Driving Equity and Excellence
Improvement Action Plan
Session 2019-20
Education and Families Priorities
- Priority 1: Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
Improvement Actions
- Raising Attainment Strategy
- There is a commitment to improve data informed practice across the Directorate, to increase numbers of young people achieving national benchmarks.
- Self- Evaluation Leading to Improvement
- There will be a comprehensive refresh of quality improvement, based on a comprehensive review of HGIOS 4 and self-evaluation strategies.
- Review of Additional Support Needs
- This review will provide a radical set of responses to the evolving needs of young people, including review of policy and practice, training and estate provision.
Priority 2: Equity – Closing the attainment gap between the most and least disadvantaged children and young people
Improvement Actions
- SAC/ PEF Plan
- There is a well-established plan for the Scottish Attainment Challenge and Pupil Equity Fund which will require to be rolled out until 2022. It focuses on closing the attainment gap.
- Anti- Poverty Programmes
- There are a number of specific programmes devoted to ensuring North Lanarkshire is typified by a commitment to addressing barriers to achievement, due to poverty.
- North Lanarkshire Research Lab
- The project involves drawing together all research based activity undertaken across the Directorate into one manageable system, so as to ensure leaders are informed.
Priority 3: Improvement in children and young people’s health and wellbeing with a focus on mental health and wellbeing.
Improvement Actions
- GIRFEC
- There will be a refresh of GIRFEC approaches, focussing on ensuring that named persons and lead professionals have a clear understanding of the planning pathways.
- 1140 ELC Expansion
- The expansion involves 1140 hours of nursery education being available to all 3-4 year olds and 2 year olds experiencing disadvantage.
- Mental Health and Wellbeing
- Our practice in this area will be aligned with wider partnership approaches, translated into a Mental Health and Wellbeing Strategy for young people and those who work with them.
Priority 4: Developing the Young Workforce– Improvement in employability skills and sustained, positive school-leaver destinations for all young people
Improvement Actions
- Curricular Progression
- A North Lanarkshire approach to ensuring a coherent, progressive curricular experience in Literacy, Numeracy, HWB and STEM will be established in all clusters.
- DYW Strategy
- The work ensures that the Universal: Enterprising Learning; Additional: Work Based Learning Experience; Intensive: Pathways Programme.
- Digital Classroom
- Young people learn across schools through digital learning opportunities, provided by host schools through Virtual Learning environments.
Priority 5: Vulnerable Groups– Improved outcomes for vulnerable groups.
Improvement Actions
- Support for Families/ Young People at Risk
- There is a comprehensive focus on supporting families of young people at risk, who experience challenges and require support.
- Care Experienced Young People
- There is a systematic approach being built to ensure positive outcomes for Care Experienced young people (and those at risk). The Virtual School is a key component of this activity.
- Support for Adults
- There is a critical focus on improving systems to support vulnerable adults, including those in the justice system and victims of domestic violence.
Rationale for the Improvement Plan
Please consider the following challenge questions when developing your rationale for the new School Improvement Plan.What action are we currently taking to ensure excellence and equity for all learners?
- Which attainment gaps exist in our school?
- What action do we need to take to close these gaps?
- What data will we use to monitor progress?
- What action are we currently taking which will address the four priorities in the NIF?
- How good are our children’s outcomes in these areas?
- What further targeted interventions do we need to plan next year to improve outcomes for key groups of learners?
- How well are we improving across the 6 key drivers in the NIF?
- School Leadership
- Teacher Professionalism
- Assessment of Children’s Progress
- Parental Engagement
- School Improvement
- Performance Information
- How good are we now? What do we need to improve further?
- Which approaches to change will we use to ensure progress and impact with our key priorities?
| The school Vision and Values were reviewed during session 2018-2019 in partnership with all stakeholders.
Vision Greengairs is Great!
