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Fishcross Primary School

SCHOOL IMPROVEMENT PLAN 2006 – 2007 Fishcross Primary School Alloa Road Fishcross Clackmannanshire FK10 3HT

Tel: 01259 722336 Fax: 01259 216474 Email:fishcross@edu.clacks.gov.uk www.fishcross@clacks.sch.uk

Services to People

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FISHCROSS PRIMARY SCHOOL
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At Fishcross Primary School our work is firmly grounded in a vision for a school that puts children first, that practices principle centred management and embraces the key values that promote effective citizenship.

Our VISION is to provide a healthy, happy, caring and stimulating environment where the individual needs of every child will be recognised, where they will achieve their fullest potential through equal access to the curriculum, allowing all children to develop the skills and ambition needed to contribute fully in an ever changing society. At Fishcross Primary School we know our vision cannot be achieved without the school, parents and community being partners in the child’s learning, their selfconfidence, inter-personal skills and positive values.

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FISHCROSS PRIMARYSCHOOL AIMS - 2006/2007
At Fishcross Primary School we will enable children to …
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1. BE SUCCESSFUL LEARNERS; THIS MEANS be enthusiastic and motivated for learning be determined to reach high standards of achievement be open to new thinking and ideas use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations 2. BE CONFIDENT INDIVIDUALS; THIS MEANS have self-respect have physical, mental and emotional well-being have secure values and beliefs have ambition relate positively to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity 3. BE RESPONSIBLE CITIZENS; THIS MEANS have respect for others have commitment to participate responsibly in political, economic, social and cultural life develop knowledge and understanding of the world and Scotland's place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues 4. BE EFFECTIVE CONTRIBUTORS; THIS MEANS have an enterprising attitude have resilience have self-reliance communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems

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FISHCROSS PRIMARY SCHOOL
NEW SCHOOL AIMS 1. CURRICULUM To provide a curriculum which is broad and balanced and which offers pupils continuity, progression and choice. 2. ATTAINMENT To enable all pupils to achieve their full potential and become active citizens. 3. LEARNING AND TEACHING To provide high quality teaching, which motivates pupils and meets pupils' special educational needs; to keep parents informed of pupils' progress. 4. SUPPORT FOR PUPILS To provide a school environment where children can be safe, appropriately supported and happy. 5. ETHOS To promote high expectations, good self-esteem and positive behaviour and relationships; to praise achievement and promote partnership with parents, School Board, Partner Agencies and the wider community; to promote equality of opportunity. 6. RESOURCES To provide a well-resourced, organised and welcoming school; to support staff to be motivated, well-qualified and to have access to up-to-date training; to ensure sound and transparent financial management of the school. 7. MANAGEMENT, LEADERSHIP AND QUALITY ASSURANCE To promote continuous improvement of service through self-evaluation; to provide good leadership, management and quality assurance; to provide clear and practical school aims and policies.

We decided that it was appropriate to have both sets of school aims. We made this decision because we feel that whilst we should constantly keep in mind the competencies and abilities of our children, in line with the aspirations of A Curriculum for Excellence, it is through the realisation of many other factors that they will be achieved. The former aims show our commitment and focus to developing, successful learners, confident individuals, responsible citizens and effective contributors, [our ends] the latter to the wider picture, the premise we will work from to ensure we create a whole school environment fit for the purpose of delivering such [the means].

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Context
The purpose of the Development Plan is to further progress the effectiveness of the educational experiences we offer our children. Through reflection, evaluation and effective strategic planning we can ensure that Fishcross Primary grows as a community centred learning environment where high standards and attainment are central. Particularly important to this strategic plan is our commitment to develop the ‘whole’ child in a supportive environment and meaningful context. Our plans are firmly grounded in responding to the targets and outcomes established by the various interest bodies, our own collegiate, professional judgement, and the views of parents and children. Thus targets in this plan relate directly to : • The National priorities • A Curriculum for Excellence • The Journey to Excellence • Clackmannanshire Council Area Priorities • School self evaluation in relation to HgioS 3 • The views of our parents, school board, staff and children

Review and Evaluation of previous school development plan.
Extenuating factors This year has seen one of the most stable periods at Fishcross Primary School in recent years. There have been few staff changes and as a result of this much headway has been made on improving all aspects of the life and work of the school – in particular impact on learning. The school inspection undertaken by HMIe in December 06 and published in March 07 highlighted the very good progress the school was making and stated that our capacity to further improve is ‘high’. Many of the areas noted as ‘good’ as opposed to ‘very good’ were simply due to the timing of the inspection e.g. the inclusion of attainment figures for P7 pupils last year, as outlined in the feedback we received from the lead inspector. We firmly believe that by the end of session 06/07 we will have met the criteria for almost all, if not all, PI’s to fall within the ‘very good’ category. In session 07-08 we will therefore be looking at how to raise our performance so that we become an ambitious, excellent school.

