voice; including School Improvement Committees involving all pupils.

• We have a Learning Buddy system in place across the school

• We have a very supportive Parent Council who have raised almost £30000 to replace outdated playground equipment.

• A new climbing frame was installed in the playground in December 2017 and opened by the stars of Cinderella

• We plan to include loose parts play equipment in our playground this session to develop collaborative learning and support social and emotional wellbeing

• Parents are very supportive of the school and we have a high level of trust from parents and carers

• Number of the day has been a very successful approach to raising attainment in numeracy at Tollcross Primary. This approach has increase learner engagement with numeracy and encouraged learners to talk about and use a wider range of numeracy strategies

• We have had support for Michael Gray QIEO for numeracy to support numeracy initiatives in our school

• We had very successful Family learning events this session as part of National Numeracy Day

• We have hosted visiting teachers from Panama and Denmark this session

• We have two Erasmus students from Spain joining us in August 2018 to support Spanish learning throughout our school

• We have trialled a Breakfast Club this session run by two PSAs and funded from our PEF budget, feedback from parents and learners has been very positive

• We Participated in a 3.2 Raising Attainment and Achievement discussion this session to support school improvement

• GL Assessments for numeracy were carried across the school in September 2017 to obtain a base line to measure the impact of numeracy approaches and interventions as part of our PEF funding

• Ms Chadwick our Acting PT has delivered Number of the Day CPD sessions for schools both in our cluster and city wide, sharing practice with Numeracy QIEO Michael Gray

• We will focus on play based learning approaches and pedagogy in our P1 classes next session, staff have visited other settings to observe best practice, talk with colleagues and reflect on how we will implement and evaluate a play based learning approach at Tollcross Primary next session

• Tollcross sits firmly within its community, we have strong partnerships locally

• We have many reading volunteers from local business who support us weekly

• We have a new partnership with the King’s Theatre as it plans to refurbish

• This year our roll will be over the 250 mark. We are delighted as this recognises the growth of interest in our high quality learning provision

• Tollcross is exceptionally well placed to continue to develop as an excellent place to learn

Improvement through Self-Evaluation:

• Views of parents / carers, pupils and staff are sought throughout the school year

• Information from feedback from across the school community is used to help inform future developments

• Data from assessment, including standardised assessment, is used to help identify priorities to take forward

• All staff participate in an annual performance review process

• Parental survey on transition from nursery to Primary 1

• Feedback from dialogue focused on 3.2 Raising Attainment and Achievement Group supported school improvement

Standards and Quality Report 2017-18

School Priority 1: Raising Attainment in Numeracy

NIF Priority Improvement in attainment, particularly in literacy and numeracy

NIF Driver Assessment of children’s progress

HGIOS4/HGIOELC QIs/Identified Themes 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 3.2 Attainment in literacy and numeracy

3.2 Attainment over time

Progress and impact:

• Almost all learners in P1, P4 and P7 achieving Medium to High in the numeracy SNSA assessments carried out in May 2018. Almost all of learners in P1 achieved High in numeracy in the SNSA assessments and most children in P7 achieved High in the SNSA assessments for numeracy.

• GL assessments carried out in September 2017, scores below 85%, teacher judgement, assessment data from ongoing work in class and the SIMD were used to identify individual learners and small groups for targeted support to raise attainment in numeracy

• DHT, a dedicated PSA and the ASL teacher have worked collaboratively to support pupils and raise attainment in numeracy from P1 to P7 working 1:1 and with small groups. Feedback indicates an improvement in pupil engagement with number activities and pupils are more positive in their approach to learning in mathematics and numeracy

• Direct teaching of number strategies, 1:1 coaching and working in small groups has been shown to benefit learners who are underachieving, we have used these approaches at Tollcross Primary this session to raise attainment in numeracy

• GL attainment data and SNSA data was shared with class teachers to identify pupils who require targeted support

• New maths and numeracy planners created using experiences and outcomes for planning and benchmarks for assessment

• Numeracy levels entered on SEEMIS for all learners in May 2018

• GL Assessments will be used in session 2019 -2020 to gather comparative data on impact of our numeracy strategy on improving pupil outcomes

• Number of the Day used throughout the school, with Number Crew approach in P1, teacher feedback indicates greater engagement in numeracy activities and pupils talking about and applying a wider range of number strategies to solve numeracy problems

• Additional PSA time has been allocated to support individual learners and small groups to raise attainment in numeracy. The 1 2 3 Learning resource, recommended by QIEO Michael Gray has been used to support learners in P4 to P7 in school and at home. The resource has increased pupil engagement and provided opportunities to practise key skills

