Glasgow City Council Welcome to Carmunnock Primary School

School Improvement Plan

 

Glasgow City Council Education Services

 

Improvement Planning

 

Establishment

Carmunnock Primary School

Session

2013-14

 

 

CONTENTS

 

1.         Vision, Values and Aims

 

2.         Summary of Self Evaluation Process

3.         Overview of 3-year Planning Cycle

 

4.         Priorities for Improvement in the current year

 

5.            Action planning

6.            Appendices: 

a.    Action Plan Summary for Stakeholders

b.    Monitoring of Progress of Improvement Plan

 

 

Signatures:

 

Head of Establishment

 

Date

 

 

Quality Improvement Officer

 

Date

 

 

Area Education Manager  

 

Date

 

 


1a        Our vision, values and aims

 

Our vision statement was revised in November 2010 and the children of the school encapsulated our Vision as:

 

Carmunnock loves to learn.

 

SCHOOL VALUES

 

Wellbeing: we aim to be safe, secure, happy and healthy

Equality: we believe everyone deserves the same opportunities

Community: we work together in our class, school and our community

Achievement: we always do our best and are proud of what we can do

Respect: we respect ourselves, others and our environment

Each other: we treat others with kindness and consideration

 

SCHOOL AIMS

  1. To maximise achievement of all our pupils, particularly in Literacy, Numeracy and Health and Wellbeing.
  2. To provide the highest quality of learning and teaching to enable our children to become successful learners, confident individuals, responsible citizens and effective contributors.
  3. To foster an ethos of achievement, inclusion and equality in which all members of the school community are happy, secure and valued.
  4. To work in positive, productive partnership with pupils, parents and the wider community to enhance learning experiences.

 

 

1b        How our vision, values and aims were developed and how our stakeholders were consulted

 

The Values were drawn up in full consultation with all stakeholders in session 2006-07 and revised in session 2010-11. This was done over the session through a series of discussion, questionnaires and Open Space events with parents, pupils, staff and community representatives.

 

The Aims and Vision statement were revised in November 2010 in consultation with staff, parents and pupils.

 

 

 

 


 

 

2.            Summary of self evaluation process

 

How we carried out our self-evaluation and involved our stakeholders

Session 2013/14 is year one of a three year School Improvement Planning cycle. The school has a robust approach to self-evaluation involving staff, pupils and other stakeholders. In session 2012/13 the Headteacher led staff and the school community to evaluate the school’s successes and areas for improvement. This involved:

 

·         Monitoring pupils’ work, teachers’ planning and class lessons

·         Involving parents and pupils in evaluating aspects of the work of the school

·         Use of TACLE with whole staff

·         Meetings with staff, Parent Council and Pupil groups

·         Working with colleagues from Learning Community to identify shared strengths and areas for improvement

·         Involvement in HT peer shadowing with colleagues from across the city.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Quality Framework

Our key strengths

Our areas for improvement

Successes and

achievements

  • High attainment and achievement of pupils
  • Increasing numbers of children attaining benchmarks earlier
  • Motivated and eager learners
  • Very good achievements in Global Citizenship and  Enterprise activities
  • Rich breadth of experiences offered e.g. outings and residential trips
  • Active learning embedded across the curriculum
  • Very positive school ethos and relationships
  • Very good opportunities for parental involvement e.g. class helpers, Parent Council
  • Commitment of staff to CPD and school improvement 
  • Continue to develop approaches to assessment and moderation to share and raise standards
  • Further involving children in children their learning and identifying strengths and next steps through reflective learning logs.
  • Share assessment information with parents in a meaningful way
  • Continue to develop consistency of practice across school

 

Work and life of

school/centre

  • Broad, balanced and progressive curriculum in place
  • Use of active approaches to learning across school
  • Very positive relationships between pupils and staff
  • P7 profiles now fully implemented
  • Social studies, technologies and sciences taught in meaningful contexts
  • Welcoming and nurturing school ethos ensures inclusion for all

·         Build upon good practice in assessment and extend to Reading

·         Development of ICT to support learning across curriculum

·         Improved Pre-5 and secondary school transition

·         Ensure all lessons are appropriately differentiated to meet the needs of all children.

