School Improvement Plan

 

West Johnstone Early Education & Childcare Centre 

Improvement Plan 2019 – 2020

As part of Children’s Services, West Johnstone Early Learning & Childcare has developed this establishment improvement plan which provides a framework for how we intend to achieve Children’s Services’ vision of working together to get it right for children, families and communities – Protecting, learning, achieving and nurturing.

 

National Priorities

We also have to take account of the Scottish Government’s national improvement framework which provides a vision for education in Scotland, namely to:

 

  1. improve attainment, particularly in literacy and numeracy;
  2. close the attainment gap between the most and least disadvantaged pupils;
  3. improve children’s health and wellbeing; and
  4. improve children and young people’s employability skills so that they move into positive and sustained destinations.

 

Local Priorities

  • Reshaping our place, our economy and our future;
  • Building strong, safe and resilient communities;
  • Tackling inequality, ensuring opportunities for all;
  • Creating a sustainable Renfrewshire for all.

 

Renfrewshire’s Education Priorities

Our priorities will also align with Renfrewshire Council’s education strategic priorities listed below.

 

  • Develop high quality learning & teaching that leads to improved levels of attainment and achievement in all of our establishments;
  • Reduce inequalities and deliver improved health & wellbeing outcomes for children & young people;
  • Support self-evaluation and performance improvement throughout our establishments;
  • Develop high quality leadership for staff at all levels;
  • Support high numbers of our young people to enter positive destinations and sustained post-school destinations.

 

 

The priorities and actions within this improvement plan address the needs of our establishment and articulate with local and national priorities.

Who did we consult?

To identify our priorities for improvement, we sought the views of children, parents, staff and the wider community. We used a variety of methods of getting the views of those who are involved in the life and work of West Johnstone Early Learning and Childcare Centre such as professional dialogue, questionnaires, home visits, open days

We have also consulted with our partners across and out with the Council to assist us in the delivery of our priorities.

Consultation methods we used are:

  • Professional Dialogue
  • Meetings
  • Working parties

 

All information gathered is collated and used to assist us to identify next steps and areas for improvement.

How we will know if we are achieving our aims?

We will measure and evaluate the progress we are making to achieve the key outcomes set out in this plan. We do this using quality assurance activities that include:

  • Developing a robust system of monitoring and self-evaluation
  • One to one professional dialogue sessions with staff
  • Consulting with staff, parents, and children through photographs, questionnaires, dialogue. Responses will influence future developments
  • Our improvement plan for 2019 – 2020 will form a basis for our self-evaluation and monitoring calendar this year

 

Each year we also complete a standards and quality report and self-evaluation document which are monitored by Renfrewshire Council Children’s Services’ staff

 

                                                                                    Action Plan

           

 

Priority 1: We will develop high quality learning & teaching that leads to improved levels of attainment & achievement
NIF key driver HGIOS4 /

HGIOELC

  QIs

What are we going to do? Who will be responsible for implementation? What is the expected impact?

(on children & young people; staff; families etc)

How will we measure this?
 

4

 

 

 

 

 

 

 

 

2.3, 1.2,

2.3

2.4

Wellbeing and Involvement

 

·       Develop a measure to assess the wellbeing and involvement of children within our setting and look to identify aspects of our environment and practice that determines their level of involvement. Our Educational Psychologist will deliver training to all staff

 

 

SMT

 

Early Years professionals will secure in their approach to the holistic assessment of children and be secure in their knowledge that children within our setting are getting the best possible start in life. Children’s progress will be monitored in relation to the high quality opportunities available.

 

Ferre Laevers Leuven Scale.

Holistic Observation format approach.

High quality adult interactions and observations

 

 

4

 

 

1.1

2.3

Assessment & Moderation

 

·       Develop individual trackers for children which will monitor and record progress across all areas of the curriculum with a particular focus on literacy & numeracy.

 

·      Head of Centre will join working group with regards to moderation and assessment.

 

 

SMT

 

 

 

Literacy and numeracy trackers will show the progression of each child.

 

 

Feedback from practitioners

 

1

 

 

2

 

 

5

 

 

 

 

 

 

1.3

2.2

3.2

Staff professionalism

 

·       Staff will engage in training at all levels to enhance their knowledge and skills and embed the improvement plan priorities identified.

 

·       Further develop the Froebelian philosophy to support how our children learn and embed this approach within the pedagogy of our setting

 

 

 

SMT

 

 

 

 

 

 

 

 

 

 

 

 

The Knowledge staff gain from training will have a direct impact on their practice and support hoe we go about increasing children’s ability to learn and develop.

 

Staff will have access to training and research that will be measured within their PRD meetings.

 

Floorbooks

 

Staff who are completing the Froebel in Early Childhood in Education qualification will share knowledge with peers and families.

