Standards, Quality and Improvement Plan for Kirkliston Primary School
And Kirkliston Nursery School
At Kirkliston Primary and Nursery School, we are motivated and engaged in every experience within a
purposeful, respectful and nurturing environment through high quality leadership and management at
all levels. We welcome challenge in all aspects of school life and work in partnership with parents,
carers and other agencies for the benefit of all children.
Standards and Quality Report for session:2012-2013
Improvement Plan for session: 2013-2014
Table of contents
Section
Section title
Page
Standards and quality report
1
The school in context
3
2
School’s self evaluation (using audits of 1.1,2.1,5.3,5.1,5.9)
5
3
Summary of evaluations against key indicators (using 1-6
scale)
14
Improvement plan
4
Key areas for school improvement (based on next steps identified
in self evaluation)
15
5
Cluster improvement plan (reflecting three year CfE implementation)
33
Standards and Quality Report
1. The school in context
School aims and values
At Kirkliston Primary School, children S.H.I.N.E. by being…
a. S – Successful, safe, stimulated; in a shared partnership; working with parents and other agencies for the benefit of all our
children
b. H – Healthy; high achievers with high expectation, through a holistic approach
c. I – Involved, interested, inspired and included in the community
d. N – Nurtured; where new ideas are encouraged and developed with staff, supported by innovative and creative thinking
e. E – Engaged and effective; where excellence is expected through the highest quality of education and an ethos of
achievement.
Our school community shares the values of Compassion, Wisdom, Justice and Integrity.
About Our School
Kirkliston Primary School serves the village of Kirkliston and the surrounding rural area and has a wide social mix. The school is part
of the Queensferry cluster of schools. The roll is 332, spread over 14 classes. Over the year, 22 pupils attended from outwith the
catchment area and approximately 14% of pupils were entitled to free school meals. Class organisation was as follows:-
P1, P1, P1, P2, P2, P3, P3, P4, P4, P5, P5, P6, P7/6, P7.
The absence rate for 2012-2013 was 10 half days per pupil which is better than the national average. The overall school attendance is
96% which is above City of Edinburgh average.
Mrs Lynn Paterson is the current Head Teacher, ably supported by Mrs Marion Macleod the Depute Head Teacher, Miss Teresa
Mooney, Principal Teacher (school), Mrs Helen Bartholomew, Principal Teacher (nursery) and Miss Linsey Wright, Business Manager.
There is a full-time teacher for Support for Learning, and part-time for PE and music as well as instructors of violin and brass. There
are 10 learning assistants working throughout the school to support learning, teaching and inclusion. Additional time has been allocated
to Support for Learning by Mrs Lyle on 2 afternoons /week. Teaching staff includes 2 probationer teachers and 5 temporary staff due
to secondments, maternity leave and an additional P1 teacher.
For the fourth year, Kirkliston Primary School (KPS) was linked with the local nursery, Kirkliston Nursery School (KNS) in a pilot
project that saw the school taking responsibility for the leadership and management of the nursery. This project enabled the school
to have even closer links with the nursery and was ably led by Mrs Macleod and Mrs Bartholomew. This link with the nursery has
proven to be very successful and beneficial in linking Early Years working. The nursery will now permanently remain as an integral part
of the whole school establishment.
The school benefits from a very supportive and active Parent Council, (KPSA). Parents are encouraged to be involved in the school
through a wide range of activities; helping in classrooms, accompanying classes on excursions, by attending curricular meetings, KPSA
events, assemblies, etc. Community links include involvement of the police, the local minister, local senior citizens, regular use of the
local library, as well as linking with the local Rotary club and businesses.
2. School’s self evaluation
1.1
Improvements in performance
Standards of attainment over time

Standards of attainment continue to show a wide range of pupil ability across the curriculum with
some children attaining the highest percentile rank in literacy and some the first percentile within the
same stage. Improvements over time show that these standards are challenged and are making
consistently good progress.

Attendance rates are consistently high (96%). Intervention by EWO is positive and shows impact.
Lateness has improved after support and challenge.

Attainment for the lowest 20% of children as well as a wide range of particular groups is tracked and
monitored with Support for Learning team intervention where appropriate. Specific support was
targeted at primary 2 and primary 3 for children just attaining below the threshold throughout this
year.

In numeracy, most pupils have made good progress from prior levels of attainment. Increased
analysis in standardised assessments indicates a need to further improve attainment in number at
current P4 and P6 levels. Attainment at current P7 levels shows a marked improvement at this level.

In literacy, attainment levels have improved at P1 and P7 levels, remaining consistent at P4 levels.

In maths and literacy, a significant proportion of children continued to achieve beyond the average
level.

In PE, increased attainment at P1, P4 and P7 levels are significant.

Attainments at P1, P4 and P7 continues to be favourable in comparison with CEC standards.

The curriculum priorities for 2012-2013 meant that teachers were able to report with confidence in
Social Studies and Science for all children.

Standards of attainment for individuals, year groups and the school as a whole are tracked and
compared at planning meetings and standardised assessment feedback meetings with SMT to
identify patterns and next steps for support and challenge.
Overall quality of learners’
achievement

Tracking and monitoring methods have been implemented to identify improvements over time for
individuals as well as classes.

A very good start has been made to tracking coverage of Curriculum for Excellence experiences and
outcomes. This will further inform the next steps in learning for the forthcoming year in RME,
Expressive Arts and Technologies.

