Standards, Quality and Improvement Plan Primary School

Standards and Quality Report for session: 2016 - 2017 Improvement Plan for session: 2017 - 2018 Table of contents

Section Section Title Page

Standards and Quality Report

1 The School in context 3

2 School’s Self Evaluation of National Improvement Framework Priorities 4

3 Summary of Self Evaluation 2016-17 19

4 School Self Evaluation Plan 2016-2020 20

Improvement Plan

5 Improvement Plan- NIF Priority 1 21

6 Improvement Plan- NIF Priority 2 26

7 Improvement Plan- NIF Priority 3 29

8 Improvement Plan- NIF Priority 4 33

9 Cluster Improvement Plan 2017-18 37

Appendices

9 Leadership Roles 2016-17 39

10 CAT and INSET 2017-18 40

11 Juniper Green- Child Friendly Curriculum Map 42

12 Juniper Green Curriculum Map 2017-18 43

Context of The School

Juniper Green Primary School is a co-educational non-denominational primary school administered by City of Council’s Children and Communities Department. It serves the residents of Juniper Green, Mains, and Hailes areas of Edinburgh, a broad social mix. We celebrate the diversity of languages and cultures ,having 26 different languages spoken in our school. Our school website has up to date information on the school at http://www.junipergreenprimary.co.uk

Our associated primary schools are Currie and Nether Currie and our secondary school is Currie Community High School http://curriehighschool.co.uk

The school moved into a new PPP2 building in March 2009 and for the first time in over fifty years all stages were on the one site.

The Head Teacher has been in post for 2 years. There are two DHTs, one who has no class commitment and the other who teachers a P3 class on a Friday this year. The school has a Principal Teacher who is also the Support for Learning (SfL)) teacher.

The nursery has two classes each with 50 pupils in each. There is one full time teacher, an Early Years Worker (EYO), two full time Early Years Practitioners (EYP’s) and 3 part time EYP’s in post.

This session there have been specialist teachers for Music, PE, Cello, Brass and Swimming. Children learn French from the nursery class onwards, with German being taught from P5 - P7 by a German specialist teacher.

The support staff comprises of a full time school administrator and part time business manager 0.5). There is a clerical assistant, an office based learning assistant and 16 pupil support assistants.

The school has an active Parent Council which supports the school with fundraising as well as developing policies and practices. There is an After School Care club catering for 60 pupils from P1-P7. A breakfast club was started in October 2015 which can cater for 30 pupils per day. The school is managed by Mite and two service support officers work at different times throughout the day.

The current school roll is 422 (524 with Nursery). This session there are 15 classes in P1-7, two classes at each stage with an additional P1/2 composite class. Next session we will continue with15 classes but with 3 classes at the P3 stage. Next session we will continue to have a PE teacher for 3 days, Music teacher for 2 days, a German teacher for 1 day a week and a French Assistant to support speaking of French.

School Priority 1: To raise attainment and achievement in Literacy and Numeracy for all children at Juniper Green NIF Priority HGIOS4/HGIOELC QIs/Identified Themes Improvement in attainment, particularly in literacy 1.1 Analysis and evaluation of intelligence and data and numeracy 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement NIF Driver 2.3 Quality of teaching Assessment of children’s progress 2.3 Effective use of assessment Performance Information 2.3 Planning, tracking and monitoring Parental Engagement 3.2 Attainment in literacy and numeracy Building the Ambition 3.2 Attainment over time Progress and impact: P1-7 Pupils Our ethos and vision have continued to drive everything we do at Juniper Green. We believe that if children are happy at school and feel safe and challenged that they will “be the best they can be”. In our Pupil Survey in March 2017 in answer to the statement “I enjoy being at school”, our percentage who agreed or strongly agreed with the statement has gone from 78% in 2015, to 88% in 2016 to 90% in 2017. In the March 2017 parent survey (with 234 respondents) 98% of parents felt their child enjoyed learning at Juniper Green and 94% felt that the school made their child more confident.

Effective tracking systems have been successful in ensuring that almost all children in the nursery class and in the primary school are making good progress from prior levels of attainment using standardised test results, Curriculum for Excellence levels and in class teacher assessments.

Most children in SIMD 1 and 2 this year who were mentored showed an increase in their area of focus for learning. In addition, many of these children are now achieving in the high average in reading and maths. Children in SIMD 1 and 2 who were not mentored this year were already achieving in the high average range and this has continued.

Improvements in literacy and numeracy across learning in our nursery class in session 2015-16 have had an impact on the mean standardised score in both the baseline literacy and numeracy scores of children in September 2016 almost all of whom attended our nursery class in session 2015-16.

Almost all learners at the end of P1 were secure at Early level in both Literacy and Numeracy. Almost all learners at the end of P4 were secure at First Level in both Literacy and Numeracy. At the P7 stage most learners were secure at Second Level in Literacy and Numeracy. A few children at each stage exceeded the expected levels.

As a result of thorough tracking and monitoring of children’s progress, gaps in children’s learning are being identified and addressed to raise attainment. Our new online tracking, monitoring and intervention tool focuses all staff in on support and challenge for all pupils. This is discussed, reviewed and updated every term.

Almost all maths mean scores from this session have improved at all stages from the session before. At the P3 stage the mean score has increased by +19. In four other year stages the mean increased by 4 or more. This is now showing a three year improvement. The school has been using a multi-pronged approach to raising attainment in maths and all school staff have been. focused on raising attainment throughout the year through regular support and challenge meetings and sharing classroom practice. We have increased the amount of time spent on Maths, embedded SEAL in P1-4, continued with a mental agility progression in P4- P7, provided parents with written guidance on mental agility as well as embedding SUMDOG for both class work and homework for P2-P7. The school involved the Council’s principal psychologist, Martin Gemmell in analysing our data using a T test and the results were statistically significant at p<0.03, which is strong.

In Reading we improved mean standardised scores at every stage except P3 in session 2015-16 and in session 2016-17, scores increased at most stages, except P4 which stayed the same and P2 and P5 where it was down slightly. This will be an area of focus for us next session. Our new spelling programme is showing an impact with all P5-7 mean averages in spelling increasing from last session.

This session the Parent Council purchased books chosen by individual classes to stock class libraries whilst our library was being refurbished. We introduced the First Minister’s Reading Challenge along with our own CEC “Read Around ”, where children collected stickers of places around Scotland every time they read a book. The challenge was to read 40 books at every stage and by the end of term 15% had read at least 40 books and 29% had read 20 or more.4 classes managed to have over half their class achieve 20 or more books and next steps will be to get staff to share practice in how they achieve this. This will continue to be a focus for us next session with more parental engagement in this programme.

As a school we have introduced Shirley Clarke’s Chilli Challenge across all stages from P1-7 and this has helped raise attainment by focussing the children on doing the best they can and challenging themselves when things are hard. Our work on Growth Mindset across our school and cluster schools has continued to have an impact and in the March 2017 Pupil Survey in answer to the statement “even if I find something hard, I keep trying” the response from Juniper Green children has grown from 89% in 2015 to 94% in 2016 and 96% this year. Similarly, “I try to learn from my mistakes” has gone from 88% in 2015 to 97% in 2017 a reflection on the focus that making mistakes is part of the learning process. 79% of parents in our March 2017 survey thought that the school’s focus on “growth mindset had made a difference to the way their child thought when faced with a difficulty or a problem.

This session we have continued to engage with families to raise attainment through use of Sumdog, Read around Scotland but also through our Learning Journals where parents see regular updates about progress and next steps in learning.71% of parents in our recent parental survey felt that their child’s numeracy skills had improved as a result of using Sumdog at home. 83% of parents in the same survey felt that the on line learning journals made it “easier to find out what my child is learning at school” and 87% felt that the school set “suitable targets for their child’s learning”. Five areas of improvement were identified by the parent council for improvement of which one was Learning Journals. Parents want to be more involved in contributing to the profiles and this will be a priority for us next session to have greater parental engagement with the Learning Journals.

An EAL pilot this session has supported P3 and P7 staff to better support bilingual learners in writing. This will be taken forward next session with clear advice to staff.

