{"id":738,"date":"2015-06-19T09:31:39","date_gmt":"2015-06-19T09:31:39","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/nl\/anntest3\/?page_id=57"},"modified":"2024-06-17T12:33:21","modified_gmt":"2024-06-17T12:33:21","slug":"school-improvement","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/school-improvement\/","title":{"rendered":"School Improvement"},"content":{"rendered":"\n

St Bernadette\u2019s Primary
\nSchool Improvement Report 2023\/2024
\nSchool Improvement Plan 2024\/2025
\nSummary for Parents and Carers<\/strong><\/p>\n

Improvement Priorities \u2013 2023\/24<\/strong>
\n1.\tTo ensure equity for all learners by improving attendance rates and attainment in writing. (OLHS cluster schools\u2019 priority)
\n2.\tRevisit and further develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
\n3.\tRaise attainment in writing at all stages through a review and refresh of teaching approaches.
\n4.\tRaise attainment in numeracy and mathematics through a commitment to embedding opportunities for numeracy and maths across the curriculum.<\/p>\n

Our progress<\/strong>
\n1.\tOur overall average attendance for the year was 92% showing a 1% increase from last year.
\n2.\tAll P4 children and some from P5-7 have benefited from a choral music programme, this has given pupils opportunities to sing at events out with school and has contributed to improved pupil self-esteem and confidence.
\n3.\tWe have seen improvements in attainment at almost all stages with attainment levels of children achieving appropriate levels in literacy and numeracy detailed below.
\n4.\tAll children have benefitted from an involvement in the assessment process through target setting, self and peer assessment. Teachers have worked collaboratively to develop skills in providing helpful and targeted feedback to pupils.
\n5.\tAcross almost all stages we have seen an improvement in pupil written work, this has been a result of pupil engagement in daily writing across the curriculum.
\n6.\tStandardised maths assessments have shown good improvement in attainment at all stages. Most children can discuss how maths and numeracy is used in everyday life. We have seen very good commitment to the use of Mathletics at home by most children to consolidate and develop numeracy and maths.<\/p>\n

Achievement of level at P1, P4 and P7 stages for 23\/24<\/strong>
\n\tLiteracy Numeracy HWB
\nP1 \t67%\t83%\t 88%
\nP4 \t72%\t86%\t 97%
\nP7 \t76%\t88%\t 88%<\/p>\n

Based on our ongoing process of self-evaluation we have agreed on the following
\nPriorities for session 2024\/2025<\/strong><\/p>\n

1.\tImprove attendance to 95% and to ensure equity for all learners and understand the attainment within Numeracy. (OLHS Cluster schools\u2019 priority)
\n2.\tImprove attainment in literacy at P1-4 through fully implementing and embedding the refreshed Active Literacy programme. (2 year target, year 1 implement, year 2 fully embed
\n practices)\u202f
\n3.\tRefresh our curriculum to support all pupils to improve skills and lead learning through the design and implementation of a progressive skills-based curriculum, with a focus on
\n play, outdoor learning, diversity, sustainability, developing the young workforce and the UNCRC.\u202f (3 year plan – Year 1 Science, Expressive Arts, Year 2 Social Studies, RME, Year
\n Technologies, HWB)<\/p>\n

******************************************************************************************************************************************************************************************\u202f<\/p>\n

School Improvement Report 2022\/2023
\nSchool Improvement Plan 2023\/2024
\nfor Parents and Carers<\/strong><\/p>\n

Improvement Priorities \u2013 2022\/23
\n1.Cluster- To ensure equity for all learners & improve attainment through improved attendance.
\n2. Improve attainment in Language and Literacy and Numeracy in Maths for all learners.
\n3. Improve pupil HWB through the continuation of our nurturing approach, partnerships with parents and the development of a coherent programme of study in P1-7. We will continue to work towards our Rights Respecting School Silver Status.
\nOur progress
\n1.\tOur overall average attendance for the year was 91% showing a 3% increase from last year.
\n2.\tWe have seen improvements in attainment at all stages with attainment levels of children achieving appropriate levels in literacy and numeracy detailed below.
\n3.\tAll classes have implemented the Emotion Works programme. Almost all pupils can identify emotions and behaviours linked to those emotions.
\nAlmost all pupils say they feel safe in school and are nurtured and supported, evidenced in our recent pupil survey. Almost all Parents are confident that children are treated fairly and that the schools deals with issues or concerns in an appropriate manner, evidenced in our parent views survey.
\nAlmost all pupils at all stages are on track to achieve appropriate levels of Health and Well Being.
\nBased on our ongoing process of self-evaluation we have agreed on the following <\/p>\n

Priorities for session 2023\/2024
\n1. Revisit and further develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
\n2.Improve literacy, numeracy and HWB at P4 and P7 next session with interventions for targeted pupils to close the attainment gap and raise attainment as detailed below:<\/p>\n

\tLiteracy\tNumeracy\tHWB
\nP4 ACEL\t67% (20\/30) \u2013 85% (26\/30))\t67 % (20\/30) \u2013 90% (27\/30)\t93.3% – 100%
\nP7 ACEL\t62% (10\/16) \u2013 81% (13\/16)\t56.3% (9\/16) – 81% (13\/16)\t62.5% – 87% (14\/16)<\/p>\n

******************************************************************************************************************************************************************************************<\/p>\n

Driving Equity and Excellence <\/p>\n

Improvement Action Plans <\/p>\n

Session 2023-24 <\/strong><\/p>\n

School: \tSt Bernadette\u2019s PS
\nCluster: \tOur Lady\u2019s High School, Motherwell <\/p>\n