Next Steps: • Continue with targeted support for pupils who are underachieving in numeracy, 1:1 coaching, working in a small group • Continue to use and imbed a Number of the Day approach throughout our school • Introduce Tollcross Counts • GL assessment data to be gathered in session 2019 - 2020 to measure longer term impact on attainment in numeracy • Continue to gather a wide range of assessment data as part of ongoing teaching and learning to assess progress and impact

on attainment in numeracy • Outdoor Learning to include Maths and numeracy learning experiences • Play based approaches to be introduced in P1 next session to support attainment in numeracy and literacy at Early Level • Sharing expertise across our school campus to identify effective strategies and approaches to using SEAL at Early and First

Levels • Numeracy assemblies to set challenges, increase pupil engagement and develop positive attitudes to numeracy and problem

solving • Family Learning Event with a numeracy focus in term two • Use the 1 2 3 resource with targeted learners in session 2018 -2019

School Priority 2: ASD Training

NIF Priority Improvement in children and young people’s health and wellbeing

NIF Driver Life Satisfaction and Wellbeing

Please select the most appropriate QIs HGIOS4/HGIOELC QIs/Identified Themes 1.3 Developing a shared vision, values and aims relevant to the school and its community 2.3 Quality of teaching 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning 3.2 Equity for all learners 3.2 Attainment over time

Progress and impact: Support offered by ASL Service to improve staff skills All PSA staff attended Cluster Training in October 2017 Visual Learning training for all staff

Next Steps: • Develop staff skills and interventions with support from ASL Services and SfL teacher • Support from Cluster ASL Co-ordinator • Continue to develop staff skills across staff team • Use of Digital Learning strategies to support pupils • All PSA Staff to attend Cluster Training in October • Visual timetables used in all classes to support learners

School Priority 3: Family Learning

NIF Priority Improvement in children and young people’s health and wellbeing

NIF Driver Engagement of Families in Learning

Please select the most appropriate QIs HGIOS4/HGIOELC QIs/Identified Themes 1.1 Ensuring impact on learners’ successes and achievements 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.1 Arrangements to ensure wellbeing 2.4 Targeted & universal support 2.3 Planning, tracking and monitoring 3.1 Wellbeing

Progress and impact:

• all classes showcase and share their learning at class assemblies throughout the year, all parents and carers and invited to attend

• learners created numeracy Brain Stretch Challenges as part of their home learning, parents and carers were invited to share and solve the Brain Stretch Challenges together at a whole school family learning event. This event was well attended and feedback from parents was very positive

• Tea and Talk sessions were set up in the Summer Term to provide opportunities for parents and carers to meet informally, this provided opportunities for parents new to our school community to build relationships and become more involved in the life of the school

• parents and carers attended the final session of our number club for pupils in P5, P6 and P7 to try the games and activities designed by learners. Feedback from this event was very positive

• New home learning grids used across second level

Next Steps: More timetabled opportunities to share learning informally with parents and carers during the school day

• Opportunities for home learning activities to link with family learning activities - whole school approach• Gathering the views of parents and carers to inform a parental engagement strategy• Parent/Carer Open Mornings to be included as part of class assemblies to enable learners to share their learning• Family learning focusing on reading, sharing strategies, sessions at Fountainbridge Library for P1 to P7• Parents and carers using our school library - story sessions, bed time books, initially P1 and P2• Homework grid to be used at First and Second levels next session 2018 -2019

Self Evaluation 2017 – 2018

Quality IndicatorSchool Self – Evaluation

2017 - 18

Inspection Evaluation

(If during 2017-18)

Nursery Self – Evaluation 2017 - 18

Inspection Evaluation

(If during 2017-18)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 4 5

2.3 Learning, Teaching And Assessment 4 5

3.1 Ensuring Wellbeing, Equity And Inclusion 4 5

3.2 Raising Attainment And Achievement 4 5

2.5 Family Learning 5

1.5 Management of Resources to Promote Equity

2.2 Curriculum (Nursery) 5

Quality of Care and Support (Nursery) 5

Quality of Environment (Nursery) 6

Statement of Impact of Pupil Equity Fund/Exceptional Spend:

For session 2017-18, the Pupil Equity Fund has totalled £52,000. There is a carry-forward of £21,000 to session 2018-19. This spend is deemed exceptional and the plans for this spend are outlined in the school improvement plan for 2018-19 and coded green.

