Renfrewshire Council Children s Services. School improvement plan publication certificate

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1 Renfrewshire Council Children s Services School improvement plan publication certificate Name of establishment Please tick () where appropriate 1. The plan takes account of the service outcomes Yes No Children, young people and families get the right support at a time when they need it through our partnership with other services Vulnerable children and adults are protected and feel safe Children, young people and families benefit from services which are focused on getting it right at the earliest possible stage All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Our schools and services take account of the views of people who use them, and the views of staff and communities they serve Our staff are skilled, knowledgeable and committed to their own professional development to support efficient and effective service delivery We develop our services as part of our commitment to becoming a 'Better Council 2. The following stakeholders have been consulted Yes No Parent council Staff Pupils Other, for example, partners on the extended support framework 3. The review of progress (contained in the self-evaluation report) Yes No highlights strengths; identifies priority areas for action; and is evaluative 4. Equalities and human rights impact assessment column has been ticked Yes No 5. A summary of the improvement plan has been produced for parents Yes No Further discussion of the improvement plan will take place with your link education officer early in the new session. Signature of head teacher/head of centre : Hazel McMillan Date : 8 th June 2015 Page 1 of 27

2 Renfrewshire Council Children s Services Thorn Primary Improvement plan Page 2 of 27

3 Vision Renfrewshire s Council Plan and Community Plan sets out a vision for Renfrewshire, identifying the challenges and opportunities and provides a framework for improving outcomes for the citizens of Renfrewshire. From this, Children s Services has developed an action plan setting out how it intends to achieve the outcomes identified in the Council and Community Plan. As part of Children s Services, Thorn Primary has developed this school improvement plan which provides a framework for how we intend to continue our work towards achieving better outcomes for those associated with our school community. In both the national and local context, curriculum for excellence, getting it right for every child and closing the poverty attainment gap are the focus for education and responding to these priorities will be a central aspect for Thorn Primary since they are central to preparing and supporting children and young people for the future. The priorities within this plan set out how we will improve our school and work towards achieving the vision for our school and for Renfrewshire. Page 3 of 27

4 Improvement planning framework Children and young people Jobs and the economy Safer and stronger Renfrewshire Empowering our communities Children, young people and families get the right support at a time when they need it through our partnership with other services Vulnerable children and adults are protected and feel safe All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Our approach to public protection makes communities safer Our schools and services take account of the views of people who use them, and the views of staff and communities they serve Our staff are skilled, knowledgeable and committed to their own professional development to support efficient and effective service delivery Children, young people and families benefit from services which are focused on getting it right at the earliest possible stage We develop our services as part of our commitment to becoming a 'Better Council School improvement plan Page 4 of 27

5 Our vision and aims Our vision is to Thrive at Thorn and is reflected in our values: We value ourselves. We value each other. We value or community. We value our environment. The aims of Thorn Primary are: Together is how we work best as part of a team Happy and successful in all we do Our personal achievements are celebrated and we are encouraged to improve Respect ourselves, others and our environment, taking pride in our school Never give up and always aim high Page 5 of 27

6 Who did we consult? In developing this plan, we sought the views of staff, pupils and parents. We used a variety of methods of getting the views of those who are involved in the life and work of Thorn Primary such as: parental questionnaire consultation with Parent Council two stars and a wish for staff collegiate sessions self-evaluation against HGIOS 3 RRSA steering group Pupil focus groups How we will know if we are achieving our aims? We will monitor and evaluate the progress we are making to achieve the key outcomes set out in this plan. Procedures for monitoring and self-evaluation are in place and are driven by a quality improvement calendar. Regular evaluations of progress by all staff Monitoring of forward plans and forward planning meetings Target setting and tracking of progress Learning visits Pupil focus groups Monitoring of pupils work Parental focus groups Each year we also complete a self-evaluation profile which is monitored by our link education officer within headquarters. Page 6 of 27