Children`s Personal Learning Planning and “Teacher Talk” have now been successfully embedded
across N-P7.

End of year “Profiles” are embedded for P1-P7 as reflections of the year which are incorporated into
the end of year reports.

P7 profiles are completed in line with cluster planning.

Nursery profiles are completed at the close of children’s pre-school year and are accompanied by
assessments in literacy and numeracy. These are shared with P1 teachers and parents prior to
transition. P1 teachers now meet with PT following the summer break to improve monitoring and
tracking of children’s progress at the early level.

With a focus on citizenship and charities, groups have raised the profile of a variety of charities
throughout the year and raised significant financial aid for these groups. This is displayed in the foyer
with the support of the House Captains and is shared with parents in Nursery throughout the session.

All children in P7 attend a week-long residential experience while almost all children in P4 attend an
over-night excursion at another outdoor activity centre. These are significant events in the school
calendar and have a hugely positive impact on children`s self-confidence.

There has been an ever-increasing array of after-school clubs available for children. In total 83% of
children attended a club at some point during the year. This makes a significant contribution to wider
achievement and identifies other issues of concern. Children are confident in sharing their
achievements with their peers at regular House meetings. Nursery children are continuously
encouraged to share achievements outwith Nursery using out Achievement tree.

Swimmers achieved first place at the Edinburgh swimming gala.

All children P3-P7 have been involved in cluster activities.

P4 and P5 produced an excellent presentation of “Pirates of the Curry Bean” which was well-received
by parents and the community. Children visited local residents in sheltered housing to share in the
show.

There continues to be a wide range of groups for children to lead and work in. The Pupil Council
created and evaluated their first Pupil Improvement Plan 2012-2013 as well as improving the ethos of
the school through a refurbishment of most toilet facilities. This group also showed considerable
awareness and insight when consulted on the options available for the extension to the school. The
Healthy Helpers have almost reached the third award. The JRSOs have been very much involved in
ensuring the safety of children coming to school; working in conjunction with the KPSA to improve the
standard of safe parking at the front of the school. The range of groups continued to enhance the
involvement of children in the decision-making opportunities for improvement in the school. Eco
workers in Nursery successfully helped the Nursery attain its 4th Green Flag in June 2013.

Opportunities are actively sought from outside agencies to enhance learning in its widest scope eg P7
and P7/6 had a very successful link with the Lyceum Theatre around Shakespeare`s “ A Midsummer
Night`s Dream” which the children interpreted for a presentation to their parents!
P5`s Artist in residence project provided the opportunity for some very expressive art.
These opportunities are in conjunction with the high quality of assemblies that are produced annually
by each class for parents and peers as well as a very full calendar of achievements.
(Evidence of) Impact of improvement
plan

Regular meetings with staff have informed and updated progress relating to the SIP. Co-ordinators
have kept staff very well informed through regular newsletter bulletins, meetings and courses. SMT
meet termly to monitor/amend priorities, ensure progress and identify next steps. The Headteacher
discusses progress with the Parent Council as a matter of course. Termly newsletters update parents
about activities and improvements throughout the school year.

The tasks identified in the 2012-2013 SIP have been achieved overall. Outstanding are the curriculum
position statements for Literacy, Numeracy and Mathematics and Health and Well-Being which will be
completed early 2013-14. Nursery maths and active sacks were not actioned due to Nursery staff
absence and will be a priority in session 2013-2014.

Through consultation and feedback, children, staff and parents have identified the significant
improvements made in motivation in learning, the changes in the curriculum and assessment
strategies.

The continued enhancement of the school and Nursery environment has also been positive.

All school Learning Assistants have been trained in Restorative Practices. This is beginning to make
an impact on children`s behaviours.

Continued close liaison with named Health Visitor to ensure close monitoring and tracking of children
in their home pre and post nursery enrolment.
What are we going to do next?

Embed and implement tracking and monitoring of attainment, attendance and significant SfL issues at individual child and class level for all stages.
(Priority 1)

Focus and challenge activities and tasks relating specifically to teaching of number for N-P2 through SEAL training; focus support for maths at P5
and P7 levels; identify issue of challenge at P3 stage in maths and literacy; continue to support group just below average at P2 and P3 in learning
(Priority 1)

Identify time for teachers to work across the cluster sharing and agreeing standards (Priority 3)

Create opportunities for staff to share good practice across learning and teaching, planning and moderation. (Priority 5)

Provide alternative opportunity for parents to attend sessions on Growing Confidence, Stay and Play and PEEP in nursery. (Priority 6)

Produce supportive curriculum information (booklets) for parents and enhance and update the school website to enable parents to access support
for homework (Priority 6)

Nursery staff to liaise with parents during enrolment meetings to ensure they are aware of GIRFEC process and any involvement of the HV and
discussions held with (Priority 6)

