Ravenswood Primary School Cumbernauld G67 1NR

Teamwork makes the dream work!

School Improvement

Improvement Priority Link to Education Service Objectives HGIOS Whole school Responsibility
Outdoor Learning Curriculum Framework 3-18 2.1, 3.1, 4.2, 5.5, 5.6, Rachel Coull

(HT)

Target Impact on Learners & Staff Timescale  
 

All learners will participate in a range of progressive and creative outdoor learning experiences as part of the curriculum and through after school family learning opportunities.

 

 

Learners will experience a wide range of outdoor learning opportunities that will develop the skills of enquiry, critical thinking and reflection necessary for our children to meet the social, economic and environmental challenges of life in the 21st century.

 

Learners, parents and staff will see each other in a different light, building on our positive relationships, improving self-awareness and understanding of others to support each child to develop.

 

Learners, through their outdoor learning experiences, become resilient, responsible citizens and successful lifelong learners who value our landscape and culture and contribute effectively to society.

 

 

 

 

 

 

 

June 2017

 

 
Measures of Success

Evidence of observed lessons, Records of Work, peer classroom visits, records of Impact Meetings, records of pupil focus group meetings, minutes of Pupil Council meetings, minutes from Parent Council meetings, attendance at after school clubs, stakeholder views (questionnaires)

 

Resource Requirements/ Staff Development

SIP Meeting x1 with all staff

Working Party Meetings x 6

 
Improvement Priority Link to Education Service Objectives HGIOS Whole school Responsibility
Health and Wellbeing – Mental Health Curriculum Framework 3-18 3.2 Rachel Coull

(HT)

Target Impact on Learners & Staff Timescale  
 

Improve the mental health of children by embedding a growth mindset across the school and developing a range of targeted interventions to address barriers to learning that may arise.  Interventions will be targeted where appropriate to ensure equity.

 

 

 

Learners will develop a growth mindset and develop resilience in the face of challenges which will lead to raised achievement and attainment.

 

Learners will be supported to recognise when their mental health is not good and develop a wide range of skills to support them during challenging times through involvement in the following programmes as appropriate:

·         Rights Respecting Schools

·         Mindfulness

·         Seasons for Growth

·         Nurture Group

·         Massage (pupil/pupil)

·         Homunculi Approach

 

Learners will share what they are learning with their parents and carers through homework activities, progress conferences and open afternoons which will help them to embed the principles of Growth Mondset in their thinking both at home and at school.

 

Learners mental health will improve as a result of the whole school Growth Mindset ethos and targetted interventions as detailed above.

 

 

 

January 2017

 

 

 

 

 

 

 

 
Measures of Success

Evidence of observed lessons, Records of Work, peer classroom visits, records of Impact Meetings, records of focus group meetings with learners (Golden Book), attainment data (summative and formative) gathered at Attainment Tacking meetings.

 

Resource Requirements/ Staff Development

SIP Meeting to audit current practice and identify areas for development (1 meeting)

 

 
Reporting to Parents Curriculum Framework 3-18

Leadership and Workforce Development

2.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.9 Rhona Hawthorn

(PT)

Target Impact on Learners & Staff Timescale  
To improve the quality and relevance of information shared with parents and carers through a review of our reporting procedures.

 

To improve attainment for all through regular and targeted involvement of and reporting to parents and carers on progress and next steps.

All pupils will, through involvement in developing our reporting procedures, influence and understand the information that we share and why we share it which give them a sense of ownership over their own progress and next steps.

 

In partnership with parents and carers agree how we should report to parents, what we should be sharing, how regularly this should take place and what format it should take.  This will lead to more regular and effective parent/school contact to support all learners to achieve their full potential in an atmosphere of positive partnership working between home and school.

 

Learners will experience positive relationships between all parties that support them in their learning which will support their own positive view of school and themselves as a learner.

 

 

 

 

 

 

 

 

 

Reporting Timetable agreed by October 2016

 

 

 

 

 

 

 

 

 

Review of Reporting procedures

June 2017

 

 
Measures of Success

Parental attendance at working party sessions, views of parents (questionnaires), views of pupils (focus groups), views of staff (HGIOS 4 audit)

 

Resource Requirements/ Staff Development

SIP Meeting x1 with all staff

Working Party Meetings x4 – 2 open to parents

 

 

 
Improvement Priority Link to Education Service Objectives HGIOS Whole school Responsibility
MLPS 1+2 Curriculum Framework 3-18 2.3 Jacklyn Purdon

(CT)

Target Impact on Learners & Staff Timescale  
 

Develop confidence in teaching and learning of a second language by planning, delivering and assessing French across the stages in line with MLPS 1+2 national guidance.

 

 

Staff will build confidence in delivering French to their class and make effective use of collegiate planning time to ensure progression and appropriate pace and challenge for all learners.

 

Staff will ensure quality learning and teaching opportunities for all learners through implementing what they have learned on the MLPS training courses, sharing good practice with colleagues and moderating plans as they go.

 

Learners will be motivated to learn a new language and engage fully in the learning and teaching opportunities provided.

 

Learners will be supported to make the links between what they are learning and how this will be of use to them in the future as they develop skills for learning, life and work.

 

 

 

 

 

 

Implementation of P1-7 MLPS curriculum from August 2016

 

 
Measures of Success

Evidence of observed lessons, Records of Work (agreed planning format), peer classroom visits, records of Impact Meetings, records of focus group meetings (Golden Book).

 

Resource Requirements/ Staff Development

Opportunities to observe/team teach with colleagues, Language Nut, NLC Primary Modern Languages Support Pack, BBC Schools, Clicker 6

 

 

 

Please click on the link below for further information

School Improvement Priorities 2016-2017.

Report a Glow concern  Cookie policy  Privacy policy

Glow Blogs uses cookies to enhance your experience on our service. By using this service or closing this message you consent to our use of those cookies. Please read our Cookie Policy.

Close