{"id":523,"date":"2024-03-13T11:43:56","date_gmt":"2024-03-13T11:43:56","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/?page_id=523"},"modified":"2024-10-02T12:15:22","modified_gmt":"2024-10-02T11:15:22","slug":"school-improvement-plan","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/school-improvement-plan\/","title":{"rendered":"School Improvement Plan"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n
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\u00a0<\/strong><\/p>\n

 <\/p>\n\n\n\n\n\n\n\n
Directorate Improvement Plan<\/strong><\/td>\nKey Priorities of the National Improvement Framework:<\/strong><\/td>\nNIF DRIVERS OF IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Equality & Equity<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Achievement<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Health & Wellbeing<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Positive Destinations<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attendance & Engagement<\/p>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School and ELC leadership<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Curriculum and assessment<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School and ELC improvement<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher and practitioner<\/p>\n

professionalism<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent\/Carer involvement and engagement<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Performance Information<\/p>\n

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QI\u2019s – HGIOS 4\u00a0 \/ HGIOELC<\/strong><\/td>\n<\/tr>\n
Leadership and Management<\/strong><\/td>\nLearning Provision<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Successes and Achievements<\/strong><\/td>\n<\/tr>\n
1.1 Self-evaluation for self-improvement<\/p>\n

1.2 Leadership of learning<\/p>\n

1.3 Leadership of change<\/p>\n

1.4 Leadership and management of staff<\/p>\n

1.5 Management of resources to promote equity<\/p>\n

\u00a0<\/strong><\/td>\n

2.1 Safeguarding and<\/p>\n

child protection<\/p>\n

2.2 Curriculum<\/p>\n

2.3 Learning, teaching<\/p>\n

and assessment<\/p>\n

2.4 Personalised support<\/p>\n

2.5 Family learning<\/p>\n

2.6 Transitions<\/p>\n

2.7 Partnerships<\/td>\n

3.1 Ensuring wellbeing,<\/p>\n

equality and inclusion<\/p>\n

3.2 Raising attainment<\/p>\n

and achievement<\/p>\n

3.3 Increasing creativity and employability<\/p>\n

 <\/p>\n

HGIOELC<\/strong><\/p>\n

3.2 Securing children\u2019s progress<\/p>\n

3.3 Developing creativity and skills for life & learning<\/p>\n

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 <\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
SUMMARY OF IMPROVEMENT PRIORITIES FOR SOUTH PARKS PRIMARY SCHOOL\u00a0 2023-2024<\/td>\n<\/tr>\n
School \/ Nursery Priority<\/td>\nSchool Priority<\/td>\nNursery Priority<\/td>\n<\/tr>\n
IMPROVEMENT PRIORITY<\/strong><\/td>\nEXPECTED IMPACT<\/strong><\/td>\n<\/tr>\n
Focused Priority 1:\u00a0\u00a0 <\/strong><\/p>\n

By June 2025, we aim to foster a shared understanding of de-escalation and self-regulation strategies to improve the health and wellbeing of pupils. We will revise our Positive Relationships Policy to reflect our school values and children\u2019s rights that will enable us to create a supportive and nurturing school environment where all members of our school community feel valued, respected, and supported.<\/td>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will develop and implement de-escalation techniques to effectively manage challenging behaviours.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will report feeling confident in their ability to manage challenging behaviours and promote positive relationships.<\/p>\n

 <\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students will experience improved mental health and wellbeing through targeted support and interventions.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhanced self-regulation skills will be fostered among students, leading to improved behaviour and emotional regulation.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Increased numbers of pupils will report feeling safe and supported in their relationships with peers and adults in the school.<\/p>\n

Parents:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parents will report having a clearer understanding of our behaviour policy and how situations are managed in school.<\/p>\n

Environment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will be more settled.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Alternative space will be created for small groups<\/td>\n<\/tr>\n

Focused Priority 2:\u00a0\u00a0 <\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 By the end of June 2025, SLT will implement a comprehensive quality assurance framework to ensure consistency and rigour in planning processes across all classes ensuring that all children receive their entitlement to a broad general education and high quality learning, teaching and assessment.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All teaching staff will use benchmarks for all curriculum areas to measure children\u2019s progress and achievement of a level across the broad general education using a range of assessment evidence to inform professional judgements.<\/p>\n

