Self Evaluation 2017 – 2018 Quality Indicator School Self – Evaluation 2017 - 18 Inspection Evaluation (If during 2017-18) Nursery Self – Evaluation 2017 - 18 Inspection Evaluation (If during 2017-18) What is our capacity for continuous improvement? 1.3 Leadership Of Change 5 4 5 5 2.3 Learning, Teaching And Assessment 4 3 4 4 3.1 Ensuring Wellbeing, Equity And Inclusion 5 4 5 5 3.2 Raising Attainment And Achievement 4 4 4 4 2.4 Personalised Support 5 4 2018 – 2023 School Self Evaluation/Plan for QI Engagement
revised draft behaviour policy All Staff Audit (March 2018) Draft rules (May 2018) In-service day 2 1 hour Release a teacher for 1 day per week to enhance approaches to, and consistency in learning and teaching across the school linked to the ‘Learning and Teaching in Corstorphine’ overview. This teacher will work with the SLT to target barriers to learning. Class Teacher – KMcG SLT PEF funding Tracking tool SLT liason time SFL meetings (fortnightly) Pupil Equity Fund Share and update on Practitioner Enquiry and identify whole school next steps. Kirsten Telford Teaching Staff Practitioner Enquiry reflections from session 18/19 CAT – 2 Release a class teacher for ½ day per week to develop and embed play within Primary 1. The teacher will work closely with nursery and Primary 1 to develop an Early level approach. This teacher will work with the SLT to target barriers to learning. Class Teacher – MC PEF funding Tracking tool SLT liason time SFL meetings (fortnightly) Pupil Equity Fund Early level working across Primary 1 and Nursery. CRACI group – Meeting 1 Write action plan linked to Learning and Teaching focus Digital learning Pupil profiling Feedback All Teaching Staff HMIE Report (2018) Previous CRACI group evaluations Working Party - 1 hour – individual group action pages will be added to SQIP after this date. group overview plans will be written and shared in August 2018. Each CRACI group will identify a short term objective linked to their focus area and plan steps to ensure change.
Challenge with reading Writing Behaviour Attainment Meetings – to identify barriers, benchmark and plan for improvement. SLT All Teaching in stages Forward Planning Tracking information Attainment data Attainment meeting – 1 hour x 3 per year. Review whole school tracking – find examples of good practice within and out with authority SLT Local Authority model (sept) Visits to other schools SLT SLT share findings, develop and implement Corstorphine Tracking system SLT Local Authority guidance SLT Development of Holistic Assessments All Teaching Staff Cluster and local authority exemplars Assessment – 1 hour Target setting - moderated by SLT SLT All Teaching Staff Target setting exemplars from all levels SLT Staff Meeting – 30 mins Feedback moderation to staff SLT All Teaching Staff Moderation overview Staff Meeting – 30 mins PRDs – clear focus on Learning and Teaching linked to Practitioner Enquiry and SQIP SLT All Teaching Staff All Support Staff GTCS targets (17/18) PRD – 3 hours Cluster CAT session – moderation in Holistic Assessment (literacy) Cluster Stage Leads Existing Holistic Assessments CAT – 2 hours SLT classroom visits – learning and teaching target and consistency SLT All Teaching Staff Learning and Teaching in Corstorphine overview. Within school day
Review and audit Learning and Teaching approaches. Speed dating model to share good practice. Update target board and identify next steps SLT All Teaching Staff Learning and Teaching in Corstorphine overivew HMIE report (2018) CAT – 2 hours Teaching embed agreed learning and teaching approaches within the classroom environment All Teaching Staff Learning and Teaching in Corstorphine overview Within school day Target setting from CRACI group pilot CRACI group Reviewed target setting approaches Working Party – 1 hour Peer drop in sessions with Learning and Teaching Target board All Teaching Staff Learning and Teaching in Corstorphine overview Within school day – SLT release Cluster CAT session – moderation in Holistic Assessment (numeracy) All Teaching Existing Holistic Assessments CAT – 2 hours Professional Judgement in assessing a level. Moderation of Professional judgement All Teaching Staff Exemplars of evidence about children at different levels to make professional judgement CAT – 2 hours SLT classroom visits – moderation within team SLT All Teaching Staff Learning and Teaching in Corstorphine overview. Within school day Peer classroom visits All Teaching Staff Learning and Teaching in Corstorphine overview Within school day – SLT release Pupil Council use How Good is Our School as a template for self-evaluation to focus on Learning and Teaching. Pupil Council HT How Good is Our School Within school day