2.1 - Learners’ Experiences
Learners are motivated, eager
participants in their learning.
Children are motivated and inspired to learn and participate in their learning. They generally contribute
enthusiastically to lessons and activities throughout the school. Children across the learning spectrum are
confident and can articulate their opinions, enjoying the variety of activities and tasks provided. There is a
wide variety of collaborative working scenarios used across the school for children to engage in, to support
the wide range of learners. ICT is used to further enhance learning in literacy and mathematics at most
stages. Children`s achievements and involvement in the wider life of the school is tracked, monitored and
encouraged.
Learners make good progress in their
learning.
Almost all learners are making consistently good progress from their prior levels of attainment, showing
increased skills in discussing their learning through Teacher Talk Time and next steps in learning (setting
Targets). Personal Learning Planning is now embedded throughout the school and nursery and now being
shared with parents regularly. All staff have a shared vision of differentiation and assessment. Further
investigation in the cycle of feedback should be explored with staff. Although all teaching staff implement
Learning Intentions and Success Criteria, ensuring consistency in the use of clearer learning intentions and
focus on success criteria in tasks would help learners to be more fully involved in their learning and progress
with the new staff team. Children with specific learning needs are identified timeously to enable them to
make best progress in their learning with appropriate support.
Learners know their views are sought
and acted upon. They feel valued.
There are interesting opportunities to involve pupils in their learning. The pupil council has been actively
involved at the planning stage for the new school extension as well as the use of Council funding for school
refurbishment. The wide range of school representative groups make a positive impact on school
improvements and learners` experiences.
Through the use of Big Planners all children have the opportunity to develop and personalise the contexts
for learning, the tasks and activities as well as homework and evaluation. In the nursery, children`s views
are sought through floorboard planning and responsive planning. Through whole-school assemblies all
children are aware that they are valued and respected, that their views are sought and impact on the
improvements in the school. The school has high expectations for every child. The school participates in the
annual Bullying Awareness survey and Health and Well-Being survey. The results of these impact directly to
Learners feel safe, nurtured, healthy,
achieving, active, included, respected.
the Improvement plan and CPD for staff.
Children have many opportunities for being involved in school and community activities including fundraising
and citizenship roles. Celebration assemblies identify children as successful, confident, responsible and
effective. Work completed during Anti-bullying assemblies was identified as good practice by CEC
Development Officer. Some children identified that they sometimes found that other children made them feel
unsafe in the playground. However in discussion with the pupil council, the children stated that this was
infrequent and due to a small number of children. Recent questionnaires found most learners felt safe and
respected most of the time. The nurture room has been utilised to support more children at break times. The
library has been opened at lunchtimes to provide alternative play opportunities. Restorative practices have
been embedded throughout the school.
What are we going to do next?
•
Review, share and focus improvements in Learning Intentions and Success Criteria
•
Enhance pupils` abilities to ask better questions
•
Develop the cycle of feedback for learners
•
Improve playground experiences for children.

Further develop the use of ICT in learning and teaching

Complete the assessment policy identifying good practice in assessment and moderation opportunities

Embed tracking and monitoring across all year stages.

Evaluate the impact of N-P1 and P7-S1 profiles.

Investigate skills development across the curriculum for learners.

Review and improve the process of evidence gathering in the nursery and adapt format to record children’s learning and progress.

Collate grouptime resources to ensure continuity of approach.

Regular Learning and Teaching meetings in Nursery to plan grouptime experiences and track the coverage of Early Level experiences and
outcomes.

Newly appointed EYO will now be actively involved in all Nursery Planning.
5.3 - Meeting Learning Needs
Tasks, activities and resources
Identification of learning needs
In almost all classes, tasks, activities and resources are well-planned to match children`s differing needs
and learning styles. Specific resources are utilised to motivate and inspire children`s participation in
learning. Differentiation is evidenced in planning and teaching to support and challenge all learners. In
most classes, there is appropriate pace in learning. The Support for Learning Team is focused on
supporting staff to support children. Additional funding is focussed to support learners maximise progress
in the early years.
GIRFEC procedures are embedded throughout the school to identify and address specific issues for
children. There are also clear guidelines in place to ensure that all children have access to support for
learning and pastoral care as required. Children with specific needs are clearly identified and
appropriately assessed in order to support their needs accordingly. High quality Individual plans are in
place to support and challenge learning for children with significant issues. These are reviewed and
evaluated regularly with children, parents, staff and partner agencies. Children`s progress is tracked and
shared with Support for Learning Teacher and all Nursery Staff. There is a clear overview plan of all
children`s needs which is regularly reviewed. Vulnerable groups are regularly discussed with staff to
ensure progress is maximised.
The roles of teachers and specialist staff
External agencies play a significantly supporting role in ensuring that all of our most vulnerable children`s
needs are met. The Pastoral Support Group ensures that all staff communicate effectively regarding
individual children/families, appropriate support is in place and that this information is recorded
accordingly. Any issues identified are promptly addressed. The role of the SfLT has been extended to fulltime. The school also has an additional Support for Learning Teacher to focus support identified through
the Improvement Plan. Learning Assistants play an invaluable role by providing a wide range of supports
for children through specific programmes including literacy, social group work and motor programmes.
There is a cycle of evaluation in place to ensure the focus of targets for children with IEPs, ASPs, Health
Care Plans and Care Plans. Where appropriate, children`s IEPs are simplified for their use. All
appropriate stakeholders are involved and included in creating these learning documents.
Meeting and implementing the
requirements of legislation
SfLT attends cluster, neighbourhood and council network meetings to ensure compliance with legislation.
HT attends all co-ordinator CPD events.
The Support for Learning Team has investigated the appropriateness of a CSP for 1 child, although not
upheld.
The Head Teacher participates in the CEC working group for Looked After Children.
What are we going to do next?