Improvement Plan Summary
\nCluster Priority \tTo ensure equity for all learners and improve attainment in writing.
\nSchool Priority 1 \tRevisit and develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
\nSchool Priority 2 \tRaise attainment in writing across all stages through a commitment to daily writing opportunities across the curriculum.
\nSchool Priority 3 \tRaise attainment in numeracy and mathematics across all stages through a commitment to embedding opportunities for numeracy and maths across the curriculum.<\/p>\n

Audit and Consultation <\/p>\n

In arriving at our improvement priorities, the school has taken account of Education and Families\u2019 priorities, an audit of the previous year\u2019s improvement plan and engagement with parents\/carers and learners. <\/p>\n

Details of engagement (pupils, parents\/carers, partners)
\nThe Head Teacher presented the 2023\/24 improvement priorities to the Parent Council in June 2023 as part of the presentation on the 2022\/23 School Improvement Report, outlining the rationale for each and summarising how they will be taken forward during the course of the session. The proposed use of the school\u2019s Pupil Equity Fund allocation was also discussed at this meeting. <\/p>\n

The AIP is available to parents and carers on the school website. <\/p>\n

All pupils, across all stages, are actively involved in assemblies and pupil voice groups, enabling them to contribute to change and improvement in St Bernadette\u2019s Primary School.
\nSchool Vision and Values
\nSchool Vision
\nEvery child will be nurtured, supported and challenged on their learning journey in our pursuit of excellence and equity.
\nSchool Values
\nLove, Faith, Forgiveness, Self-Discipline, Integrity & Respect (added in Feb 2024 following consultation)
\n2023-24 Improvement Plan <\/p>\n

Cluster Priority: Long Term Outcome
\nWhat do you hope to achieve? What is going to change? For whom? By how much? By When?
\nTo ensure equity for all learners and improve attainment in writing.
\nPerson(s) Responsible
\nWho will be leading the improvement? \tCluster Chair, CIIL, HTs
\nATTENDANCE AND DIOCESAN MUSIC PROJECT: C Boyle
\nATTAINMENT IN WRITING: C Cutler<\/p>\n

(Please insert the relevant information below using the codes above)
\nNIF Priority:
\n1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
\n3. Improvement in children’s and young people\u2019s health and wellbeing;
\n \tNIF Driver:
\n1.\tSchool Leadership
\n2.\tTeacher Professionalism
\n3.\tParental Engagement
\n4.\tAssessment of Children\u2019s Progress
\n5.\tSchool Improvement
\n6.\tPerformance Information
\nNLC Priority:
\n1.\tAttainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
\n2.\tEquity – Closing the attainment gap between the most and least disadvantaged children and young people.
\n3.\tImprovement in children and young people’s health and wellbeing with a focus on mental health and wellbeing.
\n5. Vulnerable Groups-Improved outcomes for vulnerable groups. \tQI:
\n1.2 Leadership of learning <\/p>\n

2.1 Safeguarding and child protection \t3.1 Ensuring wellbeing, equality and inclusion
\n2.2 Curriculum \t3.2 Raising attainment and achievement
\n2.3 Learning, teaching and assessment <\/p>\n

PEF Intervention:
\n3. Promoting healthy lifestyles
\n5. Promoting a high quality learning experience
\n7.\tUsing evidence and data
\n8.\tEmployability and skills development
\n9.\tEngaging beyond the school
\n10.\tPartnership working
\n11.\tProfessional learning and leadership \tDeveloping in Faith: \tUNCRC:
\n2. Developing as a community of faith and learning \tArticle 14 – Freedom of Thought, Belief and Religion
\n4. Celebrating and Worshiping
\nIf you used any aspect of your PEF fund to support this priority; please detail the expenditure here: <\/p>\n

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this? <\/p>\n

In session 22-23 there was improved attendance across all cluster establishments, the average cluster attendance rose from 92% to 93% however we were unsuccessful in reaching our target of 95%. Having analysed the data rigorously, a decision was made for each establishment to identify the year group with the lowest attendance, which would become our target group for this plan, through the empowering cluster model. <\/p>\n

Good attendance and parental engagement are vital for children and young people to reach their full potential. It is therefore vital that we constantly strive to improve attendance and engagement levels. We believe this can be best achieved through rigorous and robust procedures alongside projects which work hand in hand with children and their families. We must also strive to better understand the challenges families face and how best to support them. We aim to improve the cluster average attendance from 93% to 95% for the new academic session. <\/p>\n

This year a diocesan music project has been identified as the vehicle to improve the engagement of a targeted group of learners across the cluster, and thus improve their attendance. The project aims to ensure that music does not become a subject for the select few, but one which is inclusive of all. <\/p>\n

From the cluster ACEL data, writing across the cluster primary schools was still identified as the biggest gap, and although progress has been made at both early and P4 level, where we moved close to our target of 82%, we did not reach the target. The cluster schools felt a more collegiate and collaborative professional learning approach with teacher leadership at the centre is the key to improvement \u2013 this will allow us to be consistent and clear in our approach. By doing all of this we hope to reduce the gap and show improvements in our data. <\/p>\n

Resources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF\/or colour code if preferred, to indicate where PEF spend aligns with targets. <\/p>\n

EXPECTED IMPACT
\n(SHORT TERM
\nTARGETS) \tINTERVENTIONS\/ACTIONS TO SUPPORT IMPROVEMENT:
\nHOW?
\n \tHOW WILL YOU TRACK PROGRESS?
\nMEASURES \tEVALUATION CHECKPOINT 1
\n(Internal Process) \tEVALUATION CHECKPOINT 2
\n(Internal Process)
\nWhat will be the benefit for learners (be specific)? \tWhat are you going to do to make the change? What key actions are required?
\nConsider links to the NIF Drivers. \tWhat ongoing information will demonstrate progress? (Qualitative, Quantitative \u2013 short\/medium\/long term data)
\nEmpowering Cluster <\/p>\n

