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School Improvement Plan

Dunblane Primary School


Session 2017 - 2018
Learning today, shaping tomorrow.
Vision, Values and Aims

In Dunblane Primary School, we strive to become a learning community which prides itself on continuous improvement, with a high quality of
learning and teaching, throughout the whole school. We offer a learning environment in which children are encouraged to be successful learners,
effective contributors, confident individuals and responsible citizens. We firmly believe that this can be best achieved through partnership working
as we work to establish a learning culture in which children help shape their learning and celebrate success. Through a thorough self evaluation
and consultation process we have developed and agreed our values and aims with and for the whole of our community.

Values
Dunblane Primary School community has agreed to uphold our key values of:

RESPECT: To care for ourselves and others by valuing all property, opinions and beliefs.

RESPONSIBILITY: To treat others as we would like to be treated and accept the outcomes of our actions

CARE & COMPASSION : To actively show empathy and sensitivity towards each other and the world around us.

FAIRNESS & EQUALITY: To feel we are all justly treated.

HONESTY: To be reliable and trustworthy and have the courage to be truthful.

The learner remains at the centre of all that we do. The National Improvement Framework (NIF) sets out the key areas for improvement in our schools
NATIONAL IMPROVEMENT FRAMEWORK
IMPROVEMENT PLANNING OVERVIEW 2017 - 2018

National Improvement Framework Priorities HGIOS 4 & HGIOELC Quality Indicators Integrated Childrens Services Plan Outcomes

Improvement in attainment, particularly in 1.1 Self-evaluation for self-improvement All children reach appropriate development
1.2 Leadership for learning
literacy and numeracy. 1.3 Leadership of change
and social milestones through improved
Closing the attainment gap between the most 1.4 Leadership and management of staff/ practitioners support in early years.
and least disadvantaged children. 1.5 Management of resources to promote equity Support for disadvantaged and vulnerable
Improvement in children and young peoples 2.1 Safeguarding and child protection children, young people and families is
2.2 Curriculum
health and wellbeing. 2.3 Learning teaching and assessment improved.
Improvement in employability skills and 2.4 Personalised support Health and wellbeing outcomes are improved
sustained, positive destinations. 2.5 Family learning for children and young people.
2.6 Transitions
2.7 Partnerships
Raised attainment for all young people
Key drivers of improvement 3.1 Improving/ ensuring wellbeing, equality and inclusion leading to positive destinations.
School leadership
Teacher professionalism Specific to HGIOS 4
3.2 Raising attainment and achievement
Parental engagement 3.3 Increasing creativity and employability
Assessment of childrens progress Specific to HGIOELC
School improvement 3.2 Securing childrens progress
Performance information 3.3 Developing creativity and skills for life and learning

Improvement Priority Outcomes for Learners Impact Measurement PEF


2.3 Learning teaching and assessment
Effective Use of Assessment
Develop staff understanding of Literacy and Curriculum content/delivery ensures progress Progression plans updated and staff
Numeracy Benchmarks and align to DPS towards/ achievement of a level engaging with and using benchmarks
literacy and numeracy progression pathways for planning and assessment
Develop staff understanding of and skill in Children demonstrating/ recording their purposes.
capturing assessment information through learning in a variety of ways and are able to Holistic assessment evidence/
holistic assessments evidence their learning. professional dialogue from moderation
Staff carrying out SNSA assessments and activities

using data to inform next steps in learning /
create actions plans for class/ group/
Appropriate next steps in learning identified
and planned for
SNSA action plans used to inform
planning/ action plan creation impact *
individuals using class evidence to support/ meeting records and discussions
inform judgments/ decisions
Update DPS assessment policy to reflect how Assessment is proportionate, is used to plan Updated school assessment policy
we gather assessment information, how we next steps in learning, pupils know where
use assessment information to plan next they are in their learning and are involved in
steps in learning and how we share planning next steps/ target setting
assessment with pupils
Quality of Teaching
AIFL strategies are enlivened and evident in Staff will use formative assessment strategies Learning and teaching observations/
practice to plan appropriate next steps/ evidence peer observations/ professional
Observations / assessment information learning discussions/ agreed next steps
informs next steps in learning Feedback in jotters matches intended
Feedback is used to inform and support Children use feedback to make improvements learning and supports next steps for
learner progress children.
2.4 Personalised support
Universal Support
Staff will implement last sessions self Children will regularly review their learning Achievement folders updated regularly
evaluation RACI group trials Achievement and evidence their achievements in and include pupil reflections
folders and snapshot jotters achievement folders Teacher Talk samples
Staff to become skilled in discussing learning Children/ teacher discussion will be recorded Children are involved in setting targets
with pupils and providing regular opportunities and children will be supported to identify next and can talk about their learning
for children to reflect on their learning and steps in learning/ set targets knowledge/ skills developed/ how they
next steps All children will have the opportunity to use/ what they need to do next etc
Staff agree how this can be shared with participate in wider achievement activities Wider achievement tracking

