School Improvement Plan 2011-12
School Aims
Our basic purpose can be divided into the following aims, each having measurable objectives:
- DEVELOPMENT OF POSITIVE ATTITUDES TO TEACHING AND LEARNING
- SCHOOL ETHOS
- ENCOURAGEMENT OF PUPILS’ PERSONAL AND SOCIAL DEVELOPMENT
- DEVELOPMENT OF COMMUNICATION AND LINKS WITH PARENTS AND THE WIDER COMMUNITY
- DEVELOPING PROFESSIONALISM OF STAFF
- ENCOURAGING CONCERN FOR THE ENVIRONMENT
Audit of previous session’s Development Projects: 2010-2011
| Project 1 |
Implementation of the Curriculum for Excellence |
| Local objective |
3.2.4 |
| Q.I. |
5.1 |
Development Targets
(Levels Early-Fourth) |
- Full implementation of the Curriculum for Excellence.
- The responsibility of all to teach Numeracy, Literacy & Health & Wellbeing across the curriculum.
- All curricular areas to be engaged with CfE.
- Improvement of learning experiences.
|
| Success Criteria |
Implementation of CfE, all staff taking responsibility for appropriate teaching and consolidation of Numeracy, Literacy & Health & Wellbeing. Development of individual, group, class and whole school initiatives to broaden learning experiences. |
| Implementation Strategies |
Staff meetings/cross sector meetings which will enable us to plot the incidence of CfE courses and programmes as well as auditing for Responsibility of All areas. |
| Evidence of impact on school/pupils |
The school has made the transition from 5-14 to CfE smoothly. Staff have considered the merits of existing courses and programmes and have used their professional judgement as to where the changes would be most beneficial. Staff have engaged with each other to consider where and when certain aspects can be best taught and reinforced. Pupils have enjoyed the work carried out this year. Although they have become aware of the changes in the delivery of the curriculum they have not been affected by these changes. |
| Project 2 |
ICT developments, including GLOW |
| Local Objective |
3.2.9 |
| Quality Indicators |
8.3 |
Development Targets
(Levels Early-Fourth) |
- To enrich the learning & teaching experiences within the school through the planned use of ICT especially the use of GLOW.
- To develop the use and interactive use of the school website.
|
| Success criteria |
Greater use being made of existing ICT resources. The identification of new and existing resources to enhance learning & teaching. The use of GLOW within classrooms for inter-school activity as well as in-house developments. School website used and viewed by whole of school community. |
| Implementation Strategies |
In-house in-service to enable staff to use and implement ICT including GLOW. Development of the website so that there are parts which require access by school community as well as the development of areas for pupils to display and comment on. |
| Evidence of impact on school/pupils |
A much greater use has been made of cameras and videos to record and assess pupils’ ideas, work and experiences. Pupils & staff are far more aware of the use of the school server and how it works in keeping their work secure. Pupils in certain classes have been involved in inter-school activities via Glow Meet including a nation wide Glow Meet with the Minister for Children’s Rights. Classes have been able to access lesson notes and information via Glow Groups. Staff use of the NAR and LTS outcomes and experiences tools are far more advanced. |
| Project 3 |
Improvement through self-evaluation. |
| Local objective |
3.2.8 |
| Quality Indicators |
5.9 |
Development
Targets
(Levels Early-Forth) |
- To develop work with partner agencies to develop our self-assessment procedures.
- We will identify strengths and areas for improvements.