Increase level of attendance in all establishments across the cluster. <\/p>\n

Targets:
\nCluster average to increase from 93% to 95% <\/p>\n

Cluster Lowest attending year group targets: St Brendan\u2019s – P1: 92% to
\n94%
\nCathedral – P1: 91% to
\n94%
\nSt Bernadette\u2019s \u2013 88% to
\n93%
\nOLHS \u2013 S4 77% to 85% \t\u2022\tMonthly attendance reviews with
\nSLT and CIIL to identify families with attendance below the local authority average. We will analyse the following:
\n–\tPatterns of attendance
\n–\tFamily links <\/p>\n

\u2022\tMonthly meeting with identified families to support improved attendance. <\/p>\n

\u2022\tFamily engagement worker to support targeted families. <\/p>\n

\u2022\tRobust arrangements are in place to support high quality learning for children unable to attend school
\n \t\u2022Monthly audit and analysis of
\nattendance data across the cluster <\/p>\n

\u2022\tMonitoring and tracking data will reflect improvement in attendance. <\/p>\n

\u2022\tCollaborative working will reflect a range of approaches that will be used by the wellbeing team consistently across the cluster. <\/p>\n

\u2022\tUse of Outcome Star to assess and monitor wellbeing, with targeted learners, in order to identify barriers to attendance.
\n \t Attendance is remaining just under 93%. Targeted families are making some progress. A few are still struggling to engage. Individual approaches are being used to meet the needs of the families and children \u2013 eg letters, phone calls, referral to FESA, individual tracking by teachers.
\nDiocesan Music Project with P4 pupils across the cluster. <\/p>\n

Target \u2013 Within P4 to reduce the number of learners in SIMD 1&2 presenting with the lowest attendance:
\n \t\u2022\tTarget children identified based on current levels of attendance\/engagement <\/p>\n

\u2022\tP4 children will take part in the
\nNational Schools Singing Programme
\nCurriculum <\/p>\n

\u2022\tWeekly Class music session includes vocal technique and all areas of musicianship
\n \t\u2022\tMonitoring and tracking data will reflect improvement in attendance\/
\nengagement <\/p>\n

\u2022\tPlanning will reflect a range of high quality music lessons <\/p>\n

\u2022\tDialogue and team teaching opportunities will reflect high quality
\nlearning and teaching
\n \t Current P4 attendance 92.8%<\/p>\n

Very good levels of engagement each Thursday. Mr Greechan has established good routines and relationships which the children respond very well to. \t Attendance 92.8% – 2 children cause for concern, support in place.<\/p>\n

Continued very good levels of engagement each Thursday. Mr Greechan has established good routines and relationships which the children respond very well to.
\nSt Brendan\u2019s: 7 learners to
\n5 learners <\/p>\n

Cathedral: 9 learners to 7 <\/p>\n

St Bernadette\u2019s: 11 learners to 8 \t\u2022\tSacred and secular music will be taught <\/p>\n

\u2022\tAfterschool choir established within all 3 primary schools, OLHS and Bothwell Park High; a cluster choir will also be established.
\n \t\u2022\tAfter school Choir established in each establishment and across the cluster. <\/p>\n

\u2022\tAttendance and engagement in After School Choir will be tracked and analysed. \tSchool choir during class time to ensure no barriers to participation.
\nNumber attending \u2013
\nSIMD 1\/2\tChoir well supported from P4-P7.<\/p>\n

Selected children have performed at Motherwell Cathedral and Glasgow University with most being SIMD 1 & 2.<\/p>\n

Cluster:
\nImprove attainment in writing across the cluster with a focus on Pre school, P4 and P7. <\/p>\n

St Brendan\u2019s
\nPre School 62% to 80%
\n( 4 learners)
\nP4 76.1% to 85.7%
\nP7 81.5% to 83.7% <\/p>\n

Cathedral
\nPre School: 78% to 80.9%
\nP4 84.2% to 86.0%
\nP7 84.61% to 86.5% <\/p>\n

St Bernadette\u2019s
\nPre School
\nP4 -70% to 86%
\nP7- 62% to 81% <\/p>\n

Netherton FLC
\n62.5% to 79.2%
\n(4 learners)
\n \t\u2022Analyse and interrogate data across the cluster <\/p>\n

\u2022\tCLPL opportunities
\n\u2022\tDevelop a consistent and shared understanding of standards across the cluster <\/p>\n

\u2022\tModeration of planning, experiences and high quality periodic assessment <\/p>\n

\u2022Team teaching opportunities will be planned collaboratively across the cluster to reflect a shared understanding of the standards \t\u2022\tTracking and monitoring <\/p>\n

\u2022\tFeedback and implementation from
\nCLPL opportunities
\n\u2022\tTeacher\u2019s planning will reflect a range of high quality learning and teaching
\napproaches <\/p>\n

\u2022\tLearning visits and professional dialogue will reflect high quality
\nteaching and learning <\/p>\n

\u2022\tAppropriate assessment approaches are identified and used to measure gaps
\n 2 teachers attended P4 writing cluster moderation November and February Inservice days. Both sessions confirmed teacher judgement and quality of writing in St Bernadette\u2019s.<\/p>\n

Ongoing class visits, informal jotter monitoring and professional dialogue confirms commitment to improving writing at P4 and P7 . Improvements in children who were not on track are clear to see.\t P4 April 2024 -23\/29 79% children on track to achieve 1st level writing. 3\/6 children have made good progress and are not far away from reaching the benchmarks. Ongoing assessment, SNSA and writing assessment in June will support final judgement. <\/p>\n

P7 April 2024 12\/17 (1 new pupil has arrived who is not on track) 70% on track with 1\/5 making good progress and with continued support may achieve 2nd level by June 2024.
\nFinal evaluation: <\/p>\n