 <\/td>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All teachers will use standardised planning templates that will aid transition and handover processes and ensure continuity of learning.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will plan, and use assessment evidence to support professional judgements to ensure children experience their entitlement to a broad general education.<\/p>\n

SLT:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Observable improvements in lesson delivery<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More rigour around data & evidence<\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All children will experience planned, progressive learning experiences across the broad general education.<\/p>\n

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Focused Priority 3:\u00a0\u00a0 <\/strong><\/p>\n

By October 2024, class teachers will use data to inform targeted interventions required in their classes to close attainment gaps in writing. Across 2nd<\/sup> level numeracy there will be improved attainment of a targeted groups of learners.\u00a0 Pupil Equity additionality will support targeted interventions. Consistent professional judgement, tracking, moderating and use of HQ L,T&A used by all teaching staff. SEE PEF PLAN<\/strong><\/td>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Shared understanding of expectations around writing lessons.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will have confidence using Fife\u2019s writing documentation.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will be using effective assessment data and moderation approaches to inform improvements in learning and teaching.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be able to use data and evidence to show effectiveness of interventions.<\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Children will be confident in the skills they are developing in writing.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All children will experience the breadth of the writing curriculum.<\/p>\n

Attainment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will exceed the literacy stretch target for 24-25 which is _____ of P1, P4 and P7 achieving appropriate literacy levels.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will exceed the numeracy stretch target for 24-25 which is _____ of P1, P4 and P7 achieving appropriate numeracy levels.<\/p>\n

Environment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All classes will have writing displayed with skills being developed<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raise the profile of Writing through Star writer work to be showcased in school corridor.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Universal supports will be accessible for all children.<\/p>\n

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Focused Priority 4:\u00a0\u00a0 <\/strong><\/p>\n

By June 2025, NURSERY EYO staff will use the Up Up and Away framework to support additional planning for nursery children<\/td>\n

Staff:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will be confident and familiar with the Up Up and Away framework and will use this to independently identify and plan appropriate supports for children. As a result, there will be positive impact on children\u2019s progress in their learning.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhanced professional development through implementation of this framework.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 EYO staff will be able to identify children who need literacy support as early as possible in order to prevent difficulties arising in the future.<\/p>\n

Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improved engagement and learning through personalised targets.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Impact on progress \/ Increased Attainment<\/p>\n

 <\/p>\n

Environment:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Literacy rich environment<\/td>\n<\/tr>\n

Focused Priority 5:\u00a0\u00a0 <\/strong><\/p>\n

By June 25, Learners in nursery will have improved skills in communication, literacy, and language using music and playboxes.<\/strong><\/td>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be confident enough to deliver music with fun activities.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be confident to implement play boxes to support individuals.<\/p>\n

Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improved engagement and learning through music \/ play boxes.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 children will enjoy as well as understand basic music concepts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Will receive musical learning opportunities involving rhyme awareness, speech development, language development, creativity, rhythm, and syllabic patterns in language to improve literacy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners are using an increased vocabulary and sentence structure in everyday communication.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners are more confident when communicating with others using signs and symbols.<\/p>\n

Parents\/ Carers:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Families are more familiar with signs, symbols and strategies to support communication family learning opportunities<\/p>\n

Data\/ Attainment:<\/strong><\/p>\n

    \n
  • ELips Data shows improvement<\/li>\n<\/ul>\n

    \u00a0<\/strong><\/td>\n<\/tr>\n

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 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Focused Priority 1:\u00a0\u00a0 <\/strong>\u00a03.1 Ensuring Wellbeing, Equality & Inclusion<\/strong><\/p>\n

By June 2025, we aim to foster a shared understanding of de-escalation and self-regulation strategies to improve the health and wellbeing of pupils. We will revise our Positive Relationships Policy to reflect our school values and children\u2019s rights that will enable us to create a supportive and nurturing school environment where all members of our school community feel valued, respected, and supported.<\/td>\n<\/tr>\n

National Improvement Framework Priority: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n<\/tr>\n

HGIOS4 \/ HGIOELC Quality Indicators<\/strong><\/td>\nDirectorate Improvement Plan <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

NIF DRIVERS OF <\/strong>IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
1.1 Self-evaluation for self-improvement<\/p>\n

