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.

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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.

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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

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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.

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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  PT  Staff understanding and confidence in de-escalation and restorative strategies through MAPA (Management of iHeart feedback 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 positive support provided for targeted children and families.  Staff knowledge and confidence in using the wellbeing app to ensure appropriate support for children.  SLA skills in working with children to support behaviour, emotions and identified learning needs  The Den Nurture/quiet room to further provide a nurturing space for learners.  Pupil and parental understanding of how to improve mental health and wellbeing for our learners.  Opportunities for regular quality outdoor learning  Improve opportunities and access to extracurricular clubs.

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Improvement Priority TARGET 2 Whole School – Provision of High Quality Learning Experiences 2.2 – CURRICULUM – LITERACY 2.2 CURRICULUM - Numeracy 2.3 – LEARNING, TEACHING AND ASSESSMENT

 To raise attainment in literacy and numeracy  To build on Read Write Inc approach from P1-P3 ensuring appropriate training and quality assurance  To continue to build on effective approaches to spelling throughout the school.  To further develop the use of digital technologies to enhance and share learning.

Outcomes for Learners Source of Evidence Milestone Lead Focus on learning and achievement – specifically of children (Measure of Dates Responsibility Success) We will improve…  Children’s focus  Children’s attainment in literacy and numeracy groups Mrs D Smith  Quality Assurance DHT  The progression of skills taught to ensure breadth and depth in learning  Children’s work

 The range and quality of experiences available to enhance learning in our open areas.  Parental involvement  How we effectively monitor our progressive planners to ensure appropriate pace and inform next steps  Holistic assessment  The range of opportunities children receive to use digital technology to enhance and develop their evidence STAFF learning.  Tracking and Impact All Teaching  Learner’s awareness of how digital technology can facilitate the sharing of their learning. data  SNSA  How we utilise Tracking and Impact data to deploy additional support  Pupil work reflecting  How we measure the impact of additional support. understanding of learning targets  Staff understanding and use of ‘Assessment is for Learning’ strategies and approaches  Planning- Children’s  Teacher understanding of holistic assessment to help inform teacher judgement and Teachers’  The range of assessment evidence used to demonstrate our children’s learning.  Children’s confidence  The effective use of the Cambusbarron Writing Criterion informing and engaging children in their next when talking about steps their learning journey

 Pupil voice ensuring they know that their views are sought, valued and acted upon.  Engagement with parents, families and the wider community.

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Improvement Priority TARGET 3 P1,P1/2, P2 and Nursery specific – PLAY BASED PEDAGOGY 2.2 – CURRICULUM – LITERACY AND NUMERACY 2.3 – LEARNING, TEACHING AND ASSESSMENT  To develop and extend staff understanding of the pedagogy of play through key theorists and current thinking.  To work in partnership with our Nursery and ‘Adventures of Alice’ to develop play based learning.  To develop the open areas and both P1 classrooms for supporting and enhancing Learning through Play  To revisit questioning skills to ensure deep level of learning during play based and classroom learning – use Blooms Taxonomy Outcomes for Learners - Impact Source of Evidence Lead Responsibility Focus on learning and achievement – specifically of children (Measure of Success) We will improve…  Pupil assessment information Mrs P Smith  Learning and teaching ensuring children have consistently high-quality learning experiences based around play and outdoor  Pupil Profiles – Snapshot PT & Miss Akandi learning. Jotters/Folders PECE  Children’s feeling of success and attitude towards literacy and numeracy, no matter their socio-economic background.  Pupil work reflecting  Children’s understanding, ensuring they are partners in their learning; involved in planning and assessing; they will be able to understanding of learning reflect on their learning and identify next steps using clear criteria and with a detailed knowledge of the skills they will learn. targets  Children’s attainment and achievement as prior learning is recognised, utilised, progressively built upon and systematically  Planning- Children’s and STAFF recorded from nursery through to P1 and beyond. Teachers’ P1, P2 and Nursery  The provision and set up of our areas with age and stage appropriate experiences and provocations using Stirling Councils  Children’s confidence when educator’s notes and the Curriculum for Excellence benchmarks to ensure progression through the levels – ensuring continuity talking about their learning of experience and learning. journey  Our use of questioning to ensure children’s understanding and to develop their learning to a deeper level.  Pupil focus groups  Quality Assurance

Learning Community Priority

Improvement Priority TARGET 4 Whole School – LEARNING COMMUNTIY – PROFESSIONAL ENQUIRY 2.3 – LEARNING, TEACHING AND ASSESSMENT  To develop collaborative approaches which build staff capacity to deliver high quality teaching and learning experiences for all.  Provide professional learning that helps drive forward collaborative leadership at all levels.  Develop understanding improvement approaches that support raising attainment for all.  Develop understanding of personal professional enquiry Outcomes for Learners Source of Evidence Lead Responsibility Focus on learning and achievement – specifically of children (Measure of Success) We will improve…  Staff action plans SMT  Teacher’s understanding of professional enquiry  Quality Assurance  Teacher’s understanding of how to measure impact  Run charts STAFF  Opportunities for CLPL linked directly to an area from improvement identified by the teacher All

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