Values Happy Safe Achieving Included Aims · Provide a happy and safe learning environment where children’s wellbeing is at the heart of all we do. · Provide a varied and challenging curriculum through excellent and innovative teaching and learning that meets the needs of all learners and equips learners with skills to achieve their full potential now and in the future. · Celebrate success, promote a ‘can do’ attitude and inspire and include everyone to achieve their best in all they do.
United Nations Conventions of the Child
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School Vision and Values
Audit and Consultation
In arriving at our improvement priorities, the school has taken account of Education and Families’ priorities, an audit of the previous year’s improvement plan and engagement with parents/carers and learners.
Details of engagement with parents/carers
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Hold meet the teacher open afternoon to informally discuss hopes for the pupils in class for the year ahead and to showcase the school at the start of the year.
Consult with Parents/Carers at regular intervals during the session in relation to self-evaluation.
Further develop Shared Learning Grids to include feedback from parents to increase links between school and home learning.
Home Learning Policy will be in place and Home link diaries will be used to heighten communication between home and school.
Class learning journeys will be sent out termly and a snapshot of learning will sent out 3 times a year.
Weekly monitoring of late coming, monthly monitoring of attendance followed up with the school and parents.
Seek parental views on behaviour, homework and HGIOS 4, using their voice to create next steps in school policy and practice. Evidence of action will take the form of a ‘you said, we did display within the school’.
Provide news updates on school Twitter.
Share classroom practice, learning and daily updates on Twitter.
Maintain the positive working relationship with the Parent Partnership at our regular meeting and events throughout the school year.
Sustain our Open Door Policy for all parents of our school and nursery pupils.
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Details of engagement with learners
| Throughout the year we will continue to…
Gather views and opinions from the children to create a new school vision and values.
Conduct pupil questionnaires regarding behaviour in class and in the playground, with reference to the well being indicators; Safe, Included and Achieving.
Establish Pupil Focus Groups for Numeracy, Literacy and Health and Wellbeing to elicit their views when planning for learning and teaching. Pupils will be consulted on their learning through all curricular areas.
Carry out Personal Learning Logs for pupils. Pupil reflections on their weekly learning and target setting for their next steps in learning.
Engage in learning conversations with pupils both formally and informally.
Provide opportunities for Pupil Voice through a broad range of both teacher and pupil led activities.
Develop the Golden Families approach within the school to provider the children with greater voice and ambition for the school. Pupil groups will organise and lead whole events, i.e Fairtrade Fortnight, Health week and develop our work in becoming a Rights Respecting school. |
2019-20 Improvement Plan
| Establishment Priority 1: | Improve attainment in Literacy and numeracy for all learners through the continued implementation of targeted interventions and development of progressive pathways aiming to narrow the attainment gap. |
| Establishment Priority 2: | Ensure all learners are progressing and achieving, at their level, in line with the National Standards through the continued use of the Literacy, Numeracy and Health and Well Being Benchmarks, ensuring staff have a shared understanding of achievement of a level. |
| Establishment Priority 3: | Develop consistent planning and implementation of Health and Wellbeing approaches across the school in line with working to achieve the silver Rights Respecting Schools Award, committing to a positive school ethos, ensuring all children’s rights and responsibilities are recognised and talents and abilities are developed to their full potential. |
| Cluster Priority | To improve the Health and Wellbeing of a targeted group in Primary 5, using the SHANARRI indicators within our cluster community.