- Particular attention will be paid to improving the learning and teaching of all learners within the school.
|
| Success Criteria |
A developed partnership with agencies, taking into account learners’ achievements and successes. Developed mechanisms for assessing new initiatives and changes. Assessments made regarding improvements to learning and teaching models. |
| Implementation Strategies |
To establish working models with partner agencies which allow for rigorous interpretation and scrutiny. Use of staff, pupil and parent surveys. |
| Evidence of impact on school/pupils |
Staff have been involved throughout the year with various forms of self-assessment. These have involved personal, group and whole school meetings. This process will continue into next session and hopefully provide us with a rigorous, systematic and transparent model. Pupils have been engaged in self-assessment and peer assessment strategies which have led to development and change in pupils work. |
Action Plan for session 2011-2012
| Project 1 |
(Continuation of) Improvement through self-evaluation. |
| |
|
| Quality Indicator |
5.9 Improvement through self-evaluation |
| Local Objective |
3.2.8 Assist schools with their improvement agenda |
| |
|
| Target 1 |
To construct robust models of self-evaluation based on good practice, which contribute to the school improvement agenda. |
| Target 2 |
To continue to encourage pupils to self-evaluate their learning. |
| Target 3 |
To continue to encourage staff to self-evaluate their teaching styles and the programmes that they teach. |
| Success Criteria |
To have in place robust, user friendly models of self-evaluation for all Nursery - Secondary staff. All pupils aware of and using self& peer evaluation methods. Staff aware of and using self and colleague evaluation methods including SMT classroom monitoring and Professional Development Review procedures. |
| Implementation strategy |
Development of in-house methods. Use of CnES and HMIe self-evaluation materials as well as adaptations of good practice from other agencies. |
| |
|
| Timescale |
Session 2010-2012. |
| |
|
| Resources and staff requirements |
- Staff meetings
- Local and national advice esp. CnES & HMIe models
- Websites provided by LTS
- In-house in-service arrangements
- Staff CPD
|
| Project 2 |
Transitions |
| |
|
| Quality Indicator |
5.1 – The Curriculum |
| CNES Management Plan |
3.2.3 We meet the educational needs of all children. |
| |
|
| Target 1 |
To plan and facilitate transitions for various groups (pre-school, closing/receiving & P7-S1) within our educational setting and establish effective working partnerships. |
| Target 2 |
Developing a shared understanding of standards and expectations across transitions, ensuring that these are applied consistently and plan for progression & achievement. |
| Target 3 |
To ensure that all schools/pre-schools affected by these transitions are well informed about all and any arrangements. |
| |
|
| Success criteria |
All staff, pupils & parents are aware and happy with the various transition arrangements that have to be put into place.
Relevant data is transferred across the various transition points so as to make the transition as seamless as possible.
Pupils look forward to the excitement of moving across these transition stages.
Transition is seen as an ongoing process of mutual adaptation rather than an ‘event’ that ‘happens’ to children or young people. |
| Implementation strategies |
Meeting with all stakeholders to plan the coming year & development of transition calendar.
Planned visits and information gathering sessions.
Possible transition projects to enhance progression & continuity. |
| Timescale |
Initially, session 2011-2012 although it is hoped that this might start at the end of session 2010-2011. |
| Project 3 |
Moderating Standards across the Learning Community |
| |
|
| Quality Indicator |
5.1 The Curriculum |
| Local Objective |
3.2.3 We meet the needs of all Children in the Outer Hebrides
3.2.4 Implementation of a Curriculum for Excellence. |
| |
|
| Target 1 |
To produce and share learning and assessment activities |
| Target 2 |
To agree standards for applying the terms: developing, consolidating & secure to Curriculum for Excellence levels. |
| |
|
| Success Criteria |
Teachers are more confident in the application of the terms: developing, consolidating and secure.
Banks of learning activities and assessment materials available to all staff at all levels.
Experiences and Outcomes identified and matched to appropriate courses and programmes. |
| |
|
| Implementation strategy |
Groups to be formulated across the Learning Community which are relevant to each CfE level.
Provision of generic remit to assist groups and provide monitoring criteria for work to be done.
Share existing and produce and share new materials for activities and assessments |
| |
|
| Timescale |
3 years |
| |
|
| Resources and staff requirements |
Time for the meetings to implement this project is the main resource requirement.
Easily accessible and user friendly on-line forums.
