Teaching and Learning Community

School Improvement Plan 2019-20

Coylton Primary School

Achieving excellence and equity for all learners

Article 29 (goals of education): Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. (UNICEF UK/2009/Howard Davies)

VISION- Our vision is to have a happy, healthy and safe school community where fairness and equality are encouraged and everyone is respected and respectful.

VALUES- Coylton Primary has worked hard with all stakeholders to develop a set of shared values which are Respect, Responsibility, Kindness, Ambition & Honesty

AIMS We aim for excellence! 1: We aim to improve Standards and Achievements through:- • well-planned and responsive learning and teaching which is delivered in a motivational manner • encouraging staff to keep abreast of CLPL opportunities in-line with the School Improvement Plan and personal development • establishment of a systematic approach to school self-evaluation and quality assurance • recognition of personal achievement • tracking and monitoring of individual pupil attainment • moderation of standards through professional dialogue.

2. We aim to promote effective partnership working with home, school and community by:- • working closely with all external agencies to improve the quality of the support for learners • establishing close links with local businesses and other professions in order to enrich learning experiences • involving parents/carers in school life through monthly newsletters, Pupil Progress Reports, Parent Drop-Ins, Workshops and regular involvement in learning opportunities • supporting the Parent Council Fundraising Group through active participation in fundraising events • partnership working within a variety of settings including cluster family of schools and satellite working groups • involving pupils in decision making through the Pupil Groups.

3. We aim to develop a positive, caring ethos within a pleasant and stimulating environment by:- • welcoming all who work with the school • celebrating success through bright and attractive displays • working with children in a sensitive and supportive manner • demonstrating and valuing good manners and mutual respect.

4. We aim to provide a responsive curriculum to meet all needs by:- • providing learning experiences which will challenge and support individual needs • sharing planning with the children to allow flexibility • using a variety of learning and teaching styles with appropriate resources • reviewing individual needs through observation, discussion and formal reports.

Maximise the potential of our children and families Improve the way we work as a council South Ayrshire Maximise the potential of our economy Council Plan Maximise the potential of our adults and older people Maximise the potential of our communities Maximise the potential of our environment

Ensure South Ayrshire’s children get the best start in life, it is the best place to grow up, and all children and young people are successful learners, confident individuals, responsible citizens and effective contributors. Children’s Reduce the gap in outcomes between the most deprived and least deprived children and young people in South Ayrshire. Services Plan - Ensure children and young people who are looked after or are care leavers are cared for and supported to improve their life experiences Draft and life chances. Ensure children and young people are supported to achieve and maintain good emotional and physical health and wellbeing. Ensure children and young people have a voice in influencing service delivery that affects their lives.

The proportion of young people and adults with relevant qualifications is increased. Effective early years and early intervention services are delivered More children and young people are successful learners, responsible citizens, confident individuals and effective contributors Educational The gap between the highest and lowest achievers is narrowed Services Plan We look after our most vulnerable children and families Land and building assets are well maintained, fit for purpose and affordable A flexible workforce with the skills and knowledge to deliver services efficiently and effectively

Improvement in attainment, particularly in literacy and numeracy National Closing the attainment gap between the most and least disadvantaged children Improvement Improvement in children and young people's health and wellbeing Framework Improvement in employability skills and sustained positive school leaver destinations for all young people

Priority Aims: To close the gap in Literacy & English, Numeracy & Mathematics and Health and Wellbeing for children through collaborative dialogue around learning and teaching and robust analysis of data to determine appropriate, high quality interventions. To underpin improvement through a rights based approach.

Priority 1: Literacy

To improve attainment in literacy and close the attainment gap between the most and least disadvantaged children.

There is a Teaching and Learning Community (TLC) Literacy Team led by Linda Clarkson(Barassie Primary HT)and Jodie Thompson (Dalmilling HT). Team members represent each of the TLC schools.

How Will We Measure Impact On

What Outcomes Do We Want To How Will We Achieve This? Start and Finish Children and Young People? r Lead Person

Achieve? NIF (Intervention Strategies) Dates (Include Where Possible Current

Driver Quality Quality Indicato Measure and Target) 1.1 Identify pupils through data analysis • 2.4 and Tracking & Monitoring meetings. • Three Tracking and Monitoring Language Enrichment Programme • Plan and deliver Literacy 3.2 Implement intervention/Boost and (Nov, Feb, May)

and English interventions 2.1 measure impact within Language • Data discussed as standing item at

according to need /ability Enrichment Programme. TLC HT meeting Supported by:

