School Improvement Planning Returns to Local Authority (2019-20) - School
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OFFICIAL
School Improvement Planning
Returns to Local Authority
(2019-20)
School: Kirkbean and New Abbey Partnership
Date: May 2019OFFICIAL
1. Vision, Values and Aims
An essential element in the improvement process is a shared and agreed vision and set of values. These need to be dynamic, reviewed and
referred to continuously. The Vision, Values and Aims statement should indicate the school’s stance in ensuring excellence and equity for all
learners.
Refer to HGIOS?4 / HGIOELC?: Leadership and Management - QI 1.3 Leadership of Change – Theme 1: Developing a shared vision, values and
aims relevant to the school and its community; Learning Provision - QI 2.2 Curriculum – Theme 1: Rationale and design; Successes and
Achievements - QI 3.1 Ensuring Wellbeing, Equality and Inclusion - Theme 1: Wellbeing & Theme 3: Inclusion & Equality; Successes and
Achievements - QI 3.2 Raising Attainment and Achievement - Theme 4: Equity for All Learners
Our Vision, Values and Aims
School Statement
Both Kirkbean and New Abbey Primaries have strong community links. Both schools are an important part of the rural community in which we are
located.
We aim to ensure that all our children leave our partnership equipped with all the skills they require to fulfil their needs as Successful learners,
Effective Contributors, Responsible Citizens and Confident Individuals.
Within our partnership, our ethos reflects that we are two small schools, we offer our children the great opportunities and they are encouraged to
shine in their own unique and individual personalities.
The values of the partnership are:
RESPECT – NURTURE – ACHIEVE – WORK TOGETHER
Never give up – follow your dreams!
Aims:
• We aim to nurture and care for our children, encouraging confidence and happiness.
• We aim to promote skills for learning, life and work.
• W aim to involve and engage parents to work together to ensure all children achieve success in learning.
• We aim for community engagement, promoting citizenship.
Review Date: August 2019.
Review Activities (as appropriate)
From 29.10.18 there was an Acting Head Teacher in place. A permanent HT will be appointed at the discretion of the authority.
Therefore, a review of Vision, Values and Aims for both schools would be a good starting point for the new Head Teacher by October
2019.
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Changes and improvements were introduced from Term 2 onwards, in response to needs which became apparent once the AHT
was in post. The AHT did not create the 2018/19 School Improvement Plan.
2. School Improvement Progress Report
Looking inwards, looking outwards: What key outcomes have we achieved? What are our strengths and areas for
improvement? What is our capacity for improvement?
In completing this section, it may be useful to refer to the statements of impact within the Level 5 Illustration for relevant HGIOS? 4 / HGIOELC?
Quality Indicators, National Improvement Framework (NIF) 4 key priorities and the 6 NIF drivers.
2.1 Progress against Previous Year’s School Improvement Priorities
Area for Improvement Progress and Impact on: Next Steps (Looking Forwards)
Learners’ successes and achievements
The school community’s successes and achievements - as appropriate
(Include evidence of impact.)
School Priority 1: Raising Attainment in Numeracy and Literacy
Actions
NIF Priority • A shared Learning and Teaching online space that the AHT and teachers
Improvement in Attainment in are able to access. The folder includes planning, joint planning,
Literacy and Numeracy/ Continued evaluations, assessments and tracking information.
focus on Numeracy • An evaluation template to improve consistency and reduce bureaucracy.
• Live Class Assessment Trackers for Reading, Writing, Spelling and Maths
NIF Driver on to which teachers add pupil results in Terms 1,3 & 4, traffic-lighting
Teacher professionalism, progress. The AHT can monitor progress.
performance information, • CfE Level Prediction Tracker
assessment of children’s progress, • Holistic Assessment Tracker
Parental engagement. • Whole Child Trackers updated by the AHT each month. These include
current attendance, participation, FSM status and SNSA results.
HGIOS 4 QIs: • ASLT Consultations with Class Teacher and AHT in Term 2 and Term 3.
