Parental engagement Assessment of children’s progress School improvement Performance information 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion Leadership (Change and Improvement)
Almost all families will attend various in house events including workshops and come and see events in order to engage fully in the wider life of the school. Partners in the local community are more involved in the wider life of the school. Formal and informal feedback from parents/carers will show a greater understanding of learning and achievement. Increased number of partners involved in events throughout the session – Fairtrade, charities, wind farm and village Trust. LC - Transition Operational Improvement Planning (Action Plan) for Establishment: Session: 2018-19 Strategic Priority 1: Improve pace, feedback and differentiation across all stages, ensuring a more consistent whole school approach. National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and least disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young people. National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes School leadership Teacher professionalism Parental engagement Assessment of children’s progress School improvement 1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion Transform Learning and Teaching/Implement CfE Meeting the Needs of all Learners’, GIRFEC and Statutory Duties Skills for Learning, Life and Work Professional Learning
Continue to develop NLC Active Literacy approaches and use an effective moderation plan to share good practice more consistently across the school. Effective assessment practices should be further developed to ensure they are fit for purpose and support staff in helping pupils understanding of feedback and next steps. The school should systematically track and monitor pupils’ progress in Literacy and Numeracy through CfE levels in order to raise attainment n almost all pupils and evaluate robust data. Continue to host parent/carer awareness sessions of NLC active Literacy Programme (workshops, information leaflets and come and see events.) Monitor learning and teaching through Quality Management calendar activities. Peer observations to take place on a more regular basis to share best practice. Continue to develop the schools tracking system for Literacy and Numeracy SLC tracking and monitoring format. Update tracking data regularly and have ongoing tracking meetings and learning conversations with staff. Develop teachers’ skills in interpreting data to ensure a greater focus on improved attainment. HT use of BGE benchmarking tool to further extend skills of data analysis Use tracking information to inform next steps and to report to parents. Come and See afternoon for parents/carers to watch active Literacy sessions in classes – October 2018 Joint moderation with Bent Primary School – Feb inset. Ongoing from session 2017-18 CAT meetings Regular tracking and monitoring sessions to complete SLC tracking data Operational Improvement Planning (Action Plan) for Establishment: Session: 2018-19