Aithisg Ìre de Mhathas 2016-17

agus Plana Leasachaidh na Sgoile 2017-18

Standards & Quality Report for 2016-17

and School Improvement Plan for 2017-18

COMHAIRLE NAN EILEAN SIAR

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Roinn an Fhoghlaim is Seirbheisean ChloinneDepartment of Education & Children’s Services

Contents

1. The Context of the School 3

2. Standards & Quality Report for 2016-17 4

2.1 How successful were our improvements? 42.2 What progress have we made? 82.3 What are our key priorities for improvement in 2017-18? 13

3. School Improvement Plan for 2017-18 14

3.1 What are our improvement projects? 143.2 Maintenance areas 213.3 Outline Planning for 2018-20 22

4. Glossary of Terms 22

5. Appendix- Curriculum Rationale 24

The Language of Evaluation

All 100%Almost All 90% - 99.9%Most 75% - 89.9%Majority 50% - 74.9%Less than half 15% - 49.9%Few > 15%

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1. The Context of the School

Sgoil nan Loch is a non-denominational local authority school situated in the Norths Lochs area but covers a catchment area of Kinloch as well as North Lochs. It primary education through the medium of Gaelic and English. The school has a current roll of 87 primary pupils and 27 pre-school pupils, taught in one Gaelic nursery class (Sgoil Araich), one English nursery class; two Gaelic Medium; three English Medium classes. We also have Enhanced Provision at the school supporting children from across the island who have more specific learning needs. Our staffing consists of a headteacher and 6 full-time primary teachers, including a principal teacher, and one who works directly with those receiving an enhanced provision. We have a support for learning teacher who works with us two and a half days a week and part-time teachers who help to deliver Non class contact time for teachers. In the nursery we have a play leader and 3 play assistants. We also have 1 classroom assistant position which is job shared and 6 full-time auxiliaries, 2 of whom work with pupils in our Enhanced Provision. Our support staff, vital to the well-being of all, comprises our school secretary, a janitor, 2 canteen staff and 3 cleaners. .

The attendance this year was an overall 95.27%. Attainment through the CfE levels was consistent with last year. We are aiming to improve attainment at key stages this year.

P1P4

P7

01020304050607080

CfE Attainmnet

Literacy Numeracy Column1

In Sgoil nan Loch our aim is to support our young people, by working in partnership with parents and the community. To pursue excellence, equality and equity. In June 2016 Sgoil nan Loch was inspected by HMIe. Areas for development are outlined in an action plan. This year’s development plan continues to build on these areas

Improve Children’s Experiences and Progress in Nursery

To ensure meaningful discussions between staff and children that focus on strengths and next steps in learning and achieving

Continue to improve the curriculum for all children, with clear progression and challenge in all aspects of learning.

Develop further monitoring and checking of children’s progress to ensure consistent high attainment

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2. Standards & Quality Report 2016-17

This section reports on the progress the school has made during the 2016-17 session on improvement priorities/projects and with the four key National Improvement Framework (NIF) priorities.

2.1 How successful were our improvements?

Improvement Priority One To develop a health promoting school.NIF Priority: Improvement in children's and young people’s health and

wellbeingNIF Driver: School leadershipHGIOS4/ELCC QIs: 3.1, 2.2 2.5, 1.3Project Stretch Aim: To improve all the children’s the knowledge and awareness of

good health in one year. Project Progress (What have we done and how are we doing?)Health promotion improved in Sgoil nan Loch this session. Children were made more aware of what constitutes a healthy diet through lessons and pupil led groups. A pupil led health committee was set up who took responsibility for promoting health in the school. The group met on a weekly basis. They consulted with the other pupils and decided that there should be more than one non-sugar day. They consulted with catering department at CNES to ensure that there were three non-sugar days.

The children in the Health group also led on driving this change through the promotion of Healthy school rules. New rules such as only being allowed to buy one cake or a cake or a biscuit helped to steer the children towards healthier choices.

All staff became more aware planning for health and promoting healthy snacks, wider achievement and active activities. Classes promoted healthy eating and points were given for healthy snacks.

P6/7 led on healthy eating through an assembly whereby they educated the other children on healthy eating displaying their learning on sugar intake and nutrition.

The daily mile was developed further this year and is now a regular part of the day. It takes place each morning and is led by the janitor. It varies from being a traditional mile to being a mixture of drills and sprints.

Wider achievement is being monitored and active after school clubs are being promoted and attendance is improving. This is having a positive impact on the activity level of the school. There has been lunchtime netball and football clubs, after school football and running club as well as a parent led multisports club.

The health project culminated in a health week whereby many health areas were explored though partner-working. CAMHS provided guidance and materials, visitors came into to provide lessons on nutrition, drugs and alcohol, police road safety, e-saftey, healthy bodies and smoking cessation. This was very well received by the children.

Children took part in a walk to school week, where the school buses dropped the children off before their stop to walk to school along the track.Evidence & Impact (How do we know?)The promotion of a healthy diet through lessons; pupil led groups and campaigns has had a positive effect in Sgoil nan Loch with all classes improving the health quality of their snacks and lunch. Snacks and lunches were monitored and assessed for a week at the beginning and end of term through an audit. Snacks in all classes improved by 37% overall. In two classes, snacks improved by 57%. The uptake of healthy lunches also

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increased this session with an overall improvement of 29%. The non-sugar days helped to achieve our figures and were very successful, as a result the catering department decided to roll out this rule to the rest of the Western Isles authority. The pupil council led a healthy children in need campaign where they sold fruit kebabs instead of their traditional bakesale. During a focus group the children stated that the promotion of health and the rolling out of non-sugar days across the authority was amongst their biggest achievements.

