Ormiston Primary School Improvement Plan 2017-2018
School Context, Aims, Values
Governing Principles
In Ormiston Primary School we work to promote the United Nations Convention of the Rights of the Child. These principals govern all we do in school and we hold our role in promoting awareness of these rights key to all that we do in school.
The convention identifies many areas to ensure that adults and governments work together to promote rights for all children regardless of race, religion, ability, whatever they think or say or whatever type of family they come from.
The Convention on the rights of the child has 54 articles in all. Articles 43-54 are about how adults and governments should work together to make sure all children get all their rights. The United Kingdom of Great Britain and Northern Ireland ratified the Convention on the Rights of the Child on 16 December 1991. Our government and in turn our school has now pledged their commitment to make sure that every child has all the rights in the Convention.
We pledge to ensure that all we do in school will promote the ethos of these articles and to promote an awareness of the convention itself with parents, staff and children.
In common with all other agencies who contribute to the East Lothian Integrated Children’s Services Plan we are using the United Nations Convention’s Rights of the Child as the organising framework for our School Development Plan. The rights are grouped into key themes: Safe; Nurtured; Achieving; Healthy; Active; Included and Respected and Responsible.
More information about the United Nations Convention of the Rights of the Child can be found in many places including http://www.unicef.org/crc/
2 Ormiston Primary School Improvement Plan 2017/18 Our Vision, Values and Aims
We believe that everything we do in school is linked together and should be in line with our vision, values and aims for Ormiston Primary School. We believe the children in our school are the centre of all that we do and should be key contributors to their own education and the effective running of Ormiston Primary School. We believe that Ormiston Primary School is a vital part of the local community and that families and the local community are key contributors to Ormiston Primary School.
Our tree demonstrates our vision for the development of the whole child and to ensure that children are acquiring the full range of skills and abilities relevant to growing, living and working in the contemporary world. We aim to ensure that our children will enjoy greater choice and opportunity to help realise their individual talents.
We believe that each child begins as the acorn. They are rooted in their home, school and local community. This environment provides the experiences, nourishment and emotional security they need to develop confidently. As they grow we will work together to promote a strong internal core to allow them to weather change, to respond appropriately to new contexts and to form positive relationships with other people. This self-confidence will help them develop resilience and self-reliance and to become responsible citizens who promote the rights of themselves and others and are effective contributors to their local and global community. Their internal values and confidence in themselves will enable them to be successful learners with an enthusiasm and motivation for learning, to understand their own learning styles and to hold high expectations for their own achievement. This philosophy will promote the development of tiny acorns into strong trees able to weather social, political and cultural change to participate as a citizen of the global community of their future.
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From Acorn to Mighty Oak
All of these key components Their internal values and form the foundation for confidence in themselves successful learning and the will enable them to be openness and ability to successful learners with develop knowledge and skills. an enthusiasm and motivation for learning, to understand their own learning styles and to hold high expectations for their own achievement.
As they grow we will work together to
promote a strong internal core to allow them to weather change, to respond appropriately to new contexts and to form positive relationships with other people. This self-confidence will help them develop resilience and self- We believe that each child begins as reliance and to become responsible the acorn. They are rooted in their citizens who promote the rights of home, school and local community. This themselves and others and are environment provides the experiences, effective contributors to their local nourishment and emotional security and global community. they need to develop confidently.
4 Ormiston Primary School Improvement Plan 2017/18 Our Values
Our values have been revised this year following consultation with children, adults within our school, families and the wider community. Our values underpin our choices in school and we use them to guide our actions to help our school to develop each year.
5 Ormiston Primary School Improvement Plan 2017/18 National Priorities In line with the National Improvement Framework, school improvement priorities should clearly articulate with the following 4 key priorities in session 2017/18: Improve attainment, particularly in Literacy and Numeracy Close the attainment gap between the most and least disadvantaged children Improve children and young people’s health and well-being Improve employability skills and sustained, positive destinations for all young people (DYW 3 to 18)
Local Priorities Curriculum Implement curriculum frameworks of learning across all schools within the broad general education: Numeracy and Mathematics, English and Literacy, Science, Social Subjects and Health and Wellbeing. Develop and implement the curriculum frameworks for Expressive Arts, Modern Languages and Technologies Review the curriculum within the senior phase across all secondary schools with stakeholders Implement the revised 1+2 Language Plan Learning Teaching and Assessment Implement the revised policy to ensure consistency in our approaches to planning learning, teaching and assessment and ensure our assessment evidence is valid and reliable, particularly at key milestones Continue to engage in ongoing achievement of a level and moderation activities. Implement the national standardised assessments Leadership Shared responsibility for the quality of education of all children and young people Build capacity for leadership at all levels to drive improvement at a school and local level to continue to drive forward our vision for children and young people in East Lothian. Self-evaluation for self-improvement Developing expertise within our schools, collating and sharing ‘what works’. Build on and extend our approaches to self-evaluation for self-improvement across our schools Monitor and evaluate the impact of the Pupil Equity Fund actions Continue to develop approaches to reporting, monitoring and tracking within Broad General Education and DYW Implement the recommendations of the ASN review Develop a Quality Action Plan for early learning and childcare
Early Years and childcare Develop the Expansion and Implementation Plan 1140 hours by 29 September 2017 Take forward the Early Learning and Childcare Strategy
School Priorities Based on your self-evaluation of the following QIs to include actions towards addressing the areas for improvement identified:
6 Ormiston Primary School Improvement Plan 2017/18 1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Inclusion, equality and wellbeing 3.2 Raising attainment and achievement
Note: Include reference to the actions and approaches being taken forward to improve the effectiveness of moderation of teacher judgement of CfE levels in Literacy and Numeracy and to raising attainment.