1.3 Leadership of change<\/p>\n

2.1 Safeguarding and<\/p>\n

child protection<\/p>\n

2.4 Personalised support<\/p>\n

3.1 Ensuring wellbeing,<\/p>\n

equality and inclusion<\/td>\n

Equality & Equity<\/strong><\/p>\n

Achievement<\/strong><\/p>\n

Health & Wellbeing<\/strong><\/p>\n

Positive Destinations <\/strong><\/p>\n

Attendance & Engagement<\/strong><\/td>\n

School and ELC leadership<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Curriculum and assessment\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

School and ELC improvement<\/strong><\/p>\n

Teacher and practitioner professionalism\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Parent\/Carer involvement and engagement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Performance information<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nStrategic Actions Planned<\/strong><\/td>\nResponsibilities<\/strong><\/td>\nMeasure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Timescales<\/strong><\/td>\n<\/tr>\n
Staff:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will develop and implement de-escalation techniques to effectively manage challenging behaviours.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will report feeling confident in their ability to manage challenging behaviours and promote positive relationships.<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students will experience improved mental health and wellbeing through targeted support and interventions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhanced self-regulation skills will be fostered among students, leading to improved behaviour and emotional regulation.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Increased numbers of pupils will report feeling safe and supported in their relationships with peers and adults in the school.<\/p>\n

Parents:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parents will report having a clearer understanding of our behaviour policy and how situations are managed in school.<\/p>\n

Environment:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will be more settled.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Alternative space will be created for small groups<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

Professional learning:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In-set in August \u201924 and professional learning sessions for staff, using the Trauma Informed Practice sway to discuss and reflect on where we are as a school\/ nursery and identify next steps.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Review key documents that underpin a nurturing approach and de-escalation approaches \u2013 Realising the Ambition, De-escalation PL pack, Fife Positive Relationships.<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

DHT <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

DHT<\/strong><\/td>\n

Data:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Moderation activity outcomes<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summary of Supports will reflect strategies<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Planning meetings Nursery\/ school<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nursery Learning conversations.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pace&Progress discussions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS1 forms \u2013 decrease from previous years<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 UNCR Recognition Award Level 2<\/p>\n

People\u2019s Views:<\/strong><\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 RRS feedback on policy<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupil\u2019s voice about improvements<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupil survey baseline and follow up<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Glasgow wellbeing profile baseline and follow up.<\/p>\n

\u00a0<\/strong><\/p>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 questionnaire\/feedback before and after training<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning Partnership feedback<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PSA feedback from playground<\/p>\n

Parents:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parentwise survey from 2023\/24 \u2013 resample 2025<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent feedback on policies<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feedback from workshops<\/p>\n

Other:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 External visitors feedback<\/p>\n

\u00a0<\/strong><\/p>\n

Direct Observations:<\/strong><\/p>\n

    \n
  • Class charters in classes<\/li>\n
  • Displays to include references to UNCRC<\/li>\n<\/ul>\n

    Ethos:<\/strong><\/p>\n

      \n
    • Positive relationships will be built on a basis of mutual respect for rights.<\/li>\n<\/ul>\n

      \u00a0<\/strong><\/td>\n

 <\/p>\n

August 2024<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T1\/2\/3\/4<\/strong><\/td>\n<\/tr>\n

Training for Staff:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 DHT to attend Fife\u2019s Core Approaches Trauma Informed\/ De-escalation professional learning programme – twilight sessions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Familiarise staff with the pro-active management plans and support staff to complete these for identified children.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 UNCRC \u2013 Class charter input.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Twilight Kitbag training for staff.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

DHT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

DHT\/ SFL\/ ALL STAFF<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Colette Page<\/strong><\/p>\n

Nina Shiels<\/strong><\/td>\n

T1\/2\/3\/4\/<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

As required<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

February 2024<\/strong><\/p>\n

T2<\/strong><\/td>\n<\/tr>\n

Parents\/Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gather views of parents and children on how we can improve on supporting children\u2019s regulation of emotions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent workshop \u2013 Managing children\u2019s emotions\/wellbeing.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent workshop on Kitbag<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Consult with parents and pupils on Relationship Policy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Share with parents tools to support regulation in school.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Consult with RRS group on the Relationship Policy to align with the rights.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

DHT\/ All staff\/ Nina \/ SFL teacher<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Nina Shiels<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Nina Shiels<\/strong><\/p>\n

DHT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

DHT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

DHT\/ RRS GROUP<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

T2\/ T4<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T4<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T2<\/strong><\/p>\n