 

Vision and

leadership

  • Vision, values and aims drawn up and shared with community
  • Leadership of the Headteacher
  • Culture of collegiality
  • All staff, including support staff, have leadership responsibilities
  • Teamwork within the school
  • Whole staff commitment to school improvement

·         Further increase opportunities to increase pupil voice and leadership role

·         Continue to build capacity of staff at all levels through CPD and leadership opportunities

 


 

3.         Priorities for improvement in the current year

2013-14

Year

1

                       

 

Priority

Main driver of priority:

 

 Alignment with:

 

 

Self- evaluation

Authority

Quality

Review

HMI report

 

1

2

3

4

5

No.

 

QI

GCC Priorities

Education Services’ Priorities

GIRFEC

LC Priorities

 

1

 

  Assessment and Moderation of Reading.

 

 

 

5.1

5.4

5

1

Achieving

Assessment and Moderation

 

2

 

Promoting Positive Behaviour – embed nurturing principles in our practice.

 

 

 

2.1

5.5

4

3

Nurtured

Nurtured and included

 

3

 

Development of reflective learning logs for all pupils and sharing those with parents.

 

 

 

2.1

5

1

Included

 

           

 

 

 

 


 

4.         Action Planning

 

Priority No.

QI

 Priority

Expected outcomes for learners which are measurable or observable

1

5.1

5.4

Assessment and Moderation of Reading.

  • Attainment and achievement in reading is improved for all children
  • Teaching and learning is improved as staff use common approaches to share standards particularly at points of transition

 

Tasks to achieve priority 

 

Timescale

Person responsible

Resources and staff development

Monitoring progress and evaluating impact

Audit of reading assessment strategies/resources used in classes across school.

 

August 2013

M Macleod

CAT session – August

 

Evaluation of resources used and agreement reached on which approach to assessment in reading we should adopt as LC.

 

 

Sept 2013

LC SMT

August/September LC meetings

Minutes of LC meetings (MM/LC SMT)

Staff across LC involved in training to develop picture of “secure learner” in early, first, second and third levels

 

 

Sept 2013 inset day

LC SMT

½ day given to reading in inset day – possible input from QIO or Leaders of Learning.

Evaluations from staff show increased awareness development of reading skills (MM/LC SMT).

PSA training session on paired reading available.

Sept 2013 inset day

LC SMT

Training provider to be sourced by QIO

PSA evaluations show increased confidence in approaches to paired reading (MM/LC SMT)

All LC staff continue to develop common approach to Assessment & Moderation in Reading

 

 

Feb 2014

LC SMT

Inservice day – February

Evaluations from staff show increased confidence in assessment of reading (MM/LC SMT).

Reading assessments are piloted across LC and information used for reporting and transition purposes.

 

Term 3/4

LC SMT

LC CAT Meetings in January/April (2x1.5 hours)

Staff involved in evaluating success of use of the assessments. (MM)

Use of assessment info in planning, reporting and transition documents.(MM)

 

 

 

5.         Action Planning

 

Priority No.

QI

 Priority

Expected outcomes for learners which are measurable or observable

2

2.1

5.5

Promoting Positive Behaviour – embed nurturing principles in our practice.

·         All staff and children experience a model of nurturing relationships within the school

·         Pupils, staff and parents are respectful to others.

 

Tasks to achieve priority 

 

Timescale

Person responsible

Resources and staff development

Monitoring progress and evaluating impact

Audit of current nurture practice within the school using HNIOS indicators

 

August

K Aitchison

 Time given on May 2013 inset day for staff to complete audit.