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Communication with parents At Fishcross Primary School we consult widely with parents on a number of issues. Recent parental feedback questionnaires have sought views on ‘a curriculum for excellence’ and how we can best meet the needs of our ‘more able’ pupils. Parents are very responsive when their views are sought and contribute to the outcomes established in school policy and procedure. A summary of the statistics from the feedback can be found in the school office. A list of the types of communication parents receive throughout the year can be found in a supporting school document. Development Plan 2006/2007 The • • • • • • • • • • main areas being developed by our school were:Health/PSD/Citizenship Language Problem Solving Science and Technology Environmental Studies – Science Formative assessment and Collaborative Learning ICT Enterprise Community Involvement Expressive Arts

We feel that we have started to make good progress in all of these areas. Some examples of our progress are outlined below. • Health/PSD/Citizenship

We have consolidated all of our resources and now have a much more structured plan from which to drive this area of the curriculum forward. Teachers all have a plan and supporting resources from which to structure lessons. Impact & Next Steps Pupils now have an experience of a range of lessons and experiences that will develop their personal, social, mental and emotional experiences whilst enhancing their understanding of their individual and collective roles in society. This will have

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a continued impact on their ability to work and learn collaboratively, further improve the school’s ethos and equip the children with a range of attributes that will stand them in good stead in later life. • Language

We have continued to successfully develop a much wider and more appropriate range of reading resources at all stages throughout the school and have introduced curiosity kits to encourage reluctant readers to be more active in reading for pleasure. Unfortunately we have found it hard to find a structured poetry resource to ensure progression throughout the school. As a consequence we will need to revisit this area in session 07/08 as we will have to take the more labour intensive route of sourcing individual texts and organising these into a structured programme. Impact & Next Steps Attainment in reading continues to improve and is starting to fluctuate much less than in previous years. Targetted support is also having a profound effect on the ability of our children who require additional assistance and has improved the writing capabilities of children in P1-3. Scottish Poetry, as part of our Scottish week, and individual teacher resources ensure that this aspect of language is covered, but additional input is required here to ensure children have a much more varied experience of poetic styles. • Problem Solving

The Glasgow Problem Solving pack was purchased as were interactive resources. Thinking skills packs appropriate for the middle stages are also on the shared area and Thinking Skills resources and ‘Thinking Through Science’ have also been purchased for the infant and upper stages respectively. More emphasis is now being placed on mini topics that require children to use a range of skills to meet the set requirements, or that use a working backwards approach whereby children work out what processes or procedures they will use to reach a given outcome. Project work, both in school and at home, is also becoming more common. Impact & Next Steps

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Project work has proven a useful tool, particularly in P5-7 as a method of motivating children and developing a range of problem solving skills. This combined with the more targeted problem solving lessons that focus on specific problem solving abilities, such as reasoning logically, working backwards etc, ensure that children’s problem solving abilities are constantly improving. Further gains are also being made with the introduction of Tee Jay maths from Level B and beyond. • Science and Technology

A range of technology programmes of work were purchased from Glasgow City to complement our Environmental Studies programme. An extensive range of additional science and technology resources have been purchased to supplement our programmes. Impact & Next Steps Technology resources are now available. Teachers will now be encouraged to make more use of these in line with our Environmental Studies topic planner. Teachers are beginning to become more comfortable tackling the less traditional life sciences that were often covered well. This still has some way to go, however, if children are to experience a broad range of scientific experiences during their primary experience. I have noted with the authority the need for staff to have the opportunity to undertake training in the teaching of science that moves away from discrete topics to the teaching of scientific concepts or how to address the tackling of misconceptions. Whilst there has been good improvement in this area, this will not move to the next level without staff training or additional support. This issue is further complicated as a result of limited storage space which prevents us from fully stocking every science topic we intend to teach in our rolling programme. We have highlighted this matter to the authority but they are unable to assist us in this matter. • ICT [Information and Communications Technology]

We have worked hard to ensure that we could acquire interactive whiteboards for each class, a Mimio for our Library, a DVD projector for our assemblies and school presentations and various other peripherals. We have also made extensive use of Education City throughout the year.

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As well as hardware and resources we have established routines to ensure children make use of the IDL programme and have the opportunity to develop a range of ICT skills both during and after school hours. Impact & Next Steps It was noted in our school inspection that our use of ICT was a key strength of the school and was having a positive impact on the children’s learning experiences, improving skills for lifelong learning and supporting children with additional support needs. We are now hoping to start using ICT to further support some of the more specific needs of our children as well as a tool for developing our more able pupils. • Enterprise

Enterprise remains a school focus. We are now in a position that we constantly look at how enterprise can be part of our everyday activities and not supply an add on to what happens. Enterprise is therefore engrained in the school’s function. Impact & Next Steps Children are benefiting from a diverse range of opportunities and experiences. These are having a positive impact on developing a wider range of personal interests among our children. The personal, interpersonal and entrepreneurial skills being developed through the enterprise experience are also having a positive impact on the children’s confidence and are enhancing the key skills they will require for the 21st Century workplace. It is quite clear from observing our children that they are beginning to develop a ‘can do, will do’ attitude which is being positively reflected in all aspects of their work. We will continue to work hard to ensure that this aspect remains a key feature of our school. • Formative assessment and Collaborative Learning