T2<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T4<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T2<\/strong><\/td>\n<\/tr>\n

Documentation\/ Policy:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Revise and up-date Relationships and Behaviour policy for South Parks.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 UNCRC \u2013 silver award<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Glasgow Wellbeing Profile \u2013 class teachers to complete in term 2 with their class and identify areas to develop. Teachers to create action plan for the year.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

DHT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Collete Page -RRS <\/strong><\/p>\n

Nina Shiels \/ SFL Teacher<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

June 2025<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

February 2025<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T2\/ T4<\/strong><\/td>\n<\/tr>\n

Targeted Groups\/Resources:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lego Therapy groups<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kitbag \u2013 start in nursery, continue in school<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Peer Mediators \u2013 evaluate progress and amend to suit our school.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fix it Folders \u2013 ensure each class has a folder and all staff are aware how to use this. Adapt Fix it Folder for playground for peer mediators to use.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

SFL Teacher \/ Support Staff<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Annie Gibson<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

T1\/2\/3\/4<\/strong><\/td>\n<\/tr>\n

Ongoing Evaluation<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

This should be updated as part of on-going cycle of self-evaluation<\/strong><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Focused Priority 2:\u00a0\u00a0 <\/strong>\u00a0\u00a0Achievement<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 By the end of June 2025, SLT will implement a comprehensive quality assurance framework to ensure consistency and rigour in planning processes across all classes ensuring that all children receive their entitlement to a broad general education and high quality learning, teaching and assessment.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All teaching staff will use benchmarks for all curriculum areas to measure children\u2019s progress and achievement of a level across the broad general education using a range of assessment evidence to inform professional judgements.<\/p>\n

 <\/td>\n<\/tr>\n

National Improvement Framework Priority: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n<\/tr>\n

HGIOS4 \/ HGIOELC Quality Indicators<\/strong><\/td>\nDirectorate Improvement Plan <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

NIF DRIVERS OF <\/strong>IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
1.2 \u2013 Leadership of Learning<\/p>\n

1.3 \u2013 Leadership of Change<\/p>\n

2.2 \u2013 Curriculum<\/p>\n

2.3 \u2013 Learning, Teaching and Assessment<\/p>\n

3.1 \u2013 Ensuring wellbeing, equality and inclusion<\/p>\n

3.2 \u2013 Raising attainment and achievement<\/td>\n

Equality & Equity <\/strong><\/p>\n

Achievement<\/strong><\/p>\n

Health & Wellbeing <\/strong><\/p>\n

Positive Destinations <\/strong><\/p>\n

Attendance & Engagement<\/strong><\/td>\n

School and ELC leadership\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Curriculum and assessment\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

School and ELC improvement<\/strong><\/p>\n

Teacher and practitioner professionalism<\/strong>\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Parent\/Carer involvement and engagement\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Performance information<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nStrategic Actions Planned<\/strong><\/td>\nResponsibilities<\/strong><\/td>\nMeasure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Timescales<\/strong><\/td>\n<\/tr>\n
Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All teachers will use standardised planning templates that will aid transition and handover processes and ensure continuity of learning.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will plan, and use assessment evidence to support professional judgements to ensure children experience their entitlement to a broad general education.<\/p>\n

\u00a0<\/strong><\/p>\n

SLT:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Observable improvements in lesson delivery<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More rigour around data & evidence<\/p>\n

\u00a0<\/strong><\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All children will experience planned, progressive learning experiences across the broad general education.<\/p>\n

 <\/p>\n

\u00a0<\/strong><\/td>\n

SLT:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Establish a Quality Assurance Framework. Yearly overview<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop and disseminate clear guidelines outlining the expectations for planning, assessment, and documentation<\/td>\n

\u00a0<\/strong><\/p>\n

HT<\/strong><\/td>\n

Data:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis of attainment data in Literacy, Numeracy along with all\/identified areas of the curriculum.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis of CFE and BASE\/NSA data<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis of data for identified cohorts.<\/p>\n

People\u2019s Views:<\/strong><\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Children\u2019s views gathered through class groups and pupil focus groups on the learning experiences across the curriculum.<\/p>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher\u2019s views on the new system<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Professional dialogue with SLT as part of Pace and Progress meetings<\/p>\n