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When considering your School/Establishment Improvement Priorities, you are asked to provide links to the following, as well as the Quality Indicators within HGIOS4 and HGIOELC:
| Education and Families Priorities | PEF Interventions | NIF Drivers | NIF Priorities |
| 1. Improvement in attainment, particularly literacy and numeracy
2. Closing the attainment gap between the most and least disadvantaged children 3. Improvement in children and young people’s health and wellbeing with a focus on mental health and wellbeing 4. Improvement in employability skills and sustained, positive school leaver destinations for all young people 5. Improved outcomes for vulnerable groups |
1. Early intervention and prevention
2. Social and emotional wellbeing 3. Promoting healthy lifestyles 4. Targeted approaches to literacy and numeracy 5. Promoting a high quality learning experience 6. Differentiated support 7. Using evidence and data 8. Employability and skills development 9. Engaging beyond the school 10. Partnership working 11. Professional learning and leadership 12. Research and evaluation to monitor impact |
1. School Leadership
2. Teacher Professionalism 3. Parental Engagement 4. Assessment of Children’s Progress 5. School Improvement 6. Performance Information |
1. Improvement in attainment, particularly in literacy and numeracy;
2. Closing the attainment gap between the most and least disadvantaged children; 3. Improvement in children’s and young people’s health and wellbeing; and 4. Improvement in employability skills and sustained, positive school leaver destinations for all young people |
| Roman Catholic Schools are required to provide links within their SIP and SIR to the themes contained within ‘Developing in Faith’, as requested by the Bishops’ Conference of Scotland. | Developing in Faith Themes | All schools are encouraged to consider links to Rights Respecting Schools. Where appropriate please list the relevant articles which will be a focus for the coming year in the box opposite and on the action plan(s) below.
The articles can be found here. |
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| 1. Honouring Jesus Christ as the Way, the Truth and the Life | |||
| 2. Developing as a community of faith and learning | |||
| 3. Promoting Gospel Values | |||
| 4. Celebrating and Worshiping | |||
| 5. Serving the common good. |
| IMPROVEMENT PRIORITY 1: | Improve attainment in literacy and numeracy for all learners through the continued implementation of targeted interventions and development of progressive pathways aiming to narrow the attainment gap.
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| Person(s) Responsible
Who will be leading the improvement? |
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| HGIOS/ HGIOELC Quality Indicators | PEF Interventions | NIF Drivers | NIF Priorities | Education and Families Priorities | Developing in Faith/ RRS Article(s) | |
| 2.2, 2.3, 2.4, 3.2
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4, 5, 6, 7, | 4,5,6 | 1, 2 | 1, 2 | ||
| Outcome(s) / Expected Impact
Detail targets, %, etc. |
Tasks/ Interventions to achieve priority | Measures
What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) |
Resources
Please include costs and, where relevant, state if cost is being met from PEF.
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Timescale
What are the key dates for implementation? When will outcomes be measured? Checkpoints? |
| Improve components of writing – spelling and Grammer by 5% P4-P7 | Spelling pathway/programme created to ensure children are consistent in their spelling ability.
Grammar programme created to support planning and delivery of high quality grammar skills. Grammar to be Taught through reading programme and discretely. |
100 word spelling assessment | IDL
SNSA Programme of Study/Pathway |
September 2019
November 2019and May 2020 |
| Develop methodologies for teaching comprehension to support and challenge learners in their ability to read with greater understanding. Improvement in attainment in reading by 5%. | Interventions
New materials and resources sourced to support and enhance learning experiences. |
Standardised assessments
SNSA CEM – P1 only Teacher judgements |
Teachers
PEF – Class materials – source new teaching materials PEF – Literacy base training for some staff. |
January 2020 |
| Data gathered consistently over the course of a school year in the form of standardised assessments and professional judgements. Focus on children in ‘at risk’ group within SIMD 1-4 to ensure appropriate intervention to enhance opportunity to achieve necessary outcomes at the end of a level. | Termly tracking meetings with teachers to discuss children’s progress and to highlight children in need of intervention.
MALT test administered Sep 19 and May 19.
CEM – PIPs Plus September and May
Use of SNSA data to inform professional judgements alongside the use of benchmarks and all other data gathered to ensure accuracy of tracking of child’s attainment
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Termly tracking sheets and professional dialogue meetings.