Note: Include actions identified from the SEE survey and employee engagement survey.
7 Ormiston Primary School Improvement Plan 2017/18 Priority: To raise attainment in numeracy with a particular focus on children who have low self-esteem with numeracy. This page is specific to Ormiston Primary School but links in with the Cluster page. Actions Drivers for improvement When/Who Impact/Evidence
To deliver a 1:1 Maths Recovery programme Assessment of Children’s The training will take 1. Baseline assessment will be carried out using the from P2 to P7. This will be led by classroom Progress place in September Maths Recovery assessment materials. This assistants who will be overseen and mentored by Performance Information and the intervention assessment will also be carried out at the end of the Head Teacher. Classroom Assistants will be School Improvement sessions will begin each block of sessions to inform the next set of trained by two East Lothian teachers in shortly after this learning and also to measure progress. We will September and will undergo ongoing training time. This will record this using the John Hattie spreadsheet to throughout the year. Input will be delivered directly involve measure progress from one point to the next. following a traditional model of Maths Recovery Classroom 2. Use of notes from the intervention sessions relating as an intervention programme through short daily Assistants and the to the length of time the child takes to make sessions. Head Teacher. calculations. Class Teachers and 3. Teachers will be asked to use a sliding scale the Support for assessment tool to record progress within each To give further support the Maths Recovery Learning Teacher block. As the children’s skills develop this will be focus in P1 and 2 with increased numeracy will be involved in used in conjunction with the notes taken within the development that is aligned to Maths Recovery assessment and intervention sessions. strategies within class lessons. selection. 4. Pupil sliding scale benchmark survey that will be repeated throughout the year. This will include the option of the child adding comments to measure changes.
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Priority: 3.2 Raising attainment and achievement CLUSTER PRIORITY 1.3 Leadership of change and 3.1 Inclusion, equality and wellbeing Actions Drivers for improvement When/Who Impact/Evidence Assessment Assessment Assessment - Impact Following guidance from ELC we will: Teacher Professionalism 2 hours training Standardised assessments in P1, P3, P7 and S3 Assessment of children’s Engage with National guidance Analysis of data will impact on future learning, teaching and progress TBA Train staff in terms of delivery and analysis School Improvement support opportunities SLT will engage with the analysis of assessments Performance Information
Raising attainment in Numeracy School Leadership Numeracy Numeracy Engage with ELC Numeracy Framework Teacher Professionalism The ELC Framework will underpin planning and assessment Assessment of children’s Every school will Engage in ELC Numeracy Academies where progress pay for 1 hour Increase high quality learning opportunities relevant; Nursery, First, Second and Leaders Cluster moderation in terms of approach, practice and Academies School Improvement delivery time £16 Performance Information expectations approx to allow Identify 3 main themes across the cluster as a Teachers’ professional learning will impact on children’s focus for planning and practice, Shared for 2 x 5 1/2 hours progress and achievement Classroom Experience, attainment meetings and prep time Children will have an increased confidence within Numeracy dialogue within the school CPD after the and Maths Further support staff who have been through the September Support staff will have an increased knowledge and Numeracy Academy to mentor others within the weekend understanding of the ELC approach and how to support schools Ross High – learning Explore the possibility of intervention across the Using a common approach to track children’s progress of primary/secondary transition point Mathletics learning Identify training opportunities for Support Staff in Increased motivation to engage with Maths and Numeracy August led by SWPS and WGPS – every school will across school and home pay for 1 hour delivery time £16 approx to allow
for 2 x 5 1/2 hours prep time - after the
September weekend
Continue to build the partnership with Baillie Gifford to fund Mathletics Programme across the Cluster
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Priority: To further develop the leadership programme we are developing in school. The aim is for the leadership initiative to move beyond direct lessons into the life of the school and then permeate into the wider community. Actions Drivers for improvement When/Who Impact/Evidence
To further develop more leadership roles and We plan to measure the impact of our family learning opportunities for children to develop their Parental Engagement All Children, staff, opportunities by leadership skills within our school. School Leadership families and the wider 1. Recording the numbers of families who are To seek opportunities to re-inforce leadership Assessment of Children’s community. engaging in the training sessions throughout the developments through direct lessons and by Progress year. embedding them within other lessons. 2. Surveying families asking for their feedback at the To revisit our school aims and mission statement end of the training and also several weeks after to with a focus on our leadership values. find out about any changes at home and how they To promote positive life choices and positive have used the programme. decision-making skills for both children and 3. Contacting families at the end of the training adults through a programme of family learning sessions and offer other information/training opportunities. This aims to support children’s opportunities that they can engage with should they confidence and decision making out of school. wish. The comments and uptake of other trainings will be recorded.
