School …Mulbuie and Ferintosh Primaries………………………………… Date completed June 2014 Our School Priorities Please link the improvement priorities from your Standards and Quality Report. OUR IMPROVEMENT PROJECTS I = Implemented C = continued E=evaluated What difference will we make? Year 1 Year 2 Year 3 How well do young people learn and achieve? (Authority Priorities) Improve the quality of assessment for learning Improve the quality of assessment of learning 1.1 (Imp in performance) and 2.1 (Learners’ experiences) Improvement in provision for learners by further embedding AiFL Improve the quality of assessment of learning Ensure that feedback feeds into next learning Develop the use of success criteria to support learning Increase pupil involvement in planning Develop the role and use of questioning, quality dialogue and the plenary session Explore Bloom’s taxonomy for each stage of understanding Improve tracking procedures in literacy and numeracy Review and realign assessment procedures including standardised testing, baselining and assessment of learning Rise in attainment in literacy and numeracy as next steps become progressive and build on prior learning Experiences are planned for that intentionally target each stage of Bloom’s Taxonomy, resulting in deeper thinking and analytic skills and increased attainment in literacy and numeracy Assessment will impact on next steps and next learning, resulting in a personalised curriculum and increase in attainment in numeracy and maths How well does the school support young people to develop and learn? (Authority Priorities) Ensure pupils receive a coherent and progressive curriculum from 3-18 Support the development of new Qualifications and ensure learner pathways lead to positive destinations Supporting schools to meet the needs of all learners through universal and targeted support
1.115.1 (Curriculum) and 5.3 (Meeting Learners needs) Ensure pupils receive a coherent and progressive curriculum from 3-12 Meet the needs of all learners through universal and targeted support Raise attainment in numeracy Moderate progression standards in emotional health and science Review and streamline the role of the PSA and the ASN teacher to improve support for learners Establish mechanisms and systems for staff to access support from the ASN teacher Develop programme in emotional literacy Raise attainment in numeracy Moderate progression standards in Physical Health and in Technology Explore flexibility and depth in learning Audit and develop the use of IDL Revisit staff awareness of ASD, ADHD, dyslexia and other SLDs. Embed the resilient kids programme so that every child has had opportunity to complete the programme by P5 Improve provision in sustainable education with specific on diversity Raise attainment in literacy Moderate progression standards in literacy including French and in Expressive Arts Develop enterprise programme from Nursery to P7 Improvement in pupil attainment so that 70% of pupils are performing commensurate with national norm for their age Pace of learning increased to align with ability level of all pupils Raise attainment in numeracy and literacy through Improvement in pupil participation in the curriculum Developing learners’ skills in life skills and team work Development of a flexible curriculum with links across learning Rise in attainment for targeted pupils (the lowest achieving 15% - children with a deficit of two years or more and children with a diagnosis of a SLD and a deficit of a year and a half or more) Staff have access to appropriate and well-timed support in supporting learning in their classroom. Further reduction in incident log entries Fewer recorded incidents in behaviour logs Maintain low number of children on Alternatives to Exclusion support Rise in attitudes towards school resulting in increased motivation and increased attainment