2.3 Learning and teaching Each pupil discussed while we are furnished with Whole Child Tracker
1.5 Managing resources to promote information, so we can then target intervention fully informed. Robust
equity plans created which are shared with the LAs. Letters written to each
3.2 Raising Attainment and parent by AHT.
achievement
• P1-3 CT representing the school at Regional Moderation event.
• Introduction of personal spelling lists (Spelling Monsters).
• Peter Patilla introduced as homework Mon-Thurs, from January 2019 for
P2-7.
• SAMSON Mental Maths Tests implemented – not flipcharts
• Staff training on Maths Recovery (CTs and LAs).
• Staff training on Fast Lane reading intervention (CT and LAs).
• Staff training from AHT on Small Tests of Change methodology.
• Small Tests of Change for Literacy.
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o KB – spelling (2 pupils)
o NA – handwriting (1 pupil)
• Support with Moderation of a Level by QAMSO in school, all 3
Partnership teachers out of class to collaborate.
• Cluster Moderation of P7 Writing – both PTs
Impact:
• Maths homework:
NA - 16/17 families gave positive feedback. All staff gave positive feedback.
P2-3 2/10 were positive (the rest want to play instead!). P4-7 19.19 gave
positive feedback.
KB – 6/6 families gave positive feedback. All staff gave positive feedback. 7/8
pupils gave positive feedback (1 wanted to do homework later).
• Pupils, parents, AHT, CTs and LAs are all much better informed of
learning targets.
• CTs are fully aware of the ‘Whole Child’ information so they are better-
placed to make decisions about planning learning and GIRFEC.
• AHT and CTs are reflecting on individual pupil progress using
assessment data, alongside professional judgement.
• Class Assessment trackers are underway and inform ASLT meetings.
• Small Tests of Change:
KB – P3 and P7 pupil improved
NA – no improvement to handwriting out-with intervention tasks. Next steps
have included laminated guidance on the desk, advice to parent and PT/AHT
spot-checks.
• SNSAs – across the Partnership, the results were very good:
Kirkbean:
P1 (2 pupils) – Literacy 2x 6+
Numeracy 2x 5
P4 (2 pupils) – Reading 1x 5, 1x 9+
Writing 1x7, 1x 9+
Numeracy 2x 8
P7 (2 pupils) – Reading 1x 7, 1x 8
Writing 1x 10, 1x 9
Numeracy 1x 10, 1x 8
New Abbey:
• P1 (6 pupils) – Literacy 2x 3, 3x 6+, 1x 4+
Numeracy 2x 2, 2x 4, 1x 5, 1x 6+
P4 (5 pupils) – Reading 3x 9, 1x 5, 1x 7
Writing 1x8, 2x 7, 1x 9+, 1x 5
Numeracy 4x 8, 1x 7
P7 (5 pupils) – Reading 2x 10, 2x 11+, 1x 9
Writing 2x 11+, 2x 10, 1x 9
Numeracy 3x 11+, 1x 8, 1x 9
For those in red, interventions are in place.
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• CfE Achieved Levels May 2019:
Kirkbean:
P1 – 2/2 Early Level all areas (on track for First)
P2 – 1/1 Early Level all areas (on track for First)
P3 - 2/3 Early Level all areas (on track for First all areas
1/3 on track for First Level Reading & Writing (not Maths*)
P4 – 2/2 First Level (on track for Second)
P7 – 1/2 Second Level Reading & Maths (not Writing*)
1/2 Second Level Writing & Maths (not Reading*)
New Abbey:
P1 – 5/6 Early Level all areas (on track for First)
1/6 Early Level Maths & Writing (not Reading*)
P2 – 4/4 Early Level all areas 3/4* (on track for First Level all areas)
(although 1/4* not on track Reading, Writing & Numeracy – just achieved
Early)
P3 – 6/6 Early Level all areas, 2/6** First Level Reading (1/6* not on Writing
& Maths for First Level, the rest are on track)
P4 – 5/5 First Level all areas (on track for Second)
P5 – 4/4 First Level all areas, 1/5 Second Level Reading & Writing
P6 – 4/5 on track all areas. 1/5* not on track all areas
P7 – 5/5 on track all areas (on track for Third)
*Intervention in place.