Priority 1: Long Term Outcome
\nWhat do you hope to achieve? What is going to change? For whom? By how much? By When? \tRevisit and further develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
\nPerson(s) Responsible
\nWho will be leading the improvement? \tSTRATEGIC LEAD: Christine Boyle (Head Teacher)
\nMONITORING AND TRACKING ATTAINMENT: Cara Cutler PT
\nMONITORING OF MARKING AND FEEDBACK: Pamela Purdue PT<\/p>\n

(Please insert the relevant information below using the codes above)
\nNIF Priority:
\n1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
\n \tNIF Driver:
\n2. Teacher Professionalism
\n4.\tAssessment of Children\u2019s Progress
\n5.\tSchool Improvement
\n6.\tPerformance Information
\nNLC Priority:
\n1.\tAttainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
\n2.\tEquity – Closing the attainment gap between the most and least disadvantaged children and young people.
\n5. Vulnerable Groups-Improved outcomes for vulnerable groups. \tQI:
\n1.2 Leadership of learning <\/p>\n

2.3 Learning, teaching and assessment \t3.2 Raising attainment and achievement
\n2.4 Personalised support
\nPEF Intervention:
\n4.\tTargeted approaches to literacy and numeracy
\n5.\tPromoting a high quality learning experience
\n6.\tDifferentiated support
\n11.\tProfessional learning and leadership
\n12.\tResearch and evaluation to monitor impact \tDeveloping in Faith: \tUNCRC:
\n2. Developing as a community of faith and learning \tArticle 28 – Right to Education
\n \tArticle 29 – Goals of Education <\/p>\n

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here: <\/p>\n

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?
\nAssessment is an integral part of the learning and teaching process and is essential for tracking progress, planning next steps, involving young people in their learning and reporting to parents. Assessment lets teachers see what progress their pupils have made, informing sound professional judgements on each child\u2019s attainment. This, in turn, helps the school to monitor and track attainment across the school and project attainment in the future.
\nResources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF\/or colour code if preferred, to indicate where PEF spend aligns with targets. <\/p>\n

EXPECTED IMPACT
\n(SHORT TERM
\nTARGETS) \tINTERVENTIONS\/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
\n \tHOW WILL YOU TRACK PROGRESS?
\nMEASURES \tEVALUATION CHECKPOINT
\n1 (Internal Process) \tEVALUATION CHECKPOINT 2
\n(Internal Process)
\nWhat will be the benefit for learners (be specific)? \tWhat are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. \tWhat ongoing information will demonstrate progress? (Qualitative, Quantitative \u2013 short\/medium\/long term data) \t December 2023\t April 2024
\nUpdated Assessment policy provides clear guidance to teaching staff on agreed approaches, systems and procedures. \t\u2022\tLaunch refreshed Learning, Teaching & Assessment Framework on first November in-service day.
\n\u2022\tDeliver training to teaching staff (November in-service day) on the assessment section of framework
\n\u2022\tIncorporate opportunities to revisit and drill down into various sections of assessment policy at collegiate meetings throughout year.\tQuantitative
\n\u2022\tStaff training evaluations <\/p>\n

Qualitative
\n\u2022\tInservice and collegiate meeting presentations.
\n\u2022\tOn-going Quality Assurance (see calendar)\tPolicy framework written and agreed November 2023<\/p>\n

November in service work around HGIOS 2.3 focus on assessment.\t Framework being followed. SEEMIS regularly updated by all teaching staff.<\/p>\n

All teaching staff have a clear understanding of professional expectations and standards in relation to assessment. \t\u2022
\n\u2022 \tProvide time on CAT meetings for staff to explore and discuss GTCS professional standards 2.1.4; 3.1.4.
\n–\tWhich aspects do you feel are a current strength?
\n–\tWhich aspects do you feel require further exploration and development?
\nEmbed standards within updated Assessment policy and revisit regularly during course of the year. \tQualitative
\n\t\u2022 \tStaff training evaluations <\/p>\n

\t CAT meetings, PRD meetings staff have collectively and individually used the GTCS framework to reflect on standards. All staff are clear on expectations and committed to comply.
\nAll teaching staff have a sound working knowledge of progression pathways, assessment criteria and \u2018Progress & Achievement\u2019 and how these interconnect to
\nsupport valid, reliable assessment and professional judgements. \t\u2022
\n\u2022 \tRevisit \u2018Achievement of a Level\u2019 poster (incorporated into assessment policy) to support professional dialogue and clarify understanding around effective use of existing assessment materials and systems.
\nRevisit \u2018Achievement of a Level\u2019 poster at each Pupil Progress Meeting (September, January, April) to ensure sound teacher professional judgements. \tQualitative
\n\u2022 \tSLT \u2013 class teacher dialogues at planning meetings and Pupil Progress Meetings.
\n \tProgression pathways are used to support planning across the curriculum.\t Progression pathways are used to support planning across the curriculum.
\nMore work required in terms of curriculum organisation and design based on Curriculum Rationale and progression pathways. Science pathways are being produced by NLC. We have used our own 3 year strategic planner for science this year.
\nThis will allow more focused assessment of skills and progression out with numeracy and maths.
\nThis priority will continue to next year as year 2\/3.
\nCreate learning spaces, experiences and interactions and increase the capacity of pupils across all stages to talk confidently about their learning journey. \t\u2022
\n\u2022 \tUsing current research and curriculum guidance staff will plan and assess learning through a model of focused learning through investigation and play pedagogies.\tQuantitative
\n\u2022\tQuantitative data will be determined by planning of experiences and assessments.<\/p>\n