Parent:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parent views on the delivery of the curriculum and feedback on the new reports<\/p>\n

Other:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning partnership feedback<\/p>\n

\u00a0<\/strong><\/p>\n

Observations:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Forward planning documentation monitoring<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jotter sampling \u2013 literacy\/numeracy and other curriculum areas<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classroom observations linked to identified areas of the curriculum (QA calendar)<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

August 2024<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Inset August 2024<\/strong><\/td>\n<\/tr>\n

\u00a0<\/strong><\/p>\n

Forward Planning<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0 Move to fully online planning in CORPORATE TEAMS\u00a0 to support QA, moderation across school and cluster.<\/p>\n

\u00b7\u00a0\u00a0\u00a0 All staff will use the progression pathways for all curriculum areas to ensure planned learning experiences are progressive for all children.<\/p>\n

\u00b7\u00a0\u00a0\u00a0 Attainment and Forward Planning dialogues will support assessment within identified\/all curriculum areas linked to assessment evidence which informs professional judgements.<\/p>\n

\u00b7\u00a0\u00a0\u00a0 Staff will develop confidence in planning for assessment.<\/p>\n

\u00a0<\/strong><\/p>\n

Professional learning:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Shared understanding of expectations with planning- Fife documentation: Planning for Learning, Teaching and Assessment in Fife (sharepoint.com)<\/a><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Benchmarks Education Scotland Videos:https:\/\/education.gov.scot\/curriculum-for-excellence\/curriculum-for-excellence-documents\/curriculum-for-excellence-benchmarks\/<\/a><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide ongoing professional development opportunities focused on effective planning, assessment, and data use.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Encourage collaboration and sharing of best practices among staff through workshops, peer observations, and learning communities.<\/td>\n

\u00a0<\/strong><\/p>\n

HT<\/strong><\/p>\n

ALL STAFF <\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

August 2024<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

August 2024<\/strong><\/p>\n

Inset Day 2<\/strong><\/p>\n

Termly with SLT <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

April 2024<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

August 2024<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Tracking & Monitoring<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0 All staff in liaison with SLT will develop their understanding of the Progress Framework.\u00a0 This will be used to track progress in learning across the curriculum and record targeted interventions for individual or cohorts of children.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

SLT\/ All Staff<\/strong><\/td>\n

T1, T2, T3<\/strong><\/td>\n<\/tr>\n
Reporting<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0 All staff will be familiar with the reporting framework built into Progress and this will support reporting to parents\/carers at key points throughout the session.<\/p>\n

\u00b7\u00a0\u00a0\u00a0 All staff will use the reporting aspect of the framework to complete end of session written reports to ensure all parents\/carers have access to an annual written report which is informed by professional judgements.<\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

HT \/ All staff<\/strong><\/td>\n

May 2025<\/strong><\/p>\n

June 2025<\/strong><\/td>\n<\/tr>\n

Ongoing Evaluation<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

This should be updated as part of on-going cycle of self-evaluation<\/strong><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Focused Priority 3:\u00a0 \u00a0<\/strong>\u00a0<\/strong>Raise Attainment<\/strong><\/p>\n

By October 2024, class teachers will use data to inform targeted interventions required in their classes to close attainment gaps in writing. Across 2nd<\/sup> level numeracy there will be improved attainment of a targeted groups of learners.\u00a0 Pupil Equity additionality will support targeted interventions. Consistent professional judgement, tracking, moderating and use of HQ L,T&A used by all teaching staff. SEE PEF PLAN<\/strong><\/td>\n<\/tr>\n

National Improvement Framework Priority: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n<\/tr>\n

HGIOS4 \/ HGIOELC Quality Indicators<\/strong><\/td>\nDirectorate Improvement Plan <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

NIF DRIVERS OF <\/strong>IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
1.2 \u2013 Leadership of Learning<\/p>\n

1.3 \u2013 Leadership of change<\/p>\n

2.2 \u2013 Curriculum<\/p>\n

2.3 \u2013 Learning, Teaching and Assessment<\/p>\n

2.4 \u2013 Personalised support<\/p>\n

3.2 \u2013 Raising attainment and achievement<\/td>\n

Equality & Equity <\/strong><\/p>\n

Achievement<\/strong><\/p>\n

Health & Wellbeing <\/strong><\/p>\n

Positive Destinations <\/strong><\/p>\n

Attendance & Engagement<\/strong><\/td>\n

School and ELC leadership\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Curriculum and assessment\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