**Challenge provided
School Priority 2: Developing the use of HOTS across the school.
• Create then embed the new
Vision, Values, Aims and
NIF Priority Following a very unsettled period, extended staff absence and unhappy Rationale throughout the school.
Improvement in Attainment in parents, the AHT decided that a focus on HOTS was not a priority, however,
Literacy and Numeracy/ did feature as part of AIFL development. As per advice from the Directorate • Small Tests of Change with a
Improvement in Employability and EO, the priority was to re-build the staff team and so, improve overall focus on effective feedback and
Skills. wellbeing of the school community. High quality Learning and Teaching questioning.
still remained the core business.
NIF Driver • Learning Conversation template
School leadership, Teacher Actions: embedded for termly use.
professionalism, performance • Term 2 – One-to-one meetings with all staff across the Partnership,
information, school improvement. seeking views and building relationships. • New reporting format to be
• Term 2 – Quick Questions: Two Stars and Two Wishes voluntary agreed, linking with the Learning
questionnaire to all pupils, parents and staff. Conversation template.
HGIOS 4 QIs: • Term 3 - CTs traffic light progress of the School Improvement Plan
2.3 Learning and Teaching together. • A formal communication from the
1.2 Leadership of Learning • Review of Programmes of Learning using traffic lights to prioritise school on pupil progress each
immediate need. term:
• Two observations of each Class Teacher by AHT with areas focus made • T1 - Learning Conversation
clear beforehand, followed by formal feedback and discussion. • T2 – Interim Report
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• Walking (informal) observations. • T3 – Learning Conversation
• PRDs and PDRs for all staff. • T4 – Final Report
• Upskilling the PTs to be able to give PDRs. (alongside Open Afternoons)
• PT Management Time introduced in order to drive improvement.
• PT remit created with monthly SMT Meetings.
• AifL Template for excellent Learning and Teaching provided for staff
(Learning Tapestries).
• Teachers self-evaluated their own teaching using the AifL template and
created targets which are to be evaluated through peer observation.
• Successful application to the Edina Trust followed by £2200 spent across
the Partnership on Science resources with teacher training on how to use
them.
• General Purpose Rooms created in each school with a reorganisation of
resources to maximise the use of space.
Impact:
• All staff returned to work.
• Staff are beginning to work as a team.
• The stakeholder questionnaire (pupils, parents and questions) led to
three clear priorities:
1. Better communication, 2.Re-introduction of homework, 3. A clearer
understanding of what children are learning in school. The summarised
feedback became a working document which was then shared with pupils,
parents and staff.
Communication – We now make full use of texting and emailing. Each
school also has a Facebook page. When surveyed about communication in
Term 3, 16/17 families said they were now satisfied with how well we
communicate.
Homework – Almost all pupils, parents and staff feel the new Maths
homework is effective. NA 16/17 families, 2/2 teachers, P4-7 19/19, P1-3 2/10
(8 saying they would prefer to play (there is work to be done on metacognition
with younger pupils and also type of homework- e.g. more games/computer)
– at Parent Council Meeting, parents said they would prefer that the younger
ones continue with the homework). KB 6/6 families, 7/8 pupils, 2/2 staff all
happy – although parents do not want further homework to be added. KB
already also gives spelling and reading.
Sharing Learning – Weekly Learning Journals were introduced in NA and
revised in KB.
KB pupils, parents and staff were pleased with the amendments with two
requests for more comment space. The format has been changed
accordingly.
NA pupils, parents and staff were less happy with the journals. When
surveyed, opinion of the impact was spilt down the middle. The consensus
was that the information was useful but that it was not necessary every week.
So, a Learning Conversation template has been introduced where clear
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targets are agreed for the term. This will be introduced in Term 4.