Further develop self-evaluation of partner agencies

Focus support on LAAC and Young Carers

Ensure consistent streamlined integrated child planning approaches with new staff

Continue to support children just below the standard levels

Continue to identify and support children through rigorous attainment analysis

Ensure pastoral care information continues to be rigorously shared and minuted.

Ensure GIRFEC plans / recommendations created in Nursery are actioned at time of Transition in to P1.
5.1 The Curriculum
The rationale and design of the
curriculum
The development of the curriculum
A draft curriculum policy is in place which continues to be updated in light of newly shared information.
Staff constructed the architecture of their overall curriculum design for the year ensuring that there was
breadth and balance across the 4 capacities. This took account of the children`s previous experiences as
documented through the Experiences and Outcomes and Pathways. Retrospectively, staff completed an
overview of the balance of curriculum over the 4 contexts. Parents were informed through the new-look
termly curriculum class newsletters. The design principles and entitlements formed part of the professional
discussion and focus on termly-planning between class teachers and SMT as well as Support for Learning.
The coverage of experiences and outcomes was closely tracked in Nursery and shared with Primary One
staff.
Class teachers very successfully shared intended learning for their year group with parents at the
beginning of the session. Parents then identified the need for support for parents in assessment. The
Quality Improvement Officer for the school together with the Head Teacher delivered a presentation to
parents on the diversity and use of Assessments. The evening was quite successful but parents continue
Programmes and courses
Transitions
to require support in benchmarking their child`s progress in comparison with their peers.
In literacy the school and nursery now have consistency in practice across all aspects but not yet L&T. In numeracy
and mathematics, there is consistency in planning P1-P7 with financial education having been effectively embedded
during finance week. There was also a successful focus on life of work. Both human and material resources have
supported active learning. Tracking children`s progress has successfully identified areas of strength and weaknesses
in numeracy and will further inform next session`s plan. Early level curriculum planning has begun to enable nursery
and P1 colleagues to work towards consistency of approach across the school although the nursery has recently
changed direction. The Nursery currently follow the City of Edinburgh Numeracy Tracker, in line with Early Years
Team recommendations. In Health and Well-Being the focus on 2hours PE has enabled improvements in almost all
classes achieving significant improvements in attainment this session. Further development of the Confident Kids
programme through assemblies has seen an enhanced awareness of anti-bullying strategies and resilience. In
French P6 and 7 staff are using the cluster plan to implement the pathways and report on children`s abilities and
progress. Resources have been streamlined to focus on plan. In Science, all staff have planned and implemented
experiments to improve investigative skills. Whole school overviews and planning formats are now in place with
identified aspects for focus for each stage. Curriculum architecture has supported the improvements in the balance
and breadth of skills, knowledge and development of informed attitudes in Social Studies. Cluster working
produced a working document to enhance moderation for all staff. Articulating the opportunities for the children
to experience the 4 contexts has identified that all children experience a wide range of visits outside school as well
as visitors to the school to enhance learning.
Planning is in place for all children to receive 6 opportunities each year for Religious observation which has been
supported by our local minister and new pastor as well as another local pastor .
All staff are using Experiences and Outcomes to plan good quality learning experiences for all areas of the
curriculum, supported by the local authority progression pathways and literacy and numeracy trackers in
Nursery. All classes have embedded approaches to increasing personalisation and choice through pupil
involvement in planning content, approaches and evaluations.
Most staff feel that the planning in maths has been very successful in supporting active learning but that
further familiarisation is essential. Tracking and sharing the levels at P7-S1 was very successful.
There are now transition guidelines in place. There are very good plans and arrangements in place for
transition between our nursery, partner nurseries and the school. These are calendared at the beginning of
each session and include all our children and families. Our nursery and P1 staff work closely together to
share relevant information which will ensure smooth transition and continued learning. Within school we
have very good systems in place for discussing learners` needs as they move from stage to stage.
Children moving from P7-S1 are involved in a wide variety of activities to ensure a smooth transition.
Transition activities are supported by the Active Schools` Co-ordinator, the Education welfare officer, and
departments within the high school which can facilitate links related to IDL throughout the year as required.
What are we going to do next?
Create a strong narrative about the school curriculum journey. Embed and share curriculum journey, architecture and 4 contexts overview with all
stakeholders at Meet the Teacher Event (Priority3)
Embed PE planning pathways and assessment pathways for children not receiving specialist teaching(due to increased number of classes) (Priority 1)
Implement the audit cycle for technologies, Expressive Arts and RME, with working groups. Continue to plan 6 opportunities for Religious
Observance/year.
Include the 6 Entitlements in the termly planning cycle dialogue
Plan, assess and moderate collegiately with cluster colleagues in Expressive Arts. (Priority 3)
Develop Social Studies chronology overview plan based on skills in conjunction with cluster colleagues. (Priority 3)
All classes to create IDL with focus on several Es and Os with more ownership of timing throughout year; possible focus on Diversity (Priority 3)
Implement Early mathematics SEAL work and Numerical Guidelines across the school.
Invite new families and children to engage in ‘Stay and Play’ sessions, to improve transition into Nursery (Priority…)
5.9 Improvement through self-evaluation
Commitment to self-evaluation