One Planet Group development – refined and focussed planning using Developing the Young Workforce skills. All Staff All pupils Developing the Workforce skills Time within assembly for staff to complete plan after consulting with pupils. Primary 4 to develop and sustain links with Edinburgh Zoo to enhance and review Corstorphine Curriculum. All Staff Zoo Education Department Primary 4 planning Within school day Planning and preparation Zoo Week – all stages plan and create opportunities for learners to engage in rich learning inspired by the zoo focus. All Staff Yearly Overview Planning and Preparation Time Meet the Teacher – sharing with parents. Focus on Edinburgh Zoo link and Learning and Teaching Teaching Staff Parents Zoo representatives SQIP overview – parent and pupil friendly language Parent consultation – 2 hours Curriculum Partnership enhanced through Social Media SLT Teaching Zoo Parents Twitter Ongoing Scottish Opera IDL with P5 and P6. Staff work to review and develop interdisciplinary approaches to learning Primary 5 and 6 staff SLT Scottish Opera Scottish Opera details and overview Forward Planning Time Shared Learning sessions – assembly and classroom. Each have a focus for performance and plan an in class sharing event for parents All pupils Parents Forward Planning Planning and Preparation Time Audit and review of current curriculum approaches. Teaching staff work to All staff Existing IDL overview grid In-service day 3 – 3 hours
4. Improvement in employability skills and sustained, positive school leaver destinations for all young people (2.1 2.2 2.3 2.4 2.5 2.6 2.7) Successes and achievements How good are we at ensuring the best possible outcomes for all our children? (3.1 3.2 3.3) Priority 1: To ensure that all children are making the best possible progress and are consistently building on prior learning. Overall Responsibility: Jacqueline Bracewell Related HGIOELC QI: 1.1 1.5 2.2 2.3 2.4 2.6 3.2 Outcome and impact on learners: Improvement in attainment – Children are being supported and challenged appropriately. Provision across the nursery allows children to on prior learning and have clear next steps. By Whom Resources Time Impact / Progress of task Use continuous provision questions from CEC ‘Planning with Children’ document to reflect on the planned provision across the nursery. JB and RG with whole nursery team. Reflective questions Fundraising for relevant resources In service Day 2 Staff Meetings – September & October 2018 Use staff meetings to discuss and monitor any changes in provision. Practitioners to do follow up professional reading and put relevant things in place to ensure children are maintaining purposeful play. JB and RG with whole nursery team. MC (P1 Teacher) Continuous Provision in the Early Years by Alasdair Bryce Clegg – professional reading Staff Meetings – September & October 2018 Time off the floor Staff to use Leuven Scale of Active Engagement in All staff – Nursery and P1 Leuven Scale Ongoing
Learning to make observations on how engaged children are within their play. Observation Sheets New Care Plan procedures to be introduced to ensure that supports are identified for specific children and all staff are aware of the appropriate strategies. RG and JB All nursery staff Parents New Care Plan format to be agreed RG and JB Care to be created when appropriate Starting September 2018 Responsive Early Level planning to be reviewed and embedded. Opportunities for children to lead the learning to be maximised. Reflection sheets for provision areas to be introduced. JB and RG All P1 Teachers CEC Planning Guidance Current formats p70 of Continuous provision book (reflection sheets) CAT Increase children’s involvement in their learning journals through regular dialogue and sharing. Termly summaries to be shared with parents and parent-child dialogue sessions to be facilitated. RG and all nursery staff Children and parents Time Parent sessions Starting September 2018 Develop a consistent understanding of skill progression in order to plan for next steps in learning and provide challenge. JB, RG with whole nursery team. MC (P1 Teacher) Continuous Provision book Up Up and Away Es and Os Edinburgh Trackers Inservice 3 Staff Meetings – November & December 2018. Moderation of observations within Learning Journals with a focus on next steps in All nursery staff Cluster Moderation within Early Years Forum Examples of observations Meetings – January 2019