• Teachers have welcomed feedback on their teaching and are striving to
meet the needs of their pupils.
• Clarity of remit is leading to greater professionalism and providing
opportunities for upskilling.
• AifL Evaluation – lowest scoring related to being able to create questions
that encourage deeper answers (therefore HOTS/Hinge Questions etc. to
be included as foci going forward).
• New EA and ICT Planners are in place.
• IDL Bundles completed.
• Motivated staff who volunteered their time to create GP Rooms for the
benefit of the children.
School Priority 3: Skills Development – Skills for Life, Learning and Work.
• Create then embed the new
NIF Priority Partnership Skills Days: Vision, Values, Aims and
Improvement in employability skills. Orienteering @ Kirkbean (Term 2) Rationale throughout the school.
Improvement in Health and First Aid @ Kirkbean (Term 2)
Wellbeing. Coding @ New Abbey (Term 3) • PARTNERSHIP PTS:
Green Screen @ New Abbey (Term 3) Create a new Partnership HWB
NIF Driver Skills Week @ New Abbey – Visitors and a trip to D & G college (Term 4) Programme of Learning which
Parental engagement/ School includes Benchmarks and all current
leadership/ school improvement/ Impact: required areas (LGBT, gambling,
teacher professionalism. • Pupils from across the Partnership were able to interact with more RSHP).
children of their own age (particularly beneficial to KB pupils).
HGIOS? 4 QIs: • Increased social confidence
2.2 Curriculum • Improved Skills for Life, Learning and Work.
2.3 Learning and Teaching • The children and staff said that they thoroughly enjoyed the Skills Days
3.3 Creativity and Employability and were able to talk about what they had learned. However, we realised
that we had not measured the impact. So, when planning our Skills Week,
Miss Potts will use a simple pupil questionnaire to evidence impact. The
week is still to come so the results are not yet available.
2.1.1 Report on the impact of • A Learning Assistant was employed for 2 days a week across the Partnership (1 day was DSM funded).
PEF • There are four pupils who have been allocated PEF funding in New Abbey.
• Comment specifically on how • There are four Care Experienced pupils at Kirkbean. One is not on track so has been targeted for Numeracy
PEF is making a difference / intervention.
closing the attainment gap for • PEF was used to target those children and others who needed intervention across the Partnership. Pupils and
identified cohorts of children / parents were included in the process.
young people? • Children and interventions were agreed on in consultation with Class Teachers, AHT and ASLT.
• These interventions were carried out by Class Teachers, Learning Assistants and the ASLT when appropriate.
• How rigorous is the school’s Impact:
approach to providing robust • Literacy
evidence of closing the • NA P2 pupil Sound Reading System - successful with pupil reintegrating with group in Term 4.
attainment gap? • NA P3 pupil – Extremely able pupil. LDA Comprehension books purchased to give extra challenge regarding
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• How well are you removing inference. Excellent results with high scores so the pupil continues to move up levels.
barriers to learning and • NA P4 pupil Fast Lane Reading Intervention – ongoing results TBC.
ensuring equity for all? • NA P6 pupil Fast Lane Reading Intervention – ongoing results TBC.
Numeracy
• NA P2 pupil Maths Recovery – showing improvement, intervention to continue.
• NA P6 pupil Maths Recovery – showing minimal improvement, intervention to continue.
• NA P7 pupil Maths Recovery (minor intervention following SNSA), intervention to begin in Term 4.
• KB P7 LAC pupil, Maths Recovery and Care Experienced Maths intervention in Term 4. Intervention showing great
impact, SNSA on track.
Next Steps:
We have a smaller PEF allocation for 2019/20 than this session. Following analysis of data, we will use this to support
interventions using Class Teachers and a Learning Assistant for two days per week, across the Partnership. We will
share our PEF allocation with our Parent Council and ask if they could support further fundraising to support paying for
a further day. We will pursue grant and/or sponsorship application wherever possible. The PEF Project Planning Sheet
is below.
