School Improvment Plan 2019/2020

School Improvement Plan



Royston Primary

Head of Establishment



Jane McShane

Area/Local Improvement Group




Head of Service



Gerry Lyons

Area Education Officer/

Quality Improvement Officer


Stephen Watters


  1. Vision, Values and Aims
  2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session
  3. Action Planning

Action Plan Summary for Stakeholders


1. Our Vision, Values and Aims
In Royston Primary we ASPIRE to excellence

A – All together

S – Sharing Ideas

P – Promoting Success

I – Independence

R – Responsibility

E – Equality


2. Summary of our self-evaluation process.
Our self-evaluation process is continuous throughout the session and is practised in a great variety of ways – both formal and informal. Our processes are effective due to the time and commitment given to building strong and trusting relationships amongst all staff, pupils, parents and partners. We continually look for opportunities to improve our practice and there are frequent professional discussions around the theme of ‘making things better’. We pride ourselves on our approachability and offer all opportunity for parents and pupils to share their thoughts and opinions. Therefore in addition to various surveys, questionnaires and evaluations we learn views through informal conversations and observations.
Strengths identified:

Raising Attainment We have continued to strengthen and consolidate work in Glasgow Counts. Looking now to explore Literacy for All. Key focus on benchmarks ensuring our judgements are based on a strong foundation of knowledge and understanding. Judgements are now highly reliable and valid.

Tracking Rigorous tracking system practiced on 3 levels every term. We track summative testing, GIRFEC and professional judgement – based on all evidence. Action plans for individuals are drawn up in line with staged intervention processes.

Team work/collaboration Highly motivated staff team who carry out their duties collaboratively thus presenting an excellent role model for pupils. There is no isolation amongst staff and everyone is there to support one another.

Drive and commitment to continued professional development Almost all staff are highly motivated to continue their learning. IOC, Masters Level, Ranger certification, languages, are but a few of the staff achievements in this session alone.

Pastoral care – Very positive relationships and trust amongst all pupils and staff. Huge investment of time on this in order to promote and safe and secure environment for pupils.

Common sense of trust A continually building of trust amongst all – promoting positive health and well-being practice.

School values – We don’t have aims or statements. We have a set of values and they underpin absolutely everything that happens in school. These are the key focus at whole school assemblies as well as during class time. They are known and understood by all – ownership us taken by all pupils.

Utilising staff skill sets We have a highly skilled staff team with various skills such as music, languages, art, drama, yoga, outdoors, PE, philosophy, crafts. In addition we have staff trained in DPE, theraplay, lego therapy etc. All skills are maximised in innovative and creative ways attempting to reach and impact upon as many pupils as is possible.

Priorities for development:

1: Restorative Practice


2: Raising Attainment


3: Health and Well-Being/Meeting Learners’ Needs


4: Parental Partnership




3. Action Planning


No. Quality Indicator  Priority
1 2.3


Restorative Practice (Approach)

To enhance our positive school ethos by ensuring a consistent approach by all staff and pupils in promoting very high standards of behaviour and strengthen relationships. Ultimately we aim to increase attainment by developing skills in problem solving and resilience in all pupils.



Tasks to achieve priority  


and checkpoints

             Evidence of Impact > (data, observation, views)
Initial training on RA – whole staff and GPS collaboration


October 2019  Staff evaluations and analysis of this
Identify working party to liaise with GPS exploring implementation toolkit August 2019 Professional dialogue

Pre-development questionnaires

Conduct a needs analysis across all aspects of school and design an action plan with targets and timescales Oct-Dec 2019 Needs analysis data

Action Plan

Professional dialogue

Termly network meetings with GPS for professional dialogue and tracking of development All session Tracking of attendance and exclusion data

Summary of dialogue

Training delivered to P6 and P7 pupils on peer mentoring and support offered by allocated staff member in creating programme for use at play/lunch time March 2020 Learner conversations


Discussion with support staff

Data to support reduction of playground negative situations

Personal research across all staff exploring theory into practice. March 2020 Post development questionnaires and analysis of impact comparing to pre-questionnaire
Engage all parents/carer in a RA launch offering links with practice out with school. April 2020 Evaluations

Data of attendance


Staff leading on this priority – including partners                                                                                                                              Resources and staff development
PEF allocated staff members (not full class committed)

Educational Psychologist

Identified working party (2 principal teachers and additional teacher)

LC collaborative working group this being an LC priority)

Training delivered by GPS to working party initially and then all staff, with support from the working party

RA working materials

Research materials provided by GPS



No. Quality Indicator  Priority


Raising Attainment

Literacy for All (GIC model) will be explored and implemented by our newly appointed CLOL – the beginning of our journey having now fully embedded Glasgow Counts practice across the school. In addition we must address the sustainability aspect of Glasgow Counts to ensure this work does not lose purpose.

