School: Royston Primary Session: 2020/2021
School Improvement Planning Template
| School | Royston Primary | ||||||||||||||||
| Learning Community | Springburn LC | ||||||||||||||||
| Link Officer | Leisa McCracken | ||||||||||||||||
| Head of Service | Gerry Lyons | ||||||||||||||||
| School Roll | 115 | ||||||||||||||||
| Attendance Rate | 92% | ||||||||||||||||
| Pupils affected by the poverty related attainment gap (employment, income, housing, health, access to services, education, crime), covid & other forms of poverty not listed
OTHER – Pupils not in SIMD 1 & 2, not in receipt of school meals but affected by factors detailed above. |
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Grand Challenges 2023-26 (Grand challenges are the long term strategic changes you intend to achieve i.e ‘to improve attainment in literacy)
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| 1) Improved attainment in literacy consistent school wide; ensuring high quality teaching, learning and assessment.
2) Improved attainment in numeracy consistent school wide; ensuring high quality teaching, learning and assessment 3) Improved sense of wellbeing, equality and inclusion consistent school wide; in order to support increase in attainment and achievement.
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| Challenge: | ||||||
| Mission 1: | Costs | |||||
| Commitments(sprints)
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF |
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| Challenge: Improved attainment in literacy consistent school wide; ensuring high quality teaching, learning and assessment.
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| Mission 1: Improve writing teaching, learning and assessment | Costs | |||||
| Commitments(sprints)
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF |
| CLOL will engage fully with GIC to upskill in Stephen Graham writing material.
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CLOL will have a satisfactory level of knowledge and understanding to begin to cascade relevant information and materials to teaching staff. | Clear methods are understood fully and delivered to all staff. | CLOL literacy | Jan 24 | x | |
| Teaching staff collaborative work increasing knowledge and skill in utilising PM writing materials
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Consistent use school wide of PM Writing | Consistent practice and shared understanding evident at all stages during observations | CLOL literacy | Feb 24 | x | |
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CLOL and teachers explore new methods in team teaching situations |
Increased confidence in all teachers and improved consistency school wide. | Increased confidence evident in professional dialogue | CLOL literacy | Mar 24 | x | |
| Challenge: Improved attainment in literacy consistent school wide; ensuring high quality teaching, learning and assessment.
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| Mission 2: Improve teaching, learning and assessment in listening and talking | Costs | |||||
| Commitments(sprints)
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF |
| Further develop our LCFE journey, working towards accreditation in December 23
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Accreditation validated in December 23 | Validation visit by professionals in GPS and SALT | CLOL literacy | Dec 23 | ||
| Gather robust data on vocab gap and collaboratively create strategies/programmes of study to support
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Whole school vocabulary skills tracked with assessments being used diagnostically | Tracking material and action planning
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CLOL literacy | Sept 23 | ||
| CLOL to work directly in classes supporting pupils identifying with the greatest gap. | Individual pupils with the greatest gap will be improving. The gaps will be decreasing. | Significant decrease in identified gaps evident through carefully timed assessments – data comparison | CLOL literacy | Oct 23 | ||
| Evaluative Comment (HGIOS 4 Link Outcome to QI Challenge Questions)
1.2 – Leadership of Learning · All staff participate in individual and collective professional learning which improves outcomes for learners. · Staff engage regularly in professional dialogue to develop collective understanding. For example, shared understanding of standards, pedagogy, assessment and strategies for raising attainment.
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| Challenge: Improved attainment in numeracy consistent school wide; ensuring high quality teaching, learning and assessment
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| Mission 1: Numeracy assessment will be more rigorous and consistent | Costs | |||||
| Commitments(sprints)
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF |
| CLOL to engage fully with GIC to upskill in periodic assessments aligned to GC framework.