parents in order that parents are receiving
more regular updates on their childs learning
Parent can support aspects of learning at
home
documents and planned interventions
to support *
and how they can support Parent report card comments reflect
Wider achievements will be tracked and knowledge of their childs learning
recorded
Targeted Support/ Removal of barriers to
Learning
Staff will make use of assessment Improved outcomes for children Planned interventions to support will
information, quantitative and qualitative data
to plan interventions to support closing the
disadvantaged and vulnerable children be measured for impact
*
attainment gap between the most and least
advantaged
Staff will measure impact of interventions
2.2 Curriculum
Curriculum Development - Digital Literacy/
Computing Science
Develop progression pathways for Digital Children will develop skills in literacy and Progression pathways
Literacy/ Computing Science computing science in a progressive way CLPL evaluations/ impact on learning
Engagement with Benchmarks to support this Children will develop these skills through
Staff identify aspects of CLPL required to motivating and interesting learning
deliver DPS progression pathways experiences
2.3 Learning and Teaching/ 2.4 personalized
support
Staff embed use of technologies to enhance Children will use ICT more regularly as part of Staff planning for use of ICT to
learning and teaching the learning experiences in the classroom enhance learning and teaching
Staff to provide learners with the opportunity Children will choose appropriate technologies Children using ICT as part of learning
to use digital technologies to become more to engage in learning and record their and teaching/ recording learning
independent in their learning/ record their learning Children who do not have access to
learning Children will have improved equity of ICT at home will be identified and
Barriers to accessing ICT for individuals
pupils will be identified and supported
experience in using ICT to support learning planned for appropriately eg
homework clubs/ coding club etc *
2.1 Safeguarding/ 2.5 Family Learning
Create DPS policy/ curriculum plan to support Children will be safer when using digital Feedback from parents after
teaching children how to be safe online/ technologies workshops
engaging with social media
DPS will support parents in keeping their
children safe when using the internet/ are
online/ engaging with social media
Dunblane Learning Community shared
priorities:
Health and Wellbeing
Family Learning - developing a growth Children will show increased resilience in Increased use by staff, children
mindset approach to raising childrens overcoming a variety of challenges and parents of the language of
resilience and lessening anxiety growth mindset
Joint LC schools Physical Education Children will benefit from joint teaching
project sessions and increased access to PE
Leadership at all levels resources across the community
Staff opportunities to take part in joint Feedback from staff moderation
moderation activities to develop a shared Children benefit from a coherent staff activities
understanding of expectations of levels of understanding of expectations of CfE
childrens work. levels
Staff development in CYPIC an Increased staff knowledge and
improvement methodology to support and Childrens attainment will be appropriately skills in using improvement
track raising attainment supported and tracked. methodology, with some staff
beginning to use run charts and
small tests of change

Nursery Target 1
HGIOELC - 2.2 Curriculum
Learning and developmental pathways.
The nursery will maximize positive All children will show an improvement in Individual Numeracy tracking
numeracy opportunities to improve the their numeracy skills. documentation and pupil profiles
learning experiences for children. will have evidence of pupil
Educators will be able to build on Nursery profiles will show progress made progress and will demonstrate
childrens prior knowledge and can in Mathematics and clear next steps for breadth and depth of learning.
support individuals with their next steps in all children.
numeracy.
The nursery will adapt and use the
curriculum framework which is currently
used for Early level in school. This can
be adapted for the 2 year olds in our
setting.
Practitioners have high expectations of
what children can and will achieve.
Childrens Progress over time
The nursery will work closely with families
to identify how they can support their Promote partnerships with parents to Parents/ Carers are more
child at home with Numeracy. Parents achieve the shared vision. confident in providing numeracy
will be aware of their childs strengths and experiences for their child at home
next steps and these will be clearly and sharing these experiences
with/at nursery
3.2 Securing Childrens Progress
Progress in communication, early language,
mathematics and health and wellbeing
Childrens Progress over time Children will be able to transfer their The nursery will be enriched with
Staff will have a better understanding of learning indoors to outdoors and vice numeracy opportunities for all
how young children develop early versa. pupils.
mathematical thinking.
The nursery will have suitable resources
to meet the needs of the individuals in
relation the numeracy and mathematics.
Numeracy will be evident both indoors
and outdoors in and around the nursery
Nursery target 2
HGIOELC - 2.3 Learning, teaching and
assessment
Effective use of assessment & Planning,
Tracking and monitoring All educators will have a clear Moderation activities and quality
Develop staff understanding of Literacy and understanding of the purpose of the dialogue take place to ensure that
Numeracy Benchmarks and align these to benchmarks educators are consistent in their
DPS literacy and numeracy progression use of the benchmark.
pathways
Staff will use the benchmarks confidently All educators will know how the can use Our current tracking documents
the benchmarks to support childrens
when planning childrens next steps in are in line with the benchmarks for
learning and development.
learning and this will be visible in childrens Literacy and Numeracy.
profiles.
All staff can report use the benchmarks to Documentation within the nursery reflect All children profiles and
report on childrens progress within early and use language from the benchmarks. documentation reflect where they
level. are using language from the
benchmarks.