School and ELC improvement<\/strong><\/p>\n

Teacher and practitioner professionalism<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Parent\/Carer involvement and engagement\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Performance information<\/strong><\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nStrategic Actions Planned<\/strong><\/td>\nResponsibilities<\/strong><\/td>\nMeasure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Timescales<\/strong><\/td>\n<\/tr>\n
Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Shared understanding of expectations around writing lessons.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will have confidence using Fife\u2019s writing documentation.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will be using effective assessment data and moderation approaches to inform improvements in learning and teaching.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be able to use data and evidence to show effectiveness of interventions.<\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Children will be confident in the skills they are developing in writing.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All children will experience the breadth of the writing curriculum.<\/p>\n

Attainment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will exceed the literacy stretch target for 24-25 which is _____ of P1, P4 and P7 achieving appropriate literacy levels.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School will exceed the numeracy stretch target for 24-25 which is _____ of P1, P4 and P7 achieving appropriate numeracy levels.<\/p>\n

Environment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All classes will have writing displayed with skills being developed<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raise the profile of Writing through Star writer work to be showcased in school corridor.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Universal supports will be accessible for all children.<\/p>\n

 <\/td>\n

Professional learning activity:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will use Fife\u2019s Writing materials<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Refresher training on fife\u2019s materials Professional Learning from Fife – YouTube<\/a><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Area PT to demonstrate data handling and QI methodology<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 L&T lesson Model for lessons agreed to support learners in understanding skills learned.<\/p>\n

 <\/td>\n

\u00a0<\/strong><\/p>\n

HT\/ All staff <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Laura Murdoch<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

HT<\/strong><\/td>\n

Data:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jotter monitoring<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pace and Progress discussions<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MFI data for targeted groups<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teachers identified gaps<\/p>\n

People\u2019s Views:<\/strong><\/p>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupil focus groups<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feedback on views<\/p>\n

Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feedback on how documentation is being used<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feedback on lessons<\/p>\n

\u00a0<\/strong><\/p>\n

Direct Observations:<\/strong><\/p>\n

    \n
  • Learning visits SLT \/ Peers<\/li>\n
  • Displays of writing<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Term 1 Curriculum<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

August 2024 Inset 1<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Term 1 \/ Term 4<\/p>\n

 <\/td>\n<\/tr>\n

Pupils:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pupils will be asked about writing and share their jotters with SLT.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sample pupil views on writing\/ numeracy<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Celebrate the achievements of individuals weekly \u2013 Star Writer<\/td>\n

\u00a0<\/strong><\/p>\n

SLT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Class teachers<\/strong><\/td>\n

 <\/p>\n

Term 2<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Weekly celebrations<\/strong><\/td>\n<\/tr>\n

Additionality Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Additionality staff (PEF Funded) to support with raising attainment groups.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MFI approach to targeted numeracy across P5-7<\/td>\n

\u00a0<\/strong><\/p>\n

Additionality Teachers<\/strong><\/td>\n

Term 1<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

T1\/2\/3\/4<\/strong><\/td>\n<\/tr>\n

Raising attainment:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing assessment tools to support formative and self-assessment in writing.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff to identify attainment gaps and plan for improvement for pupils in their class.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Team planning and moderation of writing<\/td>\n

\u00a0<\/strong><\/p>\n

All teachers<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

SLT\/ Teachers<\/strong><\/td>\n

Term 1 \/2\/3\/4<\/strong><\/td>\n<\/tr>\n
Quality Assurance:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Team planning and moderation of writing.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teachers engage in peer learning visits across the school.<\/td>\n

\u00a0<\/strong><\/p>\n

All teachers<\/strong><\/td>\n

\u00a0<\/strong><\/td>\n<\/tr>\n
Ongoing Evaluation<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

This should be updated as part of on-going cycle of self-evaluation<\/strong><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
Focused Priority 4:\u00a0 2.4 Personalised support<\/strong><\/p>\n

\u00a0By June 2025, NURSERY EYO staff will use the Up Up and Away framework to support additional planning for nursery children<\/strong><\/td>\n<\/tr>\n

National Improvement Framework Priority: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n<\/tr>\n

HGIOS4 \/ HGIOELC Quality Indicators<\/strong><\/td>\nDirectorate Improvement Plan <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

