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Session 2006/7

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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
Services to People
Email:fishcross@edu.clacks.gov.uk

www.fishcross@clacks.sch.uk

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Session 2006/7
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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 self-
confidence, 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 2006/7 2007/8

Health Health/PSD/Citizenship Health

Language Language – n/f, writing, poetry

Maths – Problem Solving and Games

Environmental Studies/Science Science/Technology Science/Technology

Race and Equality Race and Equality Race and Equality

RME Citizenship/PSD/Heath

Assessment AifL AifL

ICT ICT ICT

Preferred Learning Styles Formative Assessment/Collaborative


Learning

Expressive Arts –Art/Music/Drama

Enterprise Enterprise Enterprise

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Community Community
Involvement 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

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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. Curriculum
2. Attainment
3. Learning and teaching
4. Support for Pupils
5. Ethos
6. Resources
7. Management, Leadership and Quality
Indicators

National Priorities

1. Achievement and Attainment


2. Framework for Learning
3. Inclusion and Equality
4. Values and Citizenship
5. 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 NP Measure School Baseline Information School Target for 2007/8
1. To raise standards of 1. Increased levels of numeracy Reading To maintain the highest possible
educational attainment for all and literacy (P1 – S2) Writing standard in comparison with similar
in schools, especially in the Maths schools with our FME
core skills of literacy and
numeracy and to achieve
better results in national
measures of achievement, 2. Improved examination results
including examination (SQA Results).
results.
1. Continuing professional Staff participate in minimum CPD With a permanent, stable staff
2.To support and develop in the skills development of teachers’ skills. improve range of skills and abilities in
of teachers, the self-discipline of staff knowledge. Staff build on CPD
pupils and to enhance school undertaken from August 05
environments so that they are 2. Increased self-discipline of Vast improvement in discipline and Collaborative Learning/AifL
conducive to teaching and learning. pupils. promoting positive behaviour to be Improve consistency in approaches
further developed re attainment and collaboration with parents using
staff experience and CPD as a
vehicle for change
3. Enhanced school environments School playground-highlighted in Pupil council / Eco / SNAG to
which are more conducive to questionnaires as an area for continue to work with others to
teaching and learning. continued development improve pupil involvement in our
School garden underutilised as a school
learning zone

3. To promote equality and help 1. Every pupil benefits from PLP’s not ideal format Personal Learning plan content to be
every pupil benefit from education. Further develop support for pupils in reviewed
education. 2. Every pupil benefits from light of new directives Staged Intervention continues to be
education, with particular regard Develop Systematic Coordinated rigorously applied and more
paid to pupils with disabilities Support Plan provision emphasis on GiRfEC and Children at
and special education needs and risk of missing out
to Gaelic and lesser used CSP’s undertaken for all relevant
languages children by end of session 06/07

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National Priority NP Measure School Baseline Information School Target for 2006/7

4 To work with parents to teach 1.Increased respect for self and PSD/Citizenship policy and Improve all aspect to PSD/health
pupils respect for self and one others resources by involving more external
another and their agencies at the planning stage
interdependence with other 2.Increased awareness of
members of their interdependence with other PSD/Citizenship curriculum more Through curriculum ensure
neighbourhood and society members of their neighbourhood systematic aspects of citizenship are central
and teach them the duties and and increased awareness of the Use Enterprise as a vehicle for
responsibilities of citizenship duties and responsibilities of Increase range of links with building relationships with the
in a modern society. citizenship in a modern society business and the community wider community and developing
core skills in pupils conducive to
our school ethos and life learning

5. To equip pupils with the 1. Pupils are equipped with the Teachers see this as a curricular
foundation skills, attitudes and necessary foundation skills, Staff consider the skills required area to be included/ be more
expectations necessary to attitudes and expectations for lifelong learning when aware of when considering the
prosper in a changing society necessary to prosper in a planning lessons range of core skills to be
and to encourage creativity changing society developed – collaborative
and ambition. learning/ICT/Science/Problem
Solving and Thinking skills etc

2. Increased levels of creativity Far greater involvement in a Create links with local business
and ambition in young people range of additional and extra and utilise Kay Hills as nec.
curricular activities 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

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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 School Target Session 2006/07 Session 2007/08 Session 2008/09

