Standards, Quality and Improvement Plan
Kirkliston Primary School and Kirkliston Nursery School
Standards and Quality Report for session: 2016 - 2017
Improvement Plan for session: 2017 - 2018
Context Of The School
At Kirkliston Primary and Nursery School, we are motivated and engaged in every experience within a
purposeful, respectful and nurturing environment through high quality leadership and management at all levels.
We welcome challenge in all aspects of school life and work in partnership with parents, carers and other
agencies for the benefit of all children.
School aims and values
At Kirkliston Primary School, children S.H.I.N.E. by being…
S – Successful and safe: by showing respect to each other and other cultures, and being supported as
creative and critical thinkers
H – Healthy; by encouraging high achievers through a holistic approach with high expectations
I – Included; by being involved and independent in a motivating and inspiring curriculum developing
interest in the global community, where all needs are identified and addressed
N – Nurtured; building self-esteem and resilience where new ideas are encouraged and everybody has a
voice
E – Engaged; where excellence is expected through the highest quality of learners` experience and an
ethos of achievement, enabling leadership across the school community
Our school community shares the values of Compassion, Wisdom, Justice, Integrity and Service.
About Our School
Kirkliston Primary School serves the village of Kirkliston and the surrounding rural area and has a wide social mix. The
school is part of the Queensferry cluster of schools. The roll is 496, spread over 18 classes. Over the year, 11 pupils
attended from outwith the catchment area and approximately 15% of pupils were entitled to free school meals. Class
organisation was as follows:-
P1, P1, P1, P2/1, P2, P2, P3, P3, P3, P4, P4, P5/4, P5, P5, P6, P6, P7, P7.
The absence rate for 2016-2017 was 10 half days per pupil which is better than the national average. The overall school
attendance is 95.91% which is above City of Edinburgh average.
Mrs Lynn Paterson, is the Head Teacher ably supported by Mrs Irene Whitford and Mrs Dorothy Fowler (DHTs) and by
Mrs Helen Bartholomew, Principal Teacher. Mrs Karen McCay, Principal Teacher, is seconded to the nursery and supported
by Mrs Tracy Clarke (Early Years Officer). Mrs Linsey Luca (Business Manager) is on maternity leave with Mr Simon
Stephen. There is a full-time teacher for Support for Learning. The school also benefits from a full-time PE specialist and
as well as instructors of violin and brass. There are 15 Pupil Support Assistants (PSAs) working throughout the school to
support learning, teaching and inclusion. Teaching staff includes 2 probationer teachers.
The nursery is an integral part of the whole school establishment with 140 children attending across the day. There are 6
Early Years Workers and 1 Early Years Officer who are complimented by 2 PSAs.
After a very positive inspection by HMIe in 2014, a team of Quality Improvement Officers from City of Edinburgh Council
made a follow-through visit to the school in November 2016. The outcome was also very positive and reflected the
continued progress made by all staff, children and parents to meet the needs of our learning community. The report
reflected the high standards of learning and teaching, self-evaluation and learning experiences for children across the
school. In the Nursery, the Care Inspectorate visited in May 2016 and highlighted the very good work throughout the
nursery.
The school benefits from a very supportive and active Parent Council, (KPSA). Parents are encouraged to be involved in the
school through a wide range of activities; helping in classrooms, accompanying classes on excursions, self-evaluation
meetings, attendance at curricular meetings, KPSA events, assemblies, etc. Community links include involvement of the
police, the local minister, local senior citizens, regular use of the local library, as well as linking with the local Rotary club
and businesses.
The school has benefitted from an extension of 8 new classrooms, 2 General Purpose rooms, refurbishment of all existing
classrooms as well as shared learning spaces and the school play area. There are plans in place for an upgrade to the front
entrance to the school as well as playground developments during the summer months.