Management of self-evaluation
The school and nursery have a real commitment to continuous improvement and use self-evaluation tools
throughout the session to inform and amend planning as required. A culture of reflective practice is
embedded. Milestone checklist are created in Nursery to track monthly progress across all identified
priorities.
Views of the school`s progress have been sought from all stakeholders this session. These views have been
collated and shared. Information has impacted positively in next steps for improvement planning.
Representative views from all stakeholders have been sought and impacted on the planning process for the
new school extension.
On two occasions, representatives from all stakeholder groups met to share and discuss views on how well
the school was improving and discuss next steps. Feedback informed next steps in the SIP as well as
Standards and Quality reporting.
Learning Rounds further informed whole school and individual class teacher next steps in learning and
teaching with a focus on Learning Intentions and Success Criteria.
School improvement
A visit from the school`s Quality Improvement Officer enabled a sample of classes to be visited. Feedback
from this visit supported the information from Learning Rounds.
Life-long learning for staff embedded in CPD opportunities. Personal Review and Development procedures
well-embedded and impact on SIP.
There are well-established procedures and policy for self-evaluation which inform progress and next steps for
the school. An annual calendar of self-evaluation is in place which is created by staff, focusing on the
improvement of learning and teaching. Feedback from questionnaires, surveys and minutes from meetings
etc are managed and shared.
All staff are involved in and lead regular self-evaluation opportunities through high quality responsive
planning and reflection, Learning and Teaching meetings and professional dialogue etc. Children`s views
were sought through a wide range of representative groups. Minutes of the groups were shared throughout
the school. The Pupil Council created a Pupil Friendly Improvement Plan which they evaluated at the end of
the session, with their views impacting on next session`s Improvement Plan. An enhanced range of
techniques and opportunities were utilised to gain feedback, information and views e.g. Learning Rounds,
QA procedures, school performances, information evenings, surveys, questionnaires, meetings, minutes,
feedback forms etc.
Feedback given from parents following induction evenings and Parent group meetings in Nursery, was acted
upon timeously, to improve the level of service provided. Parents acknowledged that their views were valued.
SMT met regularly to update the SIP. Curriculum Co-ordinators informed staff of progress through oral
feedback at learning and teaching meetings and newsletters to staff. DHT fed back regularly to staff
regarding QA updates.
Staff representatives were involved in the design of the overall yearly calendar and proposed and accepted
this on behalf of the staff for this coming year.
The HT and DHT (for nursery) has compiled a “Complements and Complaints” file. Once again, there are
significantly more compliments than complaints this year.
There are a wide variety of opportunities for all staff and children to lead throughout the school. This is highly
encouraged by SMT and is embedded within the school value statement.
The school and nursery now present one conjoined Improvement Plan and calendar.
What are we going to do next?
Create new cycle of self-evaluation. Regularly and clear explanation to all stakeholders through wider sources of media e.g. website, parents board etc.
Focus on SMT and Peer Sharing this year with a focus identified through SIP
Pupil Council to continue to create and share Pupil Friendly SIP.
Nursery to create a simple action plan following recent Care Inspectorate inspection.
3. Summary of evaluations against key indicators
Improvement Plan
4. Key areas for school improvement
Priority 1 Attainment & Achievement
Overall Responsibility - PT
QIs 1.1, 5.3, 8.4
Outcome and impact for learners (a) To track, monitor and improve attainment over time.
Tasks
A. To embed whole school
tracking system
By Whom
1. BM
Resources
1.Forward Planning
meetings with individual staff
Timescale
1. Sept
2. 4x termly
2.Termly updates on
progress digitally
3. SfL time/focus
4. EWO support
B. To identify Child Carers
and track individual
progress
1. SfLT
C. To identify and target
children not attending
school or out-of-school
activities.
1.class teachers
D. Improve early
mathematics and
numeracy attainment
1.early years SEAL leader
(TBC)
2. SfLT
1. SEEMIS
1. Club activities overview
3. weekly meetings
SfLT/HT/DHT
4. termly meetings
1. August/ongoing
1. termly
2. Forward planning
meetings.
1. Attendance at identified
CPD opportunities
2. Opportunities to share
1 Aug-June 2014
Progress/Evaluation
knowledge and
understanding with
colleagues.
3. Purchase of resources
E. Ensure that all children
are aware of their levels
of attainment and
achievement in all areas
of the curriculum and
next steps in learning for
most.
F. Share whole school
attainment levels and
results with all staff.
G. Embed digital tracking
system for numeracy and
mathematics
H. from standardised
assessments identify
trends and benchmark
performance, addressing
areas of concern
I.
use data analysis
alongside professional
judgements to track
children`s progress.
promote, monitor and
demonstrate
improvement
1. PT
HT/PT
1 CEC Curriculum posters.
2
Aug Inset meeting
3
L&T meeting
4
Finance for resources
Aug Inset meeting
Co-ordinator support
PT
PT remit /BM support
DF
Share results with staff and
SfL to address
As above
December 2013
J. Embed use of Numeracy
tracker with all groups in
Nursery
All Nursery Staff
Sept 2013
Priority 2 Learners’ Experiences
Overall Responsibility
QIs 2.1, 5.2,
Outcome and impact for learners (a) children to feel safe and secure in playground
Tasks
By Whom
Resources
Timescale
 focus of topic for weekly assemblies and shared in
class challenges
HT
 Assemblies
June 2014
 All LA staff to enhance knowledge of appropriate
activities.
 Children to have training in acceptable games for age
group and available space.
 Playground buddies to be renamed Playground Pals
 Pupil Council survey to gauge impact of playground
improvements
 CPD for LA staff
Active
Schools` Coordinator.
Class teacher
and PE
teacher.
 Parents informed about survey and intervention work.
 Identify and clarify procedures for detention of pupils
as appropriate
P7 teachers
and HT
 Training for all
children in
playground
games
August/Sept
2013
Outdoor equipment
purchased regularly
by identified LA
New bibs?
Friendship stop

