- Cluster Priority
To develop a shared ambition to develop improvements for children and families
- To improve writing across the cluster
- To develop nurturing approaches in each school
- To reduce the number of pupils identified as vulnerable
- To improve pupil mental health by increasing SDQ scores
- To improve participation and strengthen expressive arts throughout the cluster, building pupil confidence and creativity.
- Increase teacher confidence in teaching STEM
School Priority 1
To ensure equity for all learners and to close the attainment gap in response to covid-19
- To develop a refreshed curriculum rationale
- Children will be supported through consistent shared understanding of standards in literacy and numeracy
- Robust arrangements are in place to support children unable to attend school
- To improve pupil attainment in literacy with a particular focus on writing and talking and listening
- To improve attainment in numeracy at all stages with a 5 % increase in pupils ‘on track’
- Identified gaps in learning will be addressed through careful planning, high quality learning and interventions where appropriate.
School Priority 2
To further support the mental, social, emotional and physical wellbeing of all children, families and staff.
- Identify staff training needs as a result of staff self-evaluation HGIOS 3.1
- Identify pupils from the SDQ and ensure careful planning to meet children’s wellbeing needs
- Staff, children and young people understand the GIRFEC principles and processes and wellbeing indicators.
- Make effective use of the Wellbeing application to securely record and plan pupil wellbeing
- All staff make effective use of progressive HWB programmes – healthyschools.scot
- All children participate in a range of outdoor learning experiences
- Continue working towards Rights Respecting Schools status and embed a children’s Rights approach to all aspects of school life
- Encourage good self-care and provide opportunities to support staff wellbeing
School Priority 3
Establish a digital pedagogy across all stages of the curriculum, which engages leaners and delivers a high quality learning experience for all children and young people.
- Develop online learning plans to ensure continued and progressive learning both in school and remotely
- Plan approaches to digital pedagogy to develop and enhance learning and teaching.
- Make effective use of attainment data to inform targeted digital interventions.
- Embed digital approaches to assessment for and of learning, informing learners’ next steps.
- Develop progressive approach to digital skills within and across the curriculum
- Digital technologies are used to continue the inclusion of pupil voice and community involvement in school improvement.
Digital skills for the whole family are developed to support access to learning