NIF DRIVERS OF <\/strong>IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
1.2 Leadership of Learning<\/p>\n

1.3 Leadership of Change<\/p>\n

2.4 Personalised support<\/p>\n

2.5 Family Learning<\/p>\n

3.1 Ensuring wellbeing, equality, and inclusion<\/td>\n

Equality & Equity <\/strong><\/p>\n

Achievement<\/strong><\/p>\n

Health & Wellbeing<\/strong><\/p>\n

Positive Destinations <\/strong><\/p>\n

Attendance & Engagement<\/strong><\/td>\n

School and ELC leadership<\/p>\n

Curriculum and assessment<\/p>\n

School and ELC improvement<\/p>\n

Teacher and practitioner professionalism<\/p>\n

Parent\/Carer involvement and engagement<\/p>\n

Performance information<\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nStrategic Actions Planned<\/strong><\/td>\nResponsibilities<\/strong><\/td>\nMeasure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Timescales<\/strong><\/td>\n<\/tr>\n
Staff:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff will be confident and familiar with the Up Up and Away framework and will use this to independently identify and plan appropriate supports for children. As a result, there will be positive impact on children\u2019s progress in their learning.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhanced professional development through implementation of this framework.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 EYO staff will be able to identify children who need literacy support as early as possible in order to prevent difficulties arising in the future.<\/p>\n

Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improved engagement and learning through personalised targets.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Impact on progress \/ Increased Attainment<\/p>\n

Environment:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Literacy rich environment<\/td>\n

Professional learning:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 CIRCLE \u2018Train the Trainer\u2019 Up Up and Away a pre-recorded training presentation for professionals from Education and Health who will deliver Early Years Professional Learning in a local area: https:\/\/youtu.be\/KmxqR7iWesc<\/a><\/p>\n

Training for Staff:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Train the Trainers leads to take staff through the Up, Up & Away Resource \u2013 Take one section at a time.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All Staff to use the framework to collaboratively audit the environment within all playrooms \u2013 Feedback to staff and create an action plan.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All EYO staff to identify a key child within their group who are at risk of underachieving, not meeting milestones, low Elips and not engaging in play.<\/p>\n

Raising Attainment:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff to use framework to assess and identify strategies to support them.<\/p>\n

Professional dialogue:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff to engage in professional dialogue around impact of strategies<\/p>\n

Documentation:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summary of Supports for pupils to be updated with findings.<\/p>\n

 <\/td>\n

 <\/p>\n

Nursery Teacher \/ EYO Lead<\/p>\n

All EYO staff<\/td>\n

 <\/p>\n

\u00a0Data:<\/strong><\/p>\n

    \n
  • Learning conversations<\/li>\n
  • \u00a0ELIPS<\/li>\n<\/ul>\n

     <\/p>\n

    People Views:<\/strong><\/p>\n

      \n
    • Feedback from staff<\/li>\n
    • Settling in \/ progress meetings<\/li>\n
    • Pupil voice<\/li>\n
    • Parent Feedback<\/li>\n<\/ul>\n

      Direct Observations:<\/strong><\/p>\n

        \n
      • Nursery observations<\/li>\n
      • Nursery Planning<\/li>\n
      • Quality Interactions<\/li>\n<\/ul>\n

         <\/td>\n

\u00a0<\/strong><\/p>\n

August <\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

November<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

January<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

March<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Ongoing Evaluation<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

This should be updated as part of on-going cycle of self-evaluation<\/strong><\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n
Focused Priority 5:\u00a0 <\/strong><\/p>\n

\u00a0Learners in nursery will have improved skills in communication, literacy, and language using music and playboxes.<\/strong><\/td>\n<\/tr>\n

National Improvement Framework Priority: <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Placing the human rights and needs of every child and young person at the center of education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in children and young people\u2019s health and wellbeing<\/td>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Closing the attainment gap between the most and least disadvantaged children and young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in skills and sustained, positive school-leaver destinations for all young people<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improvement in attainment, particularly in literacy and numeracy.<\/td>\n<\/tr>\n

HGIOS4 \/ HGIOELC Quality Indicators<\/strong><\/td>\nDirectorate Improvement Plan <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

NIF DRIVERS OF <\/strong>IMPROVEMENT<\/strong><\/td>\n<\/tr>\n
1.3 Leadership of Change<\/p>\n

