We have a robust additional support needs policy and work with GIRFEC and 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. Successes are celebrated through differentiated assemblies and personalisation and choice offered through the Master Class programme. The school’s Catholic ethos facilitates a supportive environment for the children. The school was recognised with the Primary Science Quality Mark (PQSM) Gold Award for the quality of Sciences provision and STEM progress and achievements throughout the school. A wide variety of learning experiences are offered to children throughout the year. Pupils in primaries 3-7 attend Big Noise after school clubs. Dance, gymnastics, athletics, badminton and netball clubs were also provided to enhance health and wellbeing. Priorities for development: 1: Glasgow Improvement Challenge – Reading into Writing 2: Pastoral Care 3: Intervention, Family Support and Play 4: Digital Literacy 5: Responsive Planning 3. Action Planning No Priority Quality Indicator Developing In Faith Nurture Principles PEF Intervention 1 Glasgow Improvement Challenge Glasgow Improvement Challenge – Reading into Writing 3.2 2.3 T2 C1 1 4 2
Priority HGIOS Quality Indicator Developing In Faith Nurture Principles PEF Intervention 4 Digital Literacy – To improve the use of digital technologies to enhance learning and develop children’s digital and employability skills. 1.3 1.5 2.2 2.3 T2 C1 2 4 4 Tasks to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, views) Review results of the digital learning questionnaire. August 2017 Data produced from the digital learning questionnaire will provide a baseline for next steps. Plan CLPL to up all staff on embedding digital technologies into learning and teaching based on feedback from the digital learning questionnaire. September 2017- June 2017 Programme of CLPL established with good levels of attendance. Evidence of skills being developed in planners, learner experiences and children’s work. Staff/ Pupil voice highlight greater confidence using technology to enhance learning and more varied learning experiences for children. Plan a programme of team teaching across the school to support all staff in embedding digital technologies into learning and teaching across the curriculum. November 2017 Evidence of skills being developed in planners, learner experiences and children’s work. Staff/ Pupil voice highlight greater confidence using technology to enhance learning and more varied learning experiences for children. the ‘Looking Inwards: Digital Technology Through Effective Self-Evaluation’ tool, review the impact of digital technology across the curriculum. September 2017 Completed self-evaluation tool will support the creation of the digital strategy to support areas for improvement. Improvements will be made against each quality indicator. Using the results of the self-evaluation, create a digital strategy to underpin how digital learning is being embedded across the school to enhance quality teaching and learning. October- March 2017 Feedback from all stakeholders will evidence a vision across school with all stakeholders aware of the policies and procedures in place for digital learning and their role within ensuring rich learner experiences. Creation of a pupil ‘Digital Explorers’ group who will be responsible for providing peer leadership of learning through the use of technologies. August and monthly thereafter Greater pupil engagement with digital learning across the school evidenced in pupil learning conversations.
Tasks to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, Health and Wellbeing Review and re-launch of Promoting Positive Behaviour strategy. August 2017- October 2018 Pupils are aware of both expectations and consequences of their conduct and behaviour. Visual representation of the policy is displayed throughout the school to ensure consistent implementation by all staff. Modern Languages Develop team teaching calendar for P1-3 teachers to support teaching staff in the roll out the 1+2 programme across all stages. Throughout session 2017- 2018 Pupils in P1-3 classes will be exposed to French language through songs, games and activities. Pupils will be able to understand basic vocabulary. Creation of task board for whole school to facilitate independent learning skills. August 2017 – October 2017 Children will be able to have greater success at working independently. Creation of a Developing in Faith checklist. Implement and embed God’s Loving Plan across the school. Throughout session 2017 – 2018 All staff will have a greater awareness of the Developing in Faith publication and will be familiar with using the evaluation tools set out in this document in the search for on-going improvement. school curricular review. Evaluation of curricular planning tools used throughout all the stages in each area. October 2017 – 2018 Staff will have greater engagement with the curriculum and benchmark statements when completing their planning. Staff leading on this priority – including partners Resources and development Quality Assurance overview: C Hamilton J McBride, A. McKinlay, A.Smith, E. Leslie K. Carpenter CLPL opportunities French resources