7 Children s Services Service Improvement Plan Actions This section sets out the actions relating to education in the Children s Service Plan. Service outcome 1: Children, young people and families get the right support at a time when they need it through our partnership with other services Ref 1.1 Continue to implement GIRFEC and GIRFEL policies Action 1.2 Develop a plan to implement the GIRFEC elements of the Children and Young People Act, including Named Person and the single Child s Plan 1.3 Review our single agency arrangements for screening and resource allocation to ensure partnership approach where appropriate 1.6 Use early intervention family learning and parenting programmes to raise expectations and aspirations of both children and adults to promote a culture that values family learning and achievement 1.7 Implement the recommendations from the Scottish Government s Developing Scotland s Young Workforce 1.8 Work with partners in Development and Housing Services around supported employment opportunities for young care leavers Service outcome 2: Vulnerable children and adults are protected and feel safe Action number What do we plan to do as a service? 2.1 Review and implement changes to our managing and storing information policy in line with national guidance 2.2 Update our child protection training programme to include training for trainers 5, internet safety, child protection and child sexual exploitation 2.3 Continue to monitor child protection management information to ensure compliance with revised standard circular Continue to implement the provisions of the Equality Act 2010 Page 7 of 27

8 Service outcome 3: Children, young people and families benefit from services which are focused on getting it right at the earliest possible stage Action number What do we plan to do as a service? 3.1 Develop a nurture strategy across all sectors focusing on early intervention, children s rights and the promotion of emotional literacy and wellbeing 3.2 Continue to develop the Promoting Positive Thinking Strategies (PATHS) programme in our primary schools 3.3 Continue to embed and evaluate the early years and early intervention strategy and explore the possibility of extending to a further two geographical areas 3.4 Promote health and well-being among young people through peer education programmes 3.5 Tackle inequality in life chances which arise as a result of deprivation or other factors Page 8 of 27

9 Service outcome 4: All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Action number What do we plan to do as a service? 4.1 Implement the recommendations from the tackling poverty commission report 4.2 Continue to develop the curriculum to ensure all children receive their entitlement under curriculum for excellence. In particular: continue to improve levels of attainment for all; evaluate the broad general education (BGE) in secondary schools; continue to improve our approach and practices of transition; continue to implement the 1+2 approach in modern languages; increase the focus on developing literacy evaluate the use of standardised assessment to support professional judgement through BGE continue to implement the action plan of the Skills for Success group to develop Scotland s young workforce 4.3 Continue to monitor compliance with standard circular 8 to ensure continued reduction in schools exclusions 4.4 Review our provision of social, emotional behavioural needs (SEBN) support to secondary sector to ensure learners experience their entitlements under curriculum for excellence Page 9 of 27

10 Service outcome 4: All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Action number What do we plan to do as a service? 4.5 Review processes and practice to ensure the needs of all learners are met, particularly those who are outwith mainstream education provision 4.6 Promote wider education achievement through accredited and non-accredited awards 4.7 Develop skills for learning, life and work through quality youth and outdoor learning programmes 4.8 Build personal growth and resilience in adults through confidence building and motivational adult learning programmes 4.9 Reduce inequalities so adults in Renfrewshire improve their life chances and communication skills, and increase their participation as family members, workers, citizens and lifelong learners 4.10 Develop and implement an action plan for improving the attainment of looked after children (Service outcome 5: Not relevant to educational establishments) Page 10 of 27

11 Service outcome 6: Our schools and services take account of the views of people who use them, and the views of staff and communities they serve Action number What do we plan to do as a service? 6.1 Engage with stakeholders to continue to improve the children s services support service 6.2 Continue to engage with parents, on the reporting of pupil progress, profiling and achievements 6.3 Empower young people to have a voice, take part in decision making and make a positive contribution to the community through youth voice and volunteering 6.4 Strengthen our approach to engagement with our full range of stakeholders Service outcome 7: Our staff are skilled, knowledgeable and committed to their own professional development to support efficient and effective service delivery Action number What do we plan to do as a service? 7.1 Continue to implement Teaching Scotland s Future through the development of our leadership strategy and develop our progress and learning programme 7.2 Develop a programme of additional support needs (ASN) continuous professional development (CPD) to meet the needs of all staff in educational settings Page 11 of 27