During Pentland Book week we worked with cluster colleagues to moderate reading across all curriculum for excellence levels. P1 staff were also involved in a small scale project to moderate early level with Castleview Primary School in the north of the city. Staff visited each other’s classes and shared learning experiences twice over the year. Staff now feel more confident at knowing what secure at a level looks like in reading.

Our P5 pupils had a very successful session in sharing learning with parents one afternoon in a carousel type set up between the two rooms. This was commented upon very favorably by parents. Parents also liked the use of videos by some staff on learning journals, not only to share their child’s learning but also to demonstrate how they teach certain concepts. This will be shared with all staff next session:

Nursery Pupils

We have continued to use the “Building the Ambition” document to self-evaluate all areas of the nursery class. Each term the nursery has engaged in self-evaluation to improve practice. Literacy and Numeracy Bundles have been used to improve learning experiences and the learning environment.

This year staff have piloted nursery themed sharing boxes to raise attainment in literacy, numeracy and HWB in order to ensure that all pupils experience a range of early level experiences and outcomes. In addition, in these small groups, staff use higher order questioning to support and challenge individual pupils. Staff have observed improved focus and concentration in all children and for some children significant progress. The children are now using a wider range of activities as focus boxes have introduced them to other learning opportunities that they may not have been naturally drawn to. Focus boxes were put in place in response to effective assessment of pupils’ identified needs and next steps/trends in learning across the cohort as well as being responsive to children’s interests. Rotation of staff in these groups for the morning class has been beneficial to both staff and children. The children have enjoyed a variety of different experiences and staff have all contributed to ongoing assessment and tracking of individuals. Each staff member has provided detailed evaluations for their group in order to ensure continuity and next steps in learning. Staff have also been able to self-evaluate their own practice more effectively.

This session our school SEAL champion has provided CPD for all nursery staff and the team have shared classroom practice at the Early Level in order to embed Focus SEAL practices in the nursery class. Nursery staff have shadowed P1 staff and numeracy is now further developed across a range of play activities. Staff now feel more confident to include multi- sensory SEAL activities spontaneously during sharing time and free play. Staff now have a clear understanding of the developmental stages within numeracy. EYO created multi-sensory Numeracy Sacks for stories up to 20 to raise attainment and increase parental engagement in developing their child’s numeracy skills in response to feedback from parental questionnaires.

We have had a focus on Scottish Literature and worked with cluster colleagues in the council at Currie Nursery Class as well as local private sector nurseries to work towards moderation of reading during Pentland Book Week at the end of November 2016. The nursery hosted a cluster planning meeting involving Currie Nursery and local partner providers to organise a storytelling project in which children from other nurseries visited Juniper Green to celebrate and share their experiences of Julia Donaldson’s stories in Scots. This project led to improved communication with partner providers and supported transition between establishments with one fifth of our pupils coming from the same local partner provider.

We have continued to teach French in both the nursery classes this session by embedding French vocabulary in classroom routines. Our current P1 pupils are now able to have simple conversations in French by the end of Early level due to the work in the nursery class from the French specialist teacher. For the last two years’ nursery staff have had the opportunity shadow the French specialist who has delivered age appropriate, multi-sensory games, stories and songs linked to the school’s 1+2 programme.

We have had our nursery pupils take part in the First Minister’s reading challenge and “Read Around Scotland” with the main school and this year have undertaken a Bedtime Reading project with almost all of our children taking home books every day to share with parents at home. CEC literacy and numeracy trackers have been completed for all pre- school children in the nursery and will be shared with P1 staff to ensure continuity and progression.

Cumulative nursery improvement plan display has been very effective at keeping staff focused on the identified improvement targets and enabled them to share ongoing progress with parents throughout the session.

P1 Baseline test results for session in September 2016 showed improved mean scores for both literacy and numeracy due to the work in our nursery class. Next Steps: P1-7 Pupils  Continue with the multi-pronged approach to raising attainment in maths which has proven to be successful for the last two sessions  Have all pupils use our newly refurbished library to increase enjoyment of books. Continue with Read Around Scotland Challenge in a slightly different format and with more involvement from parents.  Introduce French Assistant to P1-7 classes to increase fluency in speaking French.  Continue whole school focus on Growth Mindset  Implement new Big Writing resource across the school and use the criterion scale and benchmarks to moderate within school and across our cluster. Staff to use new advice and strategies from EAL pilot.  To complete, disseminate and ratify to all staff our new Literacy Framework/Programme  Review our “Juniper Green Tree” to reflect the 10 things you can do as a child to keep emotionally, physically and mentally well and to encourage children to embrace challenges (new CEC resilience programme)  Continue with Chilli Challenges but take the labels off at second level in order for children to really read and understand challenges.  Continue with our sharing classroom experience, termly meetings with staff to support and challenge all pupils and our JGPS tracking system to monitor and improve attainment  Next session after consultation with our Parent Council we will share standardised test information as well as CFE levels with parents  Staff will plan and share with parents at an open session once a month on a Friday morning different aspects of learning.  Parents will be invited in to share learning at the end of a block of learning as P5 did this session.  All staff will be encouraged to use videos on Learning Journals site to exemplify learning and teaching. Nursery Pupils  Set up Multi- Lingual area (Our World) which will incorporate our 1+2 French programme including puppets, listening center, map of the world, multi-lingual scripts and talking tins- invest in more dual language books.  Offer French classes after the nursery session in our parents’ room.  Staff will continue with sharing boxes to raise attainment but modify time to 3 sessions per week instead of five.  Baseline data and Literacy and Numeracy trackers will be shared with the nursery team in order to assist long term planning and next steps for individual pupils.  Work with cluster nurseries and private nurseries on Early Level writing benchmarks and moderation  Continue with Early Moves programme, Forrest schools and Bedtime stories projects to improve wellbeing, attainment and involve families.  Next session all pre-school children in addition to having a six week block of Forrest Schools will have a further block to enable the children to lead the session, develop their risk assessment skills and explore the environment further with controlled risk taking i.e. involvement with fire building. Parents will be invited to a Forrest event to share learning at the end of this programme.  Numeracy Sacks will be launched with parents at our Curriculum Information Sharing session in September and system for borrowing, checking and replenishing the bags will be created. A further 20 mixed number, numeracy challenge and early maths concept bags will be created.  Introduce Word Boost to the nursery pupils through selected read aloud texts.  Introduce a plasma screen in the nursery entrance way to develop communication, celebrate and promote attainment and achievement.  Purchase large magnetic letters for use on mental doors in outside area  Paint numbers onto the tarmac area in the nursery garden and parking bays (numbers on bikes will change)

School Priority 2: To close the attainment gap between the least and most least advantaged children at Juniper Green NIF Priority HGIOS4/HGIOELC QIs/Identified Themes Closing the attainment gap between the most and 1.3 Developing a shared vision, values and aims relevant to the least disadvantaged children and young people. school and its community 2.3 Quality of teaching NIF Driver 2.4 Targeted & universal support Performance Information 2.4 Removal of potential barriers to learning Assessment of children’s progress 3.2 Equity for all learners Parental Engagement 3.2 Attainment over time

Progress and impact: P1-7 Pupils This session we embarked on a mentoring project with children in deciles 1 and 2 who had either a low standardised score or negative trend to their attainment. We identified 21 children and matched them with either staff or volunteers who met with them for 1 hour each week from December- June. The volunteers and staff were trained by the PT and a Mentoring Manager was appointed to oversee the project and manage resources and communication. Spider diagrams using criterion linked to the aims of the programme were used to baseline assess the pupils wellbeing in December and again in April 2017. Almost all pupils in almost all areas showed an improvement. The mean score for the statement ‘I am confident about my ability in this area of learning” has gone up from a mean score of 3.9 in December 2016 to a mean score of 8.3 in May 2017. All means scores in all areas went up by between 1.7 and 4.4. 77% of mentees also showed a significant increase in their standardised scores in the area of focus.

Staff were trained in Mindful Yoga techniques and this has been embedded successfully into classroom practice as a universal support for all children. In addition, this session we have offered free family yoga and free child yoga sessions for pupils in SIMD 1 and 2. The impact of the early morning yoga sessions for pupils has been evident in feedback from staff that children are calmer and more focussed in learning sessions. Although there was initial interest in the family yoga sessions, uptake was poor due to the timing. Next session we will combine the mentoring with the yoga sessions.