Qualitative
\nChanges to spaces, experiences and interactions evident during day-to-day learning walks and scheduled SLT classroom observations.
\n\t Play at upper stages accessed through steam room. Early stages of development.\t Play at upper and lower stages being developed. All children have access to play environments which promote independent learning, choice and enjoyment.
\nFurther development required in using play as a vehicle for sound teacher assessment through observation and interactions. <\/p>\n

All pupils benefit from a range of age appropriate formative assessment approaches to support their day-to-day learning and progress. \t\u2022
\n\u2022
\n\tAgree formative assessment strategies which will be used across all classes at each stage.
\nProvide professional reading on developing good learning intentions and success criteria; discuss at
\nSeptember collegiate meeting and agree on how key messages from professional reading will be applied in classrooms.
\nDiscuss feedback approaches and explore new methods and options\tQuantitative
\n\u2022\tJotter monitoring: consistent use of marking code across all classes. <\/p>\n

Qualitative
\n\u2022\tRange of age-appropriate formative assessment strategies visible during day to-day learning walks and scheduled SLT classroom observations. \tDiscussion around a marking code brought up further questions related to OSIRIS approaches and pupil engagement in self evaluation. P1-3 are using an effective code P4-7 use a range of approaches appropriate to the task. Formative assessment is used in a range of ways across the school. It was agreed that some strategies worked better with different groups and that all teachers would use a range and be responsive to class needs and nature in choosing formative assessment strategies. \t Staff continue to share good practice in working within the OSIRIS model for providing effective feedback through collegiate working and peer observations.
\nPupils receive prompt and often \u2018live\u2019 feedback on their learning. \t\u2022
\n\u2022 \tIntroduce new marking and feedback procedures from November
\nMonitor use of feedback approaches to ensure consistency across school. \tQuantitative
\n\u2022\tJotter monitoring: consistent use of feedback approaches<\/p>\n

Qualitative
\n\u2022\tSLT \u2013 pupil learning dialogues. \tMost teachers are confident in using live feedback in learning and almost all children are able to participate effectively in self and peer assessment. \t Peer observations planned to focus on feedback.
\nAll staff are working collegiately to improve practice.
\nAll pupils are equipped with the language of learning and can articulate their strengths and next steps. \t\u2022
\n\u2022 \t \u2018My Learning Journey\u2019 Pupils will be able to articulate their progress through teacher feedback, self-assessment and peer assessment. This will be documented on self assessment sheets at the end of learning blocks and assessments stored in Pupil Progress folders.
\nPupils will be encouraged daily to reflect on their learning journey.
\n– \tTeachers will identify group and individual targets and use them for next steps in learning.\tQuantitative
\n\u2022\tJotter monitoring: consistent use of marking code across all classes. <\/p>\n

Qualitative
\n\u2022\tSLT \u2013 pupil learning dialogues: pupils able to articulate their next steps. \t Class teachers using selected stampers to improve consistency of approach for feedback. <\/p>\n

Pupils are completing end of learning block self assessment sheets.
\n\t Further development required in use of evaluative language for children in self-assessment.<\/p>\n

Most pupils are able to select best work and articulate why it has been selected. (stickers used for this) <\/p>\n

\t– \tPupils will be supported to identify areas for improvement and act on them accordingly.<\/p>\n

SLT will continue with \u2018learning walks\u2019, engaging with pupils about their learning that day. <\/p>\n

\tOngoing informal learning walks evidence pupil engagement and ability to reflect on learning in most classes.\tContinuing ongoing informal learning walks evidence increasing pupil engagement and ability to reflect on learning in most classes.
\nPupils have regular opportunities to demonstrate and capture their learning in meaningful ways.\t\u2022
\n\u2022
\n\u2022
\n\u2022 \tIntroduce self-assessment learning grids and floor books (P1 & P2) from August 2023 to support pupils across all stages to record their learning milestones.
\nFully utilise WAC (Writing Across the Curriculum) jotters to evidence learning across all curricular areas. Facilitate regular professional dialogue around summative assessment at stage planning and collegiate meetings. Revisit \u2018breadth, challenge and application\u2019 to ensure robust professional judgements. \tQuantitative
\n\u2022\tJotter, floor book, progress folder monitoring <\/p>\n

Qualitative
\n\u2022\tSLT \u2013 pupil learning dialogues. \u201cUse your jotter\/progress folder to talk me through your
\nlearning journey.
\n \t Play approaches have been amended following consultation with pupils, staff and SMT, this has impacted on the use of floor books for assessment. Children are now working with individual jotters. Writing continues to be planned and promoted through play. \t Writing across the curriculum is evident in jotters and displays. All teachers remain committed to providing daily writing opportunities where possible.
\nWriting opportunities are evident during free play and the majority of children choose to participate regularly.
\nAll teaching staff engage in moderation at school and cluster level to ensure a shared understanding of standards and expectations. \t\u2022 <\/p>\n

\t\tModeration of writing at P1, 4 and 7 (see cluster priority). \tQuantitative
\n\u2022\tRecords of individual staff involvement in moderation activities. <\/p>\n

Qualitative
\n\u2022\tSamples of completed moderation templates. \t P4 & P7 writing moderation projects completed successfully.
\nFinal evaluation: <\/p>\n

Priority 2: Long Term Outcome
\nWhat do you hope to achieve? What is going to change? For whom? By how much? By When? \tRaise attainment in writing across all stages through a commitment to daily writing opportunities across the curriculum.
\nPerson(s) Responsible
\nWho will be leading the improvement? \tSTRATEGIC LEAD: C Boyle(HT)
\nMONITORING OF JOTTER CONTENT AND FEEDBACK: HT & Cara Cutler Principal Teacher
\nMONITORING AND TRACKING ATTAINMENT: HT & Cara Cutler Principal Teacher <\/p>\n