 

 

2.2

3.1

3.2

3.3

Further develop our forest school & approaches to outdoor learning

 

·       Establish regular full day opportunities for our children to experience and learn at our Forest Kindergarten. Learning will be supported by high quality adult/child interactions which challenges the children’s learning within an outdoor environment

 

 

Rona Murray

 

Playing and learning outside will improve children’s physical and emotional wellbeing.

 

Motivation and concentration is developed by children’s fascination with nature. Outdoor learning experiences will connect our children with the outdoor world and offer opportunities for personal and learning skills in areas significant to literacy, numeracy and health & wellbeing.

 

 

Early Years professionals will enhance their own skills and knowledge

 

 

Observations of engagement,

 

Wellbeing and Involvement (Laevers)

 

Research: (Tovey, H 2017) Brining the Froebel Approach to your Early Years Practice

 

 

 

 

 

 

2

 

 

 

 

2.2

2.6

2.7

3.3

 

Approaches to Incorporating STEM into the centre

 

·       Early years professionals will extend on delivering elements of STEM throughout the setting and ensure the four disciplines that make up STEM have a place in everyday experiences.

·      A programme will be developed to include local primary and secondary schools into the centre to take part and build on effective practice in STEM learning.

 

 

 

 

All Staff

 

(Elaine McMahaon)

 

Early years professionals, carers, and community partners will acquire a deeper understanding of the importance of STEM education. Children will foster ingenuity and creativity as well as opportunities to build on life-long learning skills.

 

 

Floor books

 

Planning meetings

 

Professional dialogue

 

Monitor participation

 

 

Action Plan

           

 

Priority 2: We will reduce inequalities and deliver improved health & wellbeing outcomes for our children and families with a focus on increasing children’s ability to learn within a nurturing environment
NIF key driver HGIOS4 /

HGIOELC

  QIs

What are we going to do? Who will be responsible for implementation? What is the expected impact?

(on children & young people; staff; families etc)

How will we measure this?
 

 

 

2

 

 

3.1

UNCRC

 

·       Further develop staff’s knowledge and understanding of the UNCRC and how this is embedded into everyday practice to support the wellbeing of each individual child and their family

 

 

SMT

 

All staff will have an understanding of UNCRC principles and approaches which are embedded at a whole centre level. A clear focus on wellbeing entitlements will support all children to be the best they can and allow them to engage in decisions which affect them.

 

Staff training evaluation form

 

Focus group to meet termly to evaluate agreed articles.

 

 

 

4

 

 

3.1

Nurture & Wellbeing

 

·       Reflect on the settings approach to nurture and children’s wellbeing.

 

·       Children will be given opportunity to build independence and develop a positive attitude to learning.

 

·       Development of the Ferre Laeuvers to identify children requiring support.

 

 

 

 

All Staff

 

 

Secure attachments will give children firm foundations from which they can build upon.

 

Highly motivated staff – Highly motivated children.

 

Staff responses which encourage and develop children’s self-confidence.

 

Weekly wellbeing meetings with keyworkers

 

Leuven’s Scale trackers within areas of the environment

 

 

1

 

3

 

5

 

1.3

2.3

2.5

 

Implementation of 1140 hours

 

Continue to expand the phasing off 1140 hours. We will deliver high quality learning and childcare that will

 

·       Offer greater flexibility through varying delivery model’s supporting families for opportunities to undertake work, training and further education.

 

·       Allow staff to continue to have access to training and personal development opportunities to ensure a highly skilled workforce that can deliver rich opportunities for children to experience high quality play, learning and care.

 

·        Ensure quality will be maintained throughout various transitions and extended hours of the day.

 

 

 

 

 

 

SMT

 

All Staff

 

 

 

 

 

 

 

We will have an increased number of children and families utilising the 1140 hours. Parents will have more access to affordable childcare increasing the uptake of employability and further education. Staff will enhance their own professional learning journey that will allow children to engage in real life quality experiences giving them opportunity to develop and embed skills for learning, life & work. This will help to identify environmental barriers to learning and with focus on early language, number & wellbeing helping to close the attainment gap and break cycles of poverty.

 

 

 

 

 

Research: Blue print for 2020: The expansion of Early Learning & Childcare in Scotland

 

HGIOELCC – QI Visits

 

Consultation with parents, staff & council

 

Staff focus groups where time out of the core hours will be monitored to ensure we are maintaining quality.

Staff training focused in-service

 

 

 

 

 

 

 

 

4

 

 

 

 

2.2

2.6

 

Transition Pilot – Early Years to Primary 1

 

We will be implementing a new pilot project for Transition from Early Years to Primary 1.

 

·       We will be focusing on curricular transitions with a designated practitioner within our establishment who will work collaboratively with school to ensure curricular links across the early level and work on seamless transitions.