 Evaluation and key points summary to be ready for August LC meeting. (KA)

Staff awareness of Nurture Principles – Ed Psych presentation

 

By August 2013

U Neil

Presentation made May 2013 inset day

 

Review of PPB policy/Nurturing Principles with all staff

 

August 2013 inset day

K Aitchison

M Macleod

Staff meeting inset day 2

Minute of meeting and discussions around approach (KA)

Ensure school’s PPB policy explicitly reflects Nurture Principles.

Term 1

K Aitchison

 

Policy ready to present to staff/LC colleagues by Sept LC meeting (KA/MM)

LC SMT collate audit information and discuss common links/ good practice/CPD opportunities

 

LC Meeting November 2013

LC SMT

 

Calendar of sharing good practice (LC SMT)

LC Staff to visit nurture classes/groups across LC to share practice

Term 3/4

All staff

Cover to allow visits or time from NCCT for CPD

Staff evaluations and interactions indicate greater knowledge and increased confidence in using Nurture approaches.

 


 

5.     Action Planning

 

Priority No.

QI

 Priority

Expected outcomes for learners which are measurable or observable

3

2.1

 

Development of reflective learning logs for all pupils and sharing those with parents.

·         All children are able to reflect upon key learning on a regular basis

·         Children are able to identify strengths and next steps in their learning

·         Parents are informed about their child’s learning and are able to be more fully involved in helping this to progress

 

Tasks to achieve priority 

 

Timescale

Person responsible

Resources and staff development

Monitoring progress and evaluating impact

All teaching staff share their practice in reflective logs.

Term 1

ZD

 CAT session – September 2013

 Minutes of meetings (ZD)

All staff and children decide how they will be recording their reflections on their learning and record achievements and next steps.

Term 1

All staff and pupils

Time in classes for

Reflective logs samples (ZD)

Teachers present how their children will be recording their reflections on their learning

September Inset day

All staff

Inset day meeting

Minutes of meetings (ZD)

Parent focus group to meet and develop system to provide better sharing of children’s progress, utilising reflective logs/ jotters/achievement folios etc.

October 2013

ZD/Parent Council

Time for meeting.

Minutes from meeting

Evaluations from pupils/staff/parents. (ZD)

Pilot of new reflective logs in class and also sharing of learning with parents.

 

November 2013– March 2014

All staff led by ZD

CAT sessions in November and March

Learning Conversations with children

Evaluations from pupils/staff/parents. (ZD)

Review of new practices. Amendments made to relevant policies eg Teaching and Learning, Reporting, etc

Parent-friendly hand-out on policies drawn up by parent Focus group.

Term 4

ZD

Parent Council meeting in March/April

 


 

6.         Appendices

 

Appendix a

 

Action Plan Summary for Stakeholders

 

 

No.

Priority

Expected outcomes for learners which are measurable or observable

Lead  responsibility

Timescales

1

 

 

 

Assessment and Moderation of Reading.

  • Attainment and achievement in reading is improved for all children
  • Teaching and learning is improved as staff use common approaches to share standards particularly at points of transition

M Macleod

Aug- June

 

2

 

 

Promoting Positive Behaviour – embed nurturing principles in our practice.

·         All staff and children experience a model of nurturing relationships within the school

·         Pupils, staff and parents are respectful to others.

K Aitchison

Aug - June

 

 

3

 

Development of reflective learning logs for all pupils and sharing those with parents.

·         All children are able to reflect upon key learning on a regular basis

·         Children are able to identify strengths and next steps in their learning

·         Parents are informed about their child’s learning and are able to be more fully involved in helping this progress

Z Din

Sep - May

 

 


 

6.         Appendices

 

Appendix b

 

Monitoring of Progress and Evaluating the  Impact of the Improvement Plan

 

Priority No.

 

 

Progress check 1

    Date:

 

Progress check 2

    Date:

 

Progress check 3

    Date:

 

Task

Timescale

Comment on progress

Comment on progress

Comment on progress