The main priorities of improvement plan for session 2017-2018 are listed below.
In arriving at our improvement priorities, the school has taken account of North Lanarkshire’s Aspire priorities, an audit of year two of the current improvement plan and engagement with parents/carers and learners.
We also took account of current national expectations in respect of the National Improvement Framework. In particular the four main National Improvement Framework priorities:
- Improvement in attainment, particularly in literacy and numeracy;
- Closing the attainment gap between the most and least disadvantaged children;
- Improvement in children and young people’s health and wellbeing; and
- Improvement in employability skills and sustained, positive school leaver destinations for all young people;
In order to deliver these priorities, we have paid particular attention to the following drivers of improvement.
- School leadership
- Teacher professionalism
- Parental engagement
- Assessment of children’s progress
- School improvement
- Performance information
When developing our School Improvement Plan, we considered the following questions
- 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?
- 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 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?
|Improvement Priority 1:|
|· By June 2018 all learners will experience a progressive and targeted approach to reading through effective teaching and learning. A range of interventions and different types of text, to increase engagement and participation of all learners, will support this.|
|Improvement Priority 2:|
|· By June 2018, improve attainment in numeracy for all learners by continuing to develop effective and progressive teaching approaches through staff training in Big Maths, Teejay and Sumdog. Appropriately, targeted Maths interventions, including digital technologies will impact positively on any attainment gaps identified.|
|Improvement Priority 3:|
|· Improve the physical health of children by increasing opportunities for physical activity and developing teacher capacity in Health and Wellbeing. Interventions will be targeted, where appropriate to ensure equity and engagement.|
|Improvement Priority 4:|
|· Improve attainment outcomes for learners through the sharing of practice, through periodic and collaborative moderation practices, and through the development of a more consistent approach to assessment across the locality. Learners will experience a more coherent and progressive curriculum through the ensuring of consistent approaches, in particular regarding assessment. Individual schools can then more appropriately target interventions and strategies to close any attainment gaps, which are identified.|
|Pupil Equity Fund interventions and intended impact:|
|· Targeted progressive resources & Training – enable staff to plan and use a range of alternative resources, which are matched to the experiences and outcomes of CfE, and the needs of learners in deciles 1 & 2. These will ensure support to close the identified attainment gap. Training will develop sustainability and capability within the whole team.
· PTs of equity – focus on interventions within numeracy and literacy for those gaps identified through tracking. Supporting the learners both within the classroom environment and in small groups. Modelling of support with staff will increase sustainability
· Digital technologies – to give all learners equal access to learning experiences and the opportunity to achieve. From data this intervention will increase engagement and participation of those in SIMD 1-2
· Family Learning – to develop sustainable opportunities and partnerships with parents engaging them in their child’s learning within the school, increasing capacity to support at home and to participate in sports and wellbeing events.
· Sensory Curriculum – to increase engagement and participation particularly within LCSC for those identified in SIMD 1&2 as needing a sensory approach to learning to develop a sense of attainment.