School Priority 1: Raising Attainment
NIF Priority Improvement in attainment, particularly in literacy and numeracy NIF Driver Assessment of children’s progress
HGIOS4/HGIOELC QIs/Identified Themes
1.1 Analysis and evaluation of intelligence and data
1.2 Children and young people leading learning
1.3 Strategic planning for continuous improvement
2.3 Quality of teaching
2.3 Effective use of assessment
2.3 Planning, tracking and monitoring
3.2 Attainment in literacy and numeracy
3.2 Attainment over time
Progress and impact: • Whole school attainment shared with all staff. Staff knowledgeable about own class attainment standards and progress, subsequently identified own
class attainment challenge and focused for one term. Some improvements noted for key groups. Support for Learning team identified groups of children for block support across the school. Key tracking of children across the year by CTs and SLT has enabled the focus for support to be responsive.
• Data analysis has further included children receiving FME and those children living in SIMD 1 and 2. Currently, there is no correlation between FME, SIMD and the bell curve of attainment across the school.
• Golden Thread pupils have been identified in each class across the school. The long-term tracking of these pupils should support random selection and tracking across abilities. However, already, tracking is showing that staff need to have flexibility as pupils move across groupings as they progress or need support.
• Having analysed the impact of Feedback on children`s progress, staff have implemented talk partners, utilised a range of seating arrangements within each class and used a range of verbal and written feedback techniques with children. Bonus Ball discussions with the HT have evidenced children`s ability to articulate the impact and reasons for feedback. Also aware of next steps in learning.
• Teaching staff moderate writing across their stage and level to ensure consistency of standards. Cluster CAT session in reading raised awareness of the use of Benchmarks to further plan holistic assessments.
• Sumdog introduced P2-P7 to enhance attainment in numeracy. 3X Lunchtime clubs supported identified children across the school. Parental support offered. Positive feedback from children across the school about engagement at home and school.
• P4-P7 engaging with FM Reading Challenge; may require further promotion across the school and engagement with parents.
• Children and staff continue to be leaders of learning in a wide range of ways eg curriculum bundling working group, ICT, technology, maths, Charity Champions, Language Leaders, Pupil Council, House Captains etc.
• Children`s voice is strong within the school and supports the school`s improvements eg playground planning, clubs on offer etc.
• Parent workshop on Dyslexia was well received and shared current thinking.
• The curriculum has been reshaped and improved by bundling experiences and outcomes for each stage across a level. This has been presented to staff and will be implemented next session. It should enable learning experiences to be relevant, focused as well as tackle the bureaucracy of the curriculum.
• Staff CPD in technology raised awareness of planning to ensure progression N-P7. Resources identified and purchased to enable staff to plan for “Technology Week” next session and then to implement technology either discretely or through bundling in the curriculum.
Next Steps: • Continue to track and monitor children receiving FME, living in SIMD 1 and 2
• Continue to track Golden Thread pupils.
• Create a lead practitioner for Action Research projects to support and challenge all staff to undertake relevant improvement science measures.
• Plan moderation opportunities across the cluster for writing and maths using the Benchmarks.
• Implement Bundling of the curriculum across the school and Nursery.
• Plan “Technology Week” to engage with skills and experiences N-P7. Purchase resources as required.
School Priority 2: AifL Training
NIF Priority Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Teacher Professionalism
HGIOS4/HGIOELC QIs/Identified Themes
1.3 Developing a shared vision, values and aims relevant to the school and its community
2.3 Quality of teaching
2.4 Targeted & universal support
2.4 Removal of potential barriers to learning
3.2 Equity for all learners
3.2 Attainment over time Progress and impact:
• The school has a strong vision for improvement, shared values and aims. The additional value of “SERVICE” was implemented this session.
• New SLTeam undertook CPD training in “Coaching” to ensure consistency in team approach across Nursery and School.
• Teaching staff latterly engaged with Lessons Study Focus technique; initially this has proven to be a very positive means of improving staff confidence in planning, teaching, moderating and evaluating teaching. Next steps should include further focus on a curricular area, a focus on a few specific identified learners during the lesson as well as clear guidance and timings for undertaking this work.
• Staff successfully shared AifL strategies; a booklet has been compiled for staff reference. This is a working document.