Children’s knowledge of good nutrition has improved as a result of the project. An audit of nutrition knowledge was conducted at the beginning and end of the year. Almost all children demonstrated an increased knowledge of foods that are healthy and could identify high salt and sugary foods.

A survey carried out in March 2016 had highlighted that Healthy was an area for improvement. This survey was carried out again in June 2017. Views were gathered from children parents and staff. This session 94% of 60 views gathered scored healthy a 4 or 5, including 100% of the children, which was a 3% increase from the previous year. 94% of the views gathered felt that the children in Sgoil nan Loch were active, which was a 2% increase from the previous year. The overall survey showed 95% high score for all SHANARRI questions answered, 4.8% being from the mid- range.

Almost all children take part in the daily mile. Survey evidence from a sample of children demonstrated that 83% of children felt fitter since the mile began. Children’s learning conversations evidenced that the children felt the mile “gave them a boost” “helped them not to feel so sluggish” and “wakes us up in the morning”.

Children are more active in Sgoil nan Loch and wider achievement in this area has increased. Sgoil nan Loch offers more active after-school clubs than in previous years, ran by staff and parents. Active Schools figures over time show a steady increase from 2013 where 6% of pupils took part in an afterschool club, to this session where evidence from active schools registers demonstrate that 66% of pupils are physically active through active after schools clubs.

The health project culminated in a health week where a variety of partnership agencies took part in lessons to develop wider health knowledge. An end of week survey detailed that 83% enjoyed health week and that 94% of pupils felt that they had learned lots or quite a lot. Most children stated that they would like to do a similar week next year.Next Steps (What are we going to do now?)

The HWB questionnaire highlighted that pupil felts that Respect was an area which required development.

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Improvement Priority Two To improve writing across the school and in particular boys’ writing.

NIF Priority: Improvement in attainmentNIF Driver: Assessment in children’s progress and Performance Information.HGIOS4/ELCC QIs: 2.2 3.2 2.3Project Stretch Aim: Writing scores will improve across the school and boys’ scores

and engagement in writing will also increase.Project Progress (What have we done and how are we doing?)The Scottish criterion scale was used to evidence progress. Initial assessments in writing were carried out and targets scores were made for improvement. Audits into reasons why boys were not achieving in writing were carried out. These highlighted different reasons such as being limited to what they enjoy writing about their method of writing and how their writing was celebrated. These were responded to by research on changing of lessons. Lessons were developed to ensure there were elements of personalisation and choice, and were made active to ensure that all children were engaged. Self and peer evaluation and the use of plenaries were highlighted in initial observations and these were improved on over the course of the year. Observations and work sampling of writing were carried out through the course of the year.

Teachers researched strategies and conducted peer observation and moderation activities to assess writing and improve practice.

Evidence & Impact (How do we know?)Writing lessons have been improved, they have become more engaging this has been evidenced through observations, work sampling and pupil focus groups where 83% of pupils said that they enjoyed writing lessons. Imaginative writing is a firm favourite with 92% of children saying it was their preferred form of writing and 90% of boys saying it was their favourite kind. Boys who were interviewed state that they enjoy writing using word processes and particular given the opportunity for personalisation and choice, comedy and sci-fi are popular topics.

Work sampling and observations demonstrate that there is improved self and peer evaluation in writing in all classes. More opportunities are being given to the children to self and peer evaluate through improved plenaries and the adoption of the target ticket in almost all classes. Learning conversations during observations demonstrate that almost all children in the upper primary are aware of what skills they are developing in writing and where they would be useful.

Data gathered and assessed against the Scottish writing criterion scale showed that 98% of pupils improved their writing ability this session; 76% of those who improved hit their intended target while 19% achieved beyond their intended target.

The nursery is now also using the Scottish criterion scale to assess literacy skills in writing. Staff are being trained in Highland Emerging Literacy strategies and they are being adopted in the nursery and P1. Staff are developing their awareness of strategies and approaches in emerging literacy and are targeting activities towards developing these strategies. More measurable data is being attained which means that activities are being more targeted towards the individual needs of the children.

On track to achieve a level data which is gathered using teacher judgement and continuous assessment throughout the year demonstrated that 76% of children are on track to achieve the appropriate level in writing this session this is a 12% improvement from last session. The data also shows that 71% of boys are on track to achieve writing which is a 17% improvement from last session.

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Presentation of work had improved in upper primary classes as handwriting takes a more prominent role in weekly lessons. Children are using linked script more often in writing tasks. This is evidenced through work sampling.Next Steps (What are we going to do now?)Continue to develop through reading developmentEmerging literacy strategies.Parental engagement

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2.2 What progress have we made?

