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 stage appropriate level Continue to embed new teaching and learning approaches focussed on improving Numeracy. These 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 Catch-Up 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 staff in the school is trained in the use of these measures. Each class will have a second year of baselined assessment to compare impact. June
100% of children in the school to show improvement in Literacy attainment. 80% of all children to be attaining at an age and stage appropriate level Continue to embed new teaching and learning approaches focussed on improving Literacy. Improved reading Improved vocabulary being used verbally and in written work Improved Writing outcomes Pupils improve automatic physical capabilities, resilience, and capacity to learn. talk For Writing as a pedagogy to deliver all Literacy within each classroom Three Read Approach to be delivered to targeted groups of children from support assistants. Word Aware to be implemented across the whole school. Attainment meetings with staff Authority level moderation of Writing is the focus for this session. Baselines and Tests of change to be used throughout the session. Further develop the process to gather evidence for Cluster and Authority moderation events, including the development of holistic assessments. Data rich school and staff - Staff use GL, CEM, National Assessments and school based assessments with professional dialogue to identify next steps for individual children School Assistant Training Step Physical Literacy to be delivered to 4 targeted children across the school 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 staff in the school is trained in the use of these measures. Each class will have a second year of baselined assessment to compare impact. Pre and post assessments for reading and spelling. Holistic improvements in each pupil across academic attainment, wellbeing, physical ability and emotional functioning. June
Increase participation in residential trips for children in Deciles 1 and 2 or children in receipt of free school meals. 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. PEF money used to support children and families to access residential trips Track Extra Curricula Activities from Active Schools and School Funding Breakfast Club – target specific families to support Mark Mark Whole Staff Active Schools Staff Parental and pupil surveys/meetings Track attendance at extra curricula activities for all children attendance to breakfast club and discuss with families
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. 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:
– – Enterprise and Ethos – Pupil Budget £300 – DtS ECO Group – Pupil Budget £300 – DtS STEP Physical Literacy - PEF £730 £730 SCES - CLPL £400 £400 Breakfast Club - PEF £2130 £2130 Breakfast Club £500 £500 Growth Mindset £300 £300 Family Support - PEF £1172 £1172