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Cambusbarron Primary School and Nursery

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Cambusbarron Primary School and Nursery School Improvement Plan Cambusbarron Primary School and Nursery 2019-2020 Stirling Council Education Vision and Principles At Cambusbarron Primary we are a community of learners who are committed to excellence and ambition in learning and teaching, where all who contribute to the life and work of the school are empowered to have a role in its success. Our principles underpin our vision and are represented by cogs because they are the drivers that will take our school forward as we continue to grow. 2 Stirling Council Education Context Cambusbarron Primary School is a non-denominational school with a nursery class. It serves the village of Cambusbarron. The school roll is 222 across P1 to P7 Attendance is above the national average and there have been no exclusions in recent years. The percentage of children entitled to free school meals is 7.8% which is 1.5% below the Stirling average. We currently have 1.7% of our pupils from SIMD Decile 1 and 2 which is 12.8% below the Stirling average. The school has established strong links with Stirling High, where the majority of our P7 leavers move on to. The school has developed effective partnership working within Stirling Learning Community schools; Baker Street Nursery, Hillview Nursery, Allans Primary, Borestone Primary, Gargunnock Primary, St. Ninian’s Primary and Stirling High. The school is involved in a School Improvement Partnership with Newton Primary and Cornton Primary. There are currently 35 children attending our Nursery. The nursery, in summer 2019 will be part of the phase 2 extended day care provision where we will have 32 children per session. The nursery is involved in an Improvement Partnership with Fallin Nursery, Wee Acorns Nursery and Acrewood Nursery. We have a supportive Parent Council with a sub-groups for Fundraising and events (FREG) Fundraising. We have strong links with the Community Council, the Community Development Trust, the local library and church and with Credit Union Stirling. The Self-Evaluation Process All teaching staff are members of the School Improvement Planning team. Other stakeholders, including children, parents and support staff are also key to planning our improvements. This year, we participated in Validated Self-Evaluation, we used the data gathered by the VSE team to add to the feedback that had been sought throughout the year on our parents and children’s views. We also took the data to our Parent Council to have them highlight any key areas they felt should be developed. Following analysis of these, our Parent Council then asked parents to share what they felt we did well and how they felt we could improve for the coming year at our Sharing the learning and Parent consultation events. Parent views are listed in the table below. Staff reflected on last session’s priorities and engaged in professional dialogue around what progress had been made and identified areas for further development. They also considered the feedback from parents and children to inform their thoughts on the direction the school should improve in session 2019 – 2020. 3 Stirling Council Education What are we doing well Ideas for improvement Helping children with anxiety / worries / social skills – More novels and non-fiction texts to broaden pupil common theme experience Effective communication via the app and email – common Safe cycle routes and walking routes to school – common theme theme Information evenings for parents to raise awareness of Self-help numeracy packs for families approaches to learning e.g. Read Write Inc. More choice in homework – common theme Sharing the Learning events. More outdoor learning in the school grounds and woods – Supporting children with additional needs – common theme common theme Approachable, accessible, friendly and supportive staff – Increased use of technology for sharing learning and common theme homework – common theme Feel Think Do is an excellent programme. Digital Leaders club to run again Sports clubs this year have boosted children’s confidence More after school activities for the children – common and skills. theme Positive school culture. Develop opportunities to cook ins school Homework offers some choice of tasks. More opportunities for composite classes to work together Outdoor facilities providing opportunities for learning e.g. Water bottles nearer to desks – common theme running track, outdoor classroom. Easier, more accessible way to contact teachers directly Homework Club e.g. class dojo Uniform recycling promoted “From the Janitor to the Headteacher all staff are Water based paints only approachable and willing to help. I think we have a great Continue to increase positive feedback from wider school community. Well done Cambusbarron Primary you are achievements outside of school awesome!” Parent/Carer June 2019 4 Stirling Council Education OUR SPECIFIC TARGETS AND HOW THEY ADDRESS SCHOOL, LOCAL AND NATIONAL AIMS National Improvement Framework Priorities HGIOS 4 & HGIOELC Quality Indicators Regional Improvement Collaborative Priorities Develop collaborative approaches which build staff Improvement in attainment, particularly in literacy 1.1 Self-evaluation for self-improvement capacity to deliver high quality literacy learning and numeracy. 1.2 Leadership for learning experiences for all. Closing the attainment gap between the most and 1.3 Leadership of change Work together to strengthen and improve teacher least disadvantaged children. 1.4 Leadership and management of staff/ practitioners confidence, understanding and teaching of Improvement in children and young people’s health 1.5 Management of resources to promote equity numeracy. and wellbeing. 2.1 Safeguarding and child protection Work as a collaborative to strengthen the quality of Improvement in employability skills and sustained, 2.2 Curriculum the ELC workforce to support the quality dimension positive destinations. 2.3 Learning teaching and assessment of the expansion. 2.4 Personalised support Key drivers of improvement Provide professional learning that helps drive 2.5 Family learning School leadership forward collaborative leadership at all levels. 2.6 Transitions Teacher professionalism Ensure performance information and improvement 2.7 Partnerships Parental engagement approaches support raising attainment for all. 3.1 Improving/ensuring wellbeing, equality and inclusion Assessment of children’s progress School improvement Specific to HGIOS 4 Performance information 3.2 Raising attainment and achievement Children’s Services Plan Outcomes 3.3 Increasing creativity and employability Specific to HGIOELC Some key outcomes are: The attainment gap relating to poverty, additional 3.2 Securing children’s progress support needs and looked after children and young people 3.3 Developing creativity and skills for life and learning is reduced. All children thrive as a result of nurturing relationships and stable environments in their own school and community. Children, young people and their families are respected as equal partners in decision making and planning. Children’s and young people are mentally and emotionally healthy. 5 Stirling Council Education Improvement Priority TARGET 1 Whole School – Ensuring Wellbeing, Equality and Inclusion 3.1 – ENSURING WELLBEING, EQUALITY AND INCLUSION To increase understanding and improve practice around Children’s Rights throughout the school and wider community To increase opportunities for learner voice to shape school decisions, and shape the direction of learning, through ‘Wee HGIOS’ and the development of a Child Friendly Improvement Plan To continue to develop and imbed a Growth Mindset across the school - PEF To support children and families who have difficulty with lateness or attendance – PEF To raise awareness of mental health and wellbeing for children and encourage how we keep our minds healthy Increased access to ICT and specific packages to support learning in numeracy and literacy - PEF Targeted support for P7’s around resilience in preparation for transition through participation in the iHeart project - PEF Outcomes for Learners Source of Milestone Lead Focus on learning and achievement – specifically of children Evidence Dates Responsibility (Measure of Success) We will improve… Parental The opportunities for pupil voice to shape learning in the classroom and the wider school experience. feedback and Mr Hill involvement Golden time for all learners increasing opportunities for developing skills and interests with increased input HT from stakeholders. Pupil Council Mr Brown Our behaviour policy by creating a new Relationship Policy with all stakeholders Action Plan Staff understanding and confidence in de-escalation and restorative strategies through MAPA (Management of iHeart feedback PT Actual or Potential aggression) training Lateness and Our approaches for learner’s to engage in meaningful leadership opportunities Attendance data Opportunities for wider achievement to be recognised and celebrated Pupil feedback / STAFF Employability skills and life skills through a recognised structure e.g. High 5/Jazz understanding of Increased pupil engagement with community groups Children’s Rights All Teaching Our community’s understanding of what constitutes behaviour and how the school and families work together to ensure a positive culture of respect and kindness for our children. The ability of specific children to manage their emotions and develop resilience and coping strategies for change. Attendance and lateness tracked and
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