To measure the impact of leadership developments with the children we will use the Franklin Covey leadership measurement tool.
10 Ormiston Primary School Improvement Plan 2017/18 Priority: 2.3 Learning, teaching and assessment CLUSTER PRIORITY 1.3 Leadership of change, 3.1 Inclusion, equality and wellbeing and 3.2 Raising attainment and achievement
Actions Drivers for improvement When/Who Impact/Evidence
Curriculum Framework Development Curriculum Framework Following moderation in 16/17, staff will engage with School Leadership Development Curriculum Framework Development - Impact Teacher Professionalism CAT sessions the new ELC Curriculum Frameworks alongside the Assessment of children’s Further support teacher professional judgement final Literacy and Numeracy Benchmarks. progress within schools Help inform a more coherent curricular transition The Qamso’s findings will also inform our School Improvement Greater consistency of expectation for planning across CfE engagement with the Frameworks Performance Information Levels Improved consistency of CfE Level assessment across all
1 +2 Languages curricular areas.
Develop a cluster approach towards 1+2 Languages School Leadership 1 +2 Languages in-line with Authority guidelines and identify support Teacher Professionalism 6 hours CAT 1 +2 Languages - Impact across the cluster School Improvement sessions/CLPL As part of ELC, Tranent Cluster will be on track and following the authority strategic development plan 2 CAT sessions Learners will have increased confidence within language STEM and 1 flexible nd Investigation of a 2 Language will inform next steps
Continue further engagement with
Edinburgh College for new P7 cohort School Leadership STEM S1 pupils will further develop their Teacher Professionalism engagement and knowledge and skills with Assessment of children’s August In– STEM - Impact Edinburgh College progress Service- RHS Increased understanding of employability options Raising the profile of STEM subjects as a School Improvement engage with Skills Increased aspirations of employment in this field for both for learning, life genders basis for employment, meeting future and work demands within these fields Engage with documentation, good practice First cluster across Scotland, RHS collation and decide on meeting 24.8.16 - nd steps for primaries 2 September
Primary Cluster event to explore pathway for
developing skills for learning, life and work instead of October collaboration day Christmas – Tranent Cluster posters shared
across all schools 11 Ormiston Primary School Improvement Plan 2017/18 SSERC – 2 x CAT sessions 22.9.17 27.10.17 SSERC SSERC - Impact Cluster mentors will deliver 2 x 2 workshops School Leadership 2 CAT sessions – Teacher Professionalism Consistently high quality learning experiences at specific CfE levels on 2 Friday afternoons Assessment of children’s 22.9.17 and Raised Science profile across the school community Input for levels will be situated across the progress 27.10.17 in relation to the world of work School Improvement cluster schools and supported by RHS Staff will have the opportunity to lead the On-going drop-in sessions will be offered development across the cluster Developing leadership of Science across the
cluster
Developing confidence in the teaching of Science across the schools
To promote understanding of key scientific concepts and development of scientific skills Develop leadership capacity of identified members
Moderation - Literacy Literacy Group will meet regularly to lead the Moderation Moderation Cluster developments throughout the School Leadership 4 dates for Teacher Professionalism Further support teacher professional judgement session with a minimum of 4 dates put on Moderation Assessment of children’s Stronger links to the Benchmarks will strengthen the calendar progress understanding August to October – Cluster Moderation plan School Improvement
and calendar created Performance Information Help inform a more coherent curricular transition
October to May – Cluster Literacy Greater consistency of expectation for planning
Moderation takes place across CfE Levels
June Impact of Moderation and subsequent Improved consistency of CfE Level assessment actions for next SIP identified across all curricular areas.
Develop leadership capacity of identified Staff will have the opportunity to lead the development
members across the cluster
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Session: Provisional priorities for the following 3 sessions:
2018/19 Moderation Expressive Arts Leadership National Improvement Framework
2019/20 Leadership National Improvement Framework Attainment in Literacy, Numeracy and health and Wellbeing 1+2 Modern Languages
2020/21 National Improvement Framework Leadership
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