leithprimary.files.wordpress.com€¦ · Web viewEdinburgh Learns: Standards and Quality...

LEITH PRIMARY SCHOOL_____Standards and Quality ReportJune 2019

How Good is our School?

Context of our School

Leith Primary School Vision

An inclusive and nurturing learning community where every pupil can flourish

Leith Primary School ValuesPerseveranceResponsibilityKindness

Leith Primary School Shared Aims

At Leith Primary School we aim to:

support all pupils to reach their full potential

use high quality learning and teaching experiences that develop confident and responsible young people who are successfully prepared for the opportunities and challenges of life, learning and work

work in partnership with parents/carers and the local community to achieve equity and the best possible outcomes for all pupils in their learning and well being

promote a flexible, engaging and balanced curriculum and value the importance of play, the outdoors and learners’ own interests and curiosity

create a safe and nurturing environment in which to develop positive relationships, resilience and mutual respect

Key Information Current roll: 398 in primary school, 40/40 nursery, space for 15/15 eligible 2-year olds Two building campus: Main School built in 1898 Nursery and gym hall built in 2018 16 classes: 2 stream + 3 P1 and 3 P5 (18/19 PEF funded) HT, Acting part time DHTs, 2 Acting PT (Jan – June 2019) £132000 PEF allocation for 2018/19 1fte SfL teacher, 0.88 fte PEF funded SfL (Reading Recovery) 0.44fte PEF funded maths support for learning teacher PEF funded Family Liaison Worker 2 days PEF funded Nurture Class (2 Nurture Network trained PSAs overseen by trained SfL/DHT) 35% of school roll is PEF eligible (FSME and SIMD 1 or 2) 61% of pupils have one or more Additional Support Need 35% EAL (24 different first languages) 25%-30% rate pupil of transience

Leith Primary School: Standards and Quality Report June 2019

5% LAC/LAAC (7% with informal LAC) 66 Child Plans (45 regularly reviewed) 15 Individual Education Plans 165 Low Incidence hours given to 8 individual pupils

Factors Affecting Progress 367 days of staff absence (68% support staff) 101 violent incidents from pupils towards staff reported through SHE Portal Huge increase in pupil exclusions from 1 in 2017/18 to 16 during 2018/19 Increase in pupils on a part time timetable to eight over the course of the year School was without a SfL teacher for a year. New SfL teacher started in October 2018 DHT on maternity leave, Nursery PT left at Christmas, P5 and P3 teachers left mid-year Ten rounds of recruitment for new class teachers, SfL teacher, EYPs, EYOs, PSA with up

to four months of delay getting new staff into post New boiler system installed, new toilets installed through-out school, asbestos issue

discovered, all during term time with significant disruption to pupils and staff

Key Aspects of Progress Overall, attainment of a level increased in all areas in P1, P4 and P7 except one. Achievement of Early level in P1 rose by 11% to 92.7% achievement in listening and

talking, rose by 7% in reading to 89% and rose by 7% in writing to 89% Overall literacy attainment in P1 was 85% scoring a band 3 and above and in numeracy

80% scored a band 3 or above Achievement of First level in P4 rose in numeracy by 15% to 97%, Listening and Talking

rose by 20% to 95%, reading rose by 20% to 95% and writing rose by 13% to 88% 81% of pupils in P4 attained band 6 or above in reading in the SNSAs with 39% scoring at

band 9 or above, 83% of pupils scored band 6 or above in writing with 24% scoring at band 9 or above and 89% scored band 6 or above in numeracy with 13% scoring band 9 or above

Attainment of second level in P7 rose in numeracy by 13% to 86.7%, in listening and talking rose by 10% to 81.7%, and rose to the same percentages in reading and writing.

93% of P7s achieved a score of band 8 or above in the reading part of the SNSAs with 22% scoring at band 11 or above, 91% scored band 8 or above in writing with 14% scoring at band 11 or above and 90% scored at band 8 or above in numeracy with 22% scoring at band 11 or above

What is Leith Primary School’s Capacity for Continuous Improvement?

Our school’s Vision, Values and Aims have been reviewed, refined and shared with stakeholders and are increasingly included in all school communications and key policy documents. Out whole school ethos stems from our Vision and Values which are ambitious and focuses on improvements in outcomes for all.

All practitioners in school share the school ethos in their daily professional actions along with the relevant GTCS Standards and Code of Professionalism and Conduct. Staff will evaluate their practice against the relevant standard in August, 2019.

Senior leaders create conditions where staff feel enabled to initiate well-informed change and are aware of collective responsibility in the process of change. The Parent/Carers’ survey returned that 69% (36) agree or strongly agree that the school is well led. Strategic direction is given with protected time for staff to engage in dialogue, collegiate professional


learning and self-evaluation. Autonomous school improvement groups provide opportunities for staff members to develop confidence in leading school improvement and initiating change through project and curriculum leadership roles. Improved opportunities for support staff, Early Years Practitioners and Early Years Officers, who are not covered by the working time agreement, need to be created. Practitioners will evaluate their contribution to leadership and change in August, 2019, identifying future professional actions and learning to further develop capacity for sustainable change in the future.

We use effective and transparent recruitment, selection and performance management procedures in line with legislation, local and national agreements. We have induction policies and procedures for all staff.

Staff engage in professional learning, mostly based on the skills required for the needs of their class and curriculum leadership role. This is systematically identified and reviewed through the Professional Review and Development Process ensuring that career long professional leaning is carefully planned and managed, ensuring that capability and capacity are well developed to support the culture of learning.

We work with our pupils and partners to choose appropriate teaching and learning approaches which lead to greater equity for all learners. We continually reflect on our practice, engaging in critical thinking. Our pupils have increased capacity for solving problems within their lives and developing perseverance during challenging times however more than half still require support to develop greater resilience, especially with regard to minor conflict.

