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1 Developing a strategic plan Cloud 10 work in progress...

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3 What is our current position? Our school is a place where our children and young people feel included, valued, respected and safe. Our children, staff and parents work together to contribute to the ethos and life of the school community. Everyone is encouraged to do their best and to achieve in their. We celebrate our achievements and encourage the wider community to celebrate with us and take pride in our school and its pupils. Our curriculum is inclusive and we aim to provide a relevant curriculum to meet the needs of our learners. The curriculum is developed mainly through individual subject development with time allocations as recommended in 5-14 guidelines. The elaborated curriculum is used for children with complex additional support needs(asn) Topic work takes place mainly through environmental studies and specialists deliver music and PE once per week to provide non class contact time for staff. Nursery and P1 staff plan together for interdisciplinary. The life and ethos of the school is strong and all children participate in a variety of charity, community and national extra curricular events. Total communication is well embedded across the school (ASN) Staff lack confidence in involving young people in active opportunities(asn) Active approaches are being developed in the nursery and P1; early years staff work together to plan rich and relevant contexts for Staff work with stage partners to plan collaboratively for aspects of the curriculum AifL strategies are being consistently used throughout the school, with children involved in setting their own targets and success criteria Staff are using experiences and outcomes in English/ literacy, maths and expresssive arts. Other programmes are based on 5-14 guidelines. Nursery and P1 staff have worked together to unpack experiences and outcomes in maths/ numeracy and monitor progression in early level. P7 staff are working collaboratively to provide challenging experiences using maths experiences and outcomes. All staff are identifying current opportunities for developing numeracy and literacy across Successful learners children are enthusiastic and motivated and are able to learn independently and as part of a group Responsible citizens children are actively involved in conserving the local environment through eco school activities children achieve and celebrate success in different areas of activity and are encouraged to make healthy life choices children are encouraged to develop enterprising attitudes and problem solving approaches Children have access to and explore curriculum areas appropriate to their stage and development (ASN) Whole school events promoting and celebrating Scottish culture are held in January and November each year but opportunities need to be planned to develop a better understanding of Scotland s place in the world Children and young people develop skills for life and work through a planned programme of enterprise opportunities throughout the school Children are well supported at nursery to primary and a transition programme which takes account of prior is in place Individual needs are taken account of and children have involvement in setting their own targets and identifying next steps in English and mathematics A variety of lunch clubs are offered to children in P1-3 to provide personalisation and choice Personalisation and choice are developed through provision of a range of lunch clubs for P1-3 and after school activities for pupils P4-7 Some principles are applied across curriculum areas in 5-14 (depth and progression) The experiences provide enjoyment but not always challenge for all learners Some, but not all,social studies topics provide rich and relevant contexts for National Assessments are currently used throughout the school to confirm attainment. Learning stories are being used in nursery and P1 to evidence progress. In writing, staff use stage partners to confirm professional judgement for national assessments. Children are involved in self and peer assessment. Electronic personal profiles are being developed within the cluster to support effective transition to secondary

4 Does each child or young person have regular opportunities to discuss progress and plan next steps with an adult who knows him/her well? What will it look like in the future? Our curriculum helps all children to develop the qualities skills and attributes required to become successful learners and effective contributors Staff,children,parents, partner organisations and the wider school community work together to provide an enriched and highly motivating environment. Our curriculum is inclusive and relevant for all learners All children are actively involved in planning their own Experiences and outcomes are developed through the four contexts for, providing a varied and rich environment. The principles are consistently developed across all curriculum areas and subjects. Progression in is tracked and monitored within and across the experiences and outcomes for all curriculum areas. International education, enterprise, sustainable development and creativity are developed using experiences and outcomes and are embedded themes in our All children and young people are supported in transitions and strong partnerships provide a coherent experience for all learners 3-18 Needs are identified early and appropriate support is in place prior to transition. Young people have appropriate information, advice and guidance about all and work opportunities available to them to support them into positive and sustained destinations A blend of discrete subject development and interdisciplinary provides rich opportunities and highly motivating contexts for children Planned opportunities for developing the life and ethos of the school are provided for all children Outdoors and the wider community are used to provided rich environment. Children practise their in real settings and apply skills in relevant contexts. International education, enterprise, creativity and sustainable development are prominent themes in Successful s Children are motivated and enthusiastic in their and are able to use technology to enhance Responsible citizens Children have an understanding which helps them developing informed views and attitudes about Scotland as part of the world Our children live as independently as they can(asn) Children are able to apply critical thinking in new contexts and transfer skills across There are many and varied opportunities for children to exercise personalisation and choice within the curriculum. Breadth, depth and challenge are provided through a blend of discrete subject development and interdisciplinary The principles are applied systematically across the totality of the curriculum, including life and ethos of the school. Learning is mapped into the principles across curriculum areas Technology is used more actively to support and total communication for all our children (ASN) Staff have a shared understanding of active which is embedded in practice at all stages and across all curriculum areas. Staff work together in teams to plan for interdisciplinary Children and young people are actively involved in agreeing intentions, success criteria and personal planning informs the All children and young people have access to a broad and general education which takes account of individual interests and needs Trusted professionals help devise a programme of tailored around the young person s needs Tracking and monitoring of young people into positive destination takes place with early intervention and support where difficulties emerge All children and young people have an appropriate understanding their environment and of Scotland s place in the world today. Each child or young person has regular opportunities to discuss progress and plan next steps with an adult who knows him/ her well Assessment,tracking and monitoring are an integral part of planning (including transitions) NAR is used to support the school s own assessment strategies and promote rigour in assessment procedures in line with national and EA guidance AifL strategies are firmly embedded across at all levels Local moderation and collaboration within the community develops and ensures consistency of standards in attainment and achievement

