St. Margaret’s Academy School Improvement Plan
2016 / 2017
School Engagement with the National Improvement Framework
Next Steps
Current Position
Factors Influencing the Improvement Plan
School factors
Addressing Action Points identified in St Margaret’s Self Evaluation reviews and Summary Report
Cluster Improvement Plan
Consistency in learning and teaching, implementing recommendations of Improving Scottish Education
Hub Improvement Plan- Parental engagement in improving numeracy
Local authority factors
Moving Forward in Learning – Leadership for Improvement; Learning, Teaching and Assessment; Wellbeing and Inclusion
Raising attainment, including closing the gap
Better Outcome agreement & Single Outcome agreement
Corporate Plan
Integrated Children’s Services Plan (Life Stages)
Education Services Management Plan
West Lothian Parental Engagement Framework
WLC Raising Attainment Strategy 2015-2017
National factors
Delivering Excellence and equity in Scottish Education
Catholic School Evaluation and Planning (SCES 2016)
National Improvement Framework / Scottish Attainment Challenge / National Improvement Hub / Raising Attainment for All
How Good is Our School? 4th Edition and How Good is Our Early Learning and Childcare
OECD recommendations
Companions on the Journey, Career Long Professional Learning in Catholic Schools (SCES 2016)
Getting it Right for Every child (GIRFEC)
Curriculum for Excellence
Developing Scotland’s Young Workforce
Building the Ambition
National Qualifications
Child Protection Issues / Guidance
National Legislation: Children and Young People (Scotland) Act 2014
GTCS standards and professional update
Mission Statement and Values
We, the community of St. Margaret’s Academy, with the help of God’s grace, will be a school of justice, wisdom, integrity and compassion and so:
We will always value and respect each other, as we teach and learn, in the way Jesus taught us.
We will celebrate and give thanks for each other, especially in prayer and in the Eucharist.
We will support everyone in need of help, in the spirit of St Margaret.
We will create a happy, peaceful and joyful school community, where all will be welcome.
We will help each other as we journey to our full potential.
Our Vision and Our Aims
Leadership and Management

To foster an ethos of effective partnership working with school, home, partner agencies and the wider community to empower our children.

To develop leadership capacity in all staff and pupils.

To support the continuing professional and spiritual development of staff.

To have a clear vision about the aims of the school community based on high expectations and standards of excellence.
Learning Provision

To commit to the integrated education and formation of the whole person, in close partnership with parents as the first educators of their children.

To ensure the highest quality of teaching leading to successful learning outcomes for young people, and to create an enjoyable learning environment.

To create a safe and enjoyable learning environment where children and staff can thrive and succeed, and each individual’s uniqueness is celebrated.

To develop a progressive and challenging curriculum, which develops skills for life-long learning, which is meaningful, relevant and enjoyable.

To develop the Curriculum based on design principles that provide breadth and progression through a coherent and relevant framework.

To reach the best level of attainment and achievement for every young person.
Successes and Achievements