2.3 \u2013 Learning, Teaching and Assessment<\/p>\n

2.4 Personalised support<\/p>\n

3.2 Securing children\u2019s progress<\/p>\n

3.3 Developing creativity and skills for life & learning<\/p>\n

 <\/td>\n

Equality & Equity <\/strong><\/p>\n

Achievement<\/strong><\/p>\n

Health & Wellbeing<\/strong><\/p>\n

Positive Destinations <\/strong><\/p>\n

Attendance & Engagement<\/strong><\/td>\n

School and ELC leadership<\/p>\n

Curriculum and assessment<\/p>\n

School and ELC improvement<\/p>\n

Teacher and practitioner professionalism<\/p>\n

Parent\/Carer involvement and engagement<\/p>\n

Performance information<\/td>\n<\/tr>\n

Expected Impact<\/strong><\/td>\nStrategic Actions Planned<\/strong><\/td>\nResponsibilities<\/strong><\/td>\nMeasure of Success<\/strong><\/p>\n

(Triangulation of Evidence\/QI Methodology)<\/em><\/strong><\/td>\n

Timescales<\/strong><\/td>\n<\/tr>\n
Staff:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be confident enough to deliver music with fun activities.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff will be confident to implement play boxes to support individuals.<\/p>\n

Pupils:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improved engagement and learning through music \/ play boxes.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 children will enjoy as well as understand basic music concepts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Will receive musical learning opportunities involving rhyme awareness, speech development, language development, creativity, rhythm, and syllabic patterns in language to improve literacy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners are using an increased vocabulary and sentence structure in everyday communication.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners are more confident when communicating with others using signs and symbols.<\/p>\n

Parents\/ Carers:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Families are more familiar with signs, symbols and strategies to support communication family learning opportunities<\/p>\n

Data\/ Attainment:<\/strong><\/p>\n

    \n
  • ELips Data shows improvement<\/li>\n<\/ul>\n

     <\/td>\n

Professional learning:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 One practitioner will attend two twilight sessions and then cascade their learning with others in their team (along with the support of their teacher and\/or EYLO).<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Education Scotland Playbox online learning:https:\/\/www.autismtoolbox.co.uk\/professional-development\/further-professional-learning\/<\/a><\/p>\n

 <\/p>\n

Professional dialogue:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff to engage in professional dialogue around impact of Kodaly.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff to engage in professional dialogue around play boxes.<\/p>\n

Feedback:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 From staff<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 From pupils<\/p>\n

 <\/p>\n

Resources:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff to resource\/ create playboxes<\/p>\n

Documentation:<\/strong><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Staff to create overview\/ booklet of learning<\/td>\n

 <\/p>\n

Lisa Lavender<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

All EYO staff<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

All Staff<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

All Staff<\/p>\n

Pupils<\/p>\n

 <\/p>\n

 <\/p>\n

All staff<\/td>\n

 <\/p>\n

\u00a0Data:<\/strong><\/p>\n

    \n
  • Learning conversations<\/li>\n
  • \u00a0ELIPS<\/li>\n
  • PLJ\u2019s<\/li>\n<\/ul>\n

     <\/p>\n

    People Views:<\/strong><\/p>\n

      \n
    • Feedback from staff<\/li>\n
    • Pupil voice<\/li>\n
    • Parent Feedback<\/li>\n<\/ul>\n

      Direct Observations:<\/strong><\/p>\n

        \n
      • Nursery observations<\/li>\n
      • Nursery Planning<\/li>\n<\/ul>\n

         <\/td>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

September 2024<\/p>\n

November 2024<\/p>\n

January 2025<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

T2\/3<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

T2\/3<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

Ongoing Evaluation<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

This should be updated as part of on-going cycle of self-evaluation<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

\u00a0   Directorate Improvement Plan Key Priorities of the National Improvement Framework: NIF DRIVERS OF IMPROVEMENT \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Equality & Equity \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Achievement \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Health & Wellbeing \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Positive Destinations \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attendance & Engagement               … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":22000,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full-width-page.php","meta":{"footnotes":""},"class_list":["post-523","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/523","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/users\/22000"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/comments?post=523"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/523\/revisions"}],"predecessor-version":[{"id":565,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/pages\/523\/revisions\/565"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/southparksps\/wp-json\/wp\/v2\/media?parent=523"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}