In-service days |
Maintenance Projects for 2011-2012
The main projects do not represent the full range of development work which the school will undertake. There are aspects of the work of the school that require adjustment and fine –tuning from year to year. These are referred to as maintenance areas and, although they do not constitute new developments, they do affect the overall workload implicit in the development plan.
Maintenance Areas 2011/12 |
| 1 |
ICT pervading the curriculum & deployment & use of GLOW |
| 2 |
Policy review and development |
| 3 |
Progress developments in ACfE across all curricular areas |
| 4 |
Enterprise pervading the curriculum |
School Aims (Extended)
Our basic purpose can be divided into the following aims, each having measurable objectives.
1 DEVELOPMENT OF POSITIVE ATTITUDES TO TEACHING AND LEARNING
- Provide a well-balanced and varied curriculum geared to the specific needs of the individual child.
- Ensure that differentiated programmes of study provide breadth, progression and continuity in the attainment of knowledge and skills for all our pupils.
- Cater for individual learning needs through a range of teaching approaches and a wide variety of resources.
- Foster thinking and problem-solving skills.
- Encourage responsibility in both personal learning and group activities.
- Reinforce expectations of high personal achievement.
- Provide an effective system of Planning, Assessment, Recording and Reporting to monitor and address pupil progress and attainment.
- Encourage understanding of the spiritual dimension, tolerance of the beliefs of others and mutual respect.
2 SCHOOL ETHOS
- Promote cheerfulness, fairness, courtesy, equality and mutual respect and support.
- Create a welcoming, pleasant environment where pupils’ work is seen to be valued and shared.
- Encourage and appreciate positive contributions of pupils, staff, parents and others.
- Foster a sense of identity and of pride in the school.
- Develop consistent, informed and consultative management.
- Encourage a sense of shared values and purpose.
- Promote responsibility for care of resources, property and the school environment.
3 ENCOURAGEMENT OF PUPILS’ PERSONAL AND SOCIAL DEVELOPMENT
- Promote an atmosphere of diligence, responsibility, co-operation and mutual respect within and outwith the classroom.
- Recognise the significance of preserving self-esteem.
- Help pupils acknowledge their strengths and overcome their weaknesses.
- Further pupils’ ability to meet with daily demands and to be better prepared for more responsibilities.
- Recognise the value of acknowledging both pupil achievement and genuine effort.
- Support initiative, leadership skills and individual talents.
- Support and encourage pupils who experience difficulties in their circumstances or relationships.
- Further the social skills of pupils through appropriate and varied contact with people ; outwith the immediate school community.
- Ensure that pupils feel happy, safe and secure within school and at school related activities.
- Ensure that individual pupils know that their concerns will be listened to and addressed.
- Respond to pupils concerns promptly with care, consideration and fairness.
4 DEVELOPMENT OF COMMUNICATION AND LINKS WITH PARENTS AND THE WIDER COMMUNITY
- Promote the direct involvement of parents, through partnership, in the process of their children’s education by both formal and informal means.
- Develop open lines of communication and have information readily available.
- Ascertain parents’ views and opinions of the school and its work and respond accordingly.
- Develop the school as an integral part of the community structure & encourage full use of its facilities.
- Regard the community as a natural educational resource which should be drawn upon to enhance the different aspects of the school curriculum.
- Foster an appreciation of our wider Hebridean heritage.
5 DEVELOPING PROFESSIONALISM OF STAFF
- Recognise the need to maintain and enhance staff motivation, professional performance, support, job satisfaction and confidence and an ethos of co-operation and shared values.
- Encourage open discussion and shared responsibility for enhancing the school ethos and the quality of education.
- Ensure consultation and involvement in all aspects of school life, thereby creating a sense of ownership.
- Encourage personal and professional development.
6 ENCOURAGING CONCERN FOR THE ENVIRONMENT
- Encourage environmental responsibility amongst pupils and the school community.
- Provide a friendly and welcoming environment for school visitors.
- Ensure efficient use of resources.
- Provide an exciting teaching and learning environment within the building and school grounds.
 School Improvement Plan 2011-12 (PDF, 131K)
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