Pupil Equity Funding Statement

Pupil Equity Funding has been used to raise attainment in Mathematics and Numeracy at Tollcross Primary this session. In August 2017 we used attainment data, whole school numeracy assessments, teacher judgement and SIMD data to identify learners who would benefit from planned and consistent numeracy interventions. We used research information highlighted as part of the Educational Endowment Foundation to plan interventions that would have the highest impact on learner outcomes. Our staff team consisted of the DHT, a PSA and the ASL teacher, we worked together to plan interventions, identify approaches and share resources. We assessed all pupils in our school using the GL Assessment material to help us to identify learners who required support to reach their full potential, this provided us with a baseline from which to measure pupil progress. The numeracy intervention has been planned over a 3 year cycle to target support and provide robust attainment data to inform impact. Initial feedback has indicated that staff have observed an improvement in pupil engagement. Attainment data from the recent SNSA results in May 2018 show almost all pupils achieved medium to high in SNSA numeracy assessments. We have been able to fund additional PSAs to work 1:1 with identified learners and this has had a significant impact on pupil confidence and attainment. Additional numeracy resources have been purchased to increase motivation, practice key skills and develop number fluency. Evaluating and reflecting on feedback indicates that our pupils are talking about numeracy and sharing number strategies, almost all pupils report that they feel more confident in their approach to number tasks and targeted support has enabled us to systematically improve number capacity with target learners. Good knowledge of our school community and families helps us to efffective support and raise the attainment of pupils living in poverty.

Pupil Equity Funding has been used to set up and run a breakfast club, this has provided a welcoming, supportive and calm start to the school day for many of our learners.

QI 2016 - 2017

2017 – 2018

2018 – 2019

2019 – 2020 Comments

1.1 Self-Evaluation for Self-Improvement ✔ ✔ ✔

1.2 Leadership of Learning ✔ ✔ ✔

1.3 Leadership of Change √ √ √ √

1.4 Leadership and Management of Staff ✔ ✔ ✔

1.5 Management of Resources To Promote Equity ✔ ✔ ✔

Leadership And Management Overall

2.1 Safeguarding and Child Protection ✔ ✔ ✔

2.2 Curriculum ✔ ✔ ✔

2.3 Learning, Teaching and Assessment √ √ √ √

2.4 Personalised Support ✔ ✔ ✔

2.5 Family Learning ✔ ✔ ✔

2.6 Transitions ✔Focus for Strategic Change and cross campus working.

2.7 Partnerships ✔ ✔

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √

3.3 Increasing Creativity and Employability ✔

Successes and Achievements Overall

2016 – 2020 School Self Evaluation/Plan for QI Engagement

Key Areas For School Improvement 2018-19

|

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy.

School Priority 1: Raising Attainment in Literacy

QIs/Themes 1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring 3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in literacy (Reading) Overall Responsibility HT - Lynn Brand PT - Hazel Dripps

Outcomes There will be a progressive plan in place to ensure a wide range of quality reading experiences for all children. There will be improved attainment in reading at first level. All staff will have a shared understanding of the standard at their level and will use the new Literacy Planners this session.

Tasks By Whom Resources Time Impact/ Progress

• Audit assessment of reading across the school

• Audit results/feedback to be shared with staff

• PT - Literacy Co-ordinator • Planning and

Assessment meeting - audit results shared with CTs

• By September 2018

• June 2019 (Feedback)

• Share current approaches to teaching reading across our school.

• PT • Learning Hub opportunities to share approaches to teaching reading across all levels

• 2 x Learning Hubs

• Identify groups and individual learners for targeted intervention at Early Level

• ASL teacher/ PSA • ASL teacher/PSA • Reading workshop for

P1 parents • Increased time for P1

in library - timetabled story sessions with PSA

• September 2018 • Library sessions

throughout school year 2018 - 2019

• Use new Literacy Planners to support effective planning for reading

• CTs • New Literacy Planners to be used in session 2018-2019

• August 2018

• Staff training on use of Reflective Reading strategies to improve reading comprehension

• Learning Zoo • Inservice Day session

• Purchase of Reflective reading resources for classes and focus on reading experiences across the year.

• Inservice Day 14/10/18

• Review use of our school Library, how can we improve access, the learning environment and update books

• CTs • Reading Committee -

pupils and staff

• Funding for books for the school library and furnishings

• PSA timetabled to be in the library to increase pupil access

• Learning Hub x1 • Reading

Committee remit for this session

• Timetable opportunities for whole school to read for enjoyment - introduce DEER(Drop Everything Enjoy Reading) time

• Literacy coordinator • CTs • Pupils • PSA

• meeting • October 2018

• Raise awareness of priority in reading with children. Self evaluate individual progress, monitor progress using Bonus Ball Conversations.