children’s learning and traffic light feedback (following on from work on skills development). Early Years Forum Meetings Improve consistency in questioning to support children in moving learning forward. Create a bank of question prompts for lanyards. All staff Professional reading – Lynda Keith and Julie Fisher Blooms Question Stems Time off the – January to March 2019 plus staff meetings. Authority tracking systems to be introduced, once available, and used to monitor progress over time and set individual pupil targets. JB and RG Tracking system format from authority. Unknown Review systems for tracking wider achievements to help build the picture of the whole child. All Cluster staff Parents Staff Meetings Cluster Early Years Forum – shared dialogue By June 2019 Continue to embed new transition procedures and use information to ensure continuity and progression in learning from nursery into P1. JB, RG and P1 Shared dialogue Learning Journal observations and summaries Planning overviews Tracking systems This sessions evaluations By June 2019
Priority 2: To maximise opportunities for children to lead the learning and take on leadership roles within the nursery setting. Overall Responsibility: Jacqueline Bracewell Related HGIOELC QI: 1.2 2.3 2.7 3.1 3.2 3.3 Outcome and impact on learners: Improvement in children's health and wellbeing. Increased skills linked with DYW. Increased partnership working. Tasks By Whom Resources Impact/ Progress of task Consult children, parents and staff on the potential One Planet Groups – 6 groups needed. Suggested groups: Eco Community Rights Respecting Gardening STEM Outdoor Learning and Risky Play JB Children , parents and staff P6 Children Questionnaire – survey monkey STEM - particular focus on digital technologies, woodwork (see Peter Woodhouse) and Science August 2018 Finalise One Planet Groups, allocate and invite parents to join groups (8 times a year). JB and RG Results of questionnaire September 2018 Consult the children on what group they would like to be part of. All nursery staff P6 Children P6 children to share own experiences in One Planet Groups September 2018
Each group to write a mini action plan. Children's voice will be evident. All nursery staff Nursery children and P6 children Simplified version of school format September 2018 Staff to increase their own knowledge around their groups focus. All nursery staff Professional reading, visits to nurseries, CPD courses, dialogue with staff in school. Time off the September 2018 onwards. Parents to be invited to participate, share their expertise and evaluate progress of groups in partnership with staff. All nursery staff Parents Parent sign-up sheets. Floor book to evidence children leading the learning. Ongoing Provision across the whole nursery should reflect the progress made by each group and be led by the children. Developments in the One Planet Groups should have a direct impact on the learning experiences provided. Children All staff Changes in resources Sharing our learning event By June 2019 May/June 2019 Evaluate impact of One Planet Groups with staff, children and parents. All staff Children and parents Evaluated action plan Floor book By June 2019
CHS language specialist Looking outward to schools June 2019 Familiarisation with ML benchmarks – in particular writing All staff Education Scotland Documents Looking outward to other schools Ongoing CPD Tasks By Whom Resources Timescale Time Allocation Progress/Update Implement the use of holistic assessments with the focus on literacy and numeracy Continue to consistent standards of assessment with the focus on Literacy and Numeracy across the cluster All schools Work carried out at individual school level to promote and develop staff confidence August 2018 CPD Depute /PT’s to meet to plan moderation SLT leadership opportunity (1 Literacy + 1 numeracy) Devise CAT sessions to focus on Literacy (Writing) and Numeracy (tbc by Depute/PT’s) August 2018 CPD
Moderation event SLT Literacy and Numeracy Coordinators 2 CAT Sessions: Literacy & Numeracy at CPS / EC (Craigmount back up) Opportunities for staff to share and celebrate practice Opportunities for staff to moderate using benchmarks 9th November 2018 (literacy) 25th January (numeracy) WTA 2 x 2 hours 1.15-3.15 (to include Tasks By Whom Resources Timescale Time Allocation Progress/Update Develop the skills and confidence of stakeholders in the appropriate and effective use of digital technology to support learning and teaching Upskill staff in use of ICT in particular office 365 All Staff CEC feasibility study June 2019 CPD Organise a conference to and upskill all cluster staff in ICT skills All Staff CEC feasibility study Craigmount High Shool January 2019 Inservice 1.30-3.30 Develop the use of class and staff onenote during transition Cluster heads and P7 teachers OneNote CEC feasibility study CHS ICT coordinator October 2018 & staff onenote created CPD