• Feedback was the focus of staff CPD and this is having an impact on the children`s confidence and awareness of the reasons for Self and Peer assessment as well as teacher feedback.
• Funding has been provided to enable all P4 and P5 pupils to attend swimming free of charge next session at no cost for transport.
• SfL team have focussed on targeted support for groups of pupils; with specific identified learning needs; and those whose attainment could be impacted on with block support.
• QA conversations have focussed on the principle of challenge. Almost all staff and children have embraced pupil choice of challenge through differentiated tasks (mild, hot spicy, super spicy etc)
Next Steps: • Further implement Lesson study focus as a QA means of improving learning.
• Inform parents regarding free transport for swimming and apply for this money next session.
• Staff and children to share their work and experiences of challenge via teacher invention at the point of learning; also chilli challenges.
School Priority 3: Autism Training
NIF Priority Improvement in children and young people’s health and wellbeing NIF Driver Teacher Professionalism
HGIOS4/HGIOELC QIs/Identified Themes
1.1 Ensuring impact on learners’
successes and achievements
1.2 Children and young people leading learning
1.3 Strategic planning for continuous improvement
2.1 Arrangements to ensure wellbeing
2.4 Targeted & universal support
2.3 Planning, tracking and monitoring
3.1 Wellbeing
Progress and impact: • All staff have attended CPD course on Autism. Positive feedback was received. PSA staff also attended a whole day conference involving a wide
range of training and information sharing. They immediately put several strategies and techniques into place and responded positively to this opportunity.
• 3 staff trained in new Resilience programme
Next Steps: • SfLT to lead on sharing strategies from Autism Toolbox.
• Introduce and develop Resilience programme across the school and investigate current research.
• Planned CPD for cluster staff on current best practice in H & WB.
• Implement working groups to complete H&WB programmes.
• Implement PEF planning for Family Support, Nurturing, Play and targeted and universal support.
• Playground environment improvements planned to develop opportunities for play and relaxation.
School Priority 4: Bundling Our Curriculum
NIF Priority Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver School Improvement
HGIOS4/HGIOELC QIs/Identified Themes
1.1 Analysis and evaluation of intelligence and data
1.3 Strategic planning for continuous improvement
2.2 Skills for learning, life and work
2.3 Quality of teaching
2.6 Collaborative planning and delivery
3.3 Increasing employability skills
Progress and impact: • The structure of the curriculum has been restructured to “bundle” groups of Es and Os together across each level to ensure that there is progression
and coverage. The drivers for this work has been coherence and tackling bureaucracy. 3 members of staff from across the school have produced an initial plan for the first 3 year cycle which will require to be evaluated at the end of this year to make any required amendments for the next cohort of children starting the next 3 year cycle. The focus is now fully on the Es and Os; the working group have identified some relevant contexts for learning but this is flexible and should be reflected in the annual planning cycle for each stage, starting in August 2017.
• Several aspects of the curriculum have remained discrete to enable staff to teach these outwith a context.
Next Steps: • Working group to provide CPD in August to share the ethos and guidelines of their bundling plan for KPS
• Staff to undertake bundle planning and self-evaluate termly and then make amendments as required at the end of the session for the next cohort of children.
Self Evaluation 2016 – 2017
Quality Indicator School Self –
Evaluation 2016 - 17
Inspection Evaluation
(If during 2016-17)
What is our capacity for continuous improvement?
1.3 Leadership Of Change 5
2.3 Learning, Teaching And Assessment 5
3.1 Ensuring Wellbeing, Equity And Inclusion 5
3.2 Raising Attainment And Achievement 5
1.1 Self-Evaluation for Self-Improvement 6
2.2 Curriculum 5
2016 – 2020 School Self Evaluation/Plan for QI Engagement
QI 2016 - 2017
2017 – 2018
2018 – 2019
2019 – 2020
Comments
1.1 Self-Evaluation for Self-Improvement
1.2 Leadership of Learning
1.3 Leadership of Change √ √ √ √
1.4 Leadership and Management of Staff
1.5 Management of Resources To Promote Equity *
Leadership And Management Overall
2.1 Safeguarding and Child Protection
2.2 Curriculum * *
2.3 Learning, Teaching and Assessment √ √ √ √
2.4 Personalised Support * * *
2.5 Family Learning * * *
2.6 Transitions
2.7 Partnerships
Learning Provision Overall
3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √
3.2 Raising Attainment and Achievement √ √ √ √
3.3 Increasing Creativity and Employability *
Successes and Achievements Overall
Key Areas For School Improvement
NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Mathematics and Numeracy.