12 Service outcome 8: We develop our services as part of our commitment to becoming a 'Better Council Action number What do we plan to do as a service? 8.1 Develop and embed a shared vision and culture for the new Children s Services 8.2 Implement, with partners, the recommendations from the multi-agency inspection of integrated children s services in Renfrewshire 8.4 Continue to embed self-evaluation and improvement across all our establishments and services 8.5 Deliver improvements to information systems to support joint working across the service and with partners 8.6 Continue to develop and implement the school estate management plan Action Plan Page 12 of 27

13 Council Plan theme: A better future improved health, wellbeing and life chances for children and families Service Outcome 1: Children and young people Children and Young people and families get the right support at a time when they need it through our partnership with other services Task(s) Responsibility Timescale Resources Is an *EHRIA Implement GIRFEL policy in line with guidance from Children s Services Ensure all relevant staff attend Child s Plan training. Ensure pupils and parents are involved in drawing up support plans. Devise tracking and monitoring format to track progress and interventions All staff HT/DHT * * * Inset day/staff meeting 1 day s cover Y (on learners; staff; families etc) More effective support for all learners. Consistent approach across the cluster Finalised Child s Plan used for assessment and recording of support plans for all new plans opened in Children and families are engaged and involved in plans Identified pupils supported, intervention implemented and learners experiences are improved. Share establishment plans for the implementation of United Nations Convention on the Rights of the Child (UNCRC). All establishments * Time at Cluster Meeting Possibly at establishment level Staff are informed and can ensure pupils rights are respected. Page 13 of 27

14 Action Plan Council Plan theme: A better future improved health, wellbeing and life chances for children and families Service Outcome 1: Children and young people Children and Young people and families get the right support at a time when they need it through our partnership with other services Task(s) Responsibility Timescale Resources Is an *EHRIA Submit application for recognition as Rights Respecting School. Implement Level 1 action plan which includes: Develop playground charter. All classes write class charters. Develop whole school charter RRS group meet monthly and undertake specific tasks to raise the profile of RRS e.g. information leaflet for parents Regular updates on progress included in Newsletters HT HT/ Steering Group All staff/pupils All staff/pupils HT/ Steering Group HT/ Steering Group * * * Time for Steering group Meetings. Standards Fortnight which establishes classroom communities Website Newsletters N (on learners; staff; families etc) School will have progressed along route to achieving RRSA award and will put into place plans to achieve level 1 this session. Awareness of values and principles of CRC will be raised across the school community. Behaviour and attitudes of the majority of pupils reflect agreed charters. Rights respecting language and behaviours are modelled by whole school community. All parents are informed of RRSA and kept up to date on progress towards achieving RRSA through regular communication via newsletters and website. Parents have more of an understanding of RRSA Page 14 of 27

15 Action Plan Council Plan theme: A better future improved health, wellbeing and life chances for children and families Service Outcome 1: Children and young people Children and Young people and families get the right support at a time when they need it through our partnership with other services Task(s) Responsibility Timescale Resources Is an *EHRIA Each class to lead an assembly on one of the articles. Explicit links made to CRC in relevant displays Continue to encourages staff to make links to CRC in delivery of Social Studies, Health and Wellbeing and RME Rights group to monitor RRS is school. P7 to participate in Divided City project and work with denominational school on a performance for parents Apply for level 1 accreditation. All staff/pupils Steering Group P7 staff/ Citizens Theatre HT/ Steering Group * Rights on cards to use for displays Planning time/forward Plans 8x 1.5 hour sessions Hall needed N (on learners; staff; families etc) Pupils are able to make well informed decisions about their health and wellbeing and their learning. Clear links with CRC and H&WB programmes. Staff and children link global citizenship to rights and responsibilities. Rights respecting language and behaviour is modelled by whole school community. Sectarian issues are discussed and explored. Pupils enjoy working with another school. Page 15 of 27