• Feedback to staff.

• SLT • Weekly meets with pupil groups

• August 2018 - June 2019

• Improve links with Fountainbridge Library. All classes to visit once per term.

• Use of Reading Assessment stickers at First and Second Level

• Initial Meeting with Fountainbridge Library to set up links and timetable

• By Jan 2019 • August 2019

(Feedback)

• P1, P4, P7, Standardised assessments to be completed

• Benchmark data to be gathered

• SLT/CTs • Pupils

• Allocation of time in line with WTA

• SLT meetings

• Benchmarking data gathered for reading termly and discussed at Planning and Discussion Meetings

• Reading levels to be entered on SEEMIS for collation by CEC/ES

• CTs/Admin • HT

• Administrative time • SLT meetings

• May 2019

• Use of Reading Assessment stickers at First and Second Level

• CTs • Pupils

Administrative Time Ongoing work in class

August 2018 - June 2019

• Whole school Reading Assemblies

• SLT • Pupils

Identify Assembly slots August 2018 - June 2019

• Implement play based learning approaches in P1 to increase attainment in Literacy, Numeracy and develop social skills at Early Level

• SLT • P1 Class Teachers • EYPs to support,

advise and share expertise

Visit other settings Nursery P1 focus Group Allocation of budget

August 2018 - June 2019

NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children

QIs/Themes 1.5 Management Of Resources And Environment For Learning 2.5 Engaging Families In Learning 3.2 Equity For All Learners

Priority 2a: Reduce the attainment and achievement gap for our school Overall Responsibility HT - Lynn Brand

Outcomes: All staff will be aware of what the attainment and achievement gap looks like. Stakeholders are aware of Equity Funding allocation and how it will be used in 2018– 19 Staff use a wide range of performance information to reduce the attainment and achievement gap.

Tasks By WhomResources Time

Impact/ Progress

• Identify the gap for each year group.

• All Staff • Attainment Data • SNSA Data • CEC analysis

• August 2018

• Share information with all staff.

• HT • CT • ASL Teacher

• In- service day • August 2018

• Termly Planning and Discussion meetings to discuss learners and target intervention.

• HT • CT • ASL Teacher

• Termly Meetings • August 2018 to June 2019

• Lead people to be identified for coordinating intervention strategies.

• PTs • PSAs • Identified

• Timetabled daily/weekly sessions

• August 2018 to June 2019

• Attainment data used to inform teaching and learning

• All Staff• Termly Meetings


NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing School Priority 2 : To increase Health and Wellbeing and Emotional Literacy


•

Priority 3a: To increase Health and Wellbeing and emotional Literacy Overall Responsibility HT - Lynn Brand H&W - Jade Anderson

Outcomes: There will be a consistent plan for Health and Wellbeing across our school campus


• Audit whole school approaches to support learner’s Health and Wellbeing across our school campus

• H&W Co-ordinator

• CAT session • September 2018

• CEC Pupil Wellbeing Questionnaire

• CT • pupils • Health and

Wellbeing Committee

• SLT to reflect on information from questionnaires to inform planning and approaches

• September 2018

• Feedback to all staff by October 2018

Use CEC H&W Pathways to inform school H&W plan

H&W Co-ordinators SLT

CAT session Working across all Levels.

• By June 2019

• Resilience training for staff

H&W - Co-ordinators CTs

CAT session CEC Resilience Resources

• By March 2019

Create whole school H&W Plan that is context specific our school and reflects actions and approaches

H&W Co-ordinators SLT Partner Agencies

CAT session x1 By June 2019

Health and Wellbeing focus week

PT - FC Active School Coordinator H&W Co-ordinators PE Specialist

Identify a week Drum Fun workshops Links local partnerships

Jan - April 2019

Priority a: Engagement of Families in Learning Overall Responsibility HT - Lynn Brand PT - Fiona Chadwick

Outcomes: Family Learning opportunities to improve attainment and engagement.

Tasks By WhomResources Time

Impact/ Progress

• Parental engagement to be reviewed/strategies to be put in place to engage families in learning/ target group of parents to be invited to family learning activities

• HT • PTs • Identified staff

• Meeting time • August 2018 to June 2019

• Family Learning events linked to families creating activities and sharing learning

• CT • PTs • HT

• Termly Family Learning Sessions

• October 2018 • January 2019 • April 2019

• Breakfast Club to continue at Tollcross Primary to support parental engagement with key staff and support pupils Health, Wellbeing and relationships.

