building block to developing literacy skills. Short training, develop videos, have time to develop/ support resources to sustain improvement of language learning during storytelling, songs and rhymes. Buy more resources to enable schools to get started then try and develop their own (propped stories/visually supported). Linked with library service and Book bug. Engagement of parents with children’s oral language development and literacy skills SALT development of workshops, materials and support for parents and staff around literacy, language, vocabulary, phonological awareness. SALT time to allow someone to do more work around key parts of ‘Words Up’ with staff and parents. Kayrin Murray, PO AHPs Further support for Emerging Literacy Additional input from EPs, SALTs and Physios. Consider a Literacy PSA (or Instructor) to support the targeted interventions James McTaggart, EY EP, Kayrin Murray PO AHPs Increasing fine motor skills/language skills/cognitive development through a toy library in years by purchasing equipment. Advice from OT/SALT/Autism Specialist Dawn Allmond, Occupational Therapy Team Lead Enhancing the fine motor skills of Ch/YP to enhance self-care, independence, handwriting etc OTs developing learning (possibly short video clips) of teachers of underlying reasons and skills required in self-care and activities of daily living; to support independence and wellbeing in learning and assist in building those skills in school. - e.g. changing for PE, using cutlery at lunchtime. Dawn Allmond, OT Team Lead Engaging your pupils/consulting with your pupils with poor language skills/EAL/ASN. Facilitate participation by specific groups Funding to translate some present resources into Polish and other key languages to enable those parents to equally access the info. Funding to create video resources to support children with additional needs and their parents. HI – Sheila Lundberg VI – Stuart Brash EAL – Rhona Steel Pre-school ASN - Barbara Simons Travellers – Karen McMaster MOD – Morven Macdiarmid Social/Emotional Learning Roots of Empathy- developing an understanding of child developing and mentoring for P3 ROE Trained Facilitator Morven McDiarmid, PPR Team Enhancing social, emotional learning in Children and Young People Training and direct emotional coaching for Ch/YP around understanding brain development, emotional literacy, emotional dysregulation – PSA or PPR Instructor. Linda Thom, Development Officer, PPR Establishing nurture provision in your school Training, Equipment Purchase Linda Thom, Development self-
Officer, PPR or Louise McClatchey, PEP. Enhancing the skills in understanding social, emotional learning within your existing staff Training from Growing2Gether Thom, Development Officer, PPR Enhancing the skills in understanding social, emotional learning with vulnerable S3/4 pupils Growing2Gether programme leading to an SVQ for pupils Linda Thom, Development Officer, PPR Further Direct Support for pupils Additional PSA support may be considered but this needs to be associated with specific training as there is NO evidence that additional support provides enhanced outcomes unless this is delivered by trained personnel and is within a clear framework. ASN Manager Supporting through Early Intervention before MH issues develop. Additional PMHW time John Sinclair, PMHW, Team Lead Staff supervision to support/contain their emotions Additional PMHW time John Sinclair, PMHW, Team Lead Mindfulness Based Stress Reduction for staff, parents or pupils Facilitation by trained practitioners John Sinclair, PMHW, Team Lead Supporting relationships between specific parents and children, at all ages. Video Interaction Guidance. Heather Sked, Area PEP Additional Vocational support for pupils in late secondary who are on PT Timetables Enhance options for N2 and N3 or additional courses. Provide funding for additional teaching and support staff at the offsite provisions. ASN Manager ASN IT Support Investment in appropriate app/software and training in Assistive Technology principles Training from CALL Centre Alan Stewart, Coordinator Assistive Technology Support Service Healthy Eating Adding value to existing food education in schools, as poor diet impacts directly on the capacity of children to learn. Helping ensure food related learning is into a whole school approach to food, cemented by real food experiences, to make it relevant to pupils for whom a Examples of use of funding include: Costs incurred starting or improving food growing initiatives within the school grounds. Purchase of Basic equipment needed, so that children in simple food preparation. Costs incurred providing tasting samples for pupils. Extra hours for school cooks to become more involved in classroom learning. Extra hours for pupil support staff to lead on and co-ordinate the above. Kayrin Murray, PO AHPs
learning. This clearly demonstrated the need for higher levels of parental engagement supporting children’s learning in their learning as a result of family learning 89% of children reported that parents were involved in their learning Staff reported that across P1 – P3, in the SIMD 1 & 2 target group, 60% of children showed some improvement in literacy as a result of the higher levels of parental engagement etc. Family Learning Clubs Parents will have a more engaged relationship with the school and a better understanding of how to support child’s learning as a result of participation Data re participation in Family Friday days Feedback from parents re levels of confidence in supporting their children’s learning Feedback from children higher levels of confidence in their learning as a result of family learning Numeracy (secondary What data / evidence informs this priority? Outcomes (Detail targets % etc. 17/18, 18/19, 19/20) Intervention (s) Expected impact Measures (What on-going information will demonstrate progress? (Qualitative, Quantitative - short / medium / long term data) Actual Impact
Assessments and Teacher judgement in S1 a stalling of Progression through CfE level 2 specifically in Information handling – Data & Analysis with SIMD 1&2 Cohort. Analysis of parental survey details only 23% of SIMD 1&2 parents support numeracy homework. SSLN 2015 Increase of 5% point on average in class assessments covering this experience and outcome in SIMD 1&2 S1 cohort by June 2018. Increase of 27% parental support in children’s learning of numeracy to half of all cohort. S1 Peer Tutoring Pupils report increased confidence and motivation to learn Pre / Post pupil questionnaire from SIMD 1&2 Levels of lost class learning time Class assessments CfE levels Average increase of 7% in assessments including Data & Analysis, however a broader 4% average increase from SIMD 1&2 in all numeracy assessments by June 2018. 47% of SIMD 1&2 young people report that a parent or carer regularly supports learning numeracy at home (weekly at least). Parental evaluations report increase in their child’s motivation to complete numeracy homework. Behaviour referrals for cohort reduced by 23% over a 6 month period. A reduction of 15% of the number of young people requiring PSA interaction by the end of S1. Pupil Support Assistant Targeted support for SIMD 1&2 S1 resulting in 20% reduction in behaviour referrals. PSA reports increased Pupil engagement Teacher judgement Records of work Level of referrals PSA judgement on engagement levels Digital Access (Online resources) Numeracy resources online by October 2017. 40% SIMD 1&2 accessing support club and 40% of parents supporting learning at home by June 2018 Website / App visits/hits Participation outwith time Parental pre/post evaluations LITERACY (primary) What data / evidence informs this priority? Outcomes (Detail targets % etc. 17/18, 18/19, 19/20) Intervention (s) Expected impact Measures (What on-going information will demonstrate progress? (Qualitative, Quantitative - short / medium / long term data) Actual Impact 2018