Quality Indicator Evaluation Evidence

1.3 Leadership of Change

Almost all staff in the Primary and Nursery sectors continue to be involved in collaborative self-evaluation processes for school improvement. This has led to better-quality teaching approaches and increased opportunities for pupil led learning. Most pupils are also benefiting from more informative feedback from their teachers and are able to identify the next steps in their learning.Pupil led learning continues to be developed in Sgoil nan Loch and this is having a positive effect on the children’s confidence. Children run their own clubs from October through to March and are involved in Pupil led groups throughout the year.The improved focus on pupil led groups and have led to important changes in the school and even the authority. The Health group drove to change the one non-sugar to three a week. This was first trialled at a school level and later the authority felt that its success should be rolled out authority wide. This has benefitted the pupils in that they make healthier choices at lunchtime and are more aware of their diet. The Eco group has led on improving the school environment. They worked hard to tidy up the school grounds and cleaned out the planters and tidied the flower beds.There is an improved experience of pupil voice. The elected pupil council continues to have a voice in school improvement, and meet on a weekly basis with the headteacher. Improvements have included replacing the annual bake-sale with fruit kebabs, variations to the daily mile and access to the adventure playground. P4/5 children also have also held a whole school election with the aim to improve the experience for children in the playground. All classes prepare and present a pupil led assembly, whereby they can showcase their learning to the school and parents. The impact of the pupil led initiatives is that children are much more confident in speaking about their learning and are ready to talk about it in meaningful discussions.Children explained in focus groups that they enjoy

This is evidenced in improved feedback in work sampling and from learning conversations

SIP Writing project eviidence

This is evidenced in improved contributions to assemblies and focus groups.The uptake in running pupil led clubs. (3-4 clubs being run on a weekly basis on a rotation of 3 weeks from Oct – March)

This is evidenced in an audit of lunchtime choices and an audit of children’s knowledge. Children also speak of healthy choices during focus group times.

Pupil’s work. Focus group evidence.

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running pupil led clubs and feel that they have developed skills for life and work. (Research, campaigning, notetaking, independence and presenting were identified)The HT works well with the PT to ensure that the needs for change are well understood. Staff are aware of their role in school improvement, where the school is in relation to the improvement plan and where the school is going.

The PT and HT meet regularly with the aim to ensure that the pace of change is appropriate. School Improvement Plan meetings and Self Evaluation meetings are timetabled from the beginning of term and are focussed on collegiate time.

The HT has further developed the school’s monitoring and tracking systems to ensure more rigorous analysis of children’s progress. This helps to ensure that there is clear progression and challenge in literacy and numeracy.

Evidenced from staff focus groups conducted by HMI and more recently by CNES during inspection review

This is evidenced in tracking information, self- evaluation document s and data analysis.

2.3 Learning, Teaching & Assessment

Teaching and Learning in the nursery has improved and free flow play is being developed steadily. Children are more engaged in learning tasks and keyworkers are taking cognisance of each individual learner’s pathway. This has resulted in more tailored learning for individuals.

The development of the ‘Bigbook’ has benefitted the children in that they can take more of a part in their learning, giving them the opportunity to reflect more on their learning. Children are able to talk about their learning more readily and recall what they were learning about.

Through school and authority moderation activities a more firm shared understanding of a level has been ascertained in both literacy and numeracy. Improved knowledge of the curriculum is allowing teachers to plan more smartly across the curriculum and IDL planning and delivery is improving. Children are benefitting from lessons which are more smartly planned and provide a range of experiences.

Teachers are taking more cognisance of the four contexts of learning in their planning. Life and

ObservationsProfilesWork sampling Staff discussionsTracking conversations

As above

Forward Planning scrutiny and tracking meetings.

Self-Evaluation activities.

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work and IDL experiences are evidenced in the pupil led activities and in the school- assemblies. Teachers plan to ensure the children have a variety of opportunities for personal achievement.

Sgoil nan loch continues to build on Partnerships to enrich learning experiences. A Dynamic Youth project with Community Education aimed to enable the children to effectively articulate their clearning achievement with in a different context while increasing their self-esteem and engagement in learning. It also gives a further opportunity to exploit Life and work, IDL and personal opportunities. 100% of P6/7 children participated and achieved their Dynamic Youth certificate.

Sgoil nan Loch made links with the Western Isles Volunteer Centre where the children received an opportunity to volunteer to improve their local environment through a litter pick. Skills for life and work were developed as well as knowledge of eco-issues. 100% of P6/7 pupils participated and achieved the certificate.

Links were made with Lucky2behere which saw all children from P5-P7 achieved their Basic Life Skills certificate.

The Roving reporters group’s link with the Lochs news gave them the opportunity to adding articles to the local paper. Children learned about the various roles needed to ensure that a newspaper runs smoothly and learned new skills such as editing, note-taking and interviewing.

3.1 Ensuring Wellbeing, Equity and Inclusion

Sgoil nan Loch promotes and encourages the wider achievement of all children. Almost all our children develop confidence, social skills and aspects of health and well-being through participation in a wide range of clubs and activities outside of school. Children who are at risk of losing out are identified and are able to build on wider achievement in school. Wider achievement is monitored at class level and celebrated at assemblies and in displays throughout the school. Wider achievement enables children to become more confident as contributors to society. Improved after school club provision has meant that almost all our children attend some form of

Wider achievement records held in planning.

Active Schools data

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club in the week. A few children who do not have such access are given roles in school to ensure they have opportunities for personal achievement.A Raising Attainment for All project concentrated on individual children this sessions. In maths an improvement in the confidence and ability in numeracy was evidence. Another project an increase in engagement in class lessons.