Monthly evaluations will highlight interventions for children ‘At Risk’ of not achieving a level. |
Assessments
Judgements Professional Dialogue Detailed Evaluations |
August 2020 |
| Introduction of Number talks throughout the school to increase mental agility and provide a consistent approach to metal agility strategies and vocabulary used. | Pilot number talks with teachers at early, first and second level in term 1.
Pilot classes then train other staff in term 2 with a view to roll out across the school in term 3.
MALT Assessments |
Increase in mental agility when MALT testing is administered at the end May 2020 with a focus on Primary 1, 4 and 7. Relate standardised tests to professional judgements to ensure any increase in mental agility across the school is based upon sound data | MALT tests administered twice a year. PEF cost. | September 2019 and May 2020 |
| Seal Maths – concrete materials. Planners introduced to support targeted groups and Early level numeracy – Nursery and P1 initially. | Linked to a programme of play methodology in P1 | Increase in pupil confidence and attainment in Numeracy. | PEF Cost – Materials and planning support from SEAL. | |
| Stem based learning embedded within our curriculum to enhance how children apply mathematics across learning and real life contexts (DYW) | STEM Focus at start of term, parental workshops to engage partnership working. | Parental Feedback
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Parents
Partnership agencies STEM Focus outings -PEF |
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| Implementation of play based learning in Primary 1.
Focus on transition from nursery to primary 1. |
Primary 1 teacher developing play, working alongside nursery practitioners to extend play from nursery into the Primary 1 classroom. | Use of professional judgements relating to benchmarks and standardised assessments.
Monthly evaluations |
Loose parts materials purchased for Primary 1 and adaptations to classrooms.
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Development throughout the year.
June 202 |
| Evaluative Statement & Actual Impact/ Evidence | |
| November | |
| February | |
| May | |
| IMPROVEMENT PRIORITY 2: | Continue to ensure all learners are progressing and achieving, at their level, in line with the National Standards through the continued use of the Literacy, Numeracy and Health and Well Being Benchmarks, ensuring staff have a shared understanding of achievement of a level.
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| Person(s) Responsible
Who will be leading the improvement? |
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| HGIOS/ HGIOELC Quality Indicators | PEF Interventions | NIF Drivers | NIF Priorities | Education and Families Priorities | Developing in Faith/ RRS Article(s) | |
| 2.2,2.3,.3.2
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4, 7, 10, 12, 11 | 4 | 1, 2 | 1, 2 | ||
| Outcome(s) / Expected Impact
Detail targets, %, etc. |
Tasks/ Interventions to achieve priority | Measures
What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) |
Resources
Please include costs and, where relevant, state if cost is being met from PEF.
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Timescale
What are the key dates for implementation? When will outcomes be measured? Checkpoints? |
| All staff will have a shared understanding of the achievement of a level | Opportunities for professional dialogue
Follow guidance on the use of Benchmarks detailed on National Improvement Hub |
Effective use of Benchmarks will support Professional judgements and assessments, ensuring progression for all learners | National Improvement Framework
National Improvement Hub Benchmarks
Pedagogy Practitioner |
November 19 |
| High quality evaluation of learning and teaching | Peer observations
Professional Dialogue |
Monthly – ongoing | ||
| Staff will engage in further Peer Learning visits followed by professional dialogue | Staff will have a greater understanding of progression within levels, leading to a greater understanding of planning next steps | Term 2 and Term 3 | ||
| Continued opportunities for moderation of assessments | Collegiate time has been set aside to support work around achievement of a level and use of the Benchmarks and consistency within our professional judgements. | February 20 | ||
| All pupils will experience high quality learning and teaching | Quality assurance calendar implemented fully throughout the year.
HT observations will confirm high quality learning and teaching is taking place throughout whole school. |
Staff training available.
Learning from one another – PEF Cost
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May 20 | |
| Pupils will engage in holistic assessments to ensure challenge, breadth and application of learning | Pupil evidence through assessment | |||
| Level (Early, First, Second) planning days – plan, review and create assessments in line with learning planned for. | Ensure progression across the level and accurate judgements shared and measured assessments created in partnership.
