Priority 1: Improvement in attainment, particularly in Literacy and Numeracy NIF: Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children HGIOS 4 Qis - 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement What Outcomes Do We Want To Achieve? How Will We Achieve This? (Intervention Strategies) Lead Person Start and Finish Dates How Will We Measure Impact On Children and Young People? (Include Where Possible Current Measure and Target) 100% of children in the school to show improvement in Numeracy attainment. 80% of all children to be attaining at an age and appropriate level Continue to embed new teaching and learning approaches focussed on improving Numeracy. should lead to: Improved mental agility Improved targeted interventions Continued development of number talks across the school and Moderation of Mental Agility with RAFA schools. Member of management identified as Numeracy Champion to work with Satellite group and Cluster CLPL and deliver to staff. SAC Framework and Education Scotland Benchmarks fully embedded within all classes for Numeracy and Mathematics. School Assistant Training Data rich school and staff - Staff use GL, CEM, SNSA and school based assessments with professional dialogue to identify next steps for individual children Attainment meetings with staff Targeted intervention such as Numeracy implemented to increase children’s Numeracy skills. Mark Whole Staff Support Staff Baseline assessments will provide pupils with a standardised score. This will be used to identify school, class and group averages for comparisons and be used to measure value added and impact of interventions. Initial baselines and tests of change identify the impact of each and forms basis of accountability discussion in attainment meetings. Ensure all new in the school is trained in the use of these measures. Each class will have a second year of baselined assessment to compare impact. 100% of children in the school to show improvement in Literacy attainment. Embed talk For Writing as a pedagogy to deliver all Literacy within each classroom Member of management identified as Literacy Champion to work with colleagues across Mark Staff Baseline assessments will provide pupils with a standardised score. This will be used to identify school, class and group averages for June
language is a vital means of communication, all behaviour is communication and the importance of transition in children’s lives. Pupils will achieve/progress in their personalised targets. Parental support-Feedback to parents/guardians. Discuss progress/meetings with parents/guardians. Evaluation of Staged Intervention Targets Parental meetings/TAC meetings Pupil Views Recorded Whole school community understand and Wellbeing and how to identify record and request assistance when required. Wellbeing wheel used to measure wellbeing of identified pupils. In-house and cluster CLPL with teachers, pupil support staff and school assistants to support the implementation of new staged intervention process. Pupil voice groups to take a lead role in consulting with peers, staff, Parent Council and parents and feedback through school newsletter and Twitter. Mark Wellbeing web Wellbeing Assessments Questionnaires Increase participation in residential trips for children in Deciles 1 and 2 or children in receipt of free school meals. PEF money used to support children and families to access residential trips Mark Parental and pupil surveys/meetings
Improved and sustained attendance of targeted pupils Attendance monitored weekly by SLT – attendance concerns addressed and managed through the Ayrshire management guidance on attendance. Use the request for assistance process to access supports for families who require outside agency support. Attendance to be discussed at the termly tracking meetings. Mark Attendance data for school, authority and nationally Ensure equity for all learners and support families in breaking down the barriers that prevent pupils participating in certain activities. FME, LAC and SIMD1-2 children will be specifically targeted. Track Extra Curricula Activities from Active Schools and School Funding Breakfast Club – target specific families to support Mark Whole Staff Active Schools Staff Rachael McCallum Chris Crookston Track attendance at extra curricula activities for all children Gold Accreditation from Active Schools Track attendance to breakfast club and discuss with families
Priority 3: Improvement in employability skills and sustained positive school leaver destinations for all young people NIF: Closing the attainment gap between the most and least disadvantaged children HGIOS 4 Qis: 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement What Outcomes Do We Want To Achieve? How Will We Achieve This? (Intervention Strategies) Lead Person Start and Finish Dates How Will We Measure Impact On Children and Young People? (Include Possible Current Measure and Target) All children develop skills for learning, life and work as an integral part of their education and are clear about how all their achievements relate to these. To embrace local and global educational & social values of sustainability, equality and justice and recognise the rights and responsibilities of future as well as current generations. All second level pupils have opportunities to engage in profiling that supports learning and the development of skills for work and future career choices. Weekly Elective Activities – as part of new behaviour management strategy, 8 elective activities will be offered on a rotational basis that will be linked to developing skills for the world of work Reflection room created for 1-to-1 discussions with pupils that have not achieved full elective time Pupil Voice Groups – Eco, RRS/DFS, STEM, Pupil Council RRS – Group to deliver RRS focussed assembly every month and next accreditation Eco Group to organise and deliver activities throughout the year as appropriate and achieve a Green Flag Develop links with local primary schools and businesses RRS – Allison Currie STEM – Ashleigh Price Eco Schools – Kevin MacNeill Mock – Rachael McCallum + Kevin MacNeill Pupil Council – Mark Electives – Whole Staff + Parents August – RRS – Level 2 Achieved (Silver) Green Flag achieved Participate in Court for schools mock court case Participate in authority and cluster STEM events Questionnaire Staff survey Parent survey Development of key transferable skills for employment Evidence for Wider Achievement Awards, personal statements Making connections between classroom learning and the wider world of work whilst starting to develop carer management skills Participation in ‘I can activities’ ignites informed discussion on careers from an early age in school and at home
Develop their financial education within a context for life-long learning experiences. Demonstrate a commitment to engaging learners to encourage learning to a better future. School Mock Court Case Project to be delivered in P7 stage and all pupils will participate Develop links with local/National business that contributes/enhances the quality of lessons delivered within the school for all children Build long lasting relationships with the business community DYW – Scotland’s Enterprising Schools Website. Map the DYW Career education standards with CFE outcomes. Use of: DFS – Whole Staff DYW Mapping – Crookston Reflection Room – SLT Developing computing skills through the digital tools Priority 4: Developing as a community of faith and learning NIF: Closing the attainment gap between the most and least disadvantaged children
HGIOS 4 Qis: 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement What Outcomes Do We Want To Achieve? How Will We Achieve This? (Intervention Strategies) Lead Person Start and Finish Dates How Will We Measure Impact On Children and Young People? (Include Possible Current Measure and Target) An increased commitment by staff, parents and pupils to the integrated education and formation of the whole person through use of church documents on the nature and mission of Catholic schools when reflecting on how to shape the development of our school Celebrating 100 years of partnership between Church and Government Use the lesson plans from SCES to explore the Past, Present and Future of Catholic Education in Scotland. Take some photographs of work and send to the Diocese and SCES so that they can be shared on their websites and Newsletters Take part in National celebrations Mark September following launch at CHAPS conference Return Developing in Faith Audit to SCES and the Diocese. Participation in Catholic Education Week Displays in schools Galloway Newsletter SCES website Increased attendance by parents and community participating in liturgies and Masses Increased number of children achieving Parish Commendation in Pope Francis Award An inclusive which aims to honour the life, dignity and voice of each person, made in the image of God. Ask the pupil council to agree on a way that we could mark the significance of 2018. Ask each pupil council in cluster to share something about their school Mark Aug-June Council Meeting. Action to mark 2018 celebration