Transitions continue to improve. A range of events and opportunities have been made available to ensure our children have smooth transitions to their next stage in learning. Sgoil Araich and Nursery children joined their prospective P1 classes on a weekly basis during term 4, where they engaged in joint activities and familiarised themselves with class routines. Sgoil Araich and Nursery teachers plan collaboratively to create an IDL programme which means the children can develop Early and First level skills together. P1 teachers regularly visit the nurseries at least weekly and have monthly transition meetings with the nursery staff. These sessions enable teachers to take cognisance of children’s prior learning and engage in collaborative planning with nursery staff. P7s spent two induction days in the Nicolson Institute to familiarise themselves with the secondary school and participated in an outdoor orienteering experience with P7s from all over the island, where they gained opportunities to learn in this new environment and make new friends. A joint school trip with Pairc school ensured all the children in the Lochs community have the opportunity to work together in team building activities. Joint working through a community project has also seen the children to build and strengthen their friendships further through improving their school poly-tunnnels.

The EP continues to benefit the school. Children in the EP enjoy many opportunities to be included through, concerts, assemblies, inclusive gym sessions and improved classroom time. Reguka routing and playtime sessions as well as pupil led

RAFA Data

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clubs enable EP children to be included. Most children in Sgoil nan Loch continue to show kindness and tolerance.

Continued monitoring of timetables and successful visits to mainstream.

Continued Observations3.2 Raising Attainment & Achievement

Monitoring of assessments, tracking and professional dialogue indicated that most learners were progressing well in relation to their curriculum for excellence levels and standardised assessment. In literacy, 75% children in P1 within the Gaelic and English have achieved early level and are secure in the three significant aspects of literacy. This is a 25% increase from last year. 89% of P1 children (GM and EM) have achieved early level in Maths. 77 % children in P4 have achieved first level in literacy and are secure in the three significant aspects of learning, this is a 13% increase from last year. 100% of P4 Gaelic medium children are working beyond their level on talking and listening. 54 % of children in P4 are have achieved first level in numeracy, which is a 10% increase from the previous year. 43% of P7 children have achieved second level literacy and are secure in the significant aspects of literacy. 31% are already working on third level outcomes. 43% of the class have achieved second level in numeracy, with a few children are already working on third level outcomes

Attainment in the standardised assessments is measured at P3 and P7 in relation to the children’s attainment in English and Mathematics. In P3, all children achieved as expected within their Progress Test English and in line with their baseline literacy test and reasoning test. 98.4 % achieving in line national average. Their Progress Test in Maths results showed, that all children attained in line with expectations are determined by their reasoning test and class performance. 99.4 % children performed as expected and in line with the national average.

On track to achieve information based on ongoing class assessments and teacher judgement.

Quality assurance of levels achieved has been carried out by verification material trialled last year.

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Attainment data indicates that almost all children in P7 performed as expected according to their cognitive ability in English and 42 % performing better than expected. 78% of the class achieved in line with the n national average and with 16 % of the class achieved above the national average (Means SAS) in their Progress in English test. In Mathematics, 100% of P7 children performed within or above the national average, with 23% performing above the national average.

2.3 What are our key priorities for improvement in 2017-18?

Bullet list of priorities

Improve EP structure further Emerging Literacy /Partnerships with Parents Developing the Young workforce through the development of profiling Continue to develop nursery further through outdoor learning.

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3. School Improvement Plan 2017-18

This section uses the evaluative evidence from the Standards and Quality Report to develop improvement plan projects for the coming school session.

3.1 What are our improvement projects?

Improvement Project One Improve the attainment in literacy, particularly reading, to help to ‘close the gap’ in literacy, in one year.

NIF Priority: Improvement in attainmentNIF Driver: Parental Engagement/ School Improvement / Assessment of

children’s progressHGIOS4/ELCC QIs: 3.2 2.3 2.5 2.7 1.5CnES Business Plan Links: Improve curriculum learning and Well Being transitional planning

and all key stages for children and young peopleStretch Aim(s) Increase the percentage of those achieving the anticipated milestones in literacy at P1 and P4 by 5% and in P7 by 10% by June 2018.

Improve specific aspects of literacy across the school and nursery to show 50% improvement before June 2018.Target Group Specific pupils from nursery to P7.Planned Outcomes (SMART Primary Drivers)Should be SMART and focused on learning, achievement and wellbeing (primary drivers) Improve teaching approaches, planning and assessment to ensure that the building blocks of literacy are

secure and attainment in literacy in increased from Nursery to P4. Improve teaching approaches in P5-7 for those who are experiencing literacy difficulties. Increase parental engagement in literacyBaseline MeasuresWhat baseline data will be taken to be used as the basis for the measurement of change?On Track to Achieve data, NIF/PIE data, Highland Emerging Literacy tests, RAFA data from various classes.

Change Actions & Methodologies (Secondary Drivers)

Reporting Responsibility

CompletionDeadline Measures of Success

Assessment of P1s using Emerging literacy tests. Individual Programmes to follow.

CTs P1 Ann MorrisonRebecca Somerville

Sept 15 2017

Improved test results. On track to achieve data and CfE data.

PM Benchmarking/ GL single word reading test and emerging literacy strategies.

Dawn SparkJA SmithD Gray C Mitchell

Sept 2017

Improved reading ages.

Pupil council led strategies Various strategies to support

reading for enjoyment. [First minister’s reading challenge] [Personal reading]

Reading ambassadors

CTs (P1-P7 EM and GM)

June 2018 Booklets for the reading challenge-

Self-evaluation/audit of reading culture

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Display Buddies Peer tutoring Book worm clubs Book bug training by staff for

pupils Improve language development

through emerging literacy methodology to plug the gaps.

All CTs P1-7 June 2018

Improved test results. On track to achieve data and CfE data

Observations of lessons.

Work sampling

Homework development. Making homework count. HT March 2018

Audit of Homework. Parental views

Engage parents in literacy activities and workshops. HT April 2018

Attendance of workshops and activities.