This session we have ensured consistency of activities and resources by disseminating all support for learning practices to all teaching staff as well as all pupil support assistants. This includes Emotion Talks, Bloom’s Taxonomy, social skills programme, motor skills, dyslexia support, visual timetables and SEAL work. Support for pupils was validated as a strength in both the sharing the learning experiences documented with senior staff in November 2016 and again in March 2017 when members of the council’s quality assurance team noted as a strength the quality of the relationships in the school and the ethos of the school.

We have continued to ensure that pupil support assistants are working alongside class teachers supporting work in classes with literacy and numeracy this session rather than withdrawing groups/individuals.

This session class teachers alongside the PT Support for Learning (SfL) have used the Circle document effectively to identify barriers and next steps for learners. Next session staff will be encouraged to independently use this resource as a universal support guide for their learners.

We have worked with our Educational Psychologist to reduce number of CPM’s this session and prioritise cases. We have tried to tackle bureaucracy by amalgamating ASP’s within our Child planning minute. Feedback from our Educational Psychologist was that our ASL team leader’s practice and the way we conducted our CPM’s was exemplary and the best she had seen in the city.

DHT and PT delivered “1 in 5 Poverty” awareness training to all staff and to cluster High School S6 pupils. Initial work was carried out by two sustainability groups to reduce the cost of the school day. One group collected dressing up/ party clothes for dressed down and charity events whilst the other group looked at developing PE kits, pencil cases and themed bags for ballet/football classes. We also had a Pupil Parliament and Assembly where children came forward to nominate themselves to take forward leadership roles. Next steps are to take children’s ideas forward and share work with parents/ local community.

Nursery Pupils We have continued to run very successful PEEP programmes this session with 2 EYP’s which have enabled staff to support parents who are more isolated and vulnerable particularly EAL families and decile 1 and 2.

The DHT and PT ran a very successful “Raising Children with Confidence” course primarily for early level parents this session. Of the 18 parents who attended the course they rated the facilitation as 100% either 9 or10 out of 10 and 100% said that the course had had a positive impact on their relationship with their child as well as making changes to their parenting style.

Nursery pupils were very enthusiastic about working and playing with their P4 Buddies this session which helped foster relationships within the school and helped with transition.

We have continued to Involve nursery AM pupils in whole school assemblies involving the CEC resilience programme this session. PM nursery pupils have also had a weekly assembly focusing on the same wellbeing theme with an age appropriate story. Parental feedback is that they appreciate these afternoon assemblies as they make the families feel part of the whole school family as well as supporting transition.

We implemented a weekly early intervention support and challenge literacy and numeracy group with PM pupils in response to learning needs of individual pupils. This worked well from August-December when our pupil/teacher ratio facilitated having a member of staff out to do this but proved challenging when numbers increased.

Home visits to all nursery pupils prior to starting school by two members of the nursery team enabled staff to develop relationships with parents and children, have a better understanding of individual needs and ensure more vulnerable children are well supported from the start. Next Steps: P1-7 Pupils  Continue with our mentoring programme targeting children in deciles 1-3 with a negative trend or low standardised score in literacy or numeracy. Add the mindful yoga onto this session so that the two sit side by side.  Use our equity funding to provide a home link member of staff who will visit families after school hours to support learning and wellbeing  Start a home learning club for parents and pupils targeting children in deciles 1-3  Set up a Nurture Base in school and do nurture training with all staff.  Senior team will each shadow 1 pupil (with additional support needs) per term to quality assure tasks and learners’ experiences  All staff will do autism awareness training and consolidate autism friendly classrooms  Pupil “1 in 5 Poverty” group will take forward the running and organisation of lending resources to pupils in need.  Pupil Equality Ambassadors will be trained and take forward support in the playground as well as issues identified by the pupils themselves. Nursery Pupils  In the nursery class layered groups will be planned for intervention work using new “Up, Up and Away” resource and “Word Boost” incorporating support strategies and targets from SLT and TIP from August- December when staffing allows  Staff will take part in “Sign-A –Long” CPD sessions to support pupil communication especially new pupil with Down’s Syndrome.  Next session both the AM and PM nursery groups will have regular opportunities to work and play with their Buddies (at least twice a term).  Continue with home visits in the summer term and January prior to new pupils starting nursery but next year staff will also collate information about the 27-30 month check with parents and discuss the GIRFEC wellbeing wheel/ SHANAARI indicators.  We will continue with weekly blocks of PEEP led by 2 x EYP’s  DHT/PT to deliver Raising Children with Confidence’ sessions for parents

School Priority 3: To improve the Physical, Emotional and Mental Health of the children at Juniper Green and encourage the eating of a Healthy Diet NIF Priority HGIOS4/HGIOELC QIs/Identified Themes Improvement in children and young people’s health 1.1 Ensuring impact on learners’ and wellbeing successes and achievements 1.2 Children and young people leading learning NIF Driver 1.3 Strategic planning for continuous improvement Parental Engagement 2.1 Arrangements to ensure wellbeing School Improvement 2.4 Targeted & universal support Assessment of Children’s Progress 2.3 Planning, tracking and monitoring Setting the Table 3.1 Ensuring Wellbeing, Equality and Inclusion Progress and impact: P1-7 Classes Weekly assemblies are opportunities to highlight and celebrate successes and achievements. Our Achievement notice board and weekly plasma screen showcase achievements, special events and class work. Assemblies also focus on the “Juniper Tree” with pupils and refer to values and branches of the tree when discussing resilience, kindness, empathy, compassion etc.

School shows and J Factor allow children opportunities to perform and develop a range of talents. On our “Learning Journals” site parents and staff are able to upload and add to the achievement profile of individual children however uptake on this by parents has been low. More information to parents about this will be disseminated next session. JASS folders are used in P6 and P7 to record individual achievements and successes.

Parent Questionnaires identified 5 areas that needed improvement, one of which was school lunches. A meeting in June 2017 with the school cook, parents and staff produced an action plan to make school dinners healthier and more sustainable. Other areas will be taken forward next year by groups of pupils, parents and staff.

The pupil parliament led a number of positive changes including improvements in reading, bullying, behaviour, skills for learning, life and work, relationships, maths, sustainability and 1in5 Poverty Project. Children decide which aspects will be taken forward by the school. Next session house captains will be responsible for an accumulative “you said/we did” wall to highlight impact and progress of pupil parliament.

We Introduced 6 new “beach huts” into the playground for loose parts play and imaginative role play. This was funded by our Parent Council, local Round Table and our Treehouse after school club. All staff were trained in loose parts play and given a risk assessment for the playground. Pupils all had an introductory training session from local “Playbox” staff which was followed by SLT led session with each class. Further work with individual and joint “buddies” sessions will be delivered next session.

We have continued to focus on values of kindness, honesty, respect and fairness at assemblies and further develop empathy, forgiveness and compassion by increased play opportunities with new playground equipment designed to increase social interactions.

We reviewed our whole school “Better Relationships/Better Behaviour/Better Learning” policy this session to provide more opportunities for pupil choice. We made changes to the way we do reflections and skills choice time. This will now be reviewed annually each August. . We have extended the current buddy system to include all pupils in N-P3 being buddied with a P4- 7

DHT and HWB working party created a resource for children to self-evaluate their wellbeing against the SHANAARI indicators. This will now be implemented with all classes at second level next session.

Nursery Pupils The “Emotions Talks” check in system was relaunched in August 2016 and enabled staff to gauge how children were feeling on arrival at nursery and respond accordingly. An Emotions Talk area will be set up in the nursery class with appropriate resources to further develop children’s abilities to talk about feelings and emotions in an appropriate play context. Nursery staff attended whole school emotions talk follow up session with school staff.

We have continued with using the Early Moves programme this session with all preschoolers taking part in a weekly Early Moves session. EYP worked closely with PE specialist to fine tune programme and track pupils’ skills. Other EYP’s shadowed the PE specialist each week, to upskill them and facilitate detailed assessments which were shared with parents via the online learning journals.

We have continued to develop outdoor learning and Forest Schools with 70 of our children having a forest schools experience. We received excellent feedback about these experiences from almost all nursery parents this session.