To ensure the best possible outcomes for all our learners

To provide a welcoming, peaceful, joyful and happy environment which nurtures and develops young people to grow in faith, wisdom and compassion,
and nurtures an inclusive ethos which aims to honour the life, dignity and voice of each person, made in the image of God.
3 Year Strategic Plan
2017-2018
2016/2017
2015/2016
Session
Area for Improvement
Outcomes
High quality learning and teaching supporting
curriculum development
High quality learning experiences for young people throughout the curriculum.
Development of the curriculum through the junior and senior phase supporting young people to
make successful transitions and decisions at each stage of their learning journey.
Preparation and presentation of the first cohort of the new Advanced Higher.
Raising Attainment
Progress in achieving equity in attainment and achievement for all by ensuring breadth in the curriculum
and a range of academic and vocational courses.
Improving attainment in numeracy.
Pupils will build curriculum pathways based on strengths, latest and best achievements.
St Margaret’s develops as a community of faith and learning. All young people have equal access to
learning activities, curriculum and career pathways supported by high quality resources.
Excellence through raising attainment and
achieving equity – Achieving equity for all
learners
Excellence through raising attainment and
achieving equity - The impact of the high level
curriculum map and improving approaches to
tracking, assessment and moderation on
attainment
The breadth and depth in the junior phase leads to an effective transition into the senior phase which
continues to open up choice and also maximise potential for attainment success, and provide suitable
progression routes through this phase and into transition for the world of work. A blend of national courses
and a wider range of certificates giving an enriched package for pupils which also provides tailored
pathways which lead to sustained quality career destinations.
Excellence through raising attainment and
achieving equity – Working with partners
including family engagement
Our partnership working has led to improved outcomes for learners in numeracy and literacy, and
attainment of gap areas as well as opportunities to go into sustainable leaving destinations.
Excellence through raising attainment and
achieving equity – Transitions and building the
curriculum
Working with cluster partners using BGE data including assessment information provides a deeper insight
into leaners’ progress leading to more informed guidance for curriculum pathways and attainment
progress.
Key
ELT
DM
SEAMS
PL
SCEL
GTCS
SCES
VSE
Extended Leadership Team
Departmental Meeting
Self Evaluation at St Margaret’s
Professional Learning
Scottish College for Educational Leadership
General Teaching Council for Scotland
Scottish Catholic Education Service
Validated Self Evaluation
Key
BGE
EO
HGIOS4
SLDR
NQs
PRD
SIMD
GIRFEC
Broad General Education
Education Officer
How Good is Our School 4
Scottish Leavers Destination Result
National Qualifications
Professional Review & Development
Scottish Index of Multiple Deprivation
Getting it Right for Every Child
Priority 1: EXCELLENCE THROUGH RAISING ATTAINMENT AND EQUITY
Area for development: Developing people to drive forward our improvement priorities in particular, leadership at all levels and continuing to develop teacher
professionalism and career long professional learning.
Engaging parents in their child’s learning and developing a family learning programme to support key cross cutting areas such as literacy, numeracy and health and wellbeing.
[HGIOS 4 Focus QIs: 1.2,1.3,2.5]
Desired Outcome
Implementation Process (Actions)
The highest possible
standards and expectations
are shared across our
school to achieve
excellence and equity for
all.
Leadership is supported and nurtured throughout the school to
build capacity as well as maintain high standards and expectations.
A collaborative culture is
nurtured with staff
enjoying the support of
colleagues as well as
contributing to professional
dialogue and learning.
An increasing number of
staff have potential to
progress to middle and
senior leadership positions
to continue to sustain our
strong leadership team.
By whom?
Time Scale
start
Resources / Costs /
Training needs
Monitoring
by whom ? how?
ELT
August 16
Inset, Assemblies
ELT & DM
SLT/ELT
Range of opportunities
being taken up;
mentoring & coaching
Staff are encouraged to participate in leadership programmes for
example MSc, WL Leadership, SCEL as well as an in-house ELT
programme.
ELT
PL Coordinator
September
16
PL budget
PL co-ordinator
Overview
The second phase of Nurturing Catholic Leadership is undertaken
using keynote speakers to build depth in knowledge and
understanding of Catholic leadership.
HT
August 16
Inset & PL
calendar; guest
speakers
HT
Overview &
opportunities for
leadership
Staff contribute to collaboratives throughout the school, in local
hubs, cluster and WL wide.
All
September
16
Network and hubs
PL calendar
ELT
DM feedback
There is a strong link
between teachers’
professional skills and
competences and the
quality of students’
learning experiences.
PL time
ELT
Sharing outcomes
September
16
Inset; staff PL
Fridays; twilight
PL
PL Team
Seams
Departmental
observations
All
August 16
Non contact time;
PL time; peer
observations
Class teachers
PTCs; DMs and peer
observation
A group of staff will undertake the General RE certificate
(Starting out on the Journey) to support the delivery of Core RE.
All teachers will be encouraged to review and engage with the new
range of PL being supported by SCES.
Generalist
RE
All
August 16
PL – SCES
PL budget
HT; PTC RE
Faculty review
Inset sharing
A new initiative to replace Learning Rounds will be led by a team
to introduce a peer observation programme which encourages
creativity and build confidence in professional dialogue to support
PL.
PL team
October 16
Team meetings
Inset launch
Programme cover
PL team
Collaborative sharing
Parents and families are
equal partners in their
child’s education and
learning at home, at school
and in their community.
A new St Margaret’s Family Learning Programme will be
designed and launched initially to support learning skills,