We have strategies in place to monitor and evaluate the impact of changes in practice on outcomes for our learners and the wider work of the school as part of our self-evaluation arrangements.

Leadership of Change has brought about highly positive trends in attainment with learners achieving Curriculum for Excellence secure levels as referenced in QI 3.2 Raising Attainment and Achievement evaluations.

Performance information supports improvement strategies for session 2018-19 including the development of a new approach to teaching writing and use of the Lesson Study approach to evaluate its impact on pupils with barriers to learning. Additional staff capacity will be directed towards improved methods of differentiation and a focus on pace and challenge, particularly within numeracy at P1, P4 and P7.

Due to the significant increase of children attending with additional support needs in August, coupled with delays in recruitment of additional staff and subsequent high levels of support staff absence, a high proportion of leadership and development time was diverted towards necessary reactive planning in order to address the multiple challenges this scenario created. As a result, many planned opportunities for school development were greatly reduced. Whole school self-evaluation assessed progress towards 1.3 Leadership of Change, 2.3 Learning, Teaching and Assessment, 3.1 Ensuring Wellbeing, Equality and Inclusion and 3.2 Raising attainment and Achievement consistently at 3 – Satisfactory for all. Despite many successful improvements in our chosen NIF focus of Improvement in Parent-School Partnerships, we could only assess progress as 2 – Weak, using the QI 2.5 Family Learning.

Good progress was made towards our 2018/19 Improvement Plan targets around raising attainment in literacy and improving parent-school partnerships and family learning. James Clements Writing training was delivered in-house by four members of teaching staff, who had previously attended the official one-day training. The impact of this professional learning was assessed by teaching staff, with a focus on pupils eligible for PEF. Evaluations were carried out using the Lesson Study approach after all teaching staff undertook this training delivered and


supported by the Edinburgh Learns team. 78% of staff assessed that the James Clements training made a positive impact on their pupils’ progress in writing. Less favorable ratings were due to our Primary 1 teachers assessing that most of the approach was incompatible with play-based learning. 71% of staff found that Lesson Study made a positive impact on the quality of their planning and teaching, particularly for those pupils who live in poverty. Staff rated our Reading Recovery PEF intervention as having 100% positive impact for children learning to read and write. Progress for these children was significant with 100% of pupils receiving 40 1:1 lessons increasing their standardised score by ten points or more.


QI 1.3 Leadership of Change

Themes Developing a shared vision, values & aims relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and change

Our Illustration

Strategic planning for continuous improvement

What we have done: a) Conditions have been created to ensure that staff feel enabled to initiate change and understand their role in bringing about school improvements. All members of teaching staff are members of a school improvement group focusing on the review and development of reading resources, improving learning and teaching within writing and improving family engagement and family learning.

b) Supported by the Edinburgh Learns team, all teaching staff engaged in the Lesson Study approach focusing on leading improvements in writing for pupils affected by poverty across different ability groups

The impact: a) 79% of teaching staff stated that the in-house professional learning on teaching writing

using James Clements methodology made a positive impact on their to improve the literacy outcomes of the children in their class (21% felt that the training was not suited to play-based learning P1).

Staff fed back that getting the pupils to create their own steps to success after the warm up game and using a WAGOLL (what a good one looks like) were the most effective parts of their writing lessons

Staff identified that more work was needed to support pupils with talking about the Learning Outcome rather than the learning activity

b)


Developing a shared vision, values & aims relevant to the school and its community

What we have done: We have reviewed and refined our school vision, values and aims involving all stakeholders to ensure our firm commitment to equity, inclusion and success for all learners.

The impact: Almost all staff demonstrate a clearer awareness of the socio-economic context of

the school, including those eligible for Pupil Equity Funded measures, the needs of the future workforce and how this informs our vision for the school

Attainment meetings with staff evidence good awareness of the need to be ambitious and have high aspirations for all learners across the curriculum and within pupils’ wider achievements

Recent Pupil Wellbeing Questionnaire responses indicate a greater need for improved opportunities to talk 1:1 with teachers about how to get better in their learning

The impact of the Lesson Study approach was very positive amongst teaching staff with 100% finding it useful or very useful as a means of improving the quality of their practice and outcomes for identified learners in their class

Almost all staff reported that they found value in the process of being able to plan, deliver and evaluate the lesson collegiately

100% of teaching staff agreed or strongly agreed that the Lesson Study approach training sessions enhanced their understanding of the purpose and impact of teacher led career-long professional learning that focusses on the learning taking place.

100% of teaching staff said that they were likely or highly likely to use what they learnt during their round of lesson study in their own classroom practice

Secure attainment of a level improved in writing across P1, P4 and P7 The success of Lesson Study approach has now been agreed as a method of

moderating planning for pace and challenge at points of transition across cluster schools

Teaching staff are keen to use the Lesson Study approach within the context of pace and challenge in numeracy next session with the assurance of support and protected time

Implementing Improvement and Change

What we have done: a) Staff at all levels demonstrate an increasing commitment to implementing change which promotes equity and social justice. This has been developed by two members of the senior leadership team attending a two-day Nurture Network training session, building on the whole school City of Edinburgh Nurture training all staff undertook last session and the Nurture Network training two of our PSAs have undertaken previously in order to run our Nurture Groups. Another member of the senior leadership attended a Train the Trainer session in order to lead on the 1-in-5 Project in which the school has already engaged. Staff have taken forward learning from in-house Paul Dix training at the start of the session, building on the Promoting Positive Relationships training that staff undertook in the previous session. Staff have reflected on the impact of these improvements and evaluations used to develop a clear rationale for future improvements and individual and collective career-long professional learning

The Impact: Almost all staff have demonstrated an increased awareness and commitment to nurture

and inclusion in their daily practice. This is evident in the quality of relationships between staff and pupils and the increased levels of empathy staff demonstrate towards pupils and enhanced understanding of behaviour as communication.