• Support /challenge Review effectiveness and share within • POLAAR – for pupils requiring

identified through Coylton Primary School and across TLC support Claire McClurg analysis of data, schools (termly). • Renfrew Word Finder in EYC, and Julie Wilcox professional dialogue and Implement: Termly P1 Lauren Wallace staged intervention. ReadingWise interventions • BURT Single Word Reading Test Caroline Green 5 Minute Boxes implemented

• 90% of P2 pupils will 3 Read Approach (N-P2) across all school • Planned holistic assessment achieve their Lego StoryBoard with targeted

chronological Reading Talk 4 Writing groups • Review of planners and stage age or above by the end Review and implement processes for paperwork of P2. staged intervention in line with local

policy. Assessment of children’s progress of children’s Assessment How do we know that the changes we • Develop a coherent system for To deepen pupil MTV have made have improved outcomes for support implementing local and cognition and ideas by children? national guidance. developing strategies for Coleen Cowie How do we know if personalised support Continue to implement a structure of thinking through Victoria Duncan is having the desired impact of improving writing/speaking/drawing MTV Thinking Routines to support outcomes for learners? literacy thinking and development.

1.3 • Teaching staff evaluation 2.2 Termly • Assessment data 3.2 interventions • Use of challenge questions Implement a strategic comprehension • Streamline curriculum using implemented /indicators/level 5 illustrations from strategy/ approach and link with Curricular Frameworks and across all school HGIOS4 Word Aware and talk 4 Writing All staff Benchmarks with targeted • Lesson Observations

groups To what extend does our curriculum promote equity and raise attainment for Teacher professionalism Teacher all children? 1.2 Implement and embed Word Aware

• Accelerated Reading STAR 2.3 strategies and Talk 4 Writing EYC – P7. • Implement cohesive and assessments 3.2 Further develop Accelerated Reading progressive learning and teaching Ongoing • In-service agreed expectations as a to include p4 pupils approaches and maximise impact All staff measure for impact Streamline and refine whole school

of targeted interventions Teacher • Parent workshop evaluations approach to tracking and monitoring To what extent are our approaches professionalism using all data. improving learning for all?

1.3 • Evaluation after each workshop Review home learning and implement • Increase parental engagement to 2.5 Fiona Donnelly • Annual Parent questionnaire streamlined initiative. support pupil learning and One per term To what extent are we sure of what Deliver Parent workshops on

development Parental All staff meaningful engagement with families Accelerated Reading & WordAware. engagement looks like? 1.2 Talk 4 Writing to be developed further, All staff • Develop a comprehensive Evaluation of training planned for and taught on weekly basis to Lauren Wallace understanding of Literacy and English 1.3 Aug2019 Delivery of CLPL in CfE Levels practice talk and develop vocabulary linked Julie Wilcox pedagogy and subject knowledge 2.2 Writing assessment to key texts Caroline Green BURT reading 2.3 • Develop skills and confidence to Renfrewshire Vocab Assessment 2.7 Daily shared reading, writing and story engage, challenge and support all Aug 2019 STAR reader – Accelerated Reading mapping and focus on vocabulary and learners 3.2 Planning files grammatical structures within texts Class teachers Jotter monitoring

• Engage in professional dialogue Pupil voice Engage in training, lesson observations and collaboratively to promote consistent August Inservice 2019 SNSA and sustainable change progress of children’s Assessment personal research on Talk 4 Writing Class teachers • Plan and deliver Literacy (Reading) Talk 4 Writing interventions according to need Implement Support, Boost and Spelling Interventions - Schonell /ability Challenge groups in writing and tools School assistant (PEF funded) BURT reading August 2019-June Support /challenge identified for writing and other interventions Class Teachers PM Benchmark 2020 through analysis of data, based on need P1 – 7. (PEF Funded) Pupils Support Teacher STAR reader professional dialogue and staged Termly evaluations intervention SNSA

Priority 2: Numeracy

To improve attainment in numeracy and close the attainment gap between the most and least disadvantaged children.

There is a Teaching and Learning Community (TLC)Numeracy Team led by June Stefani (Muirhead HT). Team members represent each of the TLC schools

How Will We Measure Impact On What Outcomes Do We Want To How Will We Achieve This? Start and Finish Children and Young People? Lead Person