(Please insert the relevant information below using the codes above)
\nNIF Priority:
\n1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
\n \tNIF Driver:
\n4.\tAssessment of Children\u2019s Progress
\n5.\tSchool Improvement
\n6.\tPerformance Information
\nNLC Priority:
\n1.\tAttainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
\n2.\tEquity – Closing the attainment gap between the most and least disadvantaged children and young people.
\n \tQI:
\n1.2 Leadership of learning <\/p>\n

2.2 Curriculum \t3.2 Raising attainment and achievement
\n2.3 Learning, teaching and assessment
\n2.4 Personalised support
\n2.5 Family learning <\/p>\n

PEF Intervention:
\n4.\tTargeted approaches to literacy and numeracy
\n5.\tPromoting a high quality learning experience
\n6.\tDifferentiated support
\n7.\tUsing evidence and data
\n9.\tEngaging beyond the school
\n10.\tPartnership working
\n11.\tProfessional learning and leadership \tDeveloping in Faith:
\n2. Developing as a community of faith and learning
\n \tUNCRC:
\nArticle 28 – Right to Education
\nArticle 29 – Goals of Education <\/p>\n

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here: <\/p>\n

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this? <\/p>\n

Attainment in Writing across all stages currently lags slightly behind attainment in Reading, with the gap tending to widen as pupils progress through the school. It is acknowledged that daily practice of quality writing experiences will improve children\u2019s attainment.
\nResources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF\/or colour code if preferred, to indicate where PEF spend aligns with targets.
\n\u2022\tAdditional teaching staff allow PTs to carry out baseline and ongoing assessments (including strategic use of standardised assessments) and delivering a range of targeted literacy interventions\/support to individuals and small groups: \u00a325,000
\n\u2022\tFurther investment in furniture and books for new library: \u00a39000
\nEXPECTED IMPACT
\n(SHORT TERM
\nTARGETS) \tINTERVENTIONS\/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
\n \tHOW WILL YOU TRACK PROGRESS?
\nMEASURES \tEVALUATION CHECKPOINT
\n1 (Internal Process) \tEVALUATION CHECKPOINT 2
\n(Internal Process)
\nWhat will be the benefit for learners (be specific)? \tWhat are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. \tWhat ongoing information will demonstrate progress? (Qualitative, Quantitative \u2013 short\/medium\/long term data) \t December 2023\t April 2024
\nBy June 2024, attainment in writing across all stages will be 75% or above. \t\u2022\tEstablish updated writing baseline for all pupils and stages, drawing on teacher professional judgement and writing assessment criteria. Use this data to set projected attainment for June 2024.
\n\u2022\tMonitor and track attainment of pupils across the year, in tandem with Oct, Feb and May Pupil Progress Meetings.
\n\tQuantitative
\n\u2022\tBaseline writing assessment using Writing Criterion to identify strengths and gaps.
\n\u2022\tCollated teacher professional judgements across stage from \u2018Progress & Achievement\u2019 system.
\n\u2022\tJune 2024 ACEL data. \t Teaching staff are committed to including quality daily writing experiences from across the curriculum. This is showing early positive results with children being motivated to improve.\t Ongoing assessment shows consistent writing improvement across the school.
\nP4 are almost on track to achieve the target and P7 have made the improvements necessary in writing with a few children now working on 3rd level targets.
\nP1 continue to need support to achieve the target level \u2013 7\/24 children have EAL which impacts on progress at this early stage.
\nAll teaching staff have increased knowledge and understanding of effective approaches
\n to teaching writing.\t\u2022\tReview and discuss approaches to writing across the school.
\n\u2022\tRegularly signpost staff to Glow resource bank.\tQualitative
\n\u2022 \tPeriodic reviews between HT, PT and teaching staff
\n\t\u2022\tStaff evaluations.
\n\u2022\tSummary of SLT October learning visits.\t All staff have increased confidence in strategies and approaches to improve writing. Staff regularly share examples of good practice. Learning walks and jotter moderation confirm the commitment to improving writing.
\nModelling and daily literacy support in P1 from PT has had an impact on progress at P1. <\/p>\n

Further support from NLC pedagogy team is scheduled for May 2024.<\/p>\n

All teaching staff are confident in assessing writing and using this day-to-day evidence to reach informed professional judgements on the progress and attainment of pupils. \t\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 \tSupport staff across school in using the Writing Criterion as ongoing assessment record of pupils\u2019 strengths and next steps.
\nIntroduce genre-specific criteria to support staff in focused assessment of a range of genre.
\nUse moderation template at least once during course of year to moderate writing at each stage.
\nUse moderation template at least once during course of year to moderate writing at P1, 4 and 7 across cluster. \tQuantitative
\n\u2022\tOn-going analysis of attainment data, in tandem
\nwith Pupil Progress Meetings.
\n\u2022\tJune 2024 ACEL data. <\/p>\n

Qualitative
\n\u2022\tCompleted moderation templates.
\n\u2022\tSLT \u2013 Class Teacher dialogues during Pupil Progress Meetings.
\n\u2022\tStaff evaluations. \t Writing criteria is being used across the school in conjunction with Bench marks for assessment of writing. <\/p>\n

Moderation of writing jotters at CAT sessions is proving successful for sharing progress and good practice.<\/p>\n

P4 involved in formal writing moderation with Cluster colleagues.<\/p>\n

P7 pupils involved in Cluster Science project including moderation of report writing which was completed very successfully. \t P4 writing moderation completed successfully which added to growing confidence in professional judgement and in our processes for assessment.<\/p>\n

Writing assessments using the criterion show improvements and gains in almost all children over the course of this year. <\/p>\n