We have planted new raised beds in nursery garden in order to grow and harvest our own produce for snack and fundraising activities.

Nursery pupils are consulted and involved in purchasing food products for snack on line using online shopping with the nursery class using the smartboard.

Nursery children helped organise a “Mothers’ Day” tea party in which mothers and grandmothers were invited to have afternoon team made and served by nursery pupils. This was very well attended and feedback was very positive and helped support new relationships. A week of Open Days in both nursery classes enabled parents to see the work of the nursery and to stay and play with their child. This helped develop relationships with staff and parents and provided opportunities for EYP’s to invite parents to PEEP groups. Next Steps: P1-7 Pupils  Pupil Parliament will produce a “You said/ We did” display after every parliament in order to communicate everyone’s viewpoints more effectively.  Juniper Green Tree will be revised to include 10 resilience protective factors  Feedback from parental questionnaires will be addressed through Improvement groups to look at bullying, home learning, learning journals and sharing attainment will be taken forward with staff, pupils and parents. In addition a “you said/we did” summary sheet will be sent out by the Parent Council to all parents next session.  Continue with our Buddy programme from N-P3/P4-7 to ensure every child either has a buddy/ is a buddy.  Run RCWC and CSCC programmes  CEC Building Resilience programme will be introduced to whole school including nursery class.  All staff will be trained in new nurture programme led by PT  All staff will be trained in restorative practices techniques and will shadow SLT delivering restorative conversation with children in order to upskill staff and enhance relationships between class teachers and their pupils in times of conflict. Parents will also have the opportunity to attend restorative workshop.  Equality Ambassadors will be trained in restorative practices to help resolve friendship issues within the playground.  Child centred CPM’s will be further enhanced by newly devised power point template using the SHANAARI wellbeing indicators.  Class teachers will include whole class outdoor learning experiences every term in wildlife garden, local park and loose parts play.  A new Juniper Green Equalities Policy will be created.  New self-evaluation audit tool for pupils using SHANAARI indicators will be implemented in P5-7 classes. Nursery Pupils  An Emotions Talk area will be set up in the nursery class with appropriate resources to further develop children’s abilities to talk about feelings and emotions in an appropriate play context. Pupils will have the opportunity to do this at the start and the end of the session  We will continue to deliver Early Moves resources in collaboration with our PE specialist.  Continue to deliver Forest Schools experience for pre-schoolers and extend for ante pre-schoolers.  Continue with nursery pupils purchasing weekly snack items but extend to looking at quantity required and health value of products purchased.  We will continue to grow produce but extend to fruit trees  Nursery team will look into having a pet in the class.  Introduce a Fathers and Grandfathers “Tea Party” which children will make and serve food at  Next session we will have a twice yearly open session for all nursery parents.

School Priority 4: To continue to progress sustainability programme across the school and skills for learning, life and work programme with all children at Juniper Green NIF Priority HGIOS4/HGIOELC QIs/Identified Themes Improvement in employability skills and sustained, 1.1 Analysis and evaluation of intelligence and data positive school leaver destinations for all young 1.3 Strategic planning for continuous improvement people 2.2 Skills for learning, life and work NIF Driver 2.3 Quality of teaching School Leadership 2.6 Collaborative planning and delivery Parental Engagement School Improvement 3.3 Increasing employability skills Building the Ambition 3-18 Creativity Skills: Progression Framework Progress and impact: P1-7 Pupils Vertical sustainability groups this session ran from October to March culminating in a sharing assembly which was attended by a large number of parents and a development officer for sustainability. Following this a group of our pupils were asked to deliver a closing address to the annual CEC Sustainability conference at Napier University. Our groups made a different to local issues such as “the cost of the school day”, “lost property” and “growing our own food”. Further afield one group raised funds for RHSC and bought 3 puppies to be trained as guide dogs. On a more national context we looked at the nation’s diet, focussing on sugar, work on democracy and biodiversity.

Skills choice time this session was determined by pupils’ views gathered during a Pupil Parliament. Activities were extended to include skills such as cycle training, yoga, mindcraft, mindfulness, hockey, basketball and no cook cooking. Next session we will continue to offer sessions but ensure all sessions are closely attuned to either skills for work or specific life skills.

Our P6 pupils ran a successful Cyber Café for local elderly residents and grandparents to support them in their ICT skills in light of the closure of the local RBS bank. Staff from the bank attended the café to provide advice on safety practices such as phishing and monitoring of emails and social media. Feedback from attendees and from our local Juniper Green Community council was that this initiative was much appreciated and valuable. Articles appeared in both the Evening News and local newspaper about this work and pupils felt proud of their achievements.

One of our class teachers has initiated a pupil SWAY to facilitate communication between home and school regarding the children’s learning. Feedback from parents has been very positive with a recent questionnaire showing that All parents thought this was an effective method of communication about learning. Pupils’ ICT and leadership skills have been enhanced by the experience. Another group of staff piloted a variety of ways to share learning weekly with parents, including sharing weekly plans on website, windows and homework sheets. Video footage of both learning and teaching has been shared successfully via our learning journals and feedback from the Parent Council is that they found this method of communication very informative.

Our very successful P1 active learning area developed this year into P2. Staff have created talking tins and whiteboards which clearly share learning intentions for every area. In addition, each area also contains some activities which are purely open ended activities for fostering creativity, curiosity and pupil choice. Next session this model with be extended into P3-7 active learning areas to ensure that all pupils enjoy experiences where they can develop their creativity and curiosity.

P1-7 classes have taken it in terms to produce, market and sell “healthy snack” on a Friday morning. Our Fairtrade shop was also started this year by a group of P7 pupils. P7’s also ran a competition for a reusable jute bag which they then had produced and sold to pupils, parents, staff and the local community.

Nursery Pupils Nursery children have been on a “number hunt” and a “shape hunt” in the local area as well as visiting the local bike shop to get nursery bicycles fixed. In addition, nursery pupils have become familiar with local shops and businesses. Next steps will be to extend this next session by having purposeful visits to local businesses.

Nursery pupils established a class charter in August 2016 which is referred to throughout both sessions.

Online snack purchasing has been successful in raising awareness of both Fairtrade and reinforcing early money work. Nursery pupils have provided whole meal muffins to the whole school during their health snack week and regularly bake and make healthy snacks.

Nursery pupils have been taking part in litter picking and composting. This has helped raise awareness of these issues as well as supporting school improvement within or Eco Schools work. Nursery children have really cared for their environment this session and been very keen to get involved in activities such as watering plants, outdoor knitting and seeding the grass areas.

Nursery parents have shared their work experiences with nursery pupils regularly throughout the year when it was relevant to children’s’ interests and planned opportunities within the nursery class. Next Steps: P1-7 Pupils  Extend World of Work days to have two days- one for N-P3 and one for P4-7. Former pupils in positive destinations will share experiences with classes through workshops at World of Work Days  A parental questionnaire to all parents will be sent out to collect information on parental skills and occupations in order to provide staff with a resource bank of experts.  We will run sustainability groups again next session using vertical grouping model with children selecting their own group. A questionnaire will be reissued to parents, pupils and staff to determine the focus of our groups next session.  Skills choice time will be continued next year with a greater focus on skills for life and work  Staff will be encouraged to use their initiative in developing with pupils enterprising community events  Active learning areas in P3-7 will be developed next session.  All staff will share weekly learning intentions in a sustainable way with parents in a variety of ways including SWAY, website, learning journals Nursery Pupils  Continue to develop nursery activities, the environment and staff skills in fostering creativity, curiosity and more open ended play/learning.  EYO to share knowledge of Froebel approaches and audit of play resources will be carried out to support way forward.  Next steps with health eating will be to discontinue the traditional making of birthday cakes for over 100 children to allow staff the time to bake healthier options more regularly with children. Staff to use “Setting the Table” resource.  Nursery pupils will be involved in Walk Once a Week (WOW) campaign next session  Nursery pupils will use the loose parts play resources located in the P1/2 area outside and nursery staff will add to this resource by moving resources currently located in nursery outside store. Self Evaluation 2016 – 2017

School Self – Inspection Quality Indicator Evaluation Evaluation 2016 - 17 (If during 2016-17) What is our capacity for continuous improvement?