A member of staff has undertaken extensive training in this area and is having great success adopting the skills associated with co-operative learning into daily routines. The most appropriate formative assessment strategies have been

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agreed by all staff and are being used throughout the school to ensure consistency. Impact & Next Steps The co-operative skills adopted in P5-7 will now be extended throughout the school. Teachers will have the opportunity to observe lessons and discuss procedures so that they can adapt and adopt practices that best suit their stage or activities. As children and staff are now more comfortable with some of the more familiar formative assessment techniques, we now need to look at how we can, as a school, develop this further so that children become more independent learners and self critical thinkers. • Community Involvement

We continue to work closely with the School Board, PTA and a range of other people who assistance our school. Being at the heart of the community we are very much a focal point and benefit greatly from the support we enjoy. Impact & Next Steps We are currently working closely with our school community to ensure that we establish a Parent Forum Council that will combine all of the successful relationships the school has been lucky to enjoy over recent years. Another feature seen as a strength of our school during the inspection process, we intend to strive to maintain these solid relationships which ensure parents are very much stakeholders in their school, have a say in the decision making process, and that children benefit from the positive relationships we nurture and the many extra curricular activities that come from these successful links. • Expressive Arts

Music specialists and new resources purchased by the school combined to make improvements in this area. The Borders Art pack has been purchased and provides a more structured delivery of artistic skills and competencies. In drama we have found great difficulty in finding published resources or support from relevant organisations e.g. Art Scotland, to help us provide a programme that will help teachers provide children with a range of dramatic conventions and skills. We therefore continue to rely on the Strathclyde Drama

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Pack until we can find an appropriate resource, or allocate the time to produce a pack, that meets our needs. We have, however, taken opportunities to work with a range of experts in this field to ensure our children get a broad and balanced experience. e.g. Interact and staff from our link Secondary Impact & Next Steps We hope that our authority will embark on a programme of employing specialist in the expressive arts thus providing a quality experience for our children in these areas. We have exceeded our plans in many areas. For example we have: -

Some of these things could not have been achieved without the outstanding support we have received from both our School Board and PTA. We are extremely lucky to have so many people who work tirelessly to support the school and help us to raise additional funding. Not only does this funding allow us to improve the quality of the educational experiences we want to provide but it allows us to take part in a range of other activities that help to develop the pupil’s skills, confidence and abilities in a variety of ways.

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IMPACT ON LEARNING – for an overview of the impact our improvement plan has had upon children’s learning experience please refer to the last section of this document. As this is a working document we noted our impact as a staff during meetings and will review this further during our school in-service. These discussions and comments during in-service, collegiate and development planning/development team meetings as well as from parents/pupils influence our development planning decisions for future sessions.

For the last two years we have prepared and implemented very intensive and demanding improvement plans to address our many areas of concern. We now feel it is possible to take a more reflective approach and focus more in depth on fewer areas. After discussion with staff, consultation with parents and referring to the 2 points for action from our school inspection we have decided that our priorities for development in session 2007/2008 will be included under the following broad themes:-

• • • •
• • •

Learning and teaching Pupil Involvement Professional Development Self Evaluation

Continuing on our maintenance agenda will be:I.C.T. Enterprise Health

Central to all development work is the whole staff’s continuous commitment and drive to work as a team, the nurturing of teamwork across the school community and the promotion of genuine care and concern for all, by all. These were all features highly praised in our school inspection. As part of our on-going review we aim to keep abreast of recommendations relating to A Curriculum for Excellence and ‘The Journey to Excellence’, using these as a framework for future school developments and improvement.

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Journey to excellence document http://www.hmie.gov.uk/documents/publication/hgiosjte.pdf We will also be using the Teachers of excellence website: http://www.acurriculumforexcellencescotland.gov.uk/teachersforexcellence/margaretalcorn/developing/ introduction.asp

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Action Plan

On collating this information and making personal observations the following areas will be developed over the coming year.
In the development plan whole school aims will be shown in cream. Where colours are evident this highlights that teaching staff have written specific parts of the development plan that relate specifically to their area of responsibility or development teams for which they are responsible.

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Planning Overview: Session 2006/7 To Review: Content of PLP’s To Develop:
Curriculum Ensure pace and challenge is a feature of all lessons Develop a range of strategies to further challenge higher attaining pupils Attainment Improve the pace and challenge in lessons to further raise attainment Learning and Teaching

Support for Pupils ASN- Co-ordinated Support Plans; Staged Intervention Ethos

Resources

Management, Leadership and Quality Assurance Staff observe colleagues lessons more systematically and formally to share best practice Continue to use a range of monitoring and evaluating approaches to assess the impact on children’s learning

Obviously there are areas of the action plan that could be found under more than one of the headings.