Library development and proper engagement within. Parent Council April 2018 Audit of pupil and

parent views. Nursery engagement in Emerging

literacy strategies such as story mapping.

Sandra Macdonald June 2018

Observations and pupil profiling.

ResourcesHighland Literacy programmeBig books and profiling.PEF funded pedagogues and Gaelic language assistance

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Improvement Project Two To develop the young workforce through meaningful discussions and effective profiling.

NIF Priority: Improvement in employability skills and sustained positive school leaver destinations for all young people

NIF Driver: School leadership and Teacher professionalism.HGIOS4/ELCC QIs: 3.3 1.3CnES Business Plan Links: • Ensure effective and accountable leadership for all.

Stretch Aim(s) Who? what? by how much? by when?To develop a programme to support creativity and employability where pupils can connect their learning and skills to the world of life and work within one year.Target GroupAll learners but particularly P5-7Planned Outcomes (SMART Primary Drivers)Should be SMART and focused on learning, achievement and wellbeing (primary drivers)

To provide and experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities;

To develop skills for learning, life and work as an integral part of their education and be clear about how all their achievements relate to these;

To provide opportunities to engage in profiling that supports learning and the development of skills for work and future career choices;

To a learning environment that recognises and promotes diversity and supports them to understand that it is everyone’s responsibility to challenge discrimination

To develop understanding of the responsibilities and duties placed on employers and employees;

To develop understanding of enterprise, entrepreneurship and self-employment as a career opportunity;

Baseline MeasuresWhat baseline data will be taken to be used as the basis for the measurement of change?

Self-evaluation of current methodologies and provision. Learner conversations Sampling of Profiles

Change Actions & Methodologies (Secondary Drivers)

Reporting Responsibility

CompletionDeadline Measures of Success

Improve the opportunities for leadership and skills for life and work across the school.

Develop programme Ensure time in the week

for committees is provided so that pupils can lead of aspects of school life.

Pupil led clubs to continue Pupil Council to take more

of a role in school

HT June 2018

Improved group time in time table.Focussed planner for groups covering key outcomes.Children’s learner conversations will focus on strengths and next steps in learning and achieving.

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improvement Link profiling with the

DYWF document and I can statements.

Engage parents in profiling Involve parents in

profiling through sending the profiles home for input with guidance.

During Pupil Led parents day have the parents put relevant input and comment into the children’s profiles.

JAS/ AML/DG February 2018

Profile samplingAudit of parental views

Improved dialogue in profile Dialogue between teacher

and pupil is apparent through stamps and comment.

Children using the DYWF I can statements as a part of their self-evaluation.

JAS/ AML/ DG Dec 2017

Progression framework of profiling across the school with a shared understanding of targets to be created with in a programme.

All CTS Oct 2017

.

Profiling in the nursery must be underpinned by robust evidence that supports professional judgement.

Move away from scrapbooks to comment on ethical observations.

Observations to be undertaken through well planned/ scaffolded environment.

Sandra Macdonald June 2018

Profiling needs to be systematic enough to demonstrate progress underpinned by robust evidence that supports professional judgement

To develop a programme of learning, including outdoor learning which will develop the workforce in a progressive manner. Ensure that outdoor learning

Ann Macdonald June 2018 Regular and measurable activities within planning.

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permeates the curriculum. Record all learning that occurs

outdoor, and use it to create a structured programme.

Ensure the curriculum rationale’s emphasis on using local context is used in teaching and learning and is overt in planning.

To develop firmer partnerships with the school and the world of work.

Ensure partners are identified in DYWF plans.

Develop firmer relationships with parents.

HT June 2018

Programme linked to Partners to engage with the school

Resources E-portfolios/ various profilesLocal partners DYWF Document

Improvement Project Three Closing the gapNIF Priority: Closing the gap between the most and the least disadvantaged.NIF Driver: Parental engagement HGIOS4/ELCC QIs: 2.7 2.5

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CnES Business Plan Links: Raising attainment for all.Stretch Aim(s) Improve the attainment and the achievement of the target group by (individual targets) before June 2018

Target Group5 children from P2-P6Planned Outcomes (SMART Primary Drivers)

Increase parental engagement Increase pupil’s engagement and motivation for learning. Increase range and frequency of wider achievements.

Baseline Measures Current specific elements of attainment. Current wider achievements

Change Actions & Methodologies (Secondary Drivers)

Reporting Responsibility

CompletionDeadline Measures of Success

Nurturing start each day and enrichment of literacy and numeracy learning.

Tracking mood/ emotion Class novel Problem of the day Visual timetables

All CTs Dec 2017

Improved engagement in learning.

Improved mood in morning.

RAFA methodology to plan and measure specific aspects of attainment and achievement

Different plans in each classAll CTS June 2018

Various individual to RAFA plans run charts in individual classes.

Daily support for attainment and achievement

Use of modern apprentice Supporting opportunities personal

achievement. Development of wider

achievement and opportunities.

All staff June 2018

Increase in attainment of CFE levels, standardised tests, engagement in class,participation of wider achievements.

Emerging literacy approaches R SomervilleA MorrisonC Mitchell

Ongoing

Improved attainment in literacy and increased pace through literacy programme.

Family support Engagement through RAFA

projects Workshops Regular dialogue External agencies

HT and CTs Ongoing until June 2018

Increased engagement of family in homework and co-operation with wider acheivments.