Support is in place for children who require additionality to improve writing \u2013can be impacted due to availability of staff.
\nThrough increased listening, talking and engagement with texts at the planning stage, all pupils are more \t\u2022
\n\u2022 \tEmbed Daily Writing approaches across all classrooms during initial half of the year.
\nIn stage groups, share and discuss small selection of pupil jotters to \tQuantitative
\n\t P4-7 classes are using the Reflective model to plan \t <\/p>\n

confident and proficient in writing coherent pieces which display the appropriate genre features. \tgauge impact of writing approaches on pupils\u2019 writing.
\n\u2022 SLT learning visits with focus on writing: October 2023. \t\u2022\tCollated attainment data (including June 2024 ACEL) from Pupil Progress Meetings. <\/p>\n

Qualitative
\n\u2022\tSLT \u2013 pupil dialogues during October classroom learning visits.
\n\u2022\tOn-going monitoring of taught writing and WAC jotters.
\n\u2022\tCompleted moderation
\ntemplates (in-school, cluster)
\nAll pupils are aware of, and can articulate, their current strengths and next steps in their writing. \t\u2022\tIntroduce new approach to marking and feedback from August 2023.
\n\u2022\tEnsure next steps are clearly articulated and that pupils have regular, dedicated opportunities to revisit these and evaluate their progress towards achieving them.
\n\u2022\tIn stage groups, share and discuss small selection of pupil jotters to review quality and progress
\n\u2022\tSLT \u2013 pupil dialogues at key points during year, focusing on writing. \tQualitative
\n\u2022\tOn-going monitoring of taught writing and WAC jotters.
\n\u2022\tSLT \u2013 pupil dialogues at key points throughout year.
\n\u2022\tPeer moderation of jotter feedback. \t All teachers are providing helpful and focussed feedback to children to help them to improve their writing.<\/p>\n

Most children can articulate next steps using targets for writing. \t All staff are continuing to provide specific feedback for writing both live and written. Most children are responding well to this and are motivated to improve.<\/p>\n

Most children are showing increasing in articulating next steps in writing.
\nFinal evaluation: <\/p>\n

Priority 3: Long Term Outcome
\nWhat do you hope to achieve? What is going to change? For whom? By how much? By When? \tRaise attainment in numeracy and mathematics across all stages through a commitment to embedding opportunities for numeracy and maths across the curriculum.
\nPerson(s) Responsible
\nWho will be leading the improvement? \tSTRATEGIC LEAD: (HT) C Boyle
\nMonitoring and Tracking attainment: C Boyle & P Purdue PT<\/p>\n

(Please insert the relevant information below using the codes above)
\nNIF Priority:
\n1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
\n4. Improvement in employability skills and sustained, positive school leaver destinations for all young people \tNIF Driver:
\n2.\tTeacher Professionalism
\n3.\tParental Engagement
\nNLC Priority:
\n1. Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
\n4. Developing the Young Workforce- Improvement in employability skills and sustained, positive school leaver destinations for all young people.
\n \tQI:
\n1.2 Leadership of learning <\/p>\n

2.2 Curriculum \t3.2 Raising attainment and achievement
\n2.3 Learning, teaching and assessment \t3.3 Increasing creativity and employability
\n2.4 Personalised support <\/p>\n

PEF Intervention:
\n4.\tTargeted approaches to literacy and numeracy
\n5.\tPromoting a high quality learning experience
\n6.\tDifferentiated support
\n8.\tEmployability and skills development
\n9.\tEngaging beyond the school
\n10.\tPartnership working
\n11.\tProfessional learning and leadership \tDeveloping in Faith: \tUNCRC:
\n2. Developing as a community of faith and learning \t <\/p>\n

Article 28 – Right to Education
\nArticle 29 – Goals of Education <\/p>\n

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here: <\/p>\n

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?
\nAn integral part of the launch of our refreshed curriculum in August 2023 we wish to embed opportunities for numeracy and mathematics across the curriculum leading to increased pupil engagement and confidence in maths and numeracy which will be evidenced through raised attainment.
\nResources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF\/or colour code if preferred, to indicate where PEF spend aligns with targets.
\n\u2022 Additional teaching staff allows PT to lead on Numeracy and Maths <\/p>\n

EXPECTED IMPACT
\n(SHORT TERM
\nTARGETS) \tINTERVENTIONS\/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
\n \tHOW WILL YOU TRACK PROGRESS?
\nMEASURES \tEVALUATION CHECKPOINT
\n1 (Internal Process) \tEVALUATION CHECKPOINT 2
\n(Internal Process)
\nWhat will be the benefit for learners (be specific)? \tWhat are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. \tWhat ongoing information will demonstrate progress? (Qualitative, Quantitative \u2013 short\/medium\/long term data)
\nAll pupils use and apply numeracy and maths in meaningful ways across all areas of the curriculum. \t\u2022\tCurriculum planning to ensure numeracy and maths is evident across all areas of the curriculum
\n\u2022\tMaths challenge areas set up in all classes and in STEAM room\tQuantitative Ongoing monitoring of progress folders and ACEL data<\/p>\n

Qualitative
\nSMT\/staff planning discussions
\nLearning walks<\/p>\n

Links to numeracy and maths in everyday life will be clearly articulated in all classes\tTeachers make reference to NNM in everyday life on a daily basis\tQualitative<\/p>\n

Learning walk observations
\nDialogue with pupils<\/p>\n

Pupils will have regular opportunities for investigative maths problems leading to greater confidence and resilience in approaching and completing NNM problems.\tMindset maths challenges will completed weekly by P3-7 pupils using mindset maths textbooks and you cubed website.<\/p>\n

Daily Number Talks<\/p>\n

Use of concrete, pictorial, abstract pedagogy across all levels<\/p>\n

Maths comprehension cards P3-7<\/p>\n

Maths challenges will be embedded in IDL topics.<\/p>\n

NNM will be evident in outdoor learning and play activities.\tQualitative
\nLearning walks, learning observations, jotter monitoring<\/p>\n