Shared understanding. |
3 times per year | ||
| Create a shared vision – ‘Making Every Lesson Count’. What makes a good Lesson. Living and teaching the principals of this. | Consistent learning and teaching across all classes. |
| Evaluative Statement & Actual Impact/ Evidence | |
| November | |
| February | |
| May | |
| IMPROVEMENT PRIORITY 3: | Develop consistent planning and implementation of Health and Wellbeing approaches across the school in line with working to achieve the silver Rights Respecting Schools Award, committing to a positive school ethos, ensuring all children’s rights and responsibilities are recognised and talents and abilities are developed to their full potential.
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| Person(s) Responsible
Who will be leading the improvement? |
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| HGIOS/ HGIOELC Quality Indicators | PEF Interventions | NIF Drivers | NIF Priorities | Education and Families Priorities | Developing in Faith/ RRS Article(s) | |
| QI, 1.2,2.1,2.2,2.3,3.1,3.2, | 2,3,7,11,12, | 1,2,4,5 | 1,2,3 | 1,2,3 | RRS Articles:4,12,13,20,21,24 2 | |
| Outcome(s) / Expected Impact
Detail targets, %, etc. |
Tasks/ Interventions to achieve priority | Measures
What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) |
Resources
Please include costs and, where relevant, state if cost is being met from PEF.
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Timescale
What are the key dates for implementation? When will outcomes be measured? Checkpoints? |
| Health and Wellbeing curriculum will be revised in order to meet the wellbeing context of the pupils and their families more appropriately. | Stage progression planners P1-7 will be produced
PE Curriculum adapted and reinforced by commercially available resources and advice
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Participation Data
Learner’s Views Parental views HT Observations
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Review and source commercially available materials to enhance HWB curriculum including PE | Improvement planning meetings termly
(Working groups report back) Review Nov, Feb, May |
| Implementation of Health Schools Scotland planners used across the school. | Healthy School Planners used as a basis for planned lessons with a focus on SHANARRI indicators. | Monthly evaluations will demonstrate that all aspects of Health and wellbeing curriculum are being delivered and evaluated continuously and consistently across the school. | Practical resources needed to deliver lessons will be paid from school budget. | August 2020 |
| Primary 1 play based learning. | Working alongside nursery colleagues from Greengairs Nursery class and cluster nurseries to enhance pedagogy of play based learning. | SLT monitoring of Play based planning and evaluation approaches from Nursery to Primary 1. | Training of nursery and Primary one staff provided by NLC and Strathclyde university.
Resources and Materials – PEF CPD budget Line |
August 2020 |
| Tracking of all nursey children with a focus on SIMD 1-4 and ASNA children. | Working cluster nurseries to implement planning and evaluations focused on the whole child and improving outcomes for all children.
Improving pedagogy surrounding play based learning and the purpose of quality interactions and observations. |
HT monitor observations by ELP practitioners.
Monitoring of Long term and short term plans.
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Working collegiately with cluster nurseries.
Facilitate cross establishment dialogue and planning time.
HT will provide cover to allow for this to happen |
August 2020 |
| Transition towards 1140 hours | Extended hours offered to nursery children from August.
Lunch provided. |
Planning for a richer day.
HT to facilitate visits to establishments already piloting the expansion in provision. – Auchinloch (Family Group and similar size). |
HT
ELP Cover |
June 2020 |
| Learners will build positive relationships within and outwith the school, working through the RRSA, showing positive attitudes and ability to verbalise their rights as children as related to themselves and others. . | Health and Wellbeing – Rights Education, Class Charters, Rights Assemblies, Termly Themed Rights days and lessons to refer to the conventions.