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DEVELOPMENT PLANNING PRIORITIES from April 2005 – March 2008
2005/6 Health Language Maths – Problem Solving and Games Environmental Studies/Science Race and Equality RME Assessment ICT Preferred Learning Styles Science/Technology Race and Equality Citizenship/PSD/Heath AifL ICT Formative Assessment/Collaborative Learning Expressive Arts –Art/Music/Drama Enterprise Enterprise Enterprise AifL ICT Science/Technology Race and Equality 2006/7 Health/PSD/Citizenship Language – n/f, writing, poetry 2007/8 Health

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Community Involvement

Community Involvement

Inset Programme
August inset 1 A.M. Welcome and familiarisation – new staff. All personal details acquired. All staff – Fire/Health and Safety – inc Risk Assessments/Procedures – HT absence/Emergency Procedures/Child Protection/After School Club Arrangements/ Child Passports/Race and Equality/Complaints procedure/Confidentiality and Data Protection/Remits and Responsibilities/Code of Conduct/Development Teams/Collegiate Time Arrangements- Priorities/Parent Curricular Newsletter/ Forward Planning and Assessment Folders/Co-ordinated Support Plans/ Administrative Information Issued/ Timetables for class shows, parents evenings, PLP’s, visits from external agencies etc. and any other matters arising. P.M. Classroom Organisation and Planning August Inset 2 A.M. School policy and procedure Development Teams P.M. Classroom Organisation and Planning November Day 1 Development Teams Policy reviews and feedback Resources – check discrepancies and additions needed

February Day 1 Development Plan review and adaptation Hgios Pi’s – audit Teaching Staff PRD/ National Assessment tracking Day 2 Staff PRD PLP- review of format Priority areas for 2006/7 – in addition to those ongoing Support staff will be involved in resource management; including stocktaking/organising; ensuring filing and paperwork in order; administrative tasks; undertaking duties for teacher preparation; updating displays; ordering first aid Fishcross Primary School Development Plan

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materials; checking dates on medicines; cross training and any other duties as outlined by the HT.

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Development Planning Targets – 2006/7 Our school Development Planning targets are cross referenced to the quality indicators of How Good is our School 3 [HGioS], the 5 National Priorities, A Curriculum for Excellence, LASIO [Local Authority] and our School Aims [these can be seen in a previous section]. HGios Quality Indicators???????????Same HgioS3? 1. 2. 3. 4. 5. 6. 7. Curriculum Attainment Learning and teaching Support for Pupils Ethos Resources Management, Leadership and Quality Indicators

National Priorities 1. 2. 3. 4. 5. Achievement and Attainment Framework for Learning Inclusion and Equality Values and Citizenship Learning for Life

Clackmannanshire Improvement Objectives As laid out in the Local Authority Statement of Improvement Objectives 2004-2006

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Curriculum for Excellence

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School targets in relation to the National Priorities National Priority
1. To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy and to achieve better results in national measures of achievement, including examination results. 2.To support and develop in the skills of teachers, the self-discipline of pupils and to enhance school environments so that they are conducive to teaching and learning.

NP Measure
1. Increased levels of numeracy and literacy (P1 – S2)

School Baseline Information
Reading Writing Maths

School Target for 2007/8
To maintain the highest possible standard in comparison with similar schools with our FME

2. Improved examination results (SQA Results). 1. Continuing professional development of teachers’ skills. 2. Increased self-discipline of pupils. Staff participate in minimum CPD With a permanent, stable staff improve range of skills and abilities in staff knowledge. Staff build on CPD undertaken from August 05 Collaborative Learning/AifL Improve consistency in approaches and collaboration with parents using staff experience and CPD as a vehicle for change Pupil council / Eco / SNAG to continue to work with others to improve pupil involvement in our school Personal Learning plan content to be reviewed Staged Intervention continues to be rigorously applied and more emphasis on GiRfEC and Children at risk of missing out CSP’s undertaken for all relevant children by end of session 06/07

Vast improvement in discipline and promoting positive behaviour to be further developed re attainment School playground-highlighted in questionnaires as an area for continued development School garden underutilised as a learning zone PLP’s not ideal format Further develop support for pupils in light of new directives Develop Systematic Coordinated Support Plan provision

3. Enhanced school environments which are more conducive to teaching and learning.

3. To promote equality and help every pupil benefit from education.

1. Every pupil benefits from education. 2. Every pupil benefits from education, with particular regard paid to pupils with disabilities and special education needs and to Gaelic and lesser used languages

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National Priority 4 To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a modern society.