QIs/Themes
1.1 Analysis And Evaluation Of Intelligence And Data
2.3 Effective Use Of Assessment
2.3 Planning, Tracking And Monitoring
3.2 Attainment In Literacy And Numeracy
Priority 1A To raise attainment in numeracy and mathematics Overall Responsibility DHT – Dorothy Fowler
Outcomes There will be improved attainment in numeracy and mathematics at level Early,1st, 2nd and 3rd
All staff will have a shared understanding of the standard at Early, First or Second level mathematics and numeracy.
Tasks By Whom
Resources
Time
Impact/ Progress
• Cluster Numeracy Working Group to meet
Numeracy working group
Meetings • Jan 2018
•
•
• Share mathematics and numeracy attainment info with whole school
• Individual class teachers to identify attainment gap for class cohort and plan to address gap.
DHT/ Class teachers
Allocation of time at inservice Planning times
• August Inservice
• WTA planning times agreed
•
• Focused and targeted intervention with P1 – P2 pupils
• Focused work with P3-P7
Additional SfLT SfLT
Shared space Additional class resources
• Fortnightly SfL meetings
•
• Identify pupils across the school with strengths in numeracy and mathematics and challenge esp at P4 in SEAL
DHT/CTs Benchmarking data • QA termly discussions •
• Cluster moderation of numeracy at all levels from E – 2nd
• School moderation of planning and assessments through termly QA discussions
• Staff to create holistic assessments to target benchmarks through termly planning.
Numeracy coordinator Cluster reps Class teachers
Cluster CAT Mathematics and numeracy benchmarks Planned Termly QA meetings in calendar
• Cluster Maths CPD 2.2.18
• 27.4.18 - CAT 2 hrs
• 4x Termly QA planning meetings
•
• P1, P3, P4, P6, P7 Standardised assessments to be completed
• Benchmark data to be gathered
DHT/CTs SLT meetings • P3, P6 Sep2017
• P1, P4, P7 April/May 2018
•
• Numeracy levels to be entered on SEEMIS for collation by CEC/ES
DHT CTs/Admin
Administrative time SLT meetings
• May 2018 •
• Target groups for inclusion in Sumdog clubs
• Raise profile of Sumdog across the school and community
DHT/ Maths coordinator KPSA
Lunchtime clubs to be organised Data to be clearly utilised to motivate and inspire involvement KPSA funding
• October 2017-April 2018
•
• Bonus Ball QA discussions with chn re maths and numeracy class experiences; written and practical work; progression and next steps
HT Bonus Ball at assembly Weekly meetings with identified groups Feedback to staff Identification of Impact of change
September 2017 Weekly Termly Termly
•
Priority 1B To raise attainment in literacy Overall Responsibility School Literacy Co-ordinator
Outcomes There will be improved attainment in Writing at level Early,1st, 2nd
Children will use a wider vocabulary in their writing
Tasks By Whom
Resources
Time
Impact/ Progress
• Share school attainment data with all staff
• All CTs to identify attainment target group
• Staff to plan writing with children across the year using bundling planners to create contexts for writing
• All children to use 2 jotters for writing:one to practise mechanics to support writing and second to identify range of genre and targets for writing.
• Individual sheet at front of jotter to note chronology of genre
• Children to moderate self and peer work using SC model of feedback (trios)
• Children to identify targets for writing within individual TTT
• CTs to use benchmarks to create holistic assessments in writing to track progress across time.