Create survey and
collate and compare
results.
September
2013
August-Dec
2013
September
2013.
Newsletter.
HT/Pupil
Council
August 2013
Staff meeting
Progress/Evaluation
Learners’ Experiences
Outcome and impact for learners (b) Children learning creatively and applying skills and knowledge
Tasks
By
Whom
Resources
Timescale Progress/Evaluation
 Investigate the nature and impact of “feedback”
through work on Mindsets
 E.P.
Inset opportunity
December
2013
L&T meeting (representative
from Nursery to attend)
A focus of QA class visits
Children`s jotter work sampling
 Pupil Council meeting
 Implement and share 4 capacity skills with parents,
through the use of Cosy Chat reporting format
 All NS
 4 Capacity Skills Posters –
differentiated
October
2013
 Cosy Chat reporting format
March
2013
May 2013
 Implement CEC skills progression through use of
posters
 IW
 L&T meeting
 CEC posters for each child`s
achievement folio
 Share information with
parents
June
2014
 Improve children`s ability to ask better questions and
ask questions better.
 IW
 Embed Ryan`s Thinking Keys across the school as
appropriate
 IW
 Enhance use of ICT across learning
 TM
 1x CAT
 2x Assembly opportunities
 Sets of resources
 L&T session for sharing with
new staff
 Programme of support for
staff and children
 ICT resources (hardware)
 L&T meetings
Priority 3 – Curriculum: literacy across learning
Outcome and impact for learners: (a)
QIs 5.1, 5.2
Progressive plans will be in place N-P7 for Listening and Talking skills
Tasks

Overall Responsibility IW
By
Whom
Identify and share CEC progression of Es and Os for talking and
listening

Identify simple technique to plan for T&L in KPS current planning
format.

Share tracking of experiences

Deliver BIG TALK CPD to staff

Share draft booklet of support for literacy to parents.
IW
Resources
CEC progression
pathways for
Listening and
Talking
IW
Planning format

Use of SALLEY programme with all groups in Nursery

3 stages of Talking Time to be used where and when appropriate.
IW
L&T meeting
IW
L&T meeting
IW
CAT
All NS
PT and
N LA
N L&T meetings
Timescale
Impact
Priority 3 – Curriculum: Health and Wellbeing
Overall Responsibility
QIs 5.1
LM
Outcome and impact for learners (a)
All staff familiar with and using CfE Experiences and Outcomes for H&WB
Tasks
By Whom
Resources
Timescale
Familiarise staff with CfE progression pathways for
H&WB Experiences and Outcomes
Linda McCready
Inservice meeting
August 2013
Impact
Termly planning discussions
with SMT
Folders with outcomes and
pathways
1x CAT support and update
Outcome and impact for learner (b)
Progression Pathways for Sexual Health and supporting resources in place with parents` awareness of
pathways.
Tasks
By Whom
Resources
Timescale
Create progressive plans/programmes for key areas of
Sexual Health and Relationships.
Linda McCready
and cluster
working group
Updated resources
from CEC for sexual
health teaching.
June 2014
Updated resources in line with CfE guidance
Provide a yearly framework N-P7.
Share progression pathways and new resources with staff
and parents.
Outcome and impact for learners (C)
Healthy Schools: Achieving Level 3 accreditation
Impact
Tasks
By Whom
Resources
Timescale
To collate all relevant information to evidence Level 3 Healthy
Schools Accreditation (Link with Nursery)
Linda
McCready /
Marion
Macleod
Evidence from on-going
activities,
representative groups
etc
December
2013.
Develop healthy tuck shop
Identified class
with LM
support
HMIe information on
foods
December
2013
To improve the School Kitchen/cooking area, utilising resources.
BM/LM
New kitchen storage for
resources access by
children`s groups.
June 2014
Impact
Priority 3 - curriculum: mathematics and numeracy
Outcome and impact for learners(a)
Overall Responsibility DF
QIs 5.1, 5.2
To improve attainment and active learning techniques for early numeracy
Tasks
By Whom
Resources
Timescale
Attend CPD training in SEAL
Nursery and P1
staff
Cover
requirements for
classes
August 2012 and
January 2013
Train Nursery staff in SEAL
Share CPD info with school staff
EYs PT
L&T meeting
Identify SEAL coordinator from EY
EY SEAL coordinator to liaise with school maths coordinator.
Ensure tasks, activities and home learning activities meet
high expectations of training
QA observations
by SMT
September 2013
Nov Self
Evaluation
meeting.
Impact
Priority 3: Curriculum: Technology
Outcome and Impact for Learners
Familiarise and implement progression pathways N-P7
Tasks
By Whom
Resources
Timescale
KM
CAT and L&T
sessions in 20142015
June 2015

Audit current practice in line with CfE progression pathways.

Produce progression pathways to support current planning
and tracking of learning.

Investigate and share current good practice in school and
across CEC

Implement assessment strategies to support learning.