Achieve? (Intervention Strategies) Dates (Include Where Possible Current

Quality Quality Indicator NIF Driver NIF Measure and Target) 1. 1.1 • Plan and deliver Numeracy 2.1 Fiona Donnelly • 5 Minute Box Record of Achievement and Maths interventions 2.4 Jackie Dickie • Develop own assessments according to need /ability Coleen Cowie Develop a coherent system for • Numbertalks

support implementing local and • End of Unit Assessments • Support /challenge Supported by: national guidance. • identified through analysis All class teachers Continue August SNSA

of data, professional 2019 – June 2020 Continue to embed a structure of dialogue and staged How good is our understanding of MTV Thinking Routines to support differentiation? Do staff and partners use intervention. numeracy thinking and development. a range of approaches that meet the

needs of all learners? • To deepen pupil cognition MTV

and ideas by developing All Staff strategies for thinking. Progress of Children’s Assessment 1.5 2.2 Create comprehensive pathways and 2.4 frameworks aligned to the 3.2 Benchmarks and supported by Through use of challenge questions Number Talks, Primary Maths for /indicators/level 5 illustrations from Scotland, TeeJay, Heinemann Active 2. Streamline curriculum using HGIOS 4

Maths. Fiona Donnelly

Curricular Frameworks and Jackie Dickie Continue August Benchmarks and tie in with • SNSA – P1, 4, 7 Review and improve bundling of Coleen Cowie 2019-June 2020 SAC new Numeracy • CfE Levels EOs/CfE Benchmarks. Teaching Staff Framework

How well does our curriculum planning Streamline and refine whole school meet the needs of all learners? Professionalism approach to tracking and monitoring using all data.

Performance Information Performance Teacher Teacher 1.3 Develop mental calculation strategies 2.3 to increase speed and accuracy • Evaluations of In-service 2.4 through continuing to embed 3. Implement cohesive and • PIPs 3.2 Number talks Supported by: progressive learning and • Benchmarks Wordaware concept vocab and teaching approaches and Continue August • SNSA (agree same assessment period) shared vocabulary programme Jackie Dickie maximise impact of 2019-June 2020 Professionalism Focus on problem solving strategies Coleen Cowie targeted interventions How effective are our approaches to and links to real life contexts and Claire McClurg evaluating and monitoring the impact and Developing the Young Workforce – Teaching & Support Staff

Teacher Teacher Heinemann Active RLPS. sustainability of our professional learning?

2.5 2.7 • Annual Parent surveys 3.2 • Evaluations Deliver a Parent workshops led by • Parent Council 4. Increase parental pupils on Number Talks. Fiona Donnelly • Monitor homework engagement to support Devise and disseminate a Parent Jackie Dickie Continue 2019-June How effectively do we support parents pupil learning and information leaflet Coleen Cowie 2020 and carers to participate in, contribute to development Review of Home learning. and understand their child’s learning? How effectively do we communicate about

Parental Engagement Parental progress, attainment and achievement?

Priority 3: Health & Wellbeing

To improve children and young people’s health and wellbeing.

There is a Teaching and Learning Community (TLC) HWB Team led by Fiona Donnelly(Coylton HT) and Karen Butchart (Annabnk HT) supported by SLT and staff from all TLC schools.

How will we measure Impact on What Outcomes do we want to How will we achieve this? Start and Children and Young People? Lead Person

achieve? NIF (Intervention Strategies) Finish Dates (Include where possible current

Driver Quality Quality Indicator measure and target) 1. Plan and deliver interventions 1.1 • Foot fall at Clubs for all pupils according to 2.4 • Active Schools Reports their need or ability. 2.5 Deliver various Interventions : Sports, • Evaluations and Feedback from parents

Support /challenge identified 2.7 Yoga, Mindfulness, Cooking, Fitness, and pupils Fiona Donnelly Termly through analysis of data, 3.1 Sports, Anti-bullying and Internet Safety Wendy Campbell throughout professional dialogue and etc How well do we identify priorities,

Progress year staged intervention. communicate, plan, monitor and evaluate Interval, lunchtime and after school clubs our work with partners? Are we clear what

added value each partnership brings? Assessment of Children’s of Children’s Assessment

1.2 To investigate range of resources to 1.3 support the delivery of HWB curriculum. 2.2 To use ICE PACK Resource as a core 2.3 progression across the school 3.2 CLPL offered to staff and shared practice • SHANARRI Web to be completed 2 x per

across schools. year with pupils and set targets (Filed in Better movers Better Thinkers Programme Pupil Profiles) 2. To implement streamlined implemented throughout school with HTs + Lead staff from TLC Continue • Boxall Profile curriculum using Curricular training for staff. schools August 2019- • PE Assessments Frameworks and Benchmarks Link to School Assemblies and through + All Staff June 2020 • Ice Pack for Health and Wellbeing Mindfulness, Circle time and linked to Is the level of personalisation and choice School Leadership School Making Thinking Visible. These will be improving outcomes for children? addressed during assemblies and Community Time throughout week