• Cluster staff to work together to moderate holistic assessments
DHT CTs Staff in stage
teams Literacy
Coordinator Chn P3-P7
Attainment data
Curriculum Bundles for each stage New jotters Time during lessons
August Inservice Termly QA planning discussions Termly/ Ongoing August 2017 August 2017 Ongoing Cat x2(partial)
•
• Written and oral feedback on children`s writing to be consistently implemented across the school
All chn All CTs Cluster coordinator and school coordinator
Staff discussion re TTT discussion prompts x 2 Cluster meetings across the year.
• Vocabulary project N-P2 to identify and close vocab gap for each class
Education Psychologist/ Gill Earle
2x CPD sessions Resources to support interventions Benchmarking data Information for families Involvement with PEF Family learning team
Inservice CPD August and October Nursery Parent meetings, P1 info evening, P2 meet the teacher events.
•
• P3-P7 Action Research projects on vocabulary development
• CPD event to share action research philosophy and procedures
• Individual staff to identify vocab gap for class and create plan to close gap.
• Share project with families
• Create proforma to measure and gather data to show progress and development.
Calum Wood/Education Psychologist Individual staff/ staff in stage teams
Time for Calum to investigate Action Research procedures Meetings between CW and EP Jan Inservice QA termly discussions to support planning
PRD identified target Organised meetings before Christmas Jan Inservice
•
CTs CW/EP
Self evaluation proforma Data to elicit impact of interventions Meeting for CW/EP.
Termly QA meetings and QA agenda May inservice to evaluate interventions and share data.
• • • • •
NIF Priority 2 – Closing The Attainment Gap Between The Most And Least Disadvantaged Children
QIs/Themes
1.5 Management Of Resources And Environment For Learning
2.5 Engaging Families In Learning
3.2 Equity For All Learners
Priority 2A: Reduce the attainment and achievement gap for our school Overall Responsibility DHT (DF)
Outcomes: All staff will be aware of what the attainment and achievement gap looks like.
Stakeholders are aware of Equity Funding allocation and how it will be used in 2017 – 18
Staff use a wide range of performance information to reduce the attainment and achievement gap.
All children will have planned experiences which are costed across the year and shared with families
Tasks By Whom Resources
Time
Impact/ Progress
• Identify the gap for each year group.
All Staff Attainment Coordinator
CEC analysis and school data of attainment and individual achievement overviews
August 2017 •
• Share information with all staff. DHT
In service day
August 2017 •
• CTs to discuss names of pupils in their class for targeted intervention.
CTs QA termly meeting time
August 2017 Oct 2017 Jan 2018 April 2018
•
• Lead people to be identified for coordinating intervention strategies.
DHT Identified staff: SfLT Additional SfLT PEF SfLT PSAs Nurture Team
Fortnightly SfL team meetings Regular PSA meetings and team meetings PSA planning times with CTs Termly meetings with CTs and SfL lead people.
August 2017 Oct 2017 Jan 2018 April 2018
•
Family Learning Team
• Family Learning (2.5) audited and reviewed; strategies to be put in place to engage families in learning/ target group of parents to be invited to workshops. (see separate PEF task plan)
DHT and Family Learning Team.
Meeting time Family meeting room
September 2017 January 2018 April 2018
•
• Identified children to attend Nurture group
• Boxall profiles to be completed as required
• Children to be supported across the week in class and in the playground.
• Clear links with children`s families to be established.
• Kirky SPA to be developed to support children in the playground; both referred and self-referrals accepted.
• Lead to identify, create and inform community about Nurture and SPA.
Sheila Miller/Barnardos
Space, resources, Barnardos outreach worker, Resources for SPA, referral forms, opportunity to share this information re SPA at assembly. Flexible Timetable (am only) to enable SM to support identified children outwith the Nurture group in other situations across the week.