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2.2 Summary of Key Strengths and Areas for Improvement (What is our capacity for continuous improvement?)
Refer to HGIOS? 4 / HGIOELC? Quality Indicators relevant to your school’s context in making comment.
Quality Indicator How well are you doing? Areas for Improvement Evaluation of
What’s working well for your learners? this QI using
(Include evidence of impact.) the HGIOS?4
six-point
scale
1.1 Self-Evaluation for Self- • Class Teachers evaluated the School • Create a pupil-friendly version of the 3
Improvement Improvement Plan together, using traffic SIP.
light colours to note progress. This is on • Use HGIOURS Parts 1 & 2.
• Collaborative approaches display in the staffroom. • The SIP should be displayed as a
to self-evaluation • New evaluation template introduced. working document which sets out our
• Analysis and evaluation of • Class Teachers contributed to the School clear journey as a school, with collegiate
intelligence and data Improvement Plan. and inset sessions linked.
• Impact on learners’ • The AHT shared the SIP at a Parent • Continue to build teacher confidence in
Council meeting, seeking views. using evaluative language and taking
successes and
• Class Teachers are using data from our responsibility to lead on actions in the
achievements. Trackers to inform their teaching. SIP.
• ASLT Consultations are with CTs and
AHT.
1.3 Leadership of Change • A PRD and PDR timetable has been • The Vision, Values, Aims and Rationale 4
• Developing a shared created with personal and SIP-linked need to be reviewed.
targets identified. • The review should involve pupils,
vision, values and aims • Pupil Parliament was launched in Term 3, parents, staff and the local community.
relevant to the school and with all pupils becoming members of • The results should permeate all of
its community different groups so that Pupil Voice is school life.
• Strategic planning for heard and acted upon. • Review certificates in light of changes.
continuous improvement • The AHT has actively sought views then • PTs to lead the development of a
communicated Next Steps in newsletters, Partnership Anti-Bullying Policy.
• Implementing emails and texts using, ‘You said, we • Continue to provide CTs and PTs with
improvement and change. did…’. opportunities to lead improvement.
• Staff Meetings – teachers are given the • How else can we promote and
opportunity to add to the agenda. Minutes recognise Wider Achievement?
are created by a Class Teacher, taking • Empowering staff to promote
turns. Minutes are shared and in folders in Leadership at all levels.
each office.
• Collegiate Meetings and Insets are
minuted by the AHT.
• Whole Staff Meetings at NA ensure that 8
communication is robust and that all
parties are included.OFFICIAL
• Wider Achievement is celebrated at
assemblies.
2.3 Learning, Teaching and • Each Class Teacher has had two • Make more effective use of our 3
Assessment observations of teaching (Literacy and Partnership to support Moderation and
Maths). Robust self-reflection and developing Learning and Teaching.
• Learning and engagement feedback followed. Create opportunities for professional
• Quality of teaching • Programmes of Learning were reviewed collaboration, peer observation and
• Effective use of with traffic-lit prioritisation. EA and ICT Lesson Study. Focus on the effective
assessment Planners have been added. IDL Planners use of questioning.
have been completed. Tracking and • Further embed the use of Small Tests of
• Planning, tracking and Monitoring has improved with information Change to raise attainment.
monitoring. all kept in one place which can be • Continue to use our new Trackers.
accessed by CT and SMT. • Create a HWB Programme of Learning
• Whole Child Trackers updated by the which includes Benchmarks and current
AHT each month ensures CTs have a full priorities. Reflect on examples from
picture of each pupil circumstance. other schools that lead in HWB.
3.1 Ensuring wellbeing, • All CTs are able to use Pastoral Notes. • Ensure all pupils and staff have a clear 3
equality and inclusion • All staff have completed GIRFEC, Child understanding of GIRFEC and
Protection and other mandatory FLO UNICEF’s Rights of the Child. Use the
• Wellbeing training. Challenge Questions in HGIOS 4, 3.1.