1.5 Nurture - Audit Current provision • Wellbeing web 2.4 CLPL Nurture approach with all staff • John Muir/Award of Ambition

Daily Mile 3.1 Share skills and good practise around 3. Implement cohesive and Jackie Dickie mindfulness. To what extent is our school an inclusive progressive learning and All teachers Daily Mile - Record monthly targets learning environment? teaching approaches and Active Schools Aug 2019 – Develop incentives for improvements e.g. How well do staff understand their role and maximise impact of targeted June 2020 house points. responsibility in supporting learners’ health

interventions Outdoor Learning Professionalism

Use results/benchmarks for entering and wellbeing? Fiona Donnelly events. How well do we ensure that children feel Wendy Campbell Co-ordinate active schools programme safe, healthy, achieving, nurtured, active, Teacher (competitions) to match schools PE respected, responsible and included? programme and after school/ lunchtime clubs. Outdoor Learning –visits organised across the year to develop social and leadership skills across the school with links to Developing the Young Workforce.

After school Clubs 3.1 Healthy Eating - Working with catering staff. 4. • Increase parental Work with the book ’50 Things To do engagement to Before You’re 113/4 to engage families in support pupil the outdoors and the wider life of the Fiona Donnelly • Evaluations and feedback from events learning and school. Wendy Campbell and pupils developmentand Parent Council Aug 2019 – incorporate Family Engage with Skills Development Scotland Active Schools June 2020 How can we demonstrate that families are learning and to gain a better understanding of the feeling included and that they are Outdoor Learning community context participating, achieving and progressing? • Look at the Context of the Area in line with Labour Skills Develop a coherent system for support Workforce implementing local and national guidance. Involve pupils and parents in planning and evaluating learning.

EYC – P7 encourage healthy choices.

Parental engagement Parental 1.1 • Results of audit – before and after Audit good practice using the 6 5. Audit resources/skills - • Raised confidence, skills and footfall at domains/SHANARRI. consider mindfulness, travel Fiona Donnelly events/clubs. Improvement in specific Fitness testing. August 2018- plans, healthy snacks/packed Wendy Campbell literacy and sports related tasks Wellbeing web. June 2019 lunches, fitness, anti-bullying, How do we ensure improvement for the Collate and analyse data from Wellbeing nurture, outdoor learning etc. learner is central to all self-evaluation

Web + surveys. Information Performance Performance activity?

2.6 • Pupils are emotionally ready and EYC-P1 prepared for smooth transition to • Play on Pedals Fiona Donnelly primary school 6. Enhance transition for all • Robust transition programme Lesley McFarlane August 2019- • Fine and gross motor skills targets pupils based on mindfulness at all All Staff June 2020 achieved – use nursery milestones stages. To what extent does our curriculum provide opportunities for support and induction into

School Improvement School the next phase of learning?

2.6 Cluster Transition Programme • Number of children accessing Engage in cluster literacy and numeracy Fiona Donnelly associated secondary school. transition programme at second level Coleen Cowie August 2019 To what extent does our curriculum provide Second Level Teaching Staff onwards opportunities for support and induction into Engage with all cluster staff at All Teaching Staff- Ayr Cluster the next phase of learning? collaborative events twice yearly School Improvement School

Priority 4: Assessment and Moderation To develop robust arrangements for assessment moderation to provide valid reliable evidence of pupils’ progress and have shared expectations of standards to be achieved.

This is led by the local authority with all staff involved.

How Will We Measure Impact On

What Outcomes Do We Want To How Will We Achieve This? Start and Finish Children and Young People? r Lead Person

Achieve? NIF (Intervention Strategies) Dates (Include Where Possible Current

Driver Quality Quality Indicato Measure and Target) 2.3 Continue to use CfE Benchmarks in Literacy and Quality assurance programme -

Numeracy to plan learning teaching and monitoring of 1. Develop holistic approaches assessment All staff planning/assessments/lesson to planning, learning, Begin to use CfE Benchmarks in all curricular observations/ pupils’ work

teaching and assessment. Progress Assessing Assessing Children’s Children’s areas to plan learning, teaching and /profiles/learning logs/ assessment. 1.4 Ensure that planning is manageable and clearly 2.3 identifies what has to be learned and assessed 2. Develop a range of valid, Annual calendar by stage, 3.2 by reviewing curriculum planning and methods reliable and relevant identifying range of formative and of assessment used. Fiona Donnelly assessment tools and summative methods of assessment Involve children in the planning process, self- Donna Shimmons approaches to support evaluation, peer and self-assessment - including Teaching staff improvement of children and 3 x Cluster How well do we make use of a