Share with parents and support reporting individual children`s
progress annually.
Impact
Priority 3 - curriculum: Expressive Arts
Outcome and Impact for Learners (a)
Tasks

Audit current practice in line with CfE
progression pathways.

Refresh current planning to ensure
implementation of progression
pathways

Liaise with cluster colleagues to
develop and deliver creative inservice
day

Deliver and support learning and
teaching of drama throughout the
school.

Create contexts for learning N-P7.

Produce information for parents e.g.
website, column in newsletter, leaflet
etc.

Investigate variety of dance
experiences for children throughout
school.
Overall Responsibility AN
QIs 5.1,5.2
to familiarise and implement progression pathways N-P7
By Whom
Resources
Timescale
Working
group
4X CAT sessions for working
group
June 2014
Finance for resources
January Inset day
Impact
Priority 3 - curriculum: ICT-communication technologies
Outcome and Impact for Learners
Overall Responsibility HB
QIs 5.1, 5.2
to increase learning and teaching through the effective use of ICT and implement progression pathways NP7
Tasks

Audit current practice in line with CfE progression
pathways.

Refresh current planning to ensure implementation of Es
and Os through progression pathways

Deliver and support learning and teaching of ICT
throughout the school.

Support best practice in qualitative CPD for staff.

deliver information for parents eg website, column in
newsletter, leaflet etc

Create a 3 year resource plan for the school. Purchase
year 1 resources.

Update and populate the school website with current
information
By Whom
Resources
HB / Working
group
4x CAT sessions
for working group
to complete
relevant tasks.
TM
Working group
HB/TM
4xCAT sessions to
support and deliver
ICT CPD for new
technologies.
Funding from
school and KPSA
for hardware.
Purchase SfL
software.
ICT
technician/class
teachers/working
group.
Funding for
technician
Time for website
updates.
Timescale
Impact
Priority 3 - curriculum: RME
Outcome and Impact for Learners
Tasks

Audit current practice in line with CfE
progression pathways.

Refresh current planning to ensure
implementation of Es and Os through
progression pathways

Deliver and support learning and
teaching of RME throughout the
school.

Support best practice in qualitative
CPD for staff.

Deliver information for parents eg
website, column in newsletter, leaflet
etc

Provide appropriate resourcing
materials and sources.
Overall Responsibility TM
QIs 5.1, 5.2
to provide effective opportunities for progressive learning in RME
By Whom
Resources
Timescale
TM
PT remit including 1
afternoon out of class /week
December 2013
L&T meeting to feedback to
staff
Planning pathways
Impact
Priority 4 Meeting Learners Needs
Overall Responsibility
QIs 5.3, 5.2, 5.9
WO
Outcome and impact for learners (a) Enhance learning through supporting differentiated tasks and activities.
Tasks
By Whom
Resources
Timescale
 Identify and purchase resources to support and
challenge learning especially ICT and numeracy
sfl T
 Funding
June 2014
 Funding
September 2013
 SMT/CT
professional
dialogues
Sept 2013
 To provide increase in SfL allocation to support diverse
needs and Early level/P5/P7 numeracy/mathematics
 Forward Planning to successfully identify target groups
showing differentiated tasks, activities, resources and
focussed assessments
HT
class
Teachers
Dec 2013
Jan 2014
 Ensure all SfL opportunities are adding value to
ongoing support and challenge
 LAs SfLTs SMT
and support
agencies
April 2014
 Feedback from
support
agencies
 Differentiate groupings in Nursery in line with changing
needs and new intake
NS
Aug 2013 and
Oct 2013
Progress/Evaluation
Outcome and impact for learners (b) To support and challenge learners self-awareness
Tasks
By Whom
Resources
Timescale
 Enhance children`s awareness of personal levels of
achievement and support/challenge required in next
steps in learning
IW
Pupil poster booklets
Oct 2013
 Focus on concept of challenge for all children in
newsletters, assemblies etc
NS
PLP Teacher Talk Time
All About Me profiling
Achievement Folios
LP
Advice note/ Letter to parent
Sept 2013
Progress/Evaluation
Priority 5 Self Evaluation
Overall Responsibility
QIs 5.9,5.3,8.4
DHT
Outcome and impact for learners (a) To manage evidence – informed self evaluation across school.
Tasks
By
Whom
Resources
Timescale
 Enhance management of self-evaluation evidence information
DHT
Training in use
of Ipad for data
gathering and
storing.
June 2014
 Embed evaluation feedback from partner agencies
 Timeously update stakeholders re results of information gathering
 Enhance opportunities to gain views from children relating to
learning and teaching
DHT
May2014
Ongoing
June 2014
HT/DHT Time to produce
information.
Copiable text
resource to be
purchased
Planned
opportunities
throughout
session.
Progress/Evaluation
Outcome and impact for learners (b) focus self evaluation on learning and teaching.
Tasks
By Whom
Resources
Timescale
 Share, explore & moderate
L&T practice factors which
have been identified in this
SIP.
All staff.
 L&T meetings.
Throughout year
SMT
 Feedback from children
 To use the above tasks to
inform Learning & Teaching
Policy.
SMT
 To utilise the feedback from
partnership agencies to
further enhance children`s
experiences and skills in
learning
 Self-evaluate progress in
Learning and Teaching
through peer shared
practice
 QA sharing classroom
practice.
 Evaluations of whole
school initiatives.
 Feedback from partner
agencies
Termly for SMT
Nov CAT
May Inservice
All staff
Sept 2013
DHT
Progress/Evaluation
Priority 6 Parental Partnership
Overall Responsibility LP
QIs 5.7
Outcome and impact for learners (a) to enhance partnerships with parents, children and school
Tasks
By Whom
Resources
Timescale
 Create Communication team
in school (Comms Team)
Comms team
 Questionnaire and analysis
September 2013
 HT/BM
 Audit current means of
communication with parents
 Share results with parents
and children; identify gaps
and enhance practice to
implement
 Update school website
School ICT technician and class
teachers
December 2013
 Produce document of
guidelines for enhanced
practice
 Feedback to parents and
children
Easter 2014
Progress/Evaluation
Cluster Improvement Plan 2013-14
Priority –
To plan for progression through the key areas of Literacy and English, Numeracy and Maths, Health and
Well-being, Modern Languages, Science, Social Studies (at transition and beyond).
Overall Responsibility
QIs
Cluster HTs
Curriculum 5.1 5.3 5.5
In Session 2013/2014 extend this to Expressive Arts.
To provide staff with opportunities to plan learning experiences and moderate to support reporting.
Outcome and impact for learners
Tasks
By Whom
Literacy and English:
Ali Lewis
4 termly
(QCHS
Curriculum
Leader) and
meetings
using
Personal
the Cluster
Working
Group
Professional
Development
Time (35
hours)