Most staff understand the links between a nurturing approach and restorative practice although a significant number of new staff missed out on relevant training which should be addressed. There has been a significant increase in the number of restorative conversations carried out by the SLT, PSAs and teaching staff this session.

The most recent P4 – P7 Pupil Wellbeing Survey demonstrates a significant rise in many indicators with the greatest rise in ‘I treat others the way I want to be treated’, a rise of 19%

All classes have a nurture/cool down area or tent and identified pupils have other agreed areas in school where they can go if they are distressed

7 P1-P4 pupils attended a morning nurture group session and a further 10 in P5-P6 attended twice weekly in two different afternoon groups. 94% of staff report that the Nurture Groups had a positive impact on pupils who attended. 100% of pupils who attended reported that they enjoyed attending the sessions.


A recent staff survey reported that 100% felt that the measures implemented as part of the school’s commitment to the 1-in-5 Project were positive. The 1-in-5 group now also has parent representation.

85% of staff report that the use of a nurture/cool down area has been successful and 92% felt that the use of restorative questions had a positive impact on behaviour outcomes however there is still a mixed reaction from both pupils and parents, some of whom still see restorative practice as enabling children to ‘get away with it’.

75% of staff surveyed said that the training on the Paul Dix ‘When the Adults Change’ approached was positive. 61% indicated that the Recognition Board had a positive impact on behaviour however pupils also reported a drop of 11% in the always or most of the time response to ‘Teachers notice when I do things well’ (67%) indicating a need for further development in this area.

Next Steps Develop a plan involving all stakeholders to ensure the school Vision, Values and Aims to

be shared widely, fully understood and embedded in our everyday practice Ensure that learners are supported to understand the Vision, Values and Aims through

each of the four contexts for learning Provide planned opportunities for staff to self-evaluate against relevant GTCS codes of

conduct and against HGIOS on equity with own class practice and contribution to leadership of change and identify targets for own professional development and learning

Extend opportunities for EYOs, EYPs and PSAs to contribute meaningfully to school development work

Create planned opportunities for teachers to talk 1:1 with learners about how to improve, particularly with regard to numeracy and literacy

Continue to evaluate the impact of the new writing policy through planning meetings, sharing classroom experiences, pupil and parent focus groups and in tracking and monitoring meetings with teachers

Support staff in nursery, P1, P4 and P7 to carry out Lesson Study with partners across the cluster and provide supported time to use Lesson Study approach in P2, P3, P5, and P6 to plan for effective differentiation in numeracy.

Arrange ‘mop up’ training for new staff who have not yet undertaken Promoting Positive Relationships training yet with the ASL service. Arrange training on restorative practice with Psychological Services for all staff. Create visual and lanyard prompts for restorative conversations.

Carry out whole-staff Nurture Network training on rationale and use of the online Boxall Profiles. Build on profile use with current Nurture Group pupils to extend to other identified groups. Ensure targets are set and follow up work planned to address areas for development.

Set up a group of staff, pupils and parents to monitor and evaluate implementation of nurture and restorative practice to ensure that they become embedded in daily practice of all staff and the experience of all of our pupils. Ensure that all pupils and parents fully understand the principle and rationale behind use of nurture and restorative practice

Review and further develop methods of recognising when pupils do well in class Review use of Formative Assessment strategies in class and how they are monitored and

evaluated to ensure all pupils can confidently talk about what they are learning. Review work of current pupil voice groups and consult with staff, pupils and parents on

capacity of ‘buddy class’ time to focus on learning for sustainability and the Global Development Goals. Improve tracking of pupils’ wider achievements to include this.


Develop a child-led approach to use of Leuven Scale in class to track and monitor engagement and participation in numeracy next session.

Ensure all staff have the opportunity to lead an aspect of change linked to school development priorities and are trained and supported in a range of improvement methodologies which can clearly evidence impact on learners

QI 2.3 Learning, Teaching and Assessment


Themes Learning and Engagement, including use of digital technologies Quality of Teaching Effective use of Assessment Planning, Tracking & Monitoring

Quality of Teaching


Our Illustration Learning and Engagement

What we have done: Conditions have been created to encourage enjoyment and engagement with reading. Impact:

All classes have had regular planned access to the school library which is run by parents. Books have been updated and replaced to reflect pupil interests.

There have been regular planned DEAR (drop everything and read) sessions throughout the year.

83% of staff report that the reading for pleasure strategies used have had a positive impact on encouraging pupils to read for pleasure

The main school reading scheme has been updated with Project X which has stories, characters and subjects that are more relatable to our pupils. Pupils focussed groups reflected that almost all pupils enjoyed the new stories and in particular the non-fiction books. 75% of staff report that Project X has had a positive impact on engaging pupils in reading groups.

P1 staff reflected that for less able readers, the PM Benchmark books allowed for pupils to progress at rate more suitable to them

Novel sets have been replaced and updated to reflect pupil choices. Higher Order Thinking Skills and Blooms Taxonomy of skills have been embedded into group reading sessions.

Book swaps are encouraged and children. Classes have taken part in the First Ministers Reading Challenge and activities to support World Book Day.

Reading Recovery sessions targeted 12 individual PEF eligible P2 pupils and 8 working in two groups over the course of the year. All progressed between ten and twenty book band levels over the course of 40-60 sessions.

Secure attainment of a level in reading has improved in P1, P4 and P7.

What we have done: a) All teaching staff have taken part in Lesson Study approach, tracking three PEF eligible pupils in each class to measure the impact of the James Clements writing methodology on their success in the lesson. b) We have ensured that learning environments suit the learning needs and styles of the learners in each class.

Impact a) The Lesson Study approach was evaluated by all teachers as being useful to the

positive development of their teaching practice in writing. Levels of pupils attaining a secure level in P1, P4 and P7 all rose

b) All teaching staff have made use of the CIRCLE document to ensure their learning

environment supports the inclusion of all learners. This includes areas where pupils can engage in collaborative and independent learning. There is a visual timetable in every class to support predictability for learners with social and communication needs and pupils with English as an Additional Language.