Resources Modern Apprentices/social pedagogueEmerging literacy strategies

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3.2 Maintenance Areas

Project/Area Responsibility CompletionDeadline Measures of Success

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E- safety David Gray June 2018 Programme in place

Health/ bullying HT/ Joan Anne Smith June 2018 Programme in place

Children’s audit.Nursery development / Outdoor learning

Ann Morrison June 2018

Programme being followed.Observations demonstrate free-flow scaffolded play.

Continue to gather data and analyse over time. HT Ongoing

More robust data of trends available for analysis and impact from actions arising.

Go- Gaelic strategies

MJ Macleod June 2018

All teachers in English delivering Go Gaelic in the class.Improvement in children’s Gaelic language understanding Audit if attitudes of the children and compare to two years ago.

Ensure Gaelic ethos is continued to be promoted

Gaelic project Là nan Gàidhlig

HT & PT On-going

Audit of attitudes of children and compare to the one from two years ago.

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3.3 Outline Plans for 2018-2020

2018-19 1 Improved self evaluation2 Employability and creativity

2019-201 Family learning2 Science

4. Glossary of Terms

Attainment is the measurable progress within the curriculum which children and young people make as they progress through and beyond school.

Achievement refers to the totality of skills, attributes and experiences of children and young people across all aspects of learning in and beyond school.

Baseline Measures are a set of measurements taken at the beginning of a project. They are used to make comparisons with measurements taken at the end of the project to evidence the degree of improvement achieved.

HGIOELCC is an abbreviation of ‘How Good is Our Early Learning and Childcare Centre?’ This is a set of quality indicators issued by Education Scotland to measure the performance of early years provision (nursery/sgoil araich) and inform continuous improvement.

HGIOS4 is an abbreviation of ‘How Good is Our School? 4th Edition’ This is a set of quality indicators issued by Education Scotland to measure the performance of schools and other education settings and inform continuous improvement through self-evaluation and quality assurance activities.

Measures of Success are measurements that will be taken to confirm the service improvement that a project has delivered. These measures are often compared to baseline measures to evidence degrees of success.

NIF is an abbreviation of ‘National Improvement Framework’, a Scottish Government publication that sets out the national plan and framework to raise attainment for all, close the poverty-related attainment gap and deliver better outcomes for learners.

Primary Drivers are the key areas of improvement within a project and the outcomes that will deliver the project stretch aim.

Quality Indicator refers to a quantifiable statement used consistently to measure performance against and agreed standard.

Rationale (for the Curriculum) is a statement of reasoning, values and aims that form the foundation of curriculum design for the school. It should always state how the school’s curriculum reflects its unique context and its place within the community.

Secondary Drivers are the specific actions and interventions that bring about the improvement need identified in a project. They build towards the achievement of the project stretch aim.

SMART Targets are project targets that are Specific, Measureable, Achievable, Relevant and Timed.

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Stretch Aim is the overarching and aspirational aim of the project. It should define who the aim refers to; what is to be improved; how much improvement is expected and by what deadline.

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Sgoil nan LochCurriculum Rationale and Design

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Ro- radh/ Introduction

Aig Sgoil nan Loch tha sinn moiteil gu bheil sinn a’ toirt seachad an aon chothrom-ionnsachaidh dhan h-uile pàiste. ‘S e co-ionnannachd is ceartas a bhios gar stiùireadh airson dèanamh cinnteach gu bheil a’ chlann sàbhailte, toilichte agus deiseil airson ionnsachadh coileanta fhaighinn. Tha na modalan nàiseanta GIRFEC is SHANARRI bunaiteach anns gach nì a tha sinn a’ dèanamh.

Bidh sinn a’ brosnachadh chloinne leis a h-uile seòrsa comais, a bhith ag ionnsachadh ‘s a’ ruighinn chun nan reultan. Tha sinn pròiseil ann an cultar na Gàidhlige is bidh sinn a’ brosnachadh agus ag adhartachadh ar cànan tro fhoghlam tro mheadhan na Gàidhlig is prògraman ionnsachaidh. Tha ar n-àrainneachd is ar n-eachdraidh a’ còrdadh ruinn gu mòr, is bidh sinn a’ cleachdadh nan lochan àlainn againn, na mòintich is nam beanntan airson ar n-ionnsachadh a chuideachadh; còmhla ri ar dualachas sònraichte airson dùbhlain tharraingeach a thoirt seachad.

Tha compàirteachas fìor- chudromach dhar n-ionnsachadh ‘s ar leasachadh agus tha càirdeas dlùth againn ri pàrantan agus buidhnean eile a tha toirt taic dhan luchd-ionnsachaidh is a’ dèanamh cheanglaichean bunaiteach is luachmhor do shaoghal-obrach an latha an-diugh. Tha sinn airson gum bi a h-uile sgoilear a’ strì airson sàr- mhaitheis tron t-slighe-churraicealam phearsanata aca fhèin.

At Sgoil nan Loch we pride ourselves on our inclusive approach to learning. Equity and equality is at the forefront of all we do. We strive to ensure that children are happy, safe and ready to learn to fullfil their potential. The national models of GIRFEC and SHANARRI underpin every activity in our school.

Children of all abilities are encouraged and helped to learn fully and reach for the stars. We fully embrace our local Gaelic culture and promote Gaelic language development through our Gaelic medium classes and also through learner programmes. We enjoy our local context and history and use our beautiful lochs, moorland and hillsides to faciliate our learning as well as our unique heritage to engage and challenge our learners.