16 Council Plan theme: A better council serving our customers and citizens Safer Stronger, children and young people Service Outcome 2.4: Continue to implement the provision of Equality Act 2010 Task(s) Responsibility Timescale Resources Is an *EHRIA Arrange cluster training on Equality Act impact Assessments (on learners; staff; families etc) Gail Fitzpartick * Cluster session N Implement authority guidance on impact assessment of policies for 9 protected characteristics. Page 16 of 27

17 Council plan theme: A better future improved health, wellbeing and life chances for children and families Children and young people Service outcome 3: Children, young people and families benefit from services which are focussed on getting it right at the earliest possible stage Review of GIRFEC/ASN procedures Task(s) Responsibility Timescale Resources Is an *EHRIA DHT * * * Y (on learners; staff; families etc) Following identification of support necessary devise an action plan for needs. Share support with staff, pupil and parents. Effective use of staff for regular practice in skill. DHT/all staff DHT Purchase of selected resources Management Time Support staff/ht/dht/al &CA Identified learners progress confidently and are supported with Literacy/numeracy skills within available resources. Parents have a clear plan on how to best support their child. Regular input on key Literacy and Numeracy skills will improve learners experiences within available resources. Page 17 of 27

18 Council plan theme: Service outcome 4: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an EHRIA Continue to develop school grounds for learning and natural play Establish Outdoor Learning Committee to include parents and representative from Stepping Stones Support and Advice from Grounds for Learning to develop concept plan Apply for funding Training for all staff Carry out risk and benefit assessment Outdoor learning recorded and evaluated in Forward Plans HT/ All staff * * * Grounds for Learning Funding applications Approach local businesses for sponsorship/donations Recycled materials Approach voluntary organisations Gum Tree Y (on learners; staff; families etc) Parents are supportive of the initiative and understand the benefits of outdoor learning. Playground is a creative space for play and learning. Pupils are engaged and motivated by opportunities provided during playtimes and during outdoor learning. Staff support children in self directed play. All staff are planning for Outdoor Learning as an approach to learning and teaching and learning for all pupils is enhanced through this approach Page 18 of 27

19 Action Plan Council plan theme: Service outcome 4: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an EHRIA ICT Review/update ICT planners to include significant aspects of learning. Whole staff training to update skills: Office 360 GLOW blogs Databases Spreadsheets Graphs Animation skills Investigate use of i pads pros/cons Staff and learners ensure that the website is current and reflective of the work of the establishment. ICT coordinator ICT coordinator Jay Smith ICT skills * * * * * Cover/ supported study rate In Service/ Collegiate time Training for new web provider from authority. (on learners; staff; families etc) Progression of skills is shared and understood by staff who are confident in assessing skills. Pupils develop skills in ICT and develop understanding of next steps in learning Staff skills are updated. Staff and learners have confidence to use group sites and use GLOW to communicate effectively within the school and possibly beyond their own establishment. Parents and the wider community can access current Information about the school. Page 19 of 27

20 Action Plan Council plan theme: Service outcome 4: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an EHRIA Numeracy (on learners; staff; families etc) Staff volunteer for role of Numeracy Champion Numeracy Champion * * Twilight sessions Good practice is shared with all staff. Attend twilight sessions on the development of metal agility, Number Talks, Creativity in Teaching Numeracy and sessions on areas of least confidence for teachers. Collegiate Time Champion disseminate information to staff Page 20 of 27

21 Action Plan Council plan theme: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy Service outcome 4: All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an EHRIA Review Listening and Talking planning and devise planner/tracker displaying core skills and progression. Pupil friendly skills in Writing to be devised for use in profile. Peer/self assessment. DHT DHT * Management Time Management Time N (on learners; staff; families etc) Staff focus on learners skills development within planning in Literacy. Increase in pupil dialogue on reflection of learning. Finalise planners for Writing and Reading introduced last session. Take cognisance of comments/ additions made by staff. All staff Curricular dev session Attainment improves through target setting and identification of next steps in learning. Learners making good progress in the acquisition of Literacy skills. Page 21 of 27