Staff use the CIRCLE participation scale to ensure that learner with additional support needs have reasonable adjustments made to their learning environment to improve their participation in learning

The school has been assessed as having achieved Bronze status for the Visual

Effective us of Assessment

Planning, Tracking and Monitoring

Next Steps Further develop strategies with parents and children to increase the reading culture

across the school community Evaluate the impact of current teaching of reading strategies, reading for enjoyment

and classroom experience with pupils Extend basic Reading Recovery training to all teaching staff so that successful

strategies can be used across the school in class Embed the Project X reading assessment into tracking and monitoring of reading

process, especially for effective transition between classes Improve moderation in numeracy and the use of ongoing assessments Create short life working group to create a consistent approach to reporting on recent

and best work towards targets via Online Learning Journals Develop child-led Leuven scale use in classrooms to track and monitor engagement

and involvement in class Evaluate effectiveness and further develop current methods of utilising pupil voice in

the learning, teaching and assessment process Evaluate effectiveness of Citizenship Friday and further develop pupil voice groups

across the school


What we have done: a) All teaching staff have taken part in Lesson Study approach, tracking three PEF eligible pupils in each class to measure the impact of the James Clements writing methodology on their success in the lesson. b) We have ensured that learning environments suit the learning needs and styles of the learners in each class.

Impact a) The Lesson Study approach was evaluated by all teachers as being useful to the

positive development of their teaching practice in writing. Levels of pupils attaining a secure level in P1, P4 and P7 all rose

b) All teaching staff have made use of the CIRCLE document to ensure their learning

environment supports the inclusion of all learners. This includes areas where pupils can engage in collaborative and independent learning. There is a visual timetable in every class to support predictability for learners with social and communication needs and pupils with English as an Additional Language.

Staff use the CIRCLE participation scale to ensure that learner with additional support needs have reasonable adjustments made to their learning environment to improve their participation in learning

The school has been assessed as having achieved Bronze status for the Visual

What we have done: a) Staff have engaged in moderation of a level with their stage partners using the Benchmarks, ensuring shared expectations of standards to be in achieved in writing are developed. b) Pupils have engaged in meaningful formative assessment opportunities linked to improving the quality of their writing

Impacta) All staff engage with the benchmarks to ensure assessment opportunities are

planned for in writing as part of ongoing learning and teaching. Staff are aware of the body of evidence required to make a judgement about pupils’ attainment levels and have agreed shared standards about what this will look like in writing

b) Pupils are able to assess their own and peers writing against the learning outcome based on shared steps to success and are able to suggest way in which they can improve

What we have done: a) We have reviewed our tracking and monitoring system to monitor and evaluate learners’ progress to ensure a focus in equity and success for all learners.

Impact a) All staff are engaging with data for their pupils to inform next steps in learning and

to support effective interventions and transitions. This will ensure continuity and progress for all learners.

QI 3.1 Ensuring Wellbeing, Equality and Inclusion

Themes Wellbeing Fulfilment of Statutory Duties, including presumption of ASN for Looked After, unless

assessed to the contrary, and specific arrangements for support to improve outcomes Inclusion and Equality

Our Illustration


Wellbeing

What we have done a) Together with reviewing our Vision, Values and Aims, we have reviewed our Positive Relationships Strategy, building on whole school training in Promoting Positive Relationships and Nurture. This is designed to ensure that positive relationships across our school and restorative approaches to resolving conflict. We have taken positive steps to ensure that the whole school community have an understanding of our new Positive Relationships strategy which reflects both local and national guidance.

Impact a) In the recent Pupil Wellbeing survey, there were notable rises in answers to questions such as ‘I chose how I behave’ (+10%), ‘I know how to handle problems’ (+10%) and ‘I treat others the way I want to be treated’ (+19). Overall, pupils know the new school rules very confidently and staff are able to refer to these across different learning environments. 94% of staff report the introduction of the new school rules has been positive and similarly that use of restorative questions has had a positive impact and 100% state that meaningful restorative has the most positive impact. 94% of staff report that they found the Promoting Positive Relationships training to have a positive impact on their practice. Parent surveys indicate that more work is needed to support understanding of the rationale and evidence base behind restorative relationships-based practice.

Fulfillment of Statutory Duties (with specific reference to Looked After children)

What we have done: a) We have reviewed our systems in sharing, maintaining and managing information we hold about vulnerable young people to ensure effective partnership working, GDPR compliance and to improve outcomes for learners who are Looked After and Accommodated, Young Carers, those with Additional Support Needs or living in poverty ie; Quntile 1

Impact a) PPRs have a consistent management system for different types of information held on each pupil. Confidential files are held in a locked cupboard in the headteacher’s office. Staff are aware of the how to share sensitive information about pupils with SLT including, use of wellbeing concern forms and pastoral notes. Signed information sharing forms are increasingly used as part of the Child Planning process.