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Upskilled CLOL able to cascade to other staff | Increased skill and confidence in all staff
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CLOL numeracy | Sept 23 | ||
| Teaching staff collaborative work increasing knowledge and skill in utilising periodic assessments
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Introduction to specific periodic assessments and support in utilising in class. | Tracking and assessment folder. | CLOL numeracy | Oct 23 | ||
| CLOL and teachers explore periodic assessment authenticity within the class. | Consistent approach school wide. | Increased skill and understanding for each class teacher | CLOL numeracy | Nov 23 | ||
| Challenge: Improved attainment in numeracy consistent school wide; ensuring high quality teaching, learning and assessment
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| Mission 2: Support new staff in numeracy strategies (majority of class teachers will change this session) | Costs | |||||
| Commitments(sprints)
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF |
| CLOL to engage quickly with new staff in order to learn of their GC skill set.
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New teachers will have a basic understanding of GC and action plan to support their development will be created. | Increased skill set in strategy and using appropriate material | CLOL numeracy | Jan 24 | ||
| CLOL designing a programme for team teaching and delivering observed lessons as required.
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New teaching staff will be making excellent strides in GC material and strategies. | Classwork and pupil confidence in knowing purpose. | CLOL numeracy | Feb 24 | ||
| CLOL to offer a suite of training opportunities – introduction for some staff and refresher for others. | Increased and refreshed knowledge and understanding for all. | Consistent approaches evidenced in peer/management observations in addition to clearly discussed during learner conversations. | CLOL numeracy | Mar 24 | ||
| Evaluative Comment (HGIOS 4 Link Outcome to QI Challenge Questions)
2.3 Learning, Teaching and Assessment · Assessment approaches are matched to the learning needs of learners and are used to support them to demonstrate where they are in their learning. · A quality body of evidence is used to support assessment judgements and decisions about next steps.
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| Challenge: Improved sense of wellbeing, equality and inclusion consistent school wide; in order to support increase in attainment and achievement.
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| Mission 1: Continue to develop in aspects of wellbeing, equality and inclusion, in order to raise attainment and achievement | Costs | |||||||||
| Commitments
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Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF | ||||
| All staff to continue engagement with anti-bullying Respect Me training, seeking advice centrally on direction
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All school staff have increased knowledge and understanding about bullying and the impact upon individuals | Increased awareness and understanding consistently across all classes. | HT | Jan 24 | x | |||||
| Broaden our outlook of nurture to ensure nurture principles permeate all aspects of school life.
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Awareness and recognition of nurture principles school wide, ensuring consistent nurturing practice school wide. | Increased confidence and value placed `by all stakeholders on nurturing principles.
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HT and Nurture teacher | Feb 24 | x | |||||
| Continuation of positive learning journey in LGBT, RRS, ECO and Gold School of Sport. | Progression In practice recognised, scrutinised and validated by assessment professionals during accreditation visits. | Enhanced knowledge, understanding and value placed on aspects of equality. | HT, PT’s RRS lead, ECO lead | Mar 24 | x | |||||
| Mission 2 : Continue to develop in aspects of wellbeing, equality and inclusion, in order to raise attainment and achievement | ||||||||||
| Commitments | Expected Outcomes | Measures of Impact | Lead Responsibility | Target Date | Core | PEF | ||||
| DLOL second year with reduced class commitment to work school wide in enhancing our digital position.
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Further skills already embedded, ensuring digital technology permeates the whole curriculum as a tool for learning | All classes engaging with digital technology as a matter of course in all aspects of the curriculum. | DLOL | Feb 24 | x | |||||
| Continued strengthening of parental partnerships – seeking parental views and engage in needs analysis.
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The majority of our parents engaging regularly in opportunities provided. | Increased attainment
Increased attendance Improved conduct and behaviour. |
HT | May 24 | x | |||||
| A further drive on LCFE developments ensuring consistent practice school wide, involving parents | Accreditation awarded after intensive validation and scrutiny of evidence provided. | Consistent practice school wide on all aspects of LCFE | PT lead | Dec 24 | x | |||||
| Evaluative Comment (HGIOS 4 measuring impact and progress)
3.1 – Improving wellbeing, equality and inclusion · The whole learning community has a shared understanding of wellbeing and the children’s rights. · Children are knowledgeable about equalities and inclusion. They feel able to challenge discrimination, xenophobia and intolerance when they come across it. 3.2 – Raising attainment and achievement · The school empowers children to have a say in the quality of their learning experiences and how to improve. · Attendance levels are high and improving. Exclusion rates are low and inclusion is successful for all.
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