5 How are we going to do that? Year 1 Children and parents are invited to contribute to developing a school curriculum plan. Set up six councils made up of children, staff and community partners to each take responsibility for one whole school event. Review current ways for celebrating achievement. Provide planned opportunities for children and young people to share and record their personal achievements. Introduce the Personal Bests Passports as pilot in several classes Complete audit across the four contexts for for all stages Identify opportunities for developing the life and ethos of the school through the six school council whole school events using experience and outcomes Identify opportunities for children and young people to have personal achievement accredited and built on Develop interdisciplinary approaches and set up collaborative teams for one study Staff collaborate and share ideas and practice with each other within their own setting and in other establishments across sectors Staff share expertise and work alongside each other in teams for interdisciplinary Develop use of IT including Glow across the school Use glow groups to give children opportunity to share across stages and with others Science programme is reviewed and revised to take account of the outcomes and experiences Responsible Citizens Review provision for all children and young people to access a broad general education Expressive arts experiences and outcomes are further developed with focus on tracking and monitoring progression Identify opportunity to develop literacy, numeracy, health and wellbeing across all curriculum areas. Successful s Staff ensure that they provide highly motivating contexts for Rich contexts for provide opportunities to apply in new situations Review nursery to primary transition programme to ensure progression in through building on prior. Use shared interdisciplinary study to map this. Review primary to secondary transition programmes to ensure coherence. Use shared interdisciplinary study P7- S1 to develop collaborative approach and involve learner in agreeing next steps Review current progress towards personal planning and develop process further Involve all children and young people in the process Consider opportunities for personalisation and choice Introduce mixed stage interdisciplinary teams with a choice of topics for study available to children across several stages once per year Interdisciplinary opportunities will provide opportunity for independent and group working Consider how the school currently develops the life and ethos of the school and identify opportunities for further developing the principles and the capacities Provide planned opportunities for children and young people to build on and develop personal achievement Develop and agree school assessment procedures taking account of Building the Curriculum 5 and EA guidance Introduce Personal Best passports at identified stages and consider ways of linking these with personal planning

6 How are we going to do that? Year 2 Review and adjust curriculum plan Review impact of six new school councils. Expand or adjust as appropriate. Ensure that all children are included in membership of one council and have opportunity to be a member of another council each year. Review personal best passports extend use to whole school if successful. Develop further opportunities to build on personal achievement Review experiences and outcomes across all curriculum areas for relevance and coherence. Provide planned opportunities to develop the life and ethos of the school and build on personal achievement Identify relevant contexts which provide deeper level and provide rich experiences Review interdisciplinary teams approach and evaluate impact on. Extend to two shared projects Staff implement active approaches across and evaluate progress and impact with the learner Develop collaborative teams and evaluate impact on and teaching Use peer evaluation and support to further develop collaborative approaches Explore different ways of evidencing progression Responsible Citizens Review experiences and outcomes across all curriculum areas and establish system for tracking and monitoring progression in. Identify and develop further opportunities for developing skills for, life and work; involve partner agencies including CLD s in sharing expertise Identify clusters of experiences and outcomes which connect and provide opportunity to transfer and apply knowledge understanding and skills across curriculum areas. Review use of experiences and outcomes to develop health and wellbeing across Successful s Provide master classes for children to explore particular interests and meet individual needs. Offer appropriate support and challenge to promote achievement through master classes Provide regular opportunity for all young people to discuss progress with an appointed adult who knows them well Develop links to support planning for choices and changes Two shared interdisciplinary studies across sectors will promote coherence at transition for nursery to primary and primary to secondary Further develop the principles across interdisciplinary and track progression in across interdisciplinary studies and projects Provide master classes for in depth study and choice to explore a particular subject or area of interest Provide regular opportunity for all children and young people to discuss progress and plan next steps with an adult who knows them well Achievements in master classes will be planned for and built on through personal planning and personal bests passports.

7 How are we going to do that? Year 3 Review and adjust curriculum plan Review and extend partnerships in Host a cluster/community councils conference and a community Learning Festival to share with the wider community and partner agencies Introduce Young Leader of Learning Promote networking with two other schools in other local authorities to share ideas, successes and challenges. Review and extend opportunities for personal achievement and consider accreditation for this Identify opportunities in interdisciplinary projects to further strengthen and develop literacy and numeracy skills Identify opportunities to make relevant connections to enterprise and develop skills for life and work Ensure that active approaches are embedded in all aspects of school life, providing enjoyment and challenge for all learners Involve all children and young people in personal planning and setting challenging goals. Review different ways to evidence progression, share and develop with cluster colleagues Responsible Citizens Review experiences and outcomes across all curriculum areas and subjects for depth, breadth and challenge in Consider progression in across levels and review tracking and monitoring for all children Evaluate progress across all levels and identify areas for further development and review Successful s Review and evaluate benefits and impact of master classes and extend range and choice for all children Explore further involvement of community partners to provide expertise Arrange for individual day placements for P7 young people to support development of skills for life and work. Review transition support across sectors and consider ways to further build on prior experience and Evaluate shared interdisciplinary projects and consider whole school overview of interdisciplinary, to ensure breadth, depth, progression, challenge and enjoyment Review and evaluate effectiveness of provision of adult/mentor support for learners Evaluate effectiveness of new procedures and adjust to suit needs of all children and young people

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