Inclusion and Equality

What we have done a) we have undertaken an Inclusive Practice Review to help identify current good practice within school and identify areas for further development b) we undertook a Team Around the School approach to respond to the high level of pupils with additional support needs this session c) We held a Neurodiversity Week to promote understanding and celebrate pupils with neurodiverse conditions within the school

Impact a) Nine professionals from CEC and beyond attended the one-day Inclusive Practice review which identified strong practice in our early intervention approaches and areas for further development in our use of PSAs and Pathway 1 approaches in class. Recommendations will be incorporated into our Improvement Plan for 2019/20.

b) Twenty-four professionals from local CEC and local third-sector agencies attended a Team Around the School event to discuss how we can work better together to meet the needs of our vulnerable young people. From this; one pupil identified as being at risk from further exclusion too part in a six-week pilot outdoor learning course with the Green Team leading to improved behaviour and inclusion in class; thirteen pupils with an ASD profile attended supported play sessions at The Yard for the summer term, which was positively rated by all pupils, staff and parents who observed improved social skills and positive attitudes towards school in general; twelve pupils with a variety of profiles took part in gardening sessions with outreach staff at The Croft on Leith Links leading to improved wellbeing, social skills and ownership of the school growing facilities by pupils who took part; additional staff from the ASL service were able to provide further support and training for school staff in meeting the needs of pupils identified with particular challenges and People Know How created a film with pupils for an event designed to gather pupils and parent/carers’ input into how to make the school a more inclusive, safe and welcoming place.

c) Each class within the school had sessions on neurodiverse conditions such as ASD, ADHD, DCD/Dyspraxia and Dyslexia. Pupils who felt able to shared their experience of living with a neurodiverse condition with other pupils and what others can do to help them. Conditions were presented to pupils from a strength-based perspective and all pupils were encouraged to identify their own ‘superpower’. The week culminated in a very well attended celebration evening event for parents, pupils and the wider school community with guest speakers from heath, education, politics and show business including Dr Suzanne Zeekdyk, Daniel Johnson MSP and singer Saskia Eng.

Next Steps Finalise our Positive Relationships Policy share widely with the whole school community Evaluate and progress our work on the Rights Respecting School agenda Continue to embed the well-being indicators and restorative practice within the daily life

and language of the school. Look at visually supported, pupil-friendly versions of the indicators for each class and use of visual chat boards to support restorative conversations

Provide top-up training on PPR and whole staff restorative practice training Provide support and peer sharing of on RRS/RP in PSA meetings Evaluate use of the school behaviour blueprint and how this can be better integrated into

the lunch hall and playground environments Review current use of the ‘first attention for best behaviour’ policy, including effective use

of Recognition Boards Set up a short life working group with parents, Family Liaison worker and HWB coordinator

looking at effective use of social media such as Youtube, Facebook and Twitter to improve


sharing of well-being, RRS, RP and Building Resilience input through virtual Family Learning sessions

Improve school website inclusion section and inform over long term with links via social media and newsletters

Arrange for whole school Equalities Training and review school equalities policy Ensure all parents sign information sharing protocol forms for GDPR compliance in the

Child Planning process Ensure a whole school consistent approach for children to discuss personal and sensitive

aspects of their lives Create a ‘ready-reckoner’ of current policy and legislation all staff should be up-to-date with

and update new staff induction procedure to take this into account Create working group involving pupils and parents to update the school bullying policy Continue to develop and embed opportunities for vulnerable pupils to work outdoors to

improve positive relationships and wellbeing Arrange for further support and training for all staff in meeting learners’ needs at Pathway 1 Review current use of PSAs to maximise their skillset and improve learning experience for

all pupils


QI 3.2 Raising Attainment and Achievement

Themes Attainment in Literacy and Numeracy Attainment over time Overall Quality of learners achievement Equity for all learners, including specific reference to Looked After children and other

Equity cohorts

Our Illustration

Attainment in Literacy and Numeracy


What we have done: We have updated our whole school tracking document to include attainment of yearly standardised scores and secure achievement of a level in numeracy, literacy and health and wellbeing. Together with class teacher tracking systems, they are used during attainment meetings with SLT/SFLT to evaluate the impact of teaching and learning approaches and to identify pupils requiring additional support and intervention programmes such as Fresh Start, Reading Recovery, Maths support.

Impact: Meeting with staff evidence that class teachers are increasingly more responsive to meeting pupils’ needs at Pathway 1 using the CIRCLE documents strategies. Most show increased confidence at using bench marks to support their judgement about pupil progress.

Attainment over time

What we have done: We use a robust tracking system (as above) to track pupils’ attainment over time and use this during attainment meetings with SLT/SFLT to identify further class support and interventions required to ensure pupils make appropriate progress. Class teacher moderation sessions have focussed on judgement of a level, particularly with writing, using a cold writing approach across the year.

Impact: Staff are increasingly more confident at planning for learning in literacy and assessing pupil progress using the benchmarks.

Overall quality of learners’ achievement

What we have done: a) Teaching staff have collated pupil’s wider achievement opportunities at the start of the year to help identify those who may require support and encouragement to attend after school clubs, especially those living in disadvantageb) We have developed a number of partnerships with local third sector organisations to augment our strong partnership with Active Schools and the parent council-run groups. We ensure that eligible pupils access free Active Schools places and have used PEF this session to facilitate eligible pupils to attend a science club.

Impact a) We have an improved overview of pupils’ attendance at after school activities. Pupils’ attendance to at least one after school activity has increased this year and plans have been developed to increase this to all pupil next session.b) There has been an increase in staff-led wider achievement groups during lunchtimes this year and an increase in the use of befrienders to support after school activities with identified pupils.

Equity for all learners, including specific reference to Looked After & Equity

Next Steps Update tracking document for pupil-rated engagement and participation for

use at termly tracking and attainment meetings Create simple teaching and learning evaluation tool for teachers and pupils to

be reviewed at tracking and attainment meetings Continue to ensure moderation is planned for in numeracy, reading, writing and

listening and talking across the year using associated benchmarks Build on moderation at cluster level using Lesson Study approach to plan for

and assess using benchmarks in numeracy Assess current staff confidence at using the benchmarks to make a judgement

about a level in numeracy Continue to use PEF to enable more eligible pupils to attend science and STEM

clubs after school Improve communication with pupils and parents about the value of attendance

at after school groups and ensure that staff continue to encourage this each term

Continue with targeted Attendance Support Group Develop stand-alone tracking system for Look After and Equity to ensure that

all identified individuals are making adequate progress and that interventions are systematically evaluated.

Review all pupil voice, active citizenship and learning for sustainability groups and ensure that all teaching staff have the opportunity to lead a group. Ensure this information is tracked on the pupil participation tracking document.