1.3 Leadership Of Change 5

2.3 Learning, Teaching And Assessment 5

3.1 Improving Wellbeing, Equity And Inclusion 5

3.2 Raising Attainment And Achievement 4

2.4 Personalised Support 5

1.2 Leadership of Learning 5

2016 – 2020 School Self Evaluation/Plan for QI Engagement

2016 - 2017 – 2018 – 2019 – QI Comments 2017 2018 2019 2020 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 √

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 √ Key Areas for School Improvement

QIs/Themes 1.1 Analysis And Evaluation Of Intelligence And Data NIF Priority 1 – Improvement in Attainment, Particularly In 2.3 Effective Use Of Assessment Literacy And Numeracy. 2.3 Planning, Tracking And Monitoring 3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in Numeracy Overall Responsibility Anthea Grierson (HT) Outcomes We will continue to improve our year on year standardised mean scores at all stages. We will continue to maintain levels of almost all children at P1 and P4 being secure at Early and First levels respectively, but will increase the numbers of pupils at the end of P7 at being secure at Second Level from most to almost all pupils by June 2018.

Tasks By Whom Resources Time Impact/ Progress

1.Continue to have 4 x maths All class teachers Staff have variety of This will be monitored sessions per week in every class. Monitored by SLT active learning, throughout the year at Learning intentions shared with TeeJay, Heineman termly learning and pupils and parents on a weekly and practical teaching support and basis. resources challenge meetings. 2.Continue to have every child in DHT Lex Pope P2 parents will be All accounts to be P2-7 with a Sumdog account overall introduced to this activated by start of which is used both in school and responsibility for resource by September for P3-7 and at home. accounts September 2017 P2 by end of September 3.Continue to use Learning Set up sharing SCE sessions for DHT Lex Pope will send Journals to share progress and classroom learning journals out information about next steps in learning. Ensure experience ( SCE) prioritised for uploading achievements greater consistency across the sessions to share Aug/September Friday to parents and have an school and increase parental practice with staff mornings open session by end of engagement. who currently do September 2017 this. 4.Maintain SEAL practices in P1- SEAL champion All SEAL resources L Pope and K Gorman Due to David Ritchie leaving we 4 classes but set up SEAL Kirsty Gorman and have been collected will identify pupils at P5-7 need to identify at least one other intervention groups in P5-7. DHT Lex Pope in, checked and will be who would benefit from member of staff to be trained to reissued in August, SEAL intervention by become a SEAL champion. end of Sept 2017. 5.Continue focus on Growth HT Anthea Juniper Green Tree PT K Gordon and HT A Mindset and using Chilli Grierson will will be reissued with Grierson will lead Challenge ( without labels at discuss at INSET 1 resilience factors and session on INSET 1 second level) and SCE session learning powers’ “using Circle document posters will be environmental checklist” exhibited in all classes. 6.To share learning with parents HT Anthea Dates will be set and Sharing learning with through open sessions once a Grierson will agreed with staff at the parents will be set for month on Fridays and sharing discuss at SCE start of session 2017- first Friday of every sessions at end of teaching and session and 18. P Bailey will share month. Staff in each year learning blocks. evaluate using practice with all staff. group will agree time for survey monkey other summative sharing.

Priority To raise attainment in literacy Overall Responsibility Anthea Grierson ( HT) 1b Outcomes We will maintain levels of almost all pupils at end of P1 and P4 achieving secure at Early and First levels respectively. We will improve levels of pupils at end of P7 being secure at second level from most to almost all P7 pupils. In reading we will increase our standardised mean score at all stages by June 2017. In spelling we will also increase our mean standardised score at all stages from P2-7 by June 2017

Tasks By Whom Resources Time Impact/ Progress

1.To extend reading projects HT A Grierson, Volunteers will be By start of September from P1-3 to P4 next session. DHT I Donaldson and recruited from local 2017 all reading At P5-7 stages advice will be PT K Gordon will community as well as projects will be up and given to all staff about ensure consistency of team of staff within running. reading pedagogy and SCE learning and teaching school. All will be trained sessions will focus on across P1-4 by forming together this year on elements such as reciprocal groups across the year INSET 1 and advice teaching, effective stage, training staff and issued to parents about questioning and recent volunteers. the Reading Projects. research into teaching of reading. 2.To give greater guidance to SCE sessions and Our new Literacy Ongoing throughout staff in the teaching of INSET 1 will be used to Framework will be piloted the session. reading and developing disseminate information session 2017-18 and will comprehension to all staff. be discussed and ratified with all staff. 3.To reintroduce Read HT A Grierson will be School business New project will be Around Scotland to responsible to getting manager will purchase launched at encourage all children to this project started and new stickers for Read curriculum evening on read more books. disseminating Around Scotland. 31st August 2017 and information to parents. monitored throughout the year. 4.To ensure new library is fit DHT I Donaldson and Remaining £1000 will be Library will be up and for purpose and that all pupils PT K Gordon will recruit spent from school fund running by end of access it on a weekly basis. parents/volunteers to for new books. A “ book August 2017. maintain this library and donation” scheme will be HT A Grierson will introduced by Parent timetable the resource. Council. 5.To ensure effective Literacy Co ordiantor Big Writing will continue Staff will collate pedagogy in the teaching of for the school, K to be used and evidence for writing. Gorman will set up and experiences shared at moderation purposes share pedagogy on SCE sessions with throughout the year. INSET 1 and literacy co ordinator. throughout the year. 6.To ensure effective A Grierson and I New literacy framework By August 2017 pedagogy and progression in Donaldson will folder, which contains the teaching of spelling. disseminate all spelling spelling programme of lists and new policy. study will be discussed at INSET1 and monitored throughout the year. 7.To increase children’ New French assistant P1-4 classes will be Programme will start fluency in French and will work alongside supported by French in August and run to increase staff confidence in class teachers to assistant in terms 1 and April 2018 when the teaching of French. improve speaking of 3, P5-7 classes in term 2 finances will be French and 4. reviewed.

QIs/Themes 1.1 Analysis & Evaluation Of Intelligence & Data NIF Nursery Priority 1 – Improvement in Attainment, particularly 2.3 Effective Use of Assessment in Literacy And Numeracy. 2.3 Planning, Tracking & Monitoring 3.2 Attainment In Literacy And Numeracy

Priority 1 To raise attainment in literacy and Numeracy Overall Responsibility Ingrid Donaldson (DHT) Outcomes We will continue to improve our year on year standardised mean scores in our P1 baseline assessments in literacy and numeracy.

Tasks By Whom Resources Time Impact/ Progress

1.Set up Multi- Lingual area (Our World) which Jennie Dodds puppets, listening center, map of the Oct will incorporate our 1+2 French programme and EYP world, multi-lingual scripts and talking 2017 opportunity for EAL pupils to share their first tins- invest in more dual language books language. Purchase dual language books for Josefine Frazer bedtime stories library. EYP 2.Offer French classes after the nursery session Amy Dixon EYP French songs, games, rhymes and Sept in our parents’ room to extend the nursery day Ingrid puppets 2017 and to increase pupils French skills Donaldson DHT 3.Baseline data and Literacy and Numeracy Ingrid Colour group literacy & numeracy Sept trackers will be shared with the nursery team in Donaldson DHT trackers to identify trends in learning 2017 order to assist long term planning and next steps Anne Wilson Baseline assessment info for individual pupils. CT/ Rhian Ferguson EYO 4.Staff will continue with sharing boxes to raise Anne Wilson Literacy/ numeracy boxes and changing Aug- attainment but modify time to 3 sessions per CT/ Rhian curricular area box in response to needs June week instead of five. Ferguson EYO and interests with multi-sensory, open 2018 ended and responsive resources 5.Work with cluster P1 staff, nurseries and Nursery staff, Early Level literacy benchmarks March private nurseries on Early Level mark cluster nursery Literacy trackers 2018 making/writing benchmarks and moderation. colleagues and Examples of mark making from writing Class teacher to invite Juniper Tots, Lanark partner provider table showing progression Road and Cranley staff in Aug 2017 colleagues 6.Numeracy Sacks will be launched with parents Rhian Ferguson Colour group numeracy trackers to Oct at our Curriculum Information Sharing session in EYO identify trends in learning, purchase of 2017 September and system for borrowing, checking Anne Wilson CT appropriate resources and replenishing the bags will be created. A further 20 mixed number, numeracy challenge Recruit parent volunteers to manage the and early maths concept bags will be created. lending, rotation and replenishing of sacks 7.Develop nursery outdoor space to enable Rhian Ferguson Purchase large magnetic letters for use Oct more literacy and numeracy rich learning EYO on mental doors in outside area 2017 Anne Wilson CT Paint numbers onto the tarmac area in the nursery garden and parking bays (numbers on bikes will change) 8.Introduce Word Boost to the nursery pupils Anne Wilson CT Training for staff on ‘Word Boost’, Up, Sept through selected read aloud texts. Up and Away’ and ‘Signalong’ to build 2017 Use new ‘Up, Up and Away’ resource to support All nursery staff capacity and increase confidence. communication and identify SALT next steps to share with parents. Staff to incorporate ‘Signalong’ in nursery routines, songs and rhymes 9.Staff to engage with self-evaluation toolkits to Anne Wilson CT Literacy and numeracy environmental Oct enhance and develop pupil’s nursery experience toolkits 2017 and to raise attainment. Evaluating nursery Ingrid Sharing good practice sessions monthly activity areas, moderating learning journals Donaldson DHT identified in diary/school calendar observations & trackers and sharing good EYP’s/EYO Nursery teacher to attend Early Years practice nursery teacher CPD sessions on Wed afternoons throughout the session