Further opportunities to share the standard – with a focus on
listening and talking.
Planning for joint pupil activities.
Possible consideration of Literacy across Learning.
Share with Cluster HTs.

Big Talk – Cluster CPD for primary staff

Numeracy and Maths:


Financial Education – lead on the overviews in individual schools
and feedback what is working, adaptations etc.
As appropriate, raise the profile of engagement with parents and
carers.
Lynn Paterson
to coordinate
Resources
Timescale
2 hour CAT
session
Alison
McLean
(DHT, QPS)
and the
2 meetings
using
Personal
Professional
Cluster
Working
Group
Development
Time (35
hours)
Progress/Update

Prepare a paper to support the most able learners – strategies
and progression (P7).

Share with Cluster HTs.
Cara Prot
(QCHS
Curriculum
Leader) and
Alison
McLean
(DHT, QPS).
Meetings
and
individual
time as
needed.
Authority
materials:
Challenging Young
Able
Mathematicians
Louise Stevenson
pack – Engaging
with Parents
Health and Well-being




Update Sexual Health and Relationships – when Authority
guidance and resources come in.
Consider programmes such as Rights Respecting School and Cool in
School.
Complete the final area of the Cluster Programme.
Share with Cluster HTs.
Modern Languages








Finalise P7 assessments.
Finalise vocabulary support for the units.
Create a P6/7 resource folder for MLPS staff.
Simplify the grade related criteria for Talking and Writing
outcomes.
Formalise how we gather evidence.
Include pupils in creating success criteria for Talking and Writing.
Review feedback procedures.
Share with Cluster HTs.
Science


Development of assessment resources and moderation.
Looking at common approaches to investigative skills (key aspect)
Linda
McCreadie
(KPS) and the
Cluster
4 termly
meetings
using
Personal
Working
Group
Professional
Development
Time (35
hours)
Angeline Ross
(Curriculum
Leader –
QCHS) and
4 termly
meetings
using
Personal
the Cluster
Working
Group
Professional
Development
Time (35
hours)
Gayle Duffus
4 termly
(Curriculum
Leader –
QCHS) and
meetings
using
Personal

– scientific thinking.
Share with Cluster HTs.
Social Studies






Focus on key outcome Soc-14a Mental Mapping.
The cluster working group will establish a standard for
‘excellence’ across the Cluster from Early level to Third level in
Soc-14a to build teacher confidence.
The working group will allow identify how skills progression can be
achieved with reference to Soc-14a
The cluster work will aim to allow pupils from across the Cluster
to work together at appropriate points.
The cluster work will assist staff across the Cluster assessing and
reporting effectively on pupil progress.
Share with Cluster HTs.
Expressive Arts

Audit using CEC overview (individual schools)

Ali Mitchell and Lynn Haston to lead on this information to plan
for a cluster in-service day in January 2014:
Opportunities for staff to discuss:
planning for learning
considering progression
moderation and assessment




the Cluster
Working
Group
Professional
Development
Time (35
hours)
Gordon
4 termly
Hunter
(Curriculum
Leader –
QCHS) and
meetings
using
Personal
Professional
the Cluster
Working
Group
Development
Time (35
hours)
All Cluster
HTs
CAT session
Ali Mtichell
(Curriculum
Leader,
QCHS) and
Lynn Haston
(DPS) and
Cluster
Working
Group
by October
2013
4 termly
meetings
using
Personal
Professional
Development
Time (35
hours)
Plus
released
time if
moderation
money and
resources
allows.....
RME



Create a working group to look at establishing a curricular
programme which complements the pathways.
Opportunities for IDL to be considered
Planning for skills development?
Technologies

Meet with Alison Kidd and plan forward.
Teresa
Mooney (PT,
KPS) and
Cluster
Working
Group
New CEC
materials?
4 termly
meetings
using
Personal
Professional
Development
Time (35
hours)