Assessment of Assessment learning journeys. young people’s learning Twilights + May range of valid, reliable Children’s progress Children’s Audit and share good practice of methods used to provide quality feedback to pupils. In Service Day

3. To continue to improve the 1.1

validity and reliability of 1.2 teacher’s professional 2.3 Offering opportunities for professional Fiona Donnelly Evaluations from teachers of assessment judgements in 3.2 engagement to continue to develop an holistic Donna Shimmons training opportunities and analysed the BGE to achieve shared approach to assessment through In-service Teaching staff

Teacher Teacher by cluster group standards and expectations days and Twilight sessions agreed by SAC.

across the school, cluster Professionalism and authority

4. To use feedback from 1.1 moderation exercises to 1.2 Focus on improving pace and challenge for Fiona Donnelly

improve the quality of 2.3 e learners through the moderation process and Donna Shimmons As above

learning , teaching and 3.2 the streamlined curriculum. Teaching staff Performanc assessment Information

Priority 5: STEM To enhance the delivery of STEM subjects through a cluster project linked to SSERC

This is led by a Cluster group with representatives from all Cluster Primary Schools and Ayr Academy (Julie Wilcox will be the lead from Coylton Primary)

How Will We Measure Impact On What Outcomes Do We Want To How Will We Achieve This? Start and Finish Children and Young People? Lead Person

Achieve? (Intervention Strategies) Dates (Include Where Possible Current

Quality Quality Indicator NIF Driver NIF Measure and Target)

2.2 Planned assessments, including 2.3 holistic assessments 1. Work with SSERC to develop 3.3 Regular meetings of cluster a range of lessons and skill Fiona Donnelly Ensure that there is an increase in the STEM mentors development opportunities Julie Wilcox opportunities offered to learners from EYC-P7 Twilight / Inservice delivery (TBC) linked to STEM Teaching staff

How well do we make use of a School Improvement School August 2019- range of valid, reliable 1.1 Seek out STEM ambassadors for our school June 2021 1.2 Work with Cluster Mentors to apply for grants Evaluations from teachers of 2. To provide pupils with 2.3 from Education Scotland's Enhancing Fiona Donnelly training opportunities and analysed increased opportunities to 3.2 Professional Learning in STEM/ the Edina Trust Donna Shimmons by cluster mentor group develop links with STEM 3.3 and SSERC grants to secure resources and Teaching staff

Teacher Teacher Foot Fall at clubs/events subjects in line with DYW training. Cluster mentors will meet in august Surveys Professionalism 2019 to consider a plan of action (TBC)

Appendix 1

Overview of SIP

Leadership and Management Learning Provision Successes and Achievements 1.1 1.2 1.3 1.4. 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3

1 2 3

4 andEnglish Literacy 5 1

2

3

cy and cy Mathem atics Numera 4 1

2

3 4

5 Wellbeing Health and 6 1 2

3

ent and Moderat ion Assessm 4

1

T E M S 2

Appendix A

Links to relevant School Improvement Documentation: Priority

1 Delivering Equity and Excellence in Scottish Education All http://www.gov.scot/Resource/0050/00502222.pdf 2 Curriculum for Excellence Working Group on Tackling Bureaucracy – Follow Up Report All http://www.gov.scot/Resource/0047/00473538.pdf

3 HGIOS 4 A http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf S C 4 3-18 Literacy and English Review A http://www.educationscotland.gov.uk/Images/3to18LiteracyandEnglishReview_tcm4-856583.pdf S

5 Closing the Attainment Gap in Scottish Education (Joseph Rowntree Foundation) S http://www.jrf.org.uk/sites/files/jrf/education-attainment-scotland-full.pdf

6 Rights Respecting School S http://www.unicef.org.uk/Documents/Education-Documents/Journey%20to%20RRSA_web.pdf?epslanguage=en http://www.unicef.org.uk/Documents/Education-Documents/VLE/Assessment-Criteria-Level-2.pdf 7 Language Learning in Scotland a 1+2 Approach http://www.educationscotland.gov.uk/Images/RecommendationsforSchoolsandEAs0714_tcm4-836555.pdf S

8 National Improvement Framework A http://www.gov.scot/Resource/0048/00484452.pdf S C 9 Building the Ambition-National Practice Guidance in Early Learning and Childcare S Children and Young People (Scotland) Act 2014 http://www.gov.scot/Resource/0045/00458455.pdf 1 Part 4 Journey to Excellence _ Planning for Excellence S 0 http://www.educationscotland.gov.uk/Images/tjtepfe4_tcm4-712824.pdf Note: A=TLC / S=School / C=Cluster