QIs/Themes 1.5 Management Of Resources And Environment For NIF Priority 2 – Closing The Attainment Gap Between The Learning Most And Least Disadvantaged Children at Juniper Green 2.5 Engaging Families In Learning 3.2 Equity For All Learners

Priority 2: Reduce the attainment and achievement gap for our school Overall Responsibility Katie Gordon ( PT) 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 2017 – 18 Staff use a wide range of performance information to reduce the attainment and achievement gap.

Resources Time Tasks By Whom Impact/ Progress

1.Identify the gap for each All Staff Standardised Test scores for reading, spelling and maths year group. Attainment year on year for every child in every class August 2017 Coordinator - PT CEC analysis of CfE information at secure levels for K Gordon P1,P4 and P7 2.Share information with Katie Gordon PT INSET 1 August 2017 all staff. All staff

3.Class teachers to identify All class teachers. Class teachers to receive: August 2017 all pupils in their class with CfE levels from SEEMIS a negative trend, in the PT K Gordon to Standardised assessment scores for every class teacher bottom 20% or in deciles produce for their classes over time. 1-3 Attainment file for Overview of SIMD scores for children in their class every teacher. 4.Mentoring programme to Equity Funding to Equity Funding used to resource mentor boxes, pay for September 2017 be set up as per 2016-17 be used for mindful yoga sessions before classes and Mentor project by end of individual mentors Manager to oversee project September 2017 and for lead teacher to become Mentoring Manager 5.Parental engagement to All class teachers Class teachers will exemplify learning in literacy, Monthly - first Friday be reviewed/strategies to numeracy and HWB over period 1 Friday sessions. of every month be put in place to engage Sumdog workshops in P2 will be led by L Pope starting 1st families in learning/ target Learning Journals open session will be led by L Pope September 2017 group of parents to be DHT L Pope invited to workshop. 6.Home Link Programme New Home Link An area will be identified in the school for a Home August 2017 to be set up to support teacher and PSA Learning Club (probably ICT base) vulnerable children and will work 2 hours PT K Gordon and PSA S Brown will work together with families each per week certain identified families. Home Learning Club will after school in be set up manned by a homes. teacher and PSA to give support for 1 hour a week to identified children. 7.New Nurture Base will New Pupil Support PEF money will be used to turn current support for Identify be created and manned Officer will be learning base into nurture base and Sensory room into “Place to from 12-3.15 each day. identified and more multi-purpose room Talk”,“Nurture Base” employed for and “ Place to Go” afternoon by August ‘17 sessions.

QIs/Themes 1.5 Management Of Resources And Environment For NIF Nursery Priority 2 – Closing the Attainment Gap Between the Learning Most and Least Disadvantaged Children at Juniper Green 2.5 Engaging Families In Learning 3.2 Equity For All Learners

Priority 2: Reduce the attainment and achievement gap for our nursery class Overall Ingrid Donaldson/ Anne Responsibility Wilson 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 2017 – 18 Staff use a wide range of performance information to reduce the attainment and achievement gap. Resources Time Tasks By Whom Impact/ Progress

1.We will continue with weekly blocks of Lesley Wells EYP Use of Nursery parents room Sept – PEEP led by 2 x EYP’s. Known pupils in Susan Huxley EYP or nursery room 2. May SIMD will be prioitised for attending Identify and purchase activity 2018 groups. 2 X 6 week blocks will be resources for creative delivered for am and pm pupils. activities Pilot new numeracy sacks 2.DHT/PT to deliver Raising Children Ingrid Donaldson DHT Raising Children with Sept with Confidence parents course (6 week Katie Gordon PT Confidence programme 2017 block)- link with PEEP group to advertise sessions 3.Staff to deliver TIP, ‘Talk & Karen Berry PSA ‘Talk and Move’ resource Sept – Move/’Talking Time’’ and ‘Play Boxes’ Jennie Dodds EYP Staff training in ‘Talking Time’ May Sessions in response to individual pupils Rhian Ferguson EYO 2018 needs. Anne Wilson CT 4.Introduce a plasma screen in the MITIE team Install plasma screen and Oct nursery entrance to develop Ingrid Donaldson train EYP’s/EYO 2017 communication, celebrate and promote Anne Wilson attainment and achievement. 5.In the nursery, early intervention Anne Wilson CT “Up, Up and Away” resource Sept groups will be planned for identified “Word Boost” programme 2017 pupils using new “ Up, Up and Away” Rhian Ferguson EYO Support from school speech resource and “Word Boost” incorporating and language therapist support strategies and targets from SLT and TIP from August- December when staffing allows 6.Continue with home visits in January Ingrid Donaldson DHT New SHANAARI wheel to Oct and in the summer term prior to new gather information during 2017 pupils starting nursery. Next year staff Anne Wilson CT home visits will also collate information about the 27- Staff to create photo display 30 month check with parents and discuss EYP’s/EYO on rotation of foods products that the GIRFEC wellbeing wheel/ for visits children can’t eat in snack SHANAARI indicators. Staff to preparation area (Sandra disseminate information to wider team Gibb). QIs/Themes NIF Priority 3 1.1 Self-evaluation for self-improvement 1.2 1.3 Leadership of Change Improvement In Children And Young People’s Health And 2.3 Learning, Teaching and Assessment Wellbeing 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion

Priority 3a: Autism Awareness Training- Nursery-P7 Overall Responsibility Ingrid Donaldson ( DHT) Outcomes: To ensure all staff are trained in autism toolkit and that all our classrooms are autism friendly

Tasks By Whom Resources Time Impact/ Progress

1.All staff will receive training in the HT A Grierson and ASL Autism Toolkit By June Autism Toolkit and making their Neighbourhood leader Lisa www.autismtoolkit.co.uk 2018 classrooms autism friendly Oliver will provide training Circle Document