NP Measure 1.Increased respect for self and others 2.Increased awareness of interdependence with other members of their neighbourhood and increased awareness of the duties and responsibilities of citizenship in a modern society

School Baseline Information PSD/Citizenship policy and resources PSD/Citizenship curriculum more systematic Increase range of links with business and the community

School Target for 2006/7 Improve all aspect to PSD/health by involving more external agencies at the planning stage Through curriculum ensure aspects of citizenship are central Use Enterprise as a vehicle for building relationships with the wider community and developing core skills in pupils conducive to our school ethos and life learning Teachers see this as a curricular area to be included/ be more aware of when considering the range of core skills to be developed – collaborative learning/ICT/Science/Problem Solving and Thinking skills etc Create links with local business and utilise Kay Hills as nec. Children continue to be actively encouraged to take advantage of the excellent Sports development activities on offer Encourage more ‘Learning to Learn’ strategy with teachers, so as to improve independence and interdependence Children encouraged/directed by

5. To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition.

1. Pupils are equipped with the necessary foundation skills, attitudes and expectations necessary to prosper in a changing society

Staff consider the skills required for lifelong learning when planning lessons

2.

Increased levels of creativity and ambition in young people

Far greater involvement in a range of additional and extra curricular activities

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all school personnel to aim high and raise personal and school expectations

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School Priorities over 3 years National Priority
1. To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy and to achieve better results in national measures of achievement, including examination results

School Target
To further develop school policies and programmes of study to enhance and maintain high standards of attainment. To further develop skills and knowledge in priority areas of development. To ensure consistency of experience and opportunity throughout the school.

Session 2006/07
• • Assessment NFER and Assessment recording techniques Gender and preferred learning styles/Collaborative learning /AifL Art ICT

Session 2007/08
Improvements made on previous national assessment results Working to ensure that we are meeting the needs of our lowest 20% of achievers Eco school Silver award criteria developed Upper school more involved in contribution to PLPs ASN support of a high calibre CSP’s entrenched

Session 2008/09
Improvements made on previous national assessment results Working to ensure that we are meeting the needs of our more able pupils

2. To support and develop in the skills of teachers, the self-discipline of pupils and to enhance school environments so that they are conducive to teaching and learning 3. To promote equality and help every pupil benefit from education

• •

Co-operative learning techniques extended More attention to Getting it Right for Every Child and Children at Risk of Missing Out on Education Policy and procedures- more able School programme for PSD and Citizenship introduced throughout the school

• • • • • • • • •

4. To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a modern society

To further develop a meaningful and effective home learning partnership with parents. To embrace, be involved in, the Learning Community model.

Upper school more involved in contribution to PLPs Quality Assurance – more staff involvement Equality and fairness permeates all aspects of school life ASN legislation on going CSP development stage Pupil groups assist in developing school issues School website developed as practical Communication with parents extended to email Tracking system to inform parents of progress monitored/feedback from parents

Parents informed more systematically of health promotion /ECO activity in school e.g. when attending parents nights or other workshops

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School targets for the next three years in relation to the National Priorities

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Development Planning Priorities

National Priority

New Development School Target

Session 2006/07 School Nutrition Action Group more proactive ECO group finish travel plan and Eco Code for display Further develop role of the pupil council Sexual Health/Health Promoting school – document progress so far and what has still to be achieved School response to A Curriculum for Excellence

5. To equip pupils with To help children Maintenance make the foundation skills, informed, responsible and attitudes and healthy choices about their expectations lives and relationships necessary to prosper in a changing society and to encourage creativity and ambition

Curriculum for Excellence Session 2007/08 National Priorities Council Aims Develop Enterprise HgioS Initiatives School Aims

Session 2008/09 Learning through play – range of personal and interpersonal skills developed in early years that will be developed upon

Learning to Learn Strategies Health promoting school ICT – improve range and breadth of resources Curriculum for Excellence

Specific Target:

Change format of staff meetings with a greater emphasis on research and
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Evidence/Success Criteria:

Plan drawn up of areas of research study to be addressed each term

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academic study for group discussion and follow up action to impact on learning and teaching.

   

Action points selected for trial, as appropriate Headteacher monitors agreed points being implemented at all stages New theories and practices impact on quality of learning and teaching and raise attainment in all areas of the curriculum AIFL and formative assessment techniques will be further developed throughout the school building on the work already undertaken to date More emphasis on Constructivism - Prior knowledge/Questioning/hands- on/encourage, analyse, interpret and predict – link to Philosophical Enquiry and Science
Evidence resulting from task completion
Calendar devised to reflect areas of research seen as school priority. Staff suggest research studies, articles, web sites etc to be used

Tasks required to achieve specific target
Staff meeting to determine areas of priority and subsequent research to be undertaken

By Whom

Timescale for completion
August 07 – In Service

Resources

Staff Development
Will come from research undertaken

Monitoring

Evaluating

HT/CT’s /support staff where possible

HMIe report School Standards and Quality report HGioS – the Journey to Excellence

HT - feedback from staff

Staff discussion to ensure priorities are pertinent and purposeful

CAT times to focus on personal reading, professional dialogue and discussion and action points/considered risks as a consequence of findings/conclusions

HT/CT’s /support staff where possible

Trial during Session 07/08

Various books, research studies, articles, web sites etc to be used

This professional reflective process will allow us to determine our own skill base more thoroughly and use our shared knowledge as a vehicle for facilitating purposeful change and undertaking educated risks where agreed.