• PSAs• PSAs to run the

breakfast Club and creative a welcoming and nurturing environment.

• Ongoing costs for food and activities/games

• August 2018 - June 2019

• Time-tabled Stay and Play sessions for P1 families

• CTs • PSAs

• Meetings planned and timetabled for Stay and Play Sessions

• September 2018 to June 2019

NIF Priority 3

Improvement In Children And Young People’s Health And Wellbeing School Priority 3 : Family Learning


•

• Sessions in the school Library after school for Parents and Carers to enjoy and share books

• Initially Nursery, P1 and P2

• CTs • PSAs • EYPs • PTs

• Purchase of story books and furniture for school library

• Setting up a timetable for using the library after school

• October 2018 to June 2019

• Create a Parental Engagement Strategy for Tollcross Primary

• SLT • All Staff • Parents

• Focus group meetings • Cover needed to create

strategy based on actions and best practice in our school community

• June 2019

• Set up a focus group to look at family learning at Tollcross Primary

• Parents • CTs • PSAs • EYPs

• Meeting x 3 • August 2018 to June 2018

• Tea and Talk - opportunities for parents to meet informally

• Parents • PSAs

• 1 session per week • PSAs • CTs • SLT


• Engage with research evidence related to parental engagement and family learning

• SLT • All Staff

• Inservice Day • August 2018

Cluster Plan: NIF Priority – Raising Attainment in Literacy

QIs/Themes 1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring 3.2 Attainment In Literacy And Numeracy

Cluster Priority

Cluster Priority 1: Raising Attainment in Literacy Overall Responsibility Cluster HTs

Outcomes Through working with the moderation cycle, in the context of imaginative writing, teachers will become more skilled in arriving at valid and reliable decisions on learners’ progress towards, and achievement of, a level.


Steering group of literacy leaders across cluster established to give clear leadership.

Q.I.Os and Dev. Officer to support and advise.

Two literacy leaders per school identified, to work with A.M.and M.A. in steering group.

Time identified for 3 meetings in life of project - 6 Sept 2 Oct 4 Dec

Focus on teaching and moderation of writing across the cluster.

Cluster HTs Session with James Clements, as inspiration date tbc.

CAT session for training, M. Roskilly (JGHS) and poss. Q.I.O. tbc

Teachers given time to work together at stage

level to plan the learning, teaching and assessment of agreed Es and Os in writing.

School and Cluster teachers.

Sharepoint page set up for each group.

Writing focus, with Es and Os, agreed upon.

Sequences of lessons delivered Oct-Dec.

CAT session for planning 5 Oct.

Teachers given time to work together to moderate writing, using benchmarks.

School and Cluster teachers.

Moderation event early January, using final piece of writing.

C.A.T. session for moderation 9 Jan.

Leadership and Management How good is our leadership and approach to improvement?

Themes 1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1,4.Leadership and management of staff 1.5 Management of resources to promote equity

National Improvement Framework (NIF) Priorities 1. Improvement in attainment, particularly in literacy and

numeracy. 2. Closing the attainment gap between the most and

least disadvantaged children and young people. 3. Improvement in children and young people’s health and

wellbeing. 4. Improvement in employability skills and sustained,

positive school leaver destinations for all young people

Priority: 1.4 - Leadership and management of staff.

Overall Responsibility: Nursery Manager

Outcome and impact on learners: • Increased opportunities to be part of high quality small groups – NIF 2. • Children will feel secure because of consistent approaches from staff.

NIF Drivers!

Nursery Class Improvement Plan

Tasks By Whom Timescale Resources Progress/Impact of task

Self-evaluation for self-improvement • We will evaluate our SQIP termly in

teams and respond to feedback from children, parents and other stakeholders.

• We will carry out our policy review to involve children and parents where possible every month.

Leadership of change • Further develop the PDSA model to

ensure positive impact.

• Evaluate small groups to find out what children are learning. Further develop curricular leads.

Leadership and management of practitioners Introduce termly 1:1 meetings for all staff to further develop distributive leadership.

Each team – all staff Led by Nursery Seniors

Each team – all staff Nursery Seniors Nursery Manager

Nursery Manager and EYP

Early Years Practitioners and Nursery Teacher

All staff

The first Wednesday morning back at the start of each term. 8-8.30am. August- Oct, Oct-Dec, Jan-March, April-June.