1. To raise standards of educational To further develop • Assessment NFER and Improvements made on Improvements made
attainment for all in schools, especially in school policies and Assessment recording previous national on previous national
the core skills of literacy and numeracy programmes of study techniques assessment results assessment results
and to achieve better results in national to enhance and • Gender and preferred Working to ensure that Working to ensure
measures of achievement, including maintain high learning we are meeting the that we are meeting
examination results standards of styles/Collaborative needs of our lowest the needs of our more
attainment. learning /AifL 20% of achievers able pupils

2. To support and develop in the skills of To further develop • Art Eco school Silver Co-operative
teachers, the self-discipline of pupils and skills and knowledge in • ICT award criteria learning techniques
to enhance school environments so that priority areas of developed extended
they are conducive to teaching and development.
learning
3. To promote equality and help every pupil To ensure consistency • Upper school more Upper school more More attention to
benefit from education of experience and involved in contribution to involved in contribution Getting it Right for
opportunity throughout PLPs to PLPs Every Child and
the school. • Quality Assurance – more ASN support of a high Children at Risk of
staff involvement calibre
Missing Out on
• Equality and fairness CSP’s entrenched
Education
permeates all aspects of Policy and
school life procedures- more
• ASN legislation on going able
• CSP development stage
4. To work with parents to teach pupils To further develop a • Pupil groups assist in Parents informed more School programme
respect for self and one another and their meaningful and developing school issues systematically of health for PSD and
interdependence with other members of effective home learning • School website developed promotion /ECO activity Citizenship
their neighbourhood and society and partnership with as practical in school e.g. when introduced
teach them the duties and responsibilities parents. • Communication with attending parents
throughout the
of citizenship in a modern society To embrace, be parents extended to email nights or other
involved in, the workshops school
• Tracking system to inform
Learning Community
parents of progress
model.
monitored/feedback from
parents
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School targets for the next three years in relation to the National Priorities

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Development Planning Priorities

Curriculum for
National Priority New Development
School Target Session 2006/07
Excellence
Session 2007/08 Session 2008/09
National Priorities
Council Aims
5. To equip pupils with To help children make
Maintenance School Nutrition Action Develop Enterprise
HgioS Learning through play –
the foundation skills, informed, responsible and Group more proactive Initiatives
School Aims range of personal and
attitudes and healthy choices about their ECO group finish travel interpersonal skills
expectations lives and relationships plan and Eco Code for Learning to Learn developed in early years
necessary to prosper display Strategies that will be developed
in a changing society Further develop role of the upon
and to encourage pupil council Health promoting school
creativity and ambition Sexual Health/Health
Promoting school – ICT – improve range and
document progress so far breadth of resources
and what has still to be
achieved Curriculum for Excellence
School response to A
Curriculum for Excellence

Specific Target: Evidence/Success Criteria:


Change format of staff meetings with a greater emphasis on research and  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  Action points selected for trial, as appropriate
learning and teaching.  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

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific target for Development from task completion
completion
Staff meeting to HT/CT’s /support August 07 – In HMIe report Will come from Calendar devised to HT - feedback from Staff discussion to
determine areas of priority staff where Service School Standards and research undertaken reflect areas of staff ensure priorities
and subsequent research possible Quality report research seen as school are pertinent and
to be undertaken HGioS – the Journey priority. Staff suggest purposeful
to Excellence research studies,
articles, web sites etc
to be used
CAT times to focus on HT/CT’s /support Trial during Various books, This professional HT assess as part of Staff constantly
personal reading, staff where Session 07/08 research studies, reflective process research groups and reassess to ensure
professional dialogue and possible articles, web sites etc will allow us to subsequent we are not trying
discussion and action to be used determine our own professional dialogue to take on board
points/considered risks as skill base more Action points drawn too much
a consequence of thoroughly and use up after each area information or
findings/conclusions our shared knowledge of research adopt too many
as a vehicle for Staff becoming new ideas
facilitating leaders and drivers
purposeful change through application
and undertaking of research,
educated risks where contributions and
agreed. sharing of best
practice/monitoring

Responsibility for target: Target completion date:


Fishcross Primary School Development Plan 28
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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 29


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


More systematic and methodical approach to providing class teachers with  Termly timetable drawn up to ensure all staff have an opportunity to observe
colleagues
the opportunity to share best practice with their colleagues both in and
 Arrangements will be made with local schools for staff to experience best practice in
out with the school setting 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 By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

Responsibility for target: Target completion date:

Fishcross Primary School Development Plan 30


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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 31