• Fulfilment of statutory • We have signposted out of school • Revisit SHANARRI each term,
duties activities for children will a disability. discussing what each part means then
• Inclusion and equality • We have ensured those children receiving asking the children to complete a
FSM are prioritised for intervention. Wellbeing Web. Act on the results.
• We have an Equality Record of Incidents. • Reflect on where we are regarding The
• Our toilets are all unisex. Equality Act 2010. Do we discriminate in
• We have disabled access in each school. relation to:
• We have created a Wellbeing booklet ➢ age
which will be used from the beginning of ➢ disability
next session. ➢ gender reassignment
• All CTs have completed a GIRFEC Self- ➢ marriage or civil partnership
Evaluation which was submitted to the ➢ pregnancy and maternity
GIRFEC Team. ➢ race
➢ religion or belief
➢ sex
➢ sexual orientation.
3.2 Raising attainment and • Learners are making good progress in • Embed the new Vision, Values, Aims and 4
achievement Literacy and Numeracy. Rationale throughout the school.
• Children who are not on track are all receiving • Use Rights Respecting Schools to support
• Attainment in literacy and targeted intervention which is reviewed the process.
numeracy regularly. • Transfer Learning and Teaching Folder to
• Attainment over time • We make good use of Learning Assistant and the Glow School Site.
volunteer time to support raising attainment. • Continue to have ASLT, AHT and CT
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• Overall quality of learners’ meetings together with follow-ups as
described.
achievement
• Continue to make use of the Trackers to
• Equity for all learners support Learning and Teaching and
GIRFEC.
• Review spelling programme for P4-7.
• Review impact of SAMSON in light of cost
implications. Can we avoid the
photocopying?
Making use of Partnership opportunities to
develop Learning and Teaching:
• Moderation of Writing across the
Partnership.
• Peer observation.
• Small Tests of Change Methodology
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3. SCHOOL IMPROVEMENT PLAN 2019 - 20
Clearly identify within your School Improvement Plan where you are using Pupil Equity Funding to improve outcomes for
learners.
The ‘Planned Management of Improvement Area’ (Column 4) should indicate lead person/s, resources, time allocations; for
example, collegiate sessions. Consideration should be given to how bureaucracy will be reduced and workload managed
with the school’s 35-hrs Working Time Agreement.
How are you using pupil equity funding to improve outcomes for learners?
Improvement Area Outcomes for Learners / School Key Tasks Planned Management of
Community Improvement Area
(Include: Responsible/Lead Person,
Time Allocations, Funding – including
PEF and Expected Completion Date )
School Priority 1 Improved spelling of words containing Select a new spelling resource for use Lead Person: Gemma Potts (PT)
Raising Attainment in Literacy patterns. with P2-7 children.
To be embedded throughout the
NIF Priority Improved spelling of words that follow no Use jotters for home and class work, session.
Attainment in Literacy pattern. consistently modelling excellent
presentation and showing evidence of Impact to be tracked as part of three
NIF Driver Improvement in spelling evident in other feedback. SWST assessments and during PDSA
School leadership writing, not just assessments. intervention.
Teacher professionalism Embed effective use of personal spelling
Performance information Improved confidence in pupil spelling word lists. Pupil, parent and staff feedback to be
Assessment of children’s ability and clarity regarding next steps. gathered followed by next steps.
progress. Implement a revised Programme of
An overall spelling improvement of 75%. Learning for Spelling. Reduction in costs due to less
HGIOS?4 QIs photocopying.
2.3 Learning and teaching Utilise the new ipads for reinforcement.
1.5 Managing resources to Completion by end of May 2020.
promote equity Introduce effective spelling homework.
3.2 Raising Attainment and
achievement Utilise Small Test of Change
methodology for targeted spelling
intervention.
Continue to use Sound Reading System
for intervention if required.
HT to continue to attend ASLT
Consultation meetings.