Priority 3b: To improve the Physical, Emotional and Mental Health of the children at Overall Responsibility Ingrid Donaldson ( DHT) Juniper Green and encourage the eating of a healthy diet. Outcomes: To ensure all children are happy, healthy individuals who have a toolkit to help support their wellbeing 1.Pupil Parliament will produce a House Captains will take it in Pupil Parliament Display By “ You said/We did” display after turns to document all Board September every parliament in order to comments from Parliaments Managed by House 2017 and communicate everyone’s viewpoints and produce display in Captains ongoing more effectively. collaboration with HT. Plasma Screen Year Plan for Pupil Parliament sessions will be produced 2. Juniper Green Tree will be revised HT Anthea Grierson will Pattie Santellices By August to include 10 resilience protective revise and produce new Tree Growing Confidence 2017 factors Programme 3. Feedback from parental Groups of staff, pupils and Setting the table June 2017 questionnaires will be addressed parents will be formed to Healthy Eating through Improvement groups to look take forward these 4 areas programmed from CEC at bullying, home learning, learning for improvement as well as and Chartwells journals and sharing attainment will the Healthy Food group with be taken forward with staff, pupils parent council, Chartwells and parents. In addition a “ you and Laura Nisbett. said/we did” summary sheet will be sent out by the Parent Council to all parents next session 4. Continue with our Buddy HT Anthea Grierson will Buddy Assembly Power August 2017 programme from N-P3/P4-7 to organise Buddy classes and Point ensure every child either has a Buddy Assembly “Being a Buddy” and “ buddy/ is a buddy. My Buddy” booklets 5. Run RCWC and CSCC DHT Ingrid Donaldson and DHT and HT will do September programmes PT Katie Gordon will run 6 x introductory session 2017 CSCC For parents All SLT will be involved in RCWC programme at some 6 x CAT session – terms September - point in the year 1 and 2 November 6. CEC Building Resilience HT Anthea Grierson SCE with staff September programme will be introduced to Curriculum Evening for 2017 whole school including nursery class parents Assemblies 7.All staff will be trained in new PT Katie Gordon 1 x session during October 2017 nurture programme led by PT INSET 3

8. All staff will be trained in Staff will shadow SLT 1 x session during October 2017 restorative practices techniques by delivering restorative INSET 3 DHT Ingrid Donaldson conversation with children in order to upskill staff and enhance relationships between class teachers and their pupils in times of conflict. Parents will also have the opportunity to attend restorative workshop. 9.Equality Ambassadors will be DHT I Donaldson Training session held out October 2017 trained in restorative practices to of school help resolve friendship issues within HT A Grierson Handbook provided for the playground. pupils 10.Child centred CPM’s will be DHT I Donaldson and DHT A Template will be shared September further enhanced by newly devised Pope will devised new on new JGPS shared 2017 power point Performa using the template for CPM power drive and used by all SHANAARI wellbeing indicators. point staff 11.Class teachers will include whole All staff will be involved in CAT session led by CT June 2018 class outdoor learning experiences this priority. A Wilson, E Graeme Anderson at every term in wildlife garden, local Harper and G Paul will share Camp in park and loose parts play. experiences September 2017 12.A new Juniper Green Equalities HT A Grierson CEC template will be January 2018 Policy will be created. DHT Donaldson used as starting point

13.New self-evaluation audit tool for DHT L Pope and DHT I SCE session led by December pupils using SHANAARI indicators Donaldson will work together DHT’s 2017 will be implemented in P5-7 classes. to disseminate this in all Trialled by all CT’s classes

QIs/Themes 1.3 Self-evaluation for self-improvement NIF Nursery Priority 3 1.4 1.3 Leadership of Change Improvement In our nursery Children’s Health and Wellbeing 2.3 Learning, Teaching and Assessment 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion

Priority 3b To improve the Physical, Emotional and Mental Health of the children at Juniper Overall Ingrid Donaldson ( DHT) Green and encourage the eating of a healthy diet Responsibility Outcomes: To ensure all children are happy, healthy individuals who have a toolkit to help support their wellbeing

Tasks By Whom Impact/ Progress Resources Time

1.An Emotions Talk area will be set up in the Susan Huxley EYP Emotions Talk Resources Sept 2017 nursery class with appropriate resources to Emotions check in boards further develop children’s abilities to talk Lesley Wells EYP about feelings and emotions in an appropriate play context. Pupils will have the opportunity to check in on feeling registration boards at the start and the end of the session 2.We will continue to deliver Early Moves Sandra Gibb EYP Early Moves Programme Aug 2017- resources in collaboration with our PE Graeme Anderson June 2018 specialist. Develop the programme further to PE specialist support children with gross motor immaturities and extend the programme to challenge physically able pupils. 3.We will continue to grow produce but Anne Wilson CT Fruit saplings Nov 2017 extend to fruit trees. Nursery to link in with Redhall Garden Centre school sustainability food growing groups to complete some joint projects. 4.Nursery team will look into having a pet in Susan Huxley EYP Pet risk assessment March 2018 the class. Sandra Gibb EYP Consultation with MITIE re hutch and rabbit run Invite SSPCA regarding looking after pets 5.Continue to deliver Forest Schools Josefine Frazer School wildlife garden Sept 2017- experience for pre-schoolers and extend for EYP Forest School’s programme May 2018 ante pre-schoolers. Parent volunteers 6.Continue with nursery pupils purchasing All nursery staff on Asda online shopping weekly snack items but extend to looking at rotation for nursery account/card quantity required and health value of areas and colour products purchased. groups

7.Continue with Mother/Grandmothers ‘tea Anne Wilson CT Children to bake refreshments March 2018 party’ and introduce a Father/ Grandfathers June 2018 “tea party” which children will make and serve EYP’s /EYO food at. Next session we will have a twice yearly open session for all nursery parent to share learnings. 8.Next session both the AM and PM nursery Anne Wilson CT “My Buddy” booklets will be October groups will have regular opportunities to work P4 class Teachers produced by P4 children for all 2017 and play with their Buddies (at least twice a EYP’s /EYO nursery pupils term).

QIs/Themes NIF Priority 4 – Improvement in Employability Skills and 1.5 Leadership of Change Sustained, Positive School Leaver Destinations for all Young 1.6 Leadership and Management of Staff People 2.3 Learning, Teaching and Assessment 3.3 Increasing Creativity and Employability

Priority 4 To continue to progress sustainability programme across the school and Overall Lex Pope ( DHT) skills for learning, life and work programme with all children at Juniper Responsibility Green. Outcomes All children will be part of a vertical sustainability group and be an effective contributor to either a local, national or global issue. All children will have learned at least one new skill for life or work.

Tasks By Whom Resources Time Impact/ Progress

1. Extend World of Work days to DHT Lex Pope will lead a March have two days- one for N-P3 and team of staff to organise 2018 one for P4-7. Former pupils in these events. A team of staff will be positive destinations will share Questionnaires will be brought together and experiences with classes through sent out in collaboration regular meetings will be workshops at World of Work Days with Parent Council to noted in school diary. gather skills. 2. A parental questionnaire to all Mhari Hargreaves and October parents will be sent out to collect Kirsty Cummings from On line monkey survey will 2017 information on parental skills and Parent Council will be used to collect skills and occupations in order to provide support Lex Pope in work experiences of staff with a resource bank of gathering information. parents. experts. 3. We will run sustainability groups Gordon Paul and Anne Questionnaires will be October again next session using vertical Wilson will lead staff in issued to staff, pupils and 2017 grouping model with children determining sustainability parents to gather views on selecting their own group. A vertical groups which will current issues as per survey questionnaire will be reissued to run for a block on in 2015. parents, pupils and staff to Thursdays period 6. determine the focus of our groups Parent Council will support next session this priority. 4. Skills choice time will be HT A Grierson will gather A survey of staff and September continued next year with a greater views of pupils through a parents will be done to 2017 focus on skills for life and work parliament to determine gather interests and skills in skills to be addressed. particular areas 5. Active learning areas in P3-7 will HT A Grierson, DHT’s L 3-18 Creativity Skills October be developed next session. Pope and I Donaldson Building the Ambition 2017 will work with staff to document - curiousity develop these areas 6.Staff will be encouraged to use G Paul, S Brownlee, S First Friday of every month Sept 2017 their initiative in developing with MacWhirter and P Bailey will be an “ open learning” pupils enterprising community will share experiences of session. events. these with the rest of the Year groups will decide time staff for sharing learning with parents. 7.All staff will share weekly learning S MacWhirter will do a Website From intentions in a sustainable way with SCE with SWAY and H Home Learning Sheets August parents in a variety of ways Johnstone and G Paul SWAY’s 2017 including SWAY, website, learning will share work on journals. website and home learning sheets. E Dignan will share IS experiences

QIs/Themes 1.7 Leadership of Change NIF Nursery Priority 4 – Improvement In Employability Skills and Sustained, 1.8 Leadership and Management of Staff Positive School Leaver Destinations For All Young People 2.3 Learning, Teaching and Assessment 3.3 Increasing Creativity and Employability

Priority 4 To continue to progress sustainability programme across the school and Overall Ingrid Donaldson ( DHT) skills for learning, life and work programme with all children at Juniper Responsibility Green. Outcomes All children will be part of a vertical sustainability group and be an effective contributor to either a local, national or global issue. All children will have learned at least one new skill for life or work.