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Participation Data
Learner’s Views MT Observations Pupil Feedback and Focus Group discussions |
Class work | Starting in August 19
Monitoring and tracking each term Views sought Nov, May |
| Learners will show an embedded understanding of the Articles of the Children’s Charter and will be able to demonstrate this in everyday actions.
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Create Whole School charter, Class charters, Dining room charter and playground charter.
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Staff and Learner Evaluations
MT and CT Observations Pupil feedback and Focus Group discussions
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Pupil Voice groups to lead. | Starting in August 19
Monitoring and tracking each term Views sought March & May |
| Learners will show understanding of how to take action to address inequalities in situations where aspects of the Charter are not being upheld. | Use of Classroom Charter to support and engage learners in the Rights of the Child
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Learner engagement in campaigning
CT evaluations Displays
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Pupil Voice Group | Starting in August 19
Dialogues Sept, Jan, March |
| Rights Respecting School values will be evident in planning | Teachers plans to include reference to RRS articles
Monthly targets linked to RRS |
Evidence detailed in weekly planning and long term planning. | Revised planning formats | December 19 |
| Rights Respecting Schools Award level 2 is achieved. | Carry out actions identified in action plan.
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Assessed for award of Silver.
RRSA Silver Checklist
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Staff Training required. Led By Miss Adele Scott – Inset Day 1 and 3. | Starting August 19
Completion by April 2018 |
| Evaluative Statement & Actual Impact/ Evidence | |
| November | |
| February | |
| May | |
| Cluster Priority | To improve the Health and Wellbeing of a targeted group in Primary 5, using the SHANARRI indicators within our cluster community.
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| Person(s) Responsible
Who will be leading the improvement? |
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| HGIOS/ HGIOELC Quality Indicators | PEF Interventions | NIF Drivers | NIF Priorities | Education and Families Priorities | Developing in Faith/ RRS Article(s) | |
| 3.1 Wellbeing and
Inclusion. Theme – Wellbeing
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1. Social and emotional wellbeing
2. Promoting healthy lifestyles 3. Engaging beyond the school Partnership working |
1. Assessment of Children’s Progress
2. School Improvement Performance Information |
Improvement in children’s and young people’s health and wellbeing; | 6. Improvement in children and young people’s health and wellbeing with a focus on mental health and wellbeing
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Article 24
You have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well. |
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| Outcome(s) / Expected Impact
Detail targets, %, etc. |
Tasks/ Interventions to achieve priority | Measures
What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) |
Resources
Please include costs and, where relevant, state if cost is being met from PEF.
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Timescale
What are the key dates for implementation? When will outcomes be measured? Checkpoints? |
| We want to Get It Right For Every Child. which in turn will increase understanding and awareness of each of the SHANARRI indicators.
We want to increase Engagement Participation Attendance Exclusion Achievement |
Identify target group of 3 children from Primary 5 to be “Airdrie Ambassadors”.
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Baseline Assessments
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Children – SHANARRI Web
Class Teacher – Boxhall HWB Champion – Leuvan Scale
PEF – Taxi / Resources
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Tuesday – pm
August 2019
March 2020
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| To increase confidence and resilience in adapting to new settings with a view to enhancing smooth transitions in the future.
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Each Primary / Nursery to choose 1 of the SHANARRI indicators as a focus. This will provide a breadth of HWB experiences in new and unfamiliar settings for the children.
Each school will provide an activity for their chosen indicator.
Parents/ Pupils will attend Showcase Event at Airdrie Academy. “Airdrie Ambassadors”, to cascade new skills and share practice with their peer group on return. |
Log Books
Pupil dialogue Pupil Feedback |
Log book of visits to be completed by all pupils.
Observations Questionnaires Photographs |
Ongoing
Sep – 1visit Oct – 1visit Nov -2 visits Jan – 1visit Feb – 2 visits Mar – 1 visit 1 Showcase
Ongoing |
| Evaluative Statement & Actual Impact/ Evidence | |
| November | |
| February | |
| May | |