• •
• Request Equity and Inclusion as a standing item on KPSA meeting agenda
Acting HT September 2017 •
• All CTs to create an annual overview of class activities, experiences which are costed. Share with families
• Collate data across the school
CTs DHT
Curriculum overview for the year. Overview proforma for inputting data
August 2017 •
NIF Priority 3
Improvement In Children And Young People’s Health And Wellbeing
QIs/Themes
1.1 Analysis And Evaluation Of Intelligence And Data
2.4 Develop Learning Pathways
3.1 Wellbeing
Priority 3A: To promote accessibility and equalities, with particular regards for children with autism
Overall Responsibility Acting HT (IW)
Outcomes: All staff will have accessed training to update knowledge of Autism in the classroom
New staff will have access to support for identified pupils from Support for Learning Team and CPLP
Identified children with autism will be well-supported from GIRFEC process
Tasks By Whom
Resources
Time
Impact/ Progress
• Share list of children across school with identified Autism diagnosis
• New staff to attend training CPD for Autism
• Identify appropriate courses and training for individual staff needs.
• CPD and advice to staff using autism toolkit on strategies to meet individual children`s needs
SfLT All staff Acting HT SfLTeacher
Autism Toolkit www.autismtoolkit.co.uk
CEC Course list Regular consultations
August inservice Ongoing Termly planning meetings
•
Priority 3B: Create a progressive and coherent H&WB Early- Second level Overall Responsibility Acting HT (IW)
Outcomes: All children will have access to all aspects of the H&WB curriculum
All staff will be aware of the progressive nature of each aspect of the H&WB curriculum
All children will be aware of how to develop personal Resilience.
Tasks By Whom
Resources
Time
Impact/ Progress
• Provide all staff with current overview of H&WB and “Responsibility for All”. Presentation to cluster schools by CEC leads.
Janice Watson Patti S
KPS school hall and refreshments Evaluation proforma
½ day August inservice
•
• All CTs will audit and develop aspects of the H&WB curriculum E-2nd level in line with H&WB benchmarks
• Identify appropriate resources to support planned H&WB experiences
• Working Groups share H&WB planners at May inset
CT working groups
H&WB benchmarks Shared proforma for planners for all w/gs Finance for resources
4x Flexi CAT sessions May Inset
•
• Present termly assemblies to staff and children on topics to build Resilience.
• Children to complete Pupil Wellbeing questionnaires and for results to act as a measure of progress.
DHT (DF) Resilience materials and planners Staff meetings CEC Pupil questionnaires
Termly assemblies
•
NIF Priority 4 – Improvement In Employability Skills And Sustained, Positive School Leaver Destinations For All Young People
QIs/Themes
1.5 Management of resources
2.4 Develop Learning Pathways
3.3 Creativity and Employability
Priority 4 To raise achievement in Technology and ICT Overall Responsibility PT (HB)/RO
Outcomes The school and nursery will be well-resources with technology materials and tools for children to build, play and create with.
All children will engage in a technologies challenge week to raise the profile of the curriculum pathways in technologies.
Parents will be appraised of the role of technologies for all our children
A coherent ICT plan will be produced to lead learning for the future
Tasks By Whom
Resources
Time
Impact/ Progress
• Using Technology benchmarks E- 2nd level, produce whole school plan to ensure progression and coherence with bundling of curriculum. Share with staff.
• Liaise with nursery staff to promote progression of skills.
• Purchase resources and tools to match skills in whole school plan
• Plan whole school technologies skills experiences week. Invite parents who work with technologies to work with staff and chn.
• Plan P7-S1 transition event for pupils to visit CDT dept in QHS.
RO RO RO RO RO/DF
Whole school plan, benchmarks, curriculum bundling overview £4K from KPSA £2K from school budget Planning time Planning time Planning time
Dec 2017 August 2017. June 2017 Dec 2017 w/b 18.9.17 June 2018
•
• Evaluate impact of technologies week and support pupils` learning across the year
• Create catalogue of resources and promote and raise awareness with staff.
Dec 2017
• Create an ICT vision and plan for KPS with Digital Learning team
• Manage computer suite resources until refresh
• Manage refresh
• Lead and manage Ipad use across the school
• Liaise with RO re involvement of ICT for technologies week
• Ensure all staff have read and signed ICT security policy and guidelines.