HT assess as part of research groups and subsequent professional dialogue Action points drawn up after each area of research Staff becoming leaders and drivers through application of research, contributions and sharing of best practice/monitoring

Staff constantly reassess to ensure we are not trying to take on board too much information or adopt too many new ideas

Responsibility for target:
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Impact
• • • • •

improvements in teachers’ knowledge, understanding and practice pupil outcomes show that motivation, subject knowledge and skills, and learning to learn skills, can all be increased increased job satisfaction and commitment to the profession further participation in CPD, thereby promoting lifelong learning staff identify their needs and plan CPD therefore leading to impact on the effect on their practice and pupil outcomes

Ongoing Evaluations Date Comments

Date Comments

Date Comments

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Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

More systematic and methodical approach to providing class teachers with the opportunity to share best practice with their colleagues both in and out with the school setting

Evidence/Success Criteria:
    

Termly timetable drawn up to ensure all staff have an opportunity to observe colleagues Arrangements will be made with local schools for staff to experience best practice in curricular areas such as early years writing Agreed areas of focus will be arranged in advance and procedures in place for discussion and feedback relating to specified aspect of learning and teaching The Headteacher will model lessons as appropriate and continue to support staff in the delivery of the curriculum There will be clear evidence through class monitoring, questionnaires, and assessment that there has been a positive impact as a result of the sharing of staff expertise and experience

Tasks required to achieve specific target

By Whom

Timescale for completion

Resources

Staff Development

Evidence resulting from task completion

Monitoring

Evaluating

Responsibility for target:

Target completion date:

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Impact
• • • • • • • • • •

wider collaboration - partnership working provided schools with new or increased opportunities for collaboration exchange ideas and share good practice emphasising the study of teaching and learning supporting collaboration developing coaching relationships providing resources to support teacher growth, classroom teaching and student learning modelled learning in classrooms were active learners themselves focused attention on pupil learning in meetings spent more time on learning matters than on day to day administration.

Ongoing Evaluations Date Comments

Date Comments

Date Comments

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Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

Use the wide range of self evaluation tools currently employed in a more structured and interrelated manner to specifically assess how changes impact on pupils’ learning experiences

Evidence/Success Criteria:
 

 

 

Make adaptations to our attainment tracking procedures to ensure there is a greater emphasis on long term aims and objectives Include reference to The NEET agenda, ‘Getting it Right for Every Child’ to ensure we are effectively targeting our resources so as to have the greatest impact on improving the outcomes for children with specific needs Support for Learning Teacher provides more focussed and detail overviews to ensure we acquire relevant additional support Use of current research to formulate a policy and draw up an action plan for how our school can best meet the needs of our more able pupils Staff research and feedback both formally and informally at staff meetings on how to drive forward change – particular emphasis on pace of learning and challenging more able pupils Questionnaire issued and feedback compiled from parents on their views on how our school community can support our more able pupils ‘Journey to excellence’ and ‘Teacher of excellence’ resources to be used as a benchmarking tool to drive forward standards and improve pupil experiences and attainment

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Tasks required to achieve specific target

By Whom

Timescale for completion

Resources

Staff Development

Evidence resulting from task completion

Monitoring

Evaluating

Responsibility for target:

Target completion date:

Impact

Helps shape the vision and direction of the school Ensures that the school fulfils its statutory duties, including promoting inclusive policies in relation to special educational needs, race equality, disability and sex Has a good understanding of the strengths and weaknesses of the school Challenges and supports the senior management team. It is important to achieve clarity about the current state of a school, where it wants to get to and how it may get there. Self-evaluation can help identify teachers’ professional development needs and facilitate shared expertise between colleagues, as well as pinpointing whole organisational needs. lead to stronger ‘ownership’ of the school’s aims and improvement strategies, with the whole school being able to develop its own agenda. Self-evaluation helps secure a culture which explains why things happen to internal and external stakeholders, defining what is expected of them and how to actually get there.

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

33

Fishcross Primary School Development Plan

34

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

More targeted classroom monitoring emphasising on the need to improve pace and challenge in learning so as to further raise attainment

Evidence/Success Criteria:

Headteacher will outline to staff specific approaches that should be observed during the monitoring process in relation to improved pace and challenge Monitoring feedback forms will be altered to highlight the greater emphasis on this area and more detailed comment will be noted and used as a point of discussion/action Our motivated children will be challenged in new ways e.g. more personal research and interdisciplinary project work that will further enhance and develop a range of skills and will improve the learning experience for all children but particularly challenge our increasing number of more able pupils National and school assessments will show greater consistency and steady improvement year on year
Evidence resulting from task completion Monitoring Evaluating

Tasks required to achieve specific target

By Whom

Timescale for completion

Resources

Staff Development

Fishcross Primary School Development Plan

35

Responsibility for target:

Target completion date:

