How good is our leadership and approach to improvement? Self-evaluation is an integral aspect of our approach to continuous improvement. All staff and other stakeholders are actively involved in our on-going self-evaluation activities. Quality Assurance calendar supports improvement in teaching and learning. Woking collegiately with cluster schools to compliment moderation and sharing best practice. Review distributed leadership to encompass new staff members. How good is the quality of care and education we offer? The school’s Catholic ethos facilitates a supportive environment for the children. We have a robust Personalised Support Policy and have engaged this session with GIRFEC and the Wellbeing Plans to ensure all children’s needs are met. Robust planning ensures clear learning pathways for children. Through effective assessment procedures ‘invisible learners’ have been identified for personal support. Further engagement of staff with Health and Wellbeing Planning. How good are we at improving outcomes for all our learners? Revised pupil tracking processes to take account of emerging advice from Education Scotland and GCC. Successes celebrated through assemblies and personalisation and choice offered through the Golden Time programme. Scottish Schools of Cooperation Continued engagement in GIC to improve Literacy and Numeracy outcomes. 3. Priorities for improvement in the current session Year 2016-2017
No. Priority Stage of development Main driver of priority: Alignment to: Exploring, Developing or Embedding Self- Evaluation/VSE QI Wellbeing Framework Service Priorities Collaboration and Partnership Working 1 Raising attainment in reading. Exploring Self-Evaluation 2.2 2.3 2.4 2.7 Responsible Achieving Included Partner Primaries – Annette Street Primary, Cuthbertson Primary and St Bride’s Primary 2 Raising attainment in numeracy. Exploring Self-Evaluation 2.2 2.3 3.2 Responsible Achieving Included Leaders of Learning 3 Development of the computer science curriculum. Developing Self-Evaluation 2.2 2.3 Responsible Achieving Included STEM agencies 4 Responsive Planning Developing Self-Evaluation 1.5 Responsible Achieving Included As arises 4. Action Planning
2 2.2 2.3 3.2 Continue to develop numeracy across learning through quality learning and teaching and by incorporating Glasgow’s progressive Pathways to improve standards. Adoption of Glasgow’s Progressive pathway for numeracy. Improved attainment as a result of numeracy pathways. Learners’ accuracy in increasingly complex mental calculations improved. Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Whole staff CLPL on Glasgow Counts. August 2016 November 2016 All staff Identified to receive Glasgow Counts training and disseminate to whole staff. CLPL opportunities Shared practice To establish and embed Glasgow’s Progressive Skills Pathway and create mental maths packs and activities. September 2016 Group All Staff Reprographics To existing school resources and augment with further resources as required. September 2016 Focus Group resources as appropriate. To review Holy Cross planners as a result of Glasgow’s Pathway and Skills Progression framework. August November 2016 Group To re-introduce the weekly Maths Challenge with stage / level visits to promote challenge in Numeracy. September 2016 All Staff Programme of activities Timetable of visits. Plan and launch a numeracy to raise pupil and parent awareness with a particular focus on mental maths and real world application November 2016 Whole school Pupils Parents Local Community Review mental maths programme May 2017 Evidence of Impact Children will perform consistently well and demonstrate improvement in increasingly complex mental agility assessments. Children will apply their knowledge and understanding of increasingly complex calculations in other aspects of their learning. 4. Action Planning Priority No. QI Priority Expected outcomes for learners which are measurable or observable 3 2.2 2.3 Computer Science and Technologies Review of rationale and design. Development of curriculum. Enhanced learning and engagement. Improved Quality of learning and teaching.
Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Audit current practice and resources. September 16 Focus Group Reprographics Provide CLPL opportunities to support staff. September 2016 December 2016 January 2017 June 2017 Teaching Staff Support Staffing – team teaching / moderation trios. Redevelop Technologies planners and assessments to implement on a pilot basis that provide children with improved learning experiences in STEM subjects. January 17 April 17 Group Reprographics Research available grants and fundraise for afterschool experiences for pupils and resources. On-going Focus Group Coordinator Events budgets. Liaise with outside agencies, community partners and parents to augment skills development for learning, life and work including a technologies launch October 16 March 17 Focus Group Events budgets. Evaluate Technologies programme. May 2017 Focus Group Evidence of Impact Increased pupil engagement and achievement in STEM subjects. Increased staff confidence in teaching STEM subjects. 4. Action Planning Priority No. QI Priority Expected outcomes for learners which are measurable or observable 4 1.5 Responsive Planning Improved management of resources and learning. to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Classroom Organisation checklist August - October Focus Group Current Checklist. Consistent approach to good practice in teaching and learning. Aug -June Focus Group CLPL opportunities.