Partnerships are crucial to our learning and development and we have developed important relationships with parents and local partners to support all learners and make learning worthwhile and relevent to the world of work today. It is our aim

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that all our children pursue excellence through their own unique curricular pathway.

Ar Luachan/ Our Values; Ar Leirsinn / Our Vision/is ar ‘n amasan and Aims

Tha a h-uile duine cudthromach agus tha sinn a’ toirt urram dha chèile./ Everyone is somebody and we fit right together.

Bidh sinn a’ brosnachadh: We encourage: Àrd Amas AmbitionUrram RespectUallach ResponsibilityCo-ionnanachd Inclusion Toilichte HappinessSàbhailteachd Safety

(Reviewed April 2016 with staff, all pupils and parents)

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Ar Leirsinn is ar ‘n amasan / Our Vision and Aims 1. A bhith a ‘ cruathachadh agus a’ leasachadh àrainneachd a leigeas le gach duine a bhith dòchasach,

misneachdail agus a’ toirt urram dha chèile. To maintain and continually improve an inclusive ethos where a positive attitude, confidence and mutual respect are developed and celebrated in everyone.

2. A bhith a’ leasachadh seasmhachd tro chrothroman cheannais; gus sgilean airson beatha agus obair a leasachadh agus a bhith a’meas an àrainneachd luachmhor ann an dà chuid air taobh a-staigh agus taobh a-muigh an sgìre fhèin. To develop an ethos of sustainability in all through opportunities for leadership; to develop skills for life and work and to consider all areas of their immediate and wider environment.

3. Airson dèanamh cinnteach gu bheil cothroman agus taic aig gach duine a leigeas dhaibh strì a dhèanamh gus an uile chomasan a leasachdadh agus a’toirt gu buil.To ensure that all have opportunities to develop ambition and achievement in and out of school supported and challenged so all can reach their potential.

4. A bhith co-obrachadh còmhla ri pàrantan agus an coimhearrsneachd gu lèir airson piseach a thoirt air ionnsachadh os eòlas gach duine. To maintain and continually improve partnerships with parents and the wider community to enhance learning and the experiences of all.

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An Curraicealaim aig Sgoil nan Loch

Our Curriculum at Sgoil nan LochIn Sgoil nan Loch we provide a curriculum which fully embraces the four contexts for learning of Curriculum for Excellence as described below:

OPPORTUNITIES TO CONTRIBUTE TO THE ETHOS AND LIFE OF THE SCHOOL AS A COMMUNITY

Oppportunities for children to participate responsibly in decision making, to contribute as leaders and role models and play an active role in putting the values of the school community into practice.

Pupil newsletter Lochs News Pupil led lunctime clubs Committes; Pupil Council, ECO Committee, Health Group, Green Fingers, Roving reporters, House

captains Christmas Show Charity support – British Heart Foundation, Children in Need, Blythswood Shoe Box Appeal, Comic

Relief, Marie Curie Pupil Voice – planning for improvement Shared writing and reading opportunities across whole school Enterprise projects involving local community – Scholastic Book Fair, Gala day, Lochs Got Talent,

Remembrance Day, Pupil led assemblies. Pupil participation in Remembrance Day service at memorial Trips Opportunities for transition – P7 attend events with children from cluster group to build readiness for

secondary school; Nursery/P1 transition planned events

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OPPORTUNITIES FOR PERSONAL ACHIEVEMENT

Achievement Awards, Golden Time Star of the month House of the month Assemblies Ruig chun nan Reultan – Reach for the Stars Prize Giving awards- Successful Learners, Confident Individuals, Responsible Citizens, Effective

Contributors, Eleanor Houston Cup (for creative writing), Citizenship, Leurbost Cup (for setting a good example), Macleod Quaiche (for representing the school), Perseverance Shield, Inter-house cup

Sports Opportunities- Fun fours, Rugby, Netball, Shinty, Football Cultural Opportunities - Mod Competitions – Art, Poetry Celebrating personal achievement with the wider community through school newsletter, school blogs,

community newsletter, local newspapers Learning Logs and ePortfolios input P5 - Swimming P6- Bikeability Achievements in and out of school shared on Achievement Wall Working with Outside Agencies – An Lanntair, Active Schools. Sharing children’s successes and progress with parents/carers through pupil led afternoons and

assemblies Talent Show P7 Residential Trip YMI

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CURRICULUM AREAS AND SUBJECTSCurriculum Areas and SubjectsThe period of education from pre-school to the end of S3 has the particular purpose of providing each young person in Scotland with a broad general education. At Sgoil nan Loch all our learners will experience a Broad General Education which will include all of the experiences and outcomes across all 8 curriculum areas, progressing through the Levels, as far as this is consistent with their learning needs and prior achievements.

Inter-disciplinary Learning (IDL)Inter-disciplinary Learning (IDL) is a key feature of Curriculum for Excellence, which enhances the curriculum and is reflected in our contextualised planning. We believe that this approach towards delivering the curriculum brings about rich rewards, allowing for increased and improved collaboration across subject areas and leads to exciting and challenging opportunities for our pupils to make connections across learning within the context of Broad General Education. IDL opportunities exist across two or more subject areas to support and enhance learning e.g. the teaching of Scottish Wars of Independence in Social Studies, Scottish Dance in Expressive Arts and Scots Poetry in Language. Links are increasingly being incorporated into planned approaches. Developments have led to more involved experiences such as the “Health Promotion, Anti-bullying, World of Work Week, Eco Schools’ work and Global Citizenship. IDL allows children to make connections across learning. We enrich our IDL contexts through the use of our wide range of resources available to us in the local environment. We are very fortunate to have access to a range of outdoor learning facilities, including moorland and peats, a polytunnel and a decking area, which are all used as part of our learning environment.Curriculum Area What?