We also aim to explore the collegiate enquiry process (GIC model) in tightening up the basic teaching and learning functions in class ie Learning Intentions and Success Criteria, High Quality Questioning etc ensuring high standards and consistency in whole school practice.


Tasks to achieve priority  


and checkpoints

  Evidence of Impact > (data, observation, views)
Attend GIC Literacy for All training opportunities for year 1 and 2 concurrently. Aug-Dec 2019  Professional Dialogue

Forward Planning

Address the first theme of reading – cascading the information and training as above to all staff, with CLOL supporting staff to practice initial aspects Sept-Oct 2019 Pre-development survey

Post training evaluation

Roll out aspects from GIC throughout the school consistently by way of staff development, team teaching, observation and collaborative planning – sharing with parents during the journey. Sept-March 2020 Observation

Summative and formative assessment data

Professional Dialogue

Explore links with Language and Communication Friendly Establishment practice in line with Literacy for All developments. March 2020 Professional Dialogue

Needs Analysis

Using one identified staff development session per term to update and refresh information regarding Glasgow Counts – ensuring delivery in teaching and learning continues to be high standard. All session Staff questionnaire analysis

Observation feedback

Explore authentic opportunities to use out outdoor space to enhance teaching and learning in literacy and numeracy. Oct-April 2020 Professional Dialogue

Staff and pupil survey analysis

Develop a Learning and Teaching statement taking into account Literacy and Numeracy development work (linking into HWB work as per priority 3) May 2020 L and T statement


Staff leading on this priority – including partners                                                                                                                              Resources and staff development

All staff


Past Numeracy CLOL

GIC training

Training cascade by CLOL

LCF materials

GIC materials on literacy

Literacy resources as require


No. Quality Indicator  Priority
3 3.1


Health and Well-Being/Meeting Learners’ Needs

Create an integration unit within our school allocation and use this resource to support learner’s in developing the required skills to maximise their learning potential. This will enhance nurture practice across the school as we continue to embed nurturing principles throughout. Citizenship learning and teaching will feature in this development.


Tasks to achieve priority  


and checkpoints

  Evidence of Impact > (data, observation, views)
Using Whole School Nurture Approach, audit our school position and develop an action plan for this session. Aug-Oct 2019  Audit materials

Professional dialogue. Survey results analysis

Using collegiate learning opportunities, carry out realistic aspects of action plan as above. All session Observations

Ethos practised throughout school

Using staff, pupil and parent evaluation, create a statement of need and purpose for integration work to be undertaken in school Aug 2019 Evaluation analysis

Integration statement

Set up integration base as above and undertake baselining of all pupils in mental and emotional health in order to prioritise need across the school. Sept 2019 Baselining analysis

Identified pupils individual plans and tracking

Practice integration work with regular checkpoints and adaptations made as required. All session Observation and prof dialogue

Tracking and evaluative comment in individual plans

Explore Global Citizenship and link in with integration work and school values. Jan 2020 Planning
Create a relationships/behaviour statement to be practiced consistently throughout the school. March 2020 Relationship statement


Staff leading on this priority – including partners                                                                                                                              Resources and staff development
Integration staff (PEF funded)

All staff

PT responsible for nurture


Local colleagues – ENP

Nurture principles – in house

GCC Nurture – Integration staff

Global Citizenship materials – WOSDEC




No. Quality Indicator  Priority
4 2.5


Parental Partnership

Focus on cultural diversity whilst exploring ways to enhance practice in school. Identify aspect of learning and development which could be supported effectively by parents of other cultures able to bring expertise to pupils. Promoting the celebration of differences and recognition of our schools cultural make up.


Tasks to achieve priority  


and checkpoints

             Evidence of Impact > (data, observation, views)
Create a working group to explore this concept and opportunities it may bring. Aug-Oct 2019  Working group make up

Prof. dialogue

Audit culture, language and ethnicity collaboratively with staff, pupils and parents. Oct-Dec 2019 Audit and analysis


Explore opportunities for key learning using the information as above


Jan 2020 Action plan
Create a statement on parents as partners highlighting culture and diversity aspects. May 2020 Statement created


Staff leading on this priority – including partners                                                                                                                              Resources and staff development
Working group

All staff, pupils and parents

EAL colleagues

Lifelong learning centre


Personal research and information seeking

Working group collaboration and cascading to all staff

Information from parents and pupils