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


Use the wide range of self evaluation tools currently employed in a more  Make adaptations to our attainment tracking procedures to ensure
structured and interrelated manner to specifically assess how changes there is a greater emphasis on long term aims and objectives
impact on pupils’ learning experiences  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

Fishcross Primary School Development Plan 32


Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 33


Fishcross Primary School Development Plan 34
Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


More targeted classroom monitoring emphasising on the need to improve  Headteacher will outline to staff specific approaches that should be
pace and challenge in learning so as to further raise attainment 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

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 36


Fishcross Primary School Development Plan 37
Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


Learning through play will be developed  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 By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 39


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


Outdoor Learning will be further developed as a theme to encourage more 
pupils activity, motivation and enthusiasm in the learning process.

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 41


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


The school will receive level 2 accreditation in relation to Health Promoting  Folders of evidence will be compiled to reflect the work
School status
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’

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion

Responsibility for target: Target completion date:

Fishcross Primary School Development Plan 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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 43


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


Achieve the Dyslexia friendly Schools Award  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

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion
Contact will be made with HT June 07 Society information HT will feedback to Action plan will be drawn
the relevant society for staff information up by HT
guidance on how to meet afforded
the criteria
Points in Action Plan will HT/Support for Dec 07 Action Plan Courses as available Action Plan points HT oversee HT will liaise with
be discussed with Support Learning Teacher Dyslexia Society Information from addressed and school progress by Support for
for Learning Teacher information Dyslexia Society used prepared for Support for Learning Teacher
by Support for accreditation Learning Teacher to ensure all
Learning Teacher as a practice and
guide 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 All staff April 08
school

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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 45


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


Achieve ECO green flag status  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

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion
Eco Day held including a Eco May 07 Staff time to Children have the Individual, group Feedback from
diverse range of events Group/HT/Lyn/Claire organise Eco Group, to opportunity to and class children using a
make relevant experience a diverse discussions during variety of mediums
contacts, draw up a range of activities and after the event
plan for the day’s relating to the Pupil peer and self Eco group
activities and to environment and are assessment – e.g. powerpoint at
execute event given an opportunity to Eco Hero award assembly to
share their findings and feedback on days
feedback results events

Comments from
participants

Fishcross Primary School Development Plan 46


Award plan produced Eco Group/Maria/Lyn Sept. 07 Staff time - £100 Eco Co-ordinator visit Award plan completed HT review to
to local school with and distributed ensure all pertinent
green flag award aspects entered
Submission for green flag Eco Group/Maria/Lyn Oct 07 Staff time to liaise Eco Co-ordinator visit Submission and HT review to Award plan and
accreditation compiled £200 to local school with presentation package ensure all pertinent submission data
Powerpoint green flag award prepared in readiness aspects entered are sufficient to
presentation as part for school audit meet the criteria
of submission 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 Date Date
Comments Comments Comments

Fishcross Primary School Development Plan 47


Development Planning Priorities

Curriculum for
New Development Excellence
National Priorities
Council Aims
Maintenance HgioS
School Aims

Specific Target: Evidence/Success Criteria:


A 3 year strategic plan encompassing the new HGioS Quality indicators and  New plan for audit devised and used to ensure all aspects of HGioS
themes will be introduced to ensure systematic audit planning is in place are methodically assessed
and timed to coincide with the authorities new financial planning cycle  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

Tasks required to By Whom Timescale Resources Staff Evidence resulting Monitoring Evaluating
achieve specific for Development from task completion
target completion
New HGioS Quality HT/ Teaching staff June 07 How Good is our CAT All teaching staff more CAT Timetable Teachers more
indicators and themes School? – the Journey Non-contact familiar with content, Staff engagement involved in
reviewed to Excellence Assembly quality indicators and in professional identifying their
Laptops themes of new document discussion agenda for
improvement and
promoting well
considered
innovation
Audit Plan devised HT/ Teaching June 07 Staff time allocated HT direction Audit plan completed and Audit plan used as a Clear evidence
staff/Claire distributed to all staff basis of ensuring all through HT and CT
aspects of How audits and self
Good is our School? evaluation that
– the Journey to these areas are
Excellence are being reviewed, and
Fishcross Primary School Development Plan 48
reviewed continuous
systematically improvement is
taking place.
Agreed targets
supported by
effective anf
focussed financial
planning

Responsibility for target: Target completion date:

Impact

Ongoing Evaluations
Date Date Date
Comments Comments 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