May 2019 Tasks By Whom Resources Timescale Time Allocation Progress/Update Continue to promote active engagement in Learning and teaching to promote equity of access to education (with a on engagement, challenge & feedback) Lead practitioners in each school engage in OSIRIS outstanding teacher intervention. This work will be shared at a CAT session. Lead practitioners in each school OSIRIS June 2019 CPD WTA 1 CAT session Encourage collaboration across cluster Lead practitioners in each school Meetings outwith school day CPD By Whom Resources Timescale Time Allocation Progress/Update Raising the importance of mental health and wellbeing of pupils and staff
Each school in cluster to have staff trained in Mental Health Frist Aid. Interested staff in each school CPS – 4 EC - 5 FC -4-7 HW – 1-2 RB – 3 CHS – 5 Lin – trainer organised by D Samson PSL CHS May 2019 CPD use training to raise profile of mental health and wellbeing in cluster SMHFA trained staff Ongoing CPD 4. Cluster Improvement Plan Priorities: Modern Languages 1+2, Moderation of Literacy and Numeracy, Nurture and 1 in 5 Initiatives, Transition, Promoting active participation in learning Overall Responsibility QIs 1.5, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3
Outcome and impact for learners To progress planning in 1+2 Modern Languages : French in P1-7/German P5-7 Implement the use of holistic assessments with the on literacy and numeracy Develop the skills and confidence of stakeholders in the appropriate and effective use of digital technology to support learning and teaching Continue to promote active engagement in Learning and teaching to promote equity of access to education (with a focus on engagement, challenge & feedback) Raising the importance of mental health and wellbeing of pupils and Tasks By Whom Resources Timescale Time Allocation Progress/Update To progress planning in 1+2 Modern Languages : French in P1-7/German P5-7 Create progressions in French and German 1+2 RACI group CHS language specialist CHS staff – 3 days Education Scotland Documents Looking outward to other schools Oct 18 topics agreed June 2019 CPD Familiarisation with ML benchmarks – in particular writing All staff Education Scotland Documents Looking outward to other schools Ongoing CPD
Tasks By Whom Resources Timescale Time Allocation Progress/Update Implement the use of holistic assessments with the focus on literacy and numeracy Continue to agree consistent standards of assessment with the focus on Literacy and Numeracy across the cluster All schools Work carried out at individual school to promote and develop staff confidence August 2018 CPD Depute /PT’s to meet to plan moderation SLT leadership opportunity (1 Literacy + 1 numeracy) Devise CAT sessions to on Literacy (Writing) and Numeracy (tbc by Depute/PT’s) August 2018 CPD Moderation event SLT Literacy and Numeracy Coordinators 2 CAT Sessions: Literacy & Numeracy at CPS / EC (Craigmount back up) Opportunities for staff to share and celebrate practice Opportunities for staff to moderate using benchmarks 9th November 2018 (literacy) 25th January (numeracy) WTA 2 x 2 hours 1.15-3.15 (to include
Tasks By Whom Resources Timescale Time Allocation Progress/Update Develop the skills and confidence of stakeholders in the appropriate and effective use of digital technology to support learning and teaching Upskill in use of ICT in particular office 365 All Staff CEC feasibility study June 2019 CPD Organise a conference to share and upskill all cluster staff in ICT skills All CEC feasibility study Craigmount High Shool January 2019 Inservice 1.30-3.30 Develop the use of class and staff onenote during transition Cluster and P7 teachers OneNote CEC feasibility study CHS ICT coordinator October 2018 Class & staff onenote created May 2019 CPD Tasks By Whom Resources Timescale Time Allocation Progress/Update Continue to promote active engagement in Learning and teaching to promote equity of access to education (with a focus on engagement, challenge & feedback) Lead practitioners in each school engage in OSIRIS Lead practitioners OSIRIS June 2019 CPD
outstanding teacher intervention. This work will be shared at a CAT session. in each school WTA 1 CAT session Encourage collaboration across cluster Lead practitioners in each school Meetings outwith school day CPD Tasks By Whom Resources Timescale Time Allocation Progress/Update Raising the importance of mental health and wellbeing of pupils and staff Each school in cluster to have staff trained in Mental Health Frist Aid. Interested staff in each school CPS – 4 EC - 5 FC -4-7 HW – 1-2 RB – 3 CHS – 5 Jenni Lin – trainer organised by D Samson PSL CHS May 2019 CPD