What we have done: We have analysed our poverty-related attainment gap and closely monitor the progress and achievement of pupils living in Quintile 1, those with Free School Meal Eligibility, Look After and Accommodated pupils, Young Carers and those with Additional Support Needs. We track attendance, attainment, achievement, inclusion/exclusion and are exploring more effective ways of tracking engagement and participation. This information is used to target interventions and is discussed with class teachers at tracking and attainment meetings.

Impact: Staff have a more highly developed understanding of the impact of poverty on pupil health, wellbeing and attainment.

QI 2.5 Family Learning

Themes

Engaging families in learning Early intervention and prevention Quality of family learning programmes

Our Illustration

Engaging families in learning

What we have done: a) Families have access to universal and targeted support that enables them to access learning activities which responsively meet the needs they have indicated to us. b) Parents are encouraged to meaningfully engage in their child’s learning and life at school. c) New approaches to engage families have been tried out.

Impact a) Families are made aware of universal supports available within school and in the local

community that targets the needs that were identified in our year-long consultation project last session. Targeted support focusses on self-referrals, those identified as having a need via the Child Planning process and as an early intervention support for improving a specific area eg; attendance. Most of this targeted support has been carried out by our PEF funded Family Liaison worker or student social worker. 95% of staff rated targeted Family Liaison interventions as having a positive impact on learners There is clear evidence that this support has mitigated the impact of poverty on pupils’ learning and achievement.

b) Home learning grids were introduced which encouraged parents to engage in meaningful activities with their children at a time that best suited them. 76% of staff rated them as having a positive impact on learners. Evaluations from parents and pupils will take place in August 2019. Parents were also encouraged to attend open classroom events to find out more about what their child was learning in class. 94% of staff rated these events as having a positive impact. These sessions will also be reviewed with pupils and staff in August. Parents attended very well to all class assemblies, shows and performances led by the school and were keen to support their children in this way.

c) We trailed the use of a class café approach as a less formal way of children sharing and celebrating their learning with parents and the wider school community Attendance at these events varied across the year groups. Working in collaboration with People Know How, a short film was made including pupils across the school as a stimulus for a school development engagement event. Whilst the film was very well received, it did not encourage a high rate of parent/carer attendance to the event.


Early intervention and prevention

What we have done: Using Quintile 1 and FSME data along with intelligence from our colleagues in partner agencies and through consultation with families themselves we have identified individual family needs and sought to support them through targets which are planned and evaluated through the child planning process or via work carried out by our Family Liaison Worker. a) Impact

Fifteen families were supported by our Family Liaison worker. Three families were supported by our student social worker. There is evidence to show that parents were more able to engage with other professionals, family relationships improved, less stressed at home, there were increased opportunities for home learning, increased social networks for families, parents were more engaged in their children’s learning at school, attendance and time keeping improved.

Quality of family learning programmes

What we have done: P1 teachers piloted curriculum-specific sessions for parents on supporting early numeracy, literacy, play and transition to P2. All classes had open classroom sessions to allow parents to find out their child’s learning and home learning opportunities and class café sessions. Teachers and our Family Liaison worker held a general family learning support session. We held a ten-week PEF funded parent and child science club. The SfLT, HT and Family Liaison Worker held a session on the new relationships-based behaviour management strategy. The SFLT held a Neurodiversity celebration event with guest speakers on neurodiverse conditions.

Impact: There was good attendance generally to the P1 curriculum focused sessions. The other sessions had mixed levels of attendance by parents and carers.

Next Steps

Engage with Maximise project with cluster primaries and secondary school to build on our capacity to meet the identified needs of parents and families

Create a calendar of universal family learning opportunities building on the successful approaches from this year

Build in opportunities for evaluation and consultation with parents who attend already popular events

Offer the Families Connect programme to twenty-four identified families in P1 and P2 as an early intervention approach

Improve targeted interventions for families who have English as an Additional Language Improve tracking of learner outcomes for those who engage with universal and targeted

family learning opportunities Consult with families about optimum times to attend family learning sessions and preferred

mediums of learning Trial and evaluate engagement of virtual family learning opportunities though popular social

media platforms such as YouTube and Facebook Live. Utilise support from partner agencies, other parents, pupils and staff.

Improve methods of evaluating impact of family learning on learners and their families


Equity and Best Value

Pupil Equity Fund

Information about the approaches taken to improve outcomes for targeted children Information about the impact Statement about Exceptional Spend

FOR SESSION 2018-19, THE PUPIL EQUITY FUND HAS TOTALED £189,338 .

THIS INCLUDED A CARRY-FORWARD OF £65,138 FROM THE PREVIOUS SESSION OF WHICH £52,186 HAS NOW BEEN SPENT.

THERE IS A CURRENT CARRY-FORWARD OF £_34,814 TO SESSION 2019-20 WHICH DO NOT ACCOUNT FOR THE OUTSTANDING PAYROLL OVERPAYMENTS,

WHICH WE EXPECT.

THIS SPEND IS DEEMED EXCEPTIONAL AND THE PLANS FOR THIS SPEND ARE OUTLINED IN THE SCHOOL IMPROVEMENT PLAN FOR 2019-20 AND CODED GREEN.

Best Value

The School Fund Committee: meets termly, consists of two parents, HT and DHT. Any spends over £200 requires a consensus vote.

Poverty Proofing the School Day: We use the One in Five audit tool to tackle the cost of the school day. We now have a new 1-in-5 trainer and parent representation on the group. Where possible, we try to provide tiered funding for residential trips, we provide ‘pre-loved’ uniforms and other school clothing, wet weather clothing for outdoor learning and skiing is provided, free healthy tuck cards are provided to pupils in disadvantage, 25% of breakfast club places are fully funded, we offer long-term savings funds for classes and individual pupils from fundraising endeavours, fundraising is spread out through-out the school year and avoids ‘dressing up’ pressures on families.