Tasks By Whom Resources Time Impact/ Progress

1.Continue to develop nursery activities, Anne Wilson CT Building the Ambition Aug 2017 the environment and staff skills in Environmental Toolkits – June fostering creativity, curiosity and more 2018 open ended play/learning Floor books/Talking Tubs Rhian Ferguson Use of floor books for involving children EYO in planning and following their lines of development 2.Next steps with health eating will be to Lesley Wells EYP Setting the Table’ resource Dec 2017 discontinue the traditional making of Susan Huxley EYP birthday cakes for over 100 children to Create nursery birthday snack allow staff the time to bake healthier menu for children to choose options more regularly with children. Staff favourite recipes from to use “Setting the Table” resource. 3.Nursery pupils will be involved in Walk Anne Wilson WOW on line travel to school Aug 2017 Once a Week (WOW) campaign next EYO’s/ EYP survey to log on interactive – Oct session whiteboard how children have 2018 travelled to nursery 4.Nursery pupils will use the loose parts Sandra Gibb EYP Risk assessment will be completed August play resources located in the P1/2 area for nursery pupils and agreed with 2017 outside and nursery staff will add to this all staff and parents working in this resource by moving resources currently area. located in nursery outside store. PlayBox training provided for PM Nursery pupils 5. EYO to share knowledge of Froebel Rhian Ferguson Videos and sharing experience October approaches and audit of play resources EYO session for staff INSET 3 2017 will be carried out to support way Susan Huxley EYO forward. 6.Nursery to be part of World of Work Sandra Gibb EYP DHT Lex Pope will work with February day for pupils in N-P3 Former pupils in nursery team on creating a session 2018 positive destinations and parents will for both nursery AM and PM pupils share experiences with pupils through where parents come in and share workshops at our World of Work Day work experiences 7.Increase Forrest Schools programme EYP Josephine Wildlife garden in school will to enable the children to build on the Frazer continue to be used. skills they have learnt in first block to give Risk assessment shared with all opportunities to lead the session, develop staff and parents. their risk assessment skills and explore the environment further with controlled risk taking i.e. involvement with fire building. Parents will be invited to a Forrest event to share learning at the end of this programme.

THE CITY OF EDINBURGH COUNCIL

Currie Cluster Improvement Plan 2017-18 QIs/Themes 1.1 Analysis And Evaluation Of Intelligence And Data NIF Cluster Priority 1 – Improvement In Attainment, 2.3 Effective Use Of Assessment Particularly In Literacy And Numeracy. 2.3 Planning, Tracking And Monitoring 3.2 Attainment In Literacy And Numeracy

Priority 1a To raise attainment in numeracy Overall Responsibility HT Anthea Grierson DHT Lex Pope Outcomes There will be improved attainment in numeracy at level Early,1st, 2nd and 3rd levels across the cluster All staff will have a shared understanding of the standard at level 3 numeracy. Priority 1b To raise attainment in Literacy Overall Responsibility HT Sally Houston

Outcomes All staff will have a shared understanding of secure writing at Early, 1st, 2nd and 3rd levels

Change idea Plan and Do Study What next? (Improvement Area) (tasks, by whom & resources) (Evaluation of impact) Raise attainment – maths and numeracy All staff familiar with Assessment Moderation Cluster moderation including use of 3-18 Framework – City of Edinburgh Sumdog document Cluster numeracy CAT session, 20th All staff aware of new benchmarks April 2018 - QAMSOs will share the Improve staff skills and knowledge and examples of moderation for cluster staff ultimately accuracy of identifying the to look at achievement of a level achievement of a level

Raise attainment - writing moderation as Cluster Moderation - In-service morning A Currie Cluster Folder will part of planning on 08.01.18 be produced which contains All staff familiar with Assessment Moderation 3 staff to attend the twilight session - secure exemplars of all 3-18 Framework – City of Edinburgh QAMSO/ Assessment coordinators (CPS, genres of writing from early- document JGPS and CCHS) 3rd Level. All staff aware of new benchmarks Staff will do individual school moderation Improve staff skills and knowledge and session and then come together as a ultimately accuracy of identifying the cluster group. achievement of a level Linking to closing the attainment gap, we Linked to closing the attainment gap, plan will raise the aspirations of specific groups of a cluster analysis of where the attainment children including SIMD 1 and 2 and other gap is. groups identified through the cluster analysis. All staff to use analysis Focus with staff on practitioner enquiry. Target children through a mentoring programme across the cluster.

Leadership Roles 2017-18

Literacy Co ordinator Kirsty Gorman English Language Resources Brenda Feeney, Jo Johnstone Literacy Co ordiantor ( cluster) Katie Gordon Numeracy Co ordinator Mairi Rowan Mathematics Resources Judith Lewis Numeracy Co ordinator( cluster) Lex Pope

Health and Wellbeing co ordinator Graeme Anderson PE Resources Stevie Brown Health and Wellbeing co ordinator Eilidh Paul

Sustainability Co ordinator Gordon Paul Sustainability Co ordinator Anne Wilson

Expressive Arts Coordinators Art Anne Wilson Art Resources Erika Aiken, Lynne Haxton-Locke Music Sarah Davies Music Resources Sharon McGinley Drama & Dance Drama & Dance Resources Esther Kanuth

MLPS coordinator Sonja Ranson-German MLPS Resources Elaine Burns MLPS co ordinator Gill Francis-O’Hare-French

RME co ordinators Helen Johnstone RME Resources Paula Gentles Suz Brownlee

Social Studies co ordinators Emma Dignan Social Studies Resources Rachel Simpson Caroline Wood

Technologies Co ordinator Lex Pope ICT Team Susie MacWhirter Philippa Bailey Ipads Stuart Stark Science Co ordinators Kari Verma Science Resources Stevie Brown Suzie Lyell

Global Coordinator and Parisian link Anthea Grierson Mentors for NQT’s Kirsty Gorman/Katie Gordon ASL team leader Ingrid Donaldson SfL and ASL co ordinator Katie Gordon SfL Resources Jacqui Edwards Judith Lewis Child Protection/Welfare Anthea Grierson Staff Resources (new room) Jotters and Stationery Helen Pearson CAT and In Service 2017-18

Date CAT/INSET Subject Venue

Monday 14th August 2016 INSET 1 Whole school improvement Hall @ JGPS planning Tuesday 15th August INSET 2 Teaching staff – preparation Hall @ JGPS PSA’s cluster training Thursday 24th August CAT 1 Review Better relationship, Better Staffroom/Conference Behaviour, Better Learning room @JGPS policy- all staff Tuesday 5th September CAT 2 Whole School Health and Bonaly Camp Wellbeing session Tuesday 13th Septemer CAT 3 CSCC ICT Suite

Wednesday 20th September CAT 4 CSCC ICT Suite

Wednesday 4th October CAT 5 CSCC ICT Suite

Monday 23rd October INSET 3 Connections- Restorative Hall@JGPS Practices/ Nurture Training Thursday 2nd November CAT 6 CSCC ICT Suite

Wednesday 15th November CAT 7 CSCC ICT Suite

Thursday 23rd November CAT 8 CSCC ICT Suite

Thursday 30th November CAT 9 Connections- wellbeing ICT Suite academy/positive relationships

Monday 8th January 2017 INSET 4 AM- Cluster Maths Moderation CCHS

Thursday 18th January CAT 10 French Pedagogy JGPS Wednesday 31st January CAT 11 Moderation of Writing P6 JGPS Thursday 22nd February CAT 8 Ipad Training JGPS

Thursday 1st March CAT 12 Creative Maths Training JGPS

Thursday 15th March CAT 13 School Moderation of Writing JGPS session- K Gorman Wednesday 21st March CAT 14 ? JGPS Friday 20th April CAT 3 Cluster Moderation in Writing TBC ( 2hrs) Tuesday 8th May 2018 INSET 5 Improvement Planning TBC

Tuesday 15th May CAT 15 SQIP ( follow up to INSET 5) JGPS

Wednesday 13th June CAT16 Transition Various classrooms @ JGPS