The last Wednesday of the month each team review a policy then share at team meetings.

Begin after October break

Begin after October break

September PRD

SQIP plan – Nursery Seniors record feedback and progress from staff discussions.

Follow chart of policies to be reviewed. Include mind maps of children’s views and feedback from parents. Parent’s feedback on display.

PDSA model – share with team

Planning and Evaluation forms

Identify time and calendar in dates for staff. Alternate between SEYO and HoC.

Learning provision How good is the quality of the care and learning we offer?

Themes 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnerships

National Improvement Framework (NIF) Priorities 1. Improvement in attainment, particularly in literacy

and numeracy. 2. Closing the attainment gap between the most and least

disadvantaged children and young people. 3. Improvement in children and young people’s health and

wellbeing. 4. Improvement in employability skills and sustained,

positive school leaver destinations for all young people

Priority: Improvement in attainment particularly in literacy.

Overall Responsibility: Nursery Senior

Outcome and impact on learners: • Gaps in learning are identified quickly and supports are put in place timely. • Children will improve their language and communication skills through a variety of mediums. NIF 1. • Increased opportunities for creativity.

NIF Drivers

!


• Learning teaching and assessment – monitor the PLP’s to ensure there is relevance and progression and equity for all children

• We will further develop the use of use up, up and away and use the assessment jointly with parents.

• Curriculum – We will improve the literacy opportunity for all children by re visiting the Hanen approaches, becoming part of the visual support programme and developing sign along with staff, children and parents.

• Family learning – to be researched and decided.

Creativity – We will provide opportunities for children to perform at school assemblies.

SEYO HoC

All staff

All staff

All staff

All staff

Weekly checks before focus childs folder goes home (SEYO) Termly checks by HoC

Termly checks and when relevant

Revisit Jan 19

To be discussed at Aug in-service.

Start after October break

PLP Record sheet in back of diary is signed

Up, up and away Discussions through children’s progression meetings

Small group work – hanen Printed visual – vsp Signalong – signed song each term

Ideas- RCWC, EAL stories, up, up and away.

Assembly timetable Children’s ideas

Successes and achievements How good are we at ensuring the best possible outcomes for all our children?

Themes 3.1 Ensuring wellbeing, equality and inclusion 3.2 Securing children’s progress 3.3 Creativity and skills for life

National Improvement Framework (NIF) Priorities 1. Improvement in attainment, particularly in literacy and

numeracy. 2. Closing the attainment gap between the most and least

disadvantaged children and young people. 3. Improvement in children and young people’s health and

wellbeing. 4. Improvement in employability skills and sustained, positive

school leaver destinations for all young people

Priority: Developing mindful practice for staff and children.

Overall Responsibility: Nursery Senior

Outcome and impact on learners: • Improved concentration for children. • Improvements in relaxation skills. • Children will become more self-aware. NIF 3.

! NIF Drivers


• Ensuring wellbeing, equity and inclusion

Develop mindful practice for staff and children to promote positive mental health.

Access food hygiene training for all to ensure healthy practice. There will be an increase in 1140 hour placements and Tollcross room will have 16 FT places for children. Evaluation of the longer days for children will take place termly or when required to ensure positive impact for all children. • Securing children’s progress

We will focus on our two year olds to ensure that we are meeting their needs.

We will update Child Protection training for all. Trackers for numeracy and literacy are used to identify next steps – we will ensure equity across the campus for all children by monitoring use of these. Further develop our bedtime stories to increase EAL books. Include a child’s mind map to capture the child’s views, where possible, to take into a child planning meeting.

All staff

Nursery Mamager and Tollcross team

NurserySenior and Tollcross team

Nursery Manager

All staff

Nursery Teacher and focused group to be identified.

Keyworker

Monthly mindful practices in team meetings.

Small practices for children to be identified.

August in service

October 18 December 18 Or as required

Monthly room meetings

October in-service Child Protection 2 – all staff attend

Termly reviews

Begin Jan 19

Begin Aug 18

Time during team meeting Planning

Identify area, time and plan.

Food hygiene online information. Adapt to suit our needs.

Room meeting discussions. Seek children’s views, observation and reflective practice.

Building the Ambition

In house training booked

Room meeting discussions, PLP

Parents to translate popular identified books.

Mind map with child and keyworker

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standards, quality and improvement plan tollcross primary ... · standards and quality report for...

Documents