 

 

 

 

 

SMT

 

Jill-Anne (Early Years Practitioner)

 

Early years professionals will be working with a cohesive approach to early level planning and transition. There will be improved links between nursery & primary ensuring a consistent approach for curricular planning that meets the needs of individual children. This will mean a greater understanding of learning environments that suit the needs and interests of children. With continued focus on literacy, number and wellbeing there will be better understanding of the attainment challenge enabling a shared vision and implementation of quality practice and experiences.

 

 

 

Pre/Post staff surveys measuring implementation of training.

Individual children’s profiles

Teacher & early years staff judgement data

Practitioner focus groups focusing on information sharing, curricular planning, benefits/challenges of approach.

 

 

 

 

3

 

 

 

 

2.5

3.2

Parental Involvement

 

We will Continue to increase the awareness for parents on the importance of play and the connection this has to children’s attainment.

 

·       We will encourage parents to become more active in the everyday life of the nursery to build on shared learning with continued focus on literacy, number & health & wellbeing where parents can further develop the positive role they have on their children’s development.

 

·       We will increase the range of family resource bags available for parents/carers to borrow and relate these to experiences children are working on within the setting

 

 

 

 

 

 

 

 

SMT

 

All Staff

 

Home link worker

 

 

 

Increased parental engagement within the centre will lead to families spending more time together, developing a shared learning and understanding of the nurseries pedagogical approach across the early level.

 

Families will foster stronger relationships with Early Years Professionals and engage confidently in the life of the centre.

 

 

 

 

Workshops.

 

Home learning bags

 

Child/parent groups

 

Number of parents and families engaging in the life of the centre

 

 

1

 

2

 

 

3.1

PATHS

 

·       Develop the PATHS model to ensure wellbeing for all children

 

Depute Head

 

 

Training and coaching support from Depute head will ensure that staff become experienced in the delivery of PATHS.

Children will develop fundamental social and emotional learning skills which will enable them to make positive choices throughout their lives.

 

 

 

 

Professional Dialogue

 

Observations of engagement during sessions.

Action Plan

 

Priority 3: We will continue to build a skilled, knowledgeable and motivated workforce and develop high quality leadership skills for staff at all levels
NIF key driver HGIOS4 /

HGIOELC

  QIs

What are we going to do? Who will be responsible for implementation? What is the expected impact?

(on children & young people; staff; families etc)

How will we measure this?
 

 

 

5

 

 

1.2

Development of the Environment

 

·       Staff will take ownership of areas to develop within the environment

 

·       Build on the natural resources and loose parts available to encourage further children’s creativity and problem solving skills.

 

 

 

 

 

 

 

SMT

 

All Staff

 

The learning environment will support all children’s learning needs and lead to high-quality learning outcomes for all children.

 

Children’s learning will be supported and challenged through high quality adult/child interactions

 

The learning environment will have defined learning zones which are accessible to all children including areas which are quieter.

 

 

Professional dialogue with staff

 

Floor books/learning walls

 

Q.I Visits and reports

 

Standard and quality report

 

 

   

 

1.1

Monitoring

 

·       Create an environment in which Early Years Professionals, families and children take a collaborative approach to self-evaluation.

 

·       SMT will develop a systematic approach to ensure a consistent and robust monitoring programme

 

 

SMT

 

All Staff

 

 

A robust system of monitoring and self-evaluation will ensure the nursery setting meets the needs of all.

 

Staff will have a clear understanding of their roles and responsibilities and there will be a clear vision for continuous professional development

 

Children will benefit from a rich learning environment.

 

 

 

 

 

 

 

 

 

 

 

Focus Q.I meetings with

SMT and staff

 

Feedback from Education Manager

 

 

 

 

 

 

 

 

1

 

 

 

1.4

 

 

 

 

 

1.2

 

 

 

Upskilling staff

 

·       Develop further the quality of observation that staff record and ensure observations and significant to children’s learning. Dierdre Grogan from Strathclyde University will deliver training to support.

 

·       Develop leadership skill and opportunities for staff by providing opportunities for them to share their skill and practice.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Early Years professions will gain from training which will have a direct impact on their practice.

 

 

 

 

Staff will become more confident in taking ownership of their practice and sharing this with others.

 

 

 

 

 

Training Evaluations

 

 

PRD sessions

 

 

 

 

Action Plan

Priority 4:
NIF key driver HGIOS4 /

HGIOELC

  QIs

What are we going to do? Who will be responsible for implementation? What is the expected impact?

(on children & young people; staff; families etc)

How will we measure this?
 

Insert number – see key at foot of page

 

 

 

 

 

 

  [What will you do? How will you deliver this? Include timescale at end of each action. [Name lead individuals or teams] [What will be better for the children? Focus on learning, achievement and wellbeing] [Measures of success? How will we know? What specific evidence will you gather to show the impact of every improvement activity? Remember to triangulate: use data, observation and stakeholder views]
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

West Johnstone Early Learning & Childcare

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