22 Council plan theme: Service outcome 4: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an *EHRIA Complete review and update of programmes of work in Science to ensure progression and address significant aspects of learning. Agree success criteria for E s and O s across levels Success criteria informs planning Revise programme of work for First Level Review planners to include reference to HOTS and significant aspects of learning Identify any resources In house moderation of science Discuss and agree standards for assessment Undertake task Verification Reflection on E s and O s and agreed standards All staff HT/ Science Coordinator All staff * Collegiate Time Management Time Apply for Edina Grant Education Scotland suite of resources Exemplification from Education Scotland (on learners; staff; families etc) Learners benefit from a coherent Science curriculum with clearly identified progression of skills. Principles and practice papers inform planning. Understanding of assessment and moderation process further developed. Page 22 of 27

23 Council plan theme: Service outcome 4: A better future improved health, wellbeing and life chances for children and families Children and young people Jobs and the economy All learners, particularly those affected by poverty or who are looked after, benefit from high quality education provision which promotes and supports achievement at all stages Task(s) Responsibility Timescale Resources Is an EHRIA Continue to implement 1 +2 approach in modern languages (French & Spanish) HTs * * * Time Staff training N (on learners; staff; families etc) Staff trained and equipped to deliver Invite Janice Nelson to Cluster meeting Continue to improve our practices and approaches to transition. Implement action plan created as a result of Self Evaluation of Transition process HTs PTs Joanne Sturgeon * Staff from JHS & feeder primaries for working party. Time N Format of P7 profile created. More effective communication between P7 teachers and PTs. Smooth transition for pupils which ensures appropriate progression, support and challenge. Implement cluster moderation model (Reading & Social Studies) All staff in primaries and Pre 5 * * * ½ day inset Feb Venue/s Catering N Staff better equipped to make judgements on pupil progress and next steps Page 23 of 27

24 Council plan theme: A better council serving our customers and citizens Empowering our communities Service outcome 6: Our schools and services take account of the views of people who use them, and the views of staff and communities they serve Task(s) Responsibility Timescale Resources Is an EHRIA Reporting/Engaging with parents * * * Y (on learners; staff; families etc) Implement series of workshops for parents on Literacy, Numeracy and H&WB following consultation on appropriate time. SMT Let for building SMT management time Website information Parents fell more confident supporting their child s learning Hold a meet the teacher open session at the start of the session. All staff Evaluations to inform future practice Pupils able to share new learning environment with parents. Devise reporting format in consultation with pupils, parents and staff. Authority and National guidance. Parent Forum of Scotland guidance SMT Business Support Reports will reflect pupils learning and indicate next steps in learning. Parents will view the report as unique to their child. Include learner in Parents Evening discussions Opportunities for parents to view and contribute to profile/sharing learning including personal achievements All staff Most appropriate space for discussions identified. Dates in diary/yearly calendar. Open afternoons Pupils able to discuss self selected 2stars and a wish on selection of curricular areas with parent. Parents will be more aware of their child s progress and pupils share their learning regularly. Page 24 of 27

25 Council plan theme: A better council serving our customers and citizens Empowering our communities Service outcome 6: Our schools and services take account of the views of people who use them, and the views of staff and communities they serve Task(s) Responsibility Timescale Resources Is an EHRIA Reporting/ Engaging with Parents continued Pupil profiles are used within classroom practice to support learner conversations, identifying progress and next steps in learning. All staff/pupils * * * Pupil profiles N (on learners; staff; families etc) Profiles are embedded into practice and used to discuss progress and next steps. Page 25 of 27

26 Action Plan Council plan theme: A better council serving our customers and citizens Empowering our communities Service outcome 7: Our staff are skilled, knowledgeable and committed to their own professional development to support efficient and effective service delivery Task(s) Responsibility Timescale Resources Is an EHRIA Staff share planning ideas within stages & across school) to enhance their understanding of standards at all stages. All staff * (on learners; staff; families etc) Time from WTA N Staff will have a clearer understanding of their role in the learning journey of all pupils. There will be a shared understanding of expectations and standards. Page 26 of 27

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