Quantitative
\nAssessment pieces
\nForward plans<\/p>\n

Attainment in maths at all stages will be greater than 80%\tRegular ACEL data updates
\nPlanning for interventions to support children who are not on track
\nConsistent daily use of IDL numeracy for children who struggle with aspects of number\tQuantitative
\nACEL data
\nMALT
\nIDL records
\nIntervention trackers\t\t<\/p>\n

\tLiteracy Aims\tNumeracy Aims \tHWB Aims
\nP4 ACEL\t67% (20\/30) \u2013 85% (26\/30))\t67 % (20\/30) \u2013 90% (27\/30)\t93.3% – 100%
\nP7 ACEL\t62% (10\/16) \u2013 81% (13\/16)\t56.3% (9\/16) – 81% (13\/16)\t62.5% – 87% (14\/16)<\/p>\n

Current Primary 4
\nACEL\/Gap\tLiteracy \tNumeracy \tHWB
\n\t66.7% (20\/30) \t66.7% (20\/30) \t93.3% (28\/30)
\nSIMD 1&2 \t60.9% (14\/23) \t65.2% (15\/23) \t91.3% (21\/23)
\nSIMD 3> \t85.7% (6\/7) \t71.4%(5\/7) \t100%
\nThe Gap \t24.8% \t6.2% \t8.7% <\/p>\n

Current Primary 7
\nACEL\/Gap\tLiteracy \tNumeracy \tHWB
\n\t62.5% (10\/16) \t56.3% (9\/16) \t62.5% (10\/16)
\nSIMD 1&2 \t60% (9\/15) \t60% (9\/15) \t60% (9\/15)
\nSIMD 3> \t100% \t0% (0\/1) \t100%
\nThe Gap \t40% \t-60% \t40% <\/p>\n

PEF ALLOCATION: \u00a347, 000 (less \u00a31900 NLC admin fees)<\/p>\n

NORTH LANARKSHIRE COUNCIL
\nEDUCATION & FAMILIES
\nEQUITY PLAN 2023-24 <\/p>\n

RATIONALE FOR EQUITY (PEF) PLAN
\nPlease provide below detail around your rationale for the Equity plan. Highlight how PEF expenditure is integrated to support improvement priorities.
\nFor priorities around equity please detail the poverty related gap which you are addressing and the data which supports your rationale. Consider the following: attainment, health & wellbeing, attendance, exclusion, participation, engagement. <\/p>\n

Link to Improvement Plan \tDetailed Costings <\/p>\n

\tPriority\/Description <\/p>\n

\tIntended Outcome\/Impact <\/p>\n

Please describe your planned use of SAC resource\/PEF allocation and what you intend to achieve. \tEvidence\/Measures <\/p>\n

Please indicate what evidence you are going to collect to show impact and progression.
\nCluster priority;
\nPriority 1;
\nPriority 2
\nPriority 3<\/p>\n

\t\u00a325,500 <\/p>\n

\u00a31500 <\/p>\n

\u00a39000 <\/p>\n

\u00a36500<\/p>\n

\u00a3600\tPEF 0.5 fte match funding class teacher which releases 1 FTE PT <\/p>\n

Subscriptions for IDL numeracy & spelling& mathletics online maths portal<\/p>\n

Create a new library and family learning room.<\/p>\n

Swimming block for P6 & P7
\nStrathclyde park outdoor learning experience for P7
\nWhole school pantomime visit \t1 fte PT to plan, deliver, monitor interventions in literacy and numeracy to improve attainment across the school.<\/p>\n

All pupils have access to Mathletics to improve access and attainment in maths at home and in school.
\nTargeted intervention of IDL to improve attainment in numeracy and spelling for identified pupils<\/p>\n

Improve family engagement and support family learning leading to improved outcomes and reducing the poverty related attainment gap.<\/p>\n

Improve health and wellbeing and teach life skills. <\/p>\n

Allow equity of experience for all \t\u2022\tMalt\/YARC standardised assessments.
\n\u2022\tRead Write Inc Fresh Start assessments.
\n\u2022\tIDL assessments.
\n\u2022\tTeacher Professional Judgement attainment data, gathered via NLC Progress and Achievement system and collated on school formats.
\n\u2022\tJune 2024 ACEL data; \u2018What\u2019s the Story?\u2019 dashboard. <\/p>\n

Regular use of room by families, CLD and pupils.
\nSurveys and questionnaires.
\nACEL data<\/p>\n

Attendance data
\nSwimming progress <\/p>\n

2021-22 Improvement Plan<\/strong><\/p>\n\n\n\n
Priority 1:<\/strong> Further improve and support the mental, social, emotional and physical health of all children, families and staff by embedding and extending the range of nurture based approaches across the school.<\/p>\n

Priority 2:<\/strong>Establish a digital pedagogy across all stages of the curriculum, which engages learners and delivers a high quality learning experience for all children and young people.<\/p>\n

Priority 3:<\/strong> Curriculum refresh \u2013 focus on pedagogy and learner experience incorporating Learning for Sustainability, Developing the Young Workforce and Rights Respecting Schools. (Year 2)<\/p>\n

 <\/p>\n\n\n\n
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St Bernadette\u2019s Primary School Improvement Report 2023\/2024 School Improvement Plan 2024\/2025 Summary for Parents and Carers Improvement Priorities \u2013 2023\/24 1. To ensure equity for all learners by improving attendance rates and attainment in writing. (OLHS cluster schools\u2019 priority) 2. … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":60,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-738","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/pages\/738","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/users\/60"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/comments?post=738"}],"version-history":[{"count":10,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/pages\/738\/revisions"}],"predecessor-version":[{"id":1381,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/pages\/738\/revisions\/1381"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/StBernadettes\/wp-json\/wp\/v2\/media?parent=738"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}