PEF Framework: The Citadel (Familiy Liaison Worker), Nurture Network (training), People Know How (art therapy, social work student and befriender management, family learning science club and family engagement project) North Tyneside (Reading Recovery CLPL and quality assurance), MyAdventure plus taxis (individual support for pupil on alternative timetable), purchase card used to obtain snack and sundries for Nurture classes.

Use of resources including digital resources, and equity of access: £10500 spend on upgrading and augmenting digital resources in August 2019 IT refresh plus (£2520 yearly maintenance costs to CGI)

Overall statement about impact of financial spending in relation to meeting objectives:

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

We will carry forward approx. £15,208.82 (March 2019) whilst having met all our objectives for this year, which illustrates overall value for money.

School Nursery HMI/Care Inspectorate

Leadership of Change 3

Learning, Teaching & Assessment 3

Wellbeing, Equality & Inclusion 3

Raising Attainment & Achievement 3

Family Learning 2

Quality Indicator Grades

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

Self-Evaluation Schedule

17/18 18/19 19/20 20/21

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

LEITH PRIMARY SCHOOL_____School Improvement Plan 2019-20

Priority 1 To raise Attainment in Numeracy Overall Responsibility Headteacher

Measurable Outcomes

By the end of session: ≥ 90% of P1 learners will continue to achieve Early level ≥ 90% of P7 learners will continue to achieve 2nd level ≥ 90% of children in Quintile 1/FSME will achieve expected level

Outcomes By the end of session there will be:New whole school policy on numeracyEdinburgh Mental Agility Guidelines will be fully embedded

NIF Priority Improvements In Attainment, Particularly In Literacy And Numeracy (NIF 1)

QIs/Themes1.1 Analysis And Evaluation Of Intelligence And Data 2.3 Effective Use Of Assessment 2.3 Planning, Tracking And Monitoring3.2 Attainment In Literacy And Numeracy

TasksResources Time

Progress & Impact

Analyse attainment in numeracy over time Identify strengths and weaknesses: cohorts and

themes taught Audit staff confidence Establish working group

Staff meeting Stage Meeting Cover for

Numeracy Coordinator

August 2019

Audit current numeracy policy & planning at all stages. SEAL P1- P4 Numeracy and HAM for Beyond Numeracy. P5 – P7 HAM and Mental Agility Guidelines.

Targeted maths interventions with specific groups and individuals.

Working Party

Gillian C (SfL Maths 2 days a week) (£22,000)

Anne K, PSA, (6 min SEAL)

Staff meeting

Planning and Moderation Sessions Agree Es and Os Agree pedagogy Agree success criteria Agree standards Agree resources

Stage Meetings Motivating

resources Staff meeting to

review

Stage group meetings 3x 2hours

Staff meeting to review

Priority 2 Reduce the attainment and achievement gap for our school Overall Responsibility Headteacher

MeasurableOutcomes:

By the end of session: 90% of Quintile 1/FSME/LAAC/YC in P1-P7 will have attendance over 85% ≥ 85% of Quintile 1/FSME/LAAC/YC in P1, P4 and P7 will achieve the expected level in Literacy and in Numeracy All pupils in Quintile 1/FSME/LAAC/YC will attend at least one wider achievement group 75% of families with a learner not achieving expected level will engage in at least one family learning opportunity

Closing The Attainment Gap Between The Most And Least Disadvantaged Children (NIF 2)

QIs/Themes1.1 Collaborative approaches to self-evaluation2.4 Universal Support2.5 Early intervention and prevention3.1 Wellbeing

TasksResources Time

Progress & Impact

Audit staff confidence in using Positive Relationships Policy

Evaluate use of Paul Dix strategies

Create a flowchart for positive behaviour management

Develop consistent approach in playground and lunch hall

Analyse PWQ views about positive relationships - Improve and increase opportunities to highlight

Forms survey (365) – all staff

Discussion groups/Feedback on how to make this consistent – all staff

Microscript on lanyards

Discussion about consistent use of the following in class and

Staff meeting - 30 mins

In-Service (Tues 7th) – 1 hour

Weekly ‘good book’ assemblies

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning 1

pupils’ success and achievements through-out the school.

Development of whole school nurturing approaches.

Evaluate current opportunities for staff and parents to create positive working relationships and create overview, addressing and gaps

Share Positive Relationships and Restorative Practice rationale with parents virtually (YouTube, Facebook Live)

playground:Welcoming into school/classroomRecognition boards‘Over and above’First attention for best behaviour – all staffPositive postcards homePositive phone call home

All staff have been nurture trained.

All teaching staff.Overview to be created.

Award assemblies – throughout the year.

CAT session x 1

PSA meetings (ongoing)

Staff meeting to revisit principles and to ensure nurturing space in each class.

Stage meetings x 1Staff meeting x 1

New policy to be shared with parents.

Create Online Learning Journal short life working group

Evaluate current use, gather staff, pupil and parent views, agree on expectations and create a OLJ strategy

2 x staff meetings 3 x 1 hours


Develop a plan to facilitate 1:1 target sessions for all pupils across the year

Audit and evaluate use of CIRCLE document and use of Pathway 1 strategies

Audit staff confidence and arrange training as appropriate

Hold whole staff ASD training

Introduction of SCERTS approach to be trialled with a couple of identified pupils.