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School Priority 2 Upskill teachers to use more effective HT and Peer observation focus is on Lead Persons:
Improved Learning and feedback and questioning. effective questioning and feedback. Head Teacher – Reporting &
Teaching Learning Conversations Templates
Improved pupil metacognition. Use of Small Test of Change
NIF Priority Methodology to plan and measure Small Tests of Change - Ellaine
Attainment in Literacy and impact. Monk (NA) and Pauline Lyle (K)
Numeracy
Reflect on the new Learning Class Teachers observe and reflect on
NIF Driver Conversation template. pupils conversations about learning.
School improvement
Teacher professionalism Introduce termly formal contact: Completion by end of May 2020
HGIOS?4 QIs • A formal communication from the
2.3 Learning and teaching school on pupil progress each term:
3.2 Raising Attainment and • T1 - Learning Conversation
achievement • T2 – Interim Report
• T3 – Learning Conversation
• T4 – Final Report
(alongside Open Afternoons)
School Priority 3 Clear, visible, VVA & R embedded in all Provide all teaching staff with a copy of Paul Lead Persons:
Create and embed a new aspects of school life. Dix’s book, ‘When the adults change the
Vision, Values, Aims and children change’. VVA & R – Head Teacher –
Rationale in each school The VVA and R underpin our Positive Completion end of October 2019.
Liaise with other schools to consider the
community. Behaviour and Anti-Bullying Policies. most effective way to fully involve all partners
in a robust re-creation of VVAR KB & NA are Anti-Bullying/Positive Behaviour
NIF Priority Engage with the Rights Respecting likely to have different VVAR). Policies:
Improvement in children’s Schools document. Pauline Lyle
HWB. Reflect on the Better Relationships, Better Completion by end of November 2019
A robust HWB Programme of Learning Learning D & G Starter Pack, using
NIF Driver will ensure that there are no gaps and we templates as appropriate. HWB Programme:
School leadership are ensuring that our learners have equity Gather the views on key values with pupils Gemma Potts & Pauline Lyle
Parental engagement of experience. first. Completion by end of May 2020
School improvement Gather views of parents, staff and the local
community. Emily Edgar to give input as
HGIOS?4 QIs required (0.4)
1.3 Leadership of change Collate and share results.
1.4 Leadership and As a school community, VVAR in our
management of staff schools. Look at the ways in which we can
2.2 Curriculum embed them in our schools.
3.1 Improving well-being
equality and inclusion Update handbook, certificates, displays,
policies, programmes of learning…
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PEF PROJECT PLANNING SHEET 2019/20
Planned Expenditure (to accompany School Improvement Plan)
School / Cluster New Abbey and Kirkbean Primary/Dumfries Academy
Rationale and Brief To Close the Gap in Literacy and Numeracy for targeted children. We
description of Project only have 4 FSM children (& none in SIMD deciles 1/2/3). The project
will target these 4, but also others who would benefit.
Baseline measurements The children who will be targeted are below the required CfE Level and
measure Low in SNSAs. Baseline assessments will be carried out by the
ASLT before and after each intervention using York, Sound Reading
System, Maths Recovery and Closing the Gap Assessments.
Proposed Interventions Learning Assistant (&ASLT and Class Teacher) input using the
aforementioned projects. These will be done in 4-8 week blocks.
Impact measurements Impact will be measured using assessments by the ASLT after each
intervention using York, SRS and Maths Recovery Assessments. Class
Teachers also assess formally three times a year. This is tracked.
Project Lead Helen Anderson
Reference in SIP Priority 1 – Raising Attainment in Literacy and Numeracy, Closing the
Gap.
HGIOS4 QIs 1.3, 2.3, 3.2
Additional Hrs
(School/Ext) –
linked to existing
PEF
posts
EXPENDITURE
Additional posts Learning Assistant, 2 days a week (1 day in each £5520
(School/Ext) school). If the DSM allows us to fund further LA time,
we will endeavour to meet the further cost.
Remit for post
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Partner Services
Resources/
Equipment/
Materials
Other
AMOUNT £5520
To be returned to Education Support Services Manager by WEDNESDAY, 15 MAY 2019
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