• Sharepoint: create and provide staff CPD
• Attend coordinators` meetings
New HT and HB HB HB/BM HB HB/RO HB/Business Manager HB HB
Dec 2017 August 2017 TBC Ongoing August 2017 August 2017 TBC termly
•
Centre Improvement Plan
Leadership and Management How good is our leadership and approach to improvement?
Themes 1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity Other related HGIOELC QI’s/Themes
2.
3.
National Improvement Framework (NIF) Priorities 1. Improvement in attainment, particularly in literacy and
numeracy. 2. Closing the attainment gap between the most and least
disadvantaged children and young people. 3. Improvement in children and young people’s health and
wellbeing.
4. Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Drivers
Priority: All staff feel confident to initiate well-informed change and share responsibility for the process and impact of 1140 hours by 2020
Overall Responsibility: DHT/PT
Outcome and impact on learners:
• High standards and delivery of learning continues and improves for the children.
• Practitioners are proactive in the change and in evaluating the impact of improvements for children and families
Tasks By Whom Timescale Resources Progress/Impact of task
• Allocate time for professional dialogue at August In-service and beyond
• Organise visits and discussions with other settings
• Attendance at locality meetings and EY Forum
• Hold a Parent/Carer information evening to share options and receive feedback
• Share and familiarize staff with new/current EECC documentation
• Organise liaison meetings with partnership nurseries and local childminders
KM/IW
All staff
KM/TC/IW
KM/IW
KM/IW
Dec ‘17 May ‘18 Ongoing Term 3
CECC documents Staff cover Provision of evening space for Parent meetings.
Cluster priority
Themes
2.2 Learning, Teaching and Assessment
2.5 Family Learning
2.7 Partnerships
3.2 Securing /children’s progress
National Improvement Framework (NIF) Priorities 1. Improvement in attainment, particularly in literacy and
numeracy. 2. Closing the attainment gap between the most and least
disadvantaged children and young people. 3. Improvement in children and young people’s health and
wellbeing. 4. Improvement in employability skills and sustained, positive
school leaver destinations for all young people NIF Drivers
Priority: To promote high quality interactiuons and experience to ensure an increase in children’s vocabulary and communication
Overall Responsibility: KM/IW
Outcome and impact on learners:
• Children will make very good progress in literacy language and communication skills
• Children are able to build vocabulary that helps them best explain their ythinking and understanding
Tasks By Whom Timescale Resources Progress/Impact of task
• Vocabulary cluster training
• Moderation of good practice by staff using the self-reflection tool for communication
• Focus group measured before/during/after project
• Provide parent workshops based on building vocabulary with parents
• Produce document and share on website
• Use literacy planners/trackers to link increase in vocabulary
• Introduce vocabulary word of the week
EP
KM/IW
KM/TC
TC/KM
IW/KM
All staff
All staff
Oct ‘17 Dec ‘17 Ongoing Term 2 Term 2/3 Ongoing Ongoing
EP presentation and research information Cover for staff Workshop resources
Leadership and Management How good is our leadership and approach to improvement?
Themes 1.1 Self-evaluation for self-improvement 1.2 Leadership of learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity Other related HGIOELC QI’s/Themes
2.
3.
National Improvement Framework (NIF) Priorities 5. Improvement in attainment, particularly in literacy and
numeracy. 6. Closing the attainment gap between the most and least
disadvantaged children and young people. 7. Improvement in children and young people’s health and
wellbeing.
8. Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Drivers
Priority: To have a shared vision which has been agreed by all stakeholders
Overall Responsibility:
Outcome and impact on learners:
• Children, parents and staff will have ownership of their own vision and a sense of belonging
• By working closely with parents/carers and partners, we ensure the highest possible standards fo all our children
Tasks By Whom Timescale Resources Progress/Impact of task
• Use parent group meetings to discuss and share ideas
• Staff to use group time to discusss and sharevideas with children
• Staff to share their vision and best way to involve children
• SLT and staff to decide what it will look like and where it will be best placed in the nursery
KM/IW
Key workers
KM/Key workers
All staff
Oct ‘17
Oct ‘17
August ‘17
Oct ‘17