How?Links

Literacy – ReadingWriting Talking & Listening

Literacy is a core area of the curriculum and is delivered across all curricular areas, from nursery to P7. Pupils experience both discrete language and literacy lessons and interdisciplinary lessons to achieve the Significant Aspects of Learning at each level of Literacy.

SAL - Literacy

Literacy –Languages The Scottish Government's policy, Language Learning in Scotland: A 1+2 Approach, is aimed at ensuring that every child has the opportunity to learn an additional language from P1 onwards. Additionally, each child should have the right to learn a second modern language from P5 onwards.

Languages 1+2

Numeracy Numeracy is a core area of the curriculum and is delivered across all curricular areas, from nursery to P7. Pupils experience both discrete numeracy and mathematics lessons and interdisciplinary lessons to achieve the Significant Aspects of Learning at each level of Literacy.

SAL – Numeracy

SnL Maths programme & policy

Health &Wellbeing

HWB is a core area of the curriculum and is delivered across all curricular areas, from nursery to P7. Pupils experience both discrete HWB lessons and interdisciplinary lessons to achieve the Significant Aspects of Learning at each level of Literacy.

SAL – HWB

Expressive ArtsArt and design Music DanceDrama

Expressive Arts are taught both discretely and as part of IDL topics. We have specialist teachers who deliver Art and Music on a regular basis, in addition to music instructors who deliver brass, guitar, chanter and Gaelic singing lessons. The Mod plays a big part in our Expressive Arts programme, with many pupils taking part in music and drama competitions.

SAL – Expressive Arts

Sciences Science is taught discretley and as part of IDL topics, where appropriate. We have a rolling programme in place, which ensures coverage of all areas of Science over each level.

SAL - Science

SnL Science programme & policy

Technologies Technologies are taught discretley and as part of IDL topics, where appropriate. We have a programme in place, which ensures coverage of all areas of Technologies over each level.

SAL – Technologies

SnL Technologies programme & policy

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Religious & Moral Education

RME is taught discretley and as part of IDL topics, where appropriate. We have a rolling programme in place, which ensures coverage of all areas of RME over each level.

SAL – RME

SnL RME programme & policy

Social Studies Social Studies is taught as part of IDL topics. We have a programme in place, which ensures coverage of all areas of Social Studies at each level. We regularly use our local area as a starting point for Social Studies topics, which is then linked to a national and/or international context. We have strong community links and regularly invite partners from local organisations, such as the local historical socieities and parents, in to the school. This enhances our learning and teaching of Social Studies.

SAL – Social Studies

SnL Social Studies programme & policy

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TAKING ACCOUNT OF THE PRINCIPLES OF CURRICULUM DESIGN

CHALLENGE AND ENJOYMENT

o Taking on board children’s learning styles and feedbacko Staff are aware of individual abilities, providing learning intentions and success criteria

which are relevant to the learnero Staff provide a range of motivating and creative activities

BREADTH

o Learning in a variety of environments with all areas covered, including outdoor learning and exploiting our extensive outdoor resource.

o Planning ensures breadth of science, social studies and technology o 3 and 4 year overview for Health and Well Being

PROGRESSION

o Use planning to progress through Experiences and Outcomes – evaluating daily, termly and yearly

o Some curriculum progression pathways are used as a reference

DEPTH

o Pupils input on learning, e.g. what they think they know already and what they want to find out

PERSONALISATION AND CHOICE

o Individual and class targets set and reviewed regularlyo Children involved in the planning stages/choice of tasks/choice of presentation of

learningo All lessons include learning intentions, success criteria and plenary time to reflect and

evaluateo Committee groups allow children to participate in decision making

COHERENCE

o Appropriate links are made and learning is contextualised

RELEVANCE

o Planned, relevant links with real life context , e.g. Commonwealth Games, finance, weather

o Individualised programmes, when required, relevant to their interests and needso Use of local and familiar contexts and partners.

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What the children say:

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I like literacy circles. We read a book and write about what we

think about the book. I really like it because it can help you with your

reading. I like it when we talk about books.

P3

Is toil leam Àm Cearcaill/ Bidh sinn a’ dèanamh tòrr geamannan spòrsail.

Cuideachd, bidh sinn a’ bruidhinn mu dheidhinn rudan cudromach, mar a bhios

sinn a’ cumail sàbhailte.(P1)

I enjoy Maths because it’s challenging and not easy. You can get set off with a challenge, both in books and other activities. We

lead the learning and show each other

My favourite thing is gym. We run and play

games. I’m looking forward to starting

school.(N)

I like learning the guitar in YMI. It’s fun because you can play tunes you already know and

learn new ones. It’s also good that my friends go too, so I

have good company.(P5)

I enjoy being in the Eco Group. We get to share our ideas and then we try ot put our ideas into action. So far, we have been weeding and

tidying up the school grounds. We also hope to recycle more materials,

Is toil leamsa Ealan. Is urrainn dhut a bhith cho cruthachail sa tha thu ag iarraidh agus bidh sinn a’

dèanamh dealbhan le stuthan mar peant agus cailc. Tha e uabhasach

spòrsail agus tha e eadar-dhealaichte bho