Inclusive classroom review

ASL

Staff meeting CAT session

In-Service Day (7th Jan)

Identify pupils at risk of low and late attendance and under achievement (≤90%)

Gather views of targeted pupils Gather views of CT and parent/carers Family Liaison Worker meet with parent/carers to

create home action plan Include SHANARRI target in these pupils’ OLJ Continue to support and recognise achievements

with weekly attendance support group

SLT, EWO, Family Liaison Worker

Pupil Attendance Group Support PSA Family Liaison Worker

(PEF £19,000)

August 2019

Assess all equity cohorts using the Boxall Profile Create overview of pupils who require additional

support Track and monitor progress each term Plan Nurture-based support strategies at Pathways

1 & 2

Meeting time DHT planning and

liaison time Boxall Online

By June 2020 In line with WTA


Provide additional Nurture-based practice support & training for staff using ASL and EP support

Create wellbeing target on OLJ and share with parent/carers

CAT x 1

Audit and evaluate effective differentiation including pace and challenge, especially in numeracy with staff, pupils and parents

Engage in Edinburgh Learns Differentiation CLPL

Review Learning and Teaching policy to ensure it reflects Vision, Values and Aims and updated practice and share with staff, pupils, parents

Edinburgh Learns CLPL September and ongoing monthly

5th and 26th September 2019

2 x 2 hours

Working Party – 90 mins

Staff Meeting x 1

(PT to feedback to all staff)

Launch Maximise project to families Identify families who would benefit from support

with Maximise project, discuss and refer/signpost Track and monitor any interventions and impact on

learners

September SLT liaison time

(Leith Academy picking up the cost)

September 2019 January 2020 April 2020

Identify two trenches of twelve families with pupils P1 and P2 appropriate for Families Connect sessions

Evaluate and monitor impact of outcomes on learners

Family Liaison Worker plus 2 members of nursery staff

October 2019 March 2020

Map out Family Learning events across the session and work with EAL and MCFB to create increased opportunities for EAL families

Consider hosting multi-faith/multi-cultural

SLT EAL teacher MCFB LPPC Meeting, ASN

June 2020


celebrations across the school year Improve inclusive communication of key

information for families by having community language translations and filmed summaries on school YouTube channel.

Parent Support Group, general request

SLT tracking

Ensure all pupils and parents/carers are fully aware of the wellbeing indicators by communicating under specific focus, themed assemblies, school displays, newsletter and website features

Hold bi-annual Diversity Week celebration

Class Displays SLT Diversity Week Lead EALT

Staff meeting Time aligned with

WTA


Leith Cluster Improvement Plan 2019-20

Priority 1 To improve teaching and learning through collaborative enquiry Overall Responsibility Leith Cluster HT’s/Juliet Lunniss

Outcomes Staff apply relevant findings from Lesson Study collaborative enquiry to improve moderation of attainment in numeracy across the cluster and an identified focus in learning and teaching. All staff agree a consistent pedagogical approach and common language of learning to teach numeracy at transition stages (Nur/P1, P4, P7)

NIF Priority 1 – Improvement In Attainment, Particularly In Literacy And Numeracy. NIF Priority 2 - Closing the attainment gap between the most and least disadvantaged children and young people

QIs/Themes1.1 Analysis and evaluation of intelligence and data1.3 Strategic planning for continuous improvement2.2 Learning pathways2.3 Learning and engagement2.3 Quality of teaching2.4 Universal support2.6 Continuity and progression in learning

Tasks By Whom Resources Time Progress & Impact

Engage with Edinburgh Learns Teaching and Learning Team to introduce the Lesson Study approach to all

Lesson Study Lead in each cluster school

All staff participating in study

Cover (1 – 2 days) Faculty/Staff

meetings Audit resources Cluster CAT

By June 2020 August 2020

(Feedback)


teachers across the cluster

Agree collegiate enquiry focus for whole cluster

Audit assessment of enquiry area status across each school

Audit results/feedback to be shared with staff

23/8/19

Audit current staff views of impact and effectiveness of existing collegiate planning/professional dialogue.

Identify professional learning, reading/research, expert support (e.g. Koshi)

Lesson Study Lead in each school


Staff survey 5 minutes per survey and time for coordinator to collate (August 2019)

Arrange teachers into Lesson Study trios across the cluster (focus P1, P4, P7)

Plan timetable for research lessons (each cycle to be completed in 1/2 weeks – different trios can be staggered to support cover)

Share focus of Lesson Study and criteria for

Lesson Study Lead in each school


Staff meeting time Cluster HT

meeting time to agree timetable

Edinburgh Learns Teaching and Learning Team

Lesson Study Workbooks

Half day Time to plan

timetable


Case Pupils (e.g. one top 20%, one middle 60%, one lower 20% - ideally SIMD 1/2 and/or LAC where possible)

Commence planning of first research lesson.

First Research Lesson Trios plan first research

lesson Teacher A delivers

research lesson Teachers interview

case pupils Trio evaluates lesson

Trio Lesson Study Workbook

Research sources Staff time for

planning and evaluating (CAT or included in 35 hour week)

6 hours cover per trio (2 hours per research lesson)

Time allocation for one research lesson (need 3 per trio ideally over 1-2 weeks)

Timing 2 hours (max)1 hour (cover required for teachers B and C)

- 15 minutes (cover required for pupil interviews)

- 45 minutes (cover to evaluate lesson)

X 3

Second Research Lesson Trios plan second

research lesson Teacher B delivers



Third Research Lesson Trios plan third

research lesson Teacher C delivers




Engage with Edinburgh Learns Teaching and Learning Team to support evaluation of the process across the cluster.

Audit assessment of enquiry area status across the Leith Cluster– post-hoc.

Audit current staff views of impact and effectiveness of existing collegiate planning/professional dialogue –post hoc.

Audit results/feedback to be shared with staff

Whole staff in each school reflect on lesson study process.

Whole staff identifies improved pedagogy and consistent pedagogical approach

Agree evaluate Lesson Study and agree on future use

Lesson Study Lead All staff participating in

study

Collegiate evaluation sheets

Pupil interview records

Audit results Cluster HT

planning day

1 hour during May in-service in each cluster school


Date post:	12-Aug-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

leithprimary.files.wordpress.com€¦ · Web viewEdinburgh Learns: Standards and Quality...

Documents