Impact To give strategies for dealing with issues of under-performance and setting up individual improvement plans. structured approaches to improve identified weaknesses. Targets are set for improvement. _ Support for improvement is identified/agreed. To provide crucial evidence of progress over time. _ To provide evidence of how effectively students are working. To determine match of work to student’s attainment. _ To determine progress made by different groups/individuals. Raising Attainment Plan. Spend some time looking at they types of action and expected outcomes/success criteria. A Strategic direction and development of the subject i. Create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it; ii. Use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils; B Teaching and learning i. Ensure curriculum coverage, continuity and progression in the subject for all pupils, including those of high ability and those with special educational or linguistic needs; ii. ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils; iii. Provide guidance on the choice of appropriate teaching and learning methods to meet the needs of the subject and of different pupils; iv. Set expectations and targets for staff and pupils in relation to standards of pupil achievement and the quality of teaching; establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all pupils, including those with special educational and linguistic needs: v. Evaluate the teaching of the subject in the school, use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching.

Ongoing Evaluations Date Comments
Fishcross Primary School Development Plan

Date Comments 36

Date Comments

Fishcross Primary School Development Plan

37

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

Learning through play will be developed

Evidence/Success Criteria:
 

A planned and rotated play…….area will expose children to a wider range of ……. experiences and the development of appropriate language Theories and current practices will be reviewed and adopted as appropriate to link play activities to the development of key learning skills

Tasks required to achieve specific target

By Whom

Timescale for completion

Resources

Staff Development

Evidence resulting from task completion

Monitoring

Evaluating

Responsibility for target:

Target completion date:

Fishcross Primary School Development Plan

38

Impact

Develop the importance of continuity in children’s learning and experiences as they move into primary school Children learn by doing, thinking and exploring, and through quality interaction, intervention and relationships, all combining to build the four capacities for each child > successful learners through using their imagination and creativity, tackling new experiences and learning from them, and developing important skills including literacy and numeracy through exploring and investigating while following their own interests > confident individuals through succeeding in their activities, having the satisfaction of a task accomplished, learning about bouncing back from setbacks, and dealing safely with risk > responsible citizens through encountering different ways of seeing the world, learning to share and give and take, learning to respect themselves and others, and taking part in making decisions > effective contributors through playing together in leading or supporting roles, tackling problems, extending communication skills, taking part in sustained talking and thinking, and respecting the opinions of others. Children experience stimulating, effective learning in ways that are appropriate to their needs.

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

39

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

Outdoor Learning will be further developed as a theme to encourage more pupils activity, motivation and enthusiasm in the learning process.
Tasks required to achieve specific target By Whom Timescale for completion Resources

Evidence/Success Criteria: 
Staff Development Evidence resulting from task completion Monitoring Evaluating

Responsibility for target:

Target completion date:

Fishcross Primary School Development Plan

40

Impact

Active learning readily develops the learning skills of enquiry, experiment, feedback, reflection, review and cooperative learning. actions have real results and consequences. Outdoor Learning can help to bring many school subjects alive while also providing experiential opportunities Outdoor Learning allows pupils to develop values and opinions that are informed by first hand experience of the natural world. • • • • • • • • • • enhanced personal and social communication skills increased physical health enhanced mental and spiritual health enhanced spiritual, sensory, and aesthetic awareness the ability to assert personal control and increased sensitivity to one's own well-being. develop self esteem, take personal responsibility, co-operate with and respect the needs of others; extend their personal horizons through greater appreciation and understanding of the world and its peoples around them; understand the need for sustainable relationships between people and their environment; enhance practical problem solving and team work skills. promote a positive and knowledgeable response towards personal health and well being.

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

41

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

The school will receive level 2 accreditation in relation to Health Promoting School status

Evidence/Success Criteria:  Folders of evidence will be compiled to reflect the work being undertaken in the school  Plan devised for auditors to ensure that they are given an insight of the life and work of the school during the audit visit  Level 2 accreditation will be awarded i.e. 9 of the quality indicators will be classed as being ‘good’ ‘very good’
Staff Development Evidence resulting from task completion Monitoring Evaluating

Tasks required to achieve specific target

By Whom

Timescale for completion

Resources

Responsibility for target:
Fishcross Primary School Development Plan

Target completion date: 42

Impact
• • • • • •

To promote the physical, social, spiritual, mental and emotional health and well being of all pupils and staff within the school To work with others in identifying and meeting the health needs of the whole school and its wider community Ensure a safe, supportive and challenging atmosphere Value and care for all pupils, their families and staff Encourage a sense of belonging and promote self esteem and respect among all pupils and staff Use the curriculum effectively to enable pupils to make informed decisions about relating to healthy lifestyles and choices

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

43

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

Achieve the Dyslexia friendly Schools Award

Evidence/Success Criteria:  Support for Learning teacher will ensure that all of the necessary paperwork is in place to meet the criteria set to achieve this award  Dyslexia Society will visit the school to ensure best practice is evident and the school will receive accreditation allowing them to display the Societies logo
Resources Staff Development
HT will feedback to staff information afforded Courses as available Information from Dyslexia Society used by Support for Learning Teacher as a guide

Tasks required to achieve specific target
Contact will be made with the relevant society for guidance on how to meet the criteria Points in Action Plan will be discussed with Support for Learning Teacher

By Whom

Timescale for completion
June 07

Evidence resulting from task completion
Action plan will be drawn up by HT

Monitoring

Evaluating

HT

Society information

HT/Support for Learning Teacher

Dec 07

Action Plan Dyslexia Society information

Action Plan points addressed and school prepared for accreditation

HT oversee progress by Support for Learning Teacher

HT will liaise with Support for Learning Teacher to ensure all practice and procedures are in place and contained within the Action

Fishcross Primary School Development Plan

44

plan prior to pursuit of accreditation. Society will audit the school All staff April 08

Responsibility for target:

Target completion date:

Impact
• • • • The amount that someone reads makes a difference not just to development of reading ability, but to the growth of vocabulary and general knowledge What you know is directly related to the amount that you read For those children who find it hard to master the principles of decoding, early intervention is important, a more serious learning difficulty may be the problem. The longer a child is left struggling the harder it is to improve their skills Big factors in developing reading are confidence and motivation. There are more and more books with high interest and lower demands on independent reading skills which are very helpful for providing practice and developing confidence in reading

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

45

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

Achieve ECO green flag status

Evidence/Success Criteria:  Eco Day held in school  Eco award plan drawn up reflecting work that has been undertaken in school to date  Submission made for accreditation  Powerpoint made for assessors to see recent progress  Successfully achieve ‘green flag’ award
Timescale for completion
May 07

Tasks required to achieve specific target
Eco Day held including a diverse range of events

By Whom

Resources

Staff Development

Evidence resulting from task completion
Children have the opportunity to experience a diverse range of activities relating to the environment and are given an opportunity to share their findings and feedback results

Monitoring

Evaluating

Eco Group/HT/Lyn/Claire

Staff time to organise Eco Group, to make relevant contacts, draw up a plan for the day’s activities and to execute event

Individual, group and class discussions during and after the event Pupil peer and self assessment – e.g. Eco Hero award

Feedback from children using a variety of mediums Eco group powerpoint at assembly to feedback on days events Comments from participants

Fishcross Primary School Development Plan

46

Award plan produced

Eco Group/Maria/Lyn

Sept. 07

Staff time - £100

Submission for green flag accreditation compiled

Eco Group/Maria/Lyn

Oct 07

Staff time to liaise £200 Powerpoint presentation as part of submission

Eco Co-ordinator visit to local school with green flag award Eco Co-ordinator visit to local school with green flag award

Award plan completed and distributed Submission and presentation package prepared in readiness for school audit

HT review to ensure all pertinent aspects entered HT review to ensure all pertinent aspects entered

Award plan and submission data are sufficient to meet the criteria for green flag status

Responsibility for target:

Target completion date:

Impact
• • • • • • • • Improve the school's environment Reduce litter and waste Reduce energy and water use Devise efficient was of travelling to and from school Promote healthy lifestyles Encourage active citizenship Build strong partnerships with a variety of community groups Develop international and global links

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

47

Development Planning Priorities

New Development Maintenance

Curriculum for Excellence National Priorities Council Aims HgioS School Aims

Specific Target:

A 3 year strategic plan encompassing the new HGioS Quality indicators and themes will be introduced to ensure systematic audit planning is in place and timed to coincide with the authorities new financial planning cycle

Evidence/Success Criteria:
  

New plan for audit devised and used to ensure all aspects of HGioS are methodically assessed Results from audit will be reflected in our Standards and Quality report each year. Agreed financial priorities [with staff] will tie in areas of priority highlighted
Evidence resulting from task completion
All teaching staff more familiar with content, quality indicators and themes of new document

Tasks required to achieve specific target
New HGioS Quality indicators and themes reviewed

By Whom

Timescale for completion
June 07

Resources

Staff Development
CAT Non-contact Assembly

Monitoring

Evaluating

HT/ Teaching staff

How Good is our School? – the Journey to Excellence Laptops

CAT Timetable Staff engagement in professional discussion

Audit Plan devised

HT/ Teaching staff/Claire

June 07

Staff time allocated

HT direction

Audit plan completed and distributed to all staff

Audit plan used as a basis of ensuring all aspects of How Good is our School? – the Journey to Excellence are

Teachers more involved in identifying their agenda for improvement and promoting well considered innovation Clear evidence through HT and CT audits and self evaluation that these areas are being reviewed, and

Fishcross Primary School Development Plan

48

reviewed systematically

continuous improvement is taking place. Agreed targets supported by effective anf focussed financial planning

Responsibility for target:

Target completion date:

Impact

Ongoing Evaluations Date Comments

Date Comments

Date Comments

Fishcross Primary School Development Plan

49

Staff meetings in addition to evaluation and impact.

Any identified next steps for session 2007/8.

Fishcross Primary School Development Plan

50