numeracy, literacy and health and well- being.
PL team
October 16
SLT; PL team
Evaluation feedback
Pupil progress measures
The focus on attendance
and exclusion data will
lead to a more inclusive
environment for all of our
young people and better
outcomes in attainment and
achievements for these
groups of students.
An analysis of attendance and exclusion data will provide detailed
information to identify pupils and issues that are barriers to
learning. A review will produce actions to take forward to work
with specific groups of pupils and parents/carers, to reduce these
particular issues.
ELT
October 16
Resource budget
Team
development time
After school
programme
School budget
Seemis data
Team analysis
time
Report and
Actions
Parent meetings
Professional enquiry will
be embedded in the school
culture of professional
development and
colleagues will share their
findings and expertise in a
collaborative way which
supports improvement in
every classroom.
An increased body of staff
will be able to deliver core
RE and strengthen
expertise in teaching This
is Our Faith both at junior
and senior phases.
All teachers will continue to develop as enquiring professionals
with opportunities for projects to support whole school
improvement.
All
August 16
All teachers will undertake professional learning to become
experts in teaching literacy, numeracy and health and well- being.
A PL programme to compliment WL’s initiative will be delivered
by cross cutting teams.
All
All teachers will continuously review their own classroom practice
and continue to develop motivational, creative approaches to
engage their learners.
SLT;ELT
Feedback from staff,
parents, pupils
Pupil progress measures
Parental reports will give
detail and relevant
information that gives best
advice on progress and
next steps/targets, as well
as advice about pathways
into the senior phase.
A focus group including parents, staff and pupils will review
current reporting formats and recommend improvements to
provide clear and comprehensive reports.
Evaluation (linked to challenge questions within HGIOS4 / HGIOELC)
ELT
October 16
Focus group
meetings
Community
Consultation
Recommendation
paper
SLT;ELT
Feedback from parents,
pupils and staff
Evidence (How do we know?) (Why? How? Who? What? When? for gathering
planned evidence)
1. To what extent are all staff involved in leading learning across and beyond
our school?
Staff involvement in whole school working teams, membership, roles, action
plans, outcomes. Staff involvement in leading inset day plans, workshops. Staff
leading strands of the improvement plan eg. Numeracy development.
2. How well do we support staff to make use of the framework for educational
leadership (SCEL) to support their learning and development?
The framework is supported through PRD discussions, mentoring meetings, at
inset and departmental meeting times. The professional learning co-ordinator
refers to it regularly during PL activities.
3. To what extent is our professional learning based on the values and actions
within the GTCS professional standards?
The PL programme is based on supporting the implementation of the SIP which
is based on the vision and values that we have as a school community.
4. How effective are our approaches to collegiate learning?
Staff can talk confidently about their collegiate and collaborative dialogue and
have many opportunities to meet supported by the PL calendar.
5. How effective are we at building on individual skills and talents to lead
improvements?
6. How effectively do we share our individual and collective learning across the
school?
7. How well do we create collaborative conditions for staff to learn with and
from others through critical enquiry?
8. To what extent do we critically engage with research, policy sources and
developments in learning and teaching?
Staff throughout the school have leadership roles based on their strengths and
skills and can demonstrate these in their role.
9. How do we know that our professional learning is improving outcomes for
learners?
10. How reliable is our evidence of impact on pupil learning?
11. How effective are our approaches to evaluating and monitoring the impact
The impact of PL is reviewed and led by our PL co-ordinator. The overview
demonstrates change and impact on learners’ experiences and outcomes for
attainment, development and achievements.
A number of professional enquiry projects have been identified as whole school
themes and staff have taken them up to follow through.. The outcomes impact
on learners’ experiences and data evidences improving trends.
Our evidence of impact on pupil learning is robust and demonstrated through a
multi layered approach including observation, use of data analysis and feedback
from a range of pupils, parents and staff.
and sustainability of our professional learning?
12. To what extent are our approaches improving learning for all?
13. To what extent does our school community have ownership of our vision,
aims and values?
14. How effective are our processes for involving the whole school community in
the ongoing review of our vision, aims and values?
15. What strategies do we employ to translate our vision into daily practice within
our school? How effective are these?
16. How effective are we at nurturing creativity and innovation?
17. To what extent are we sure of what meaningful engagement with families
looks like?
18. What evidence do we have that family learning is improving the life chances
of the families involved?
19. How is family learning improving capacity to learn?
Our vision, aims and values are discussed regularly with pupils, parents and
staff. Key messages are shared during assemblies, staff and parent meetings,
focus groups and written communications.
20. How effectively do we use current available data about attendance, exclusions
and levels of poverty in our community to help us target interventions?
Reports on levels of attendance, exclusions and levels of poverty have identified
areas of concern and an action plan for each area has been undertaken. The
result is reduced levels of exclusions overall and in particular linked to pupils in
low SIMD levels, higher levels of attendance and lower late coming. The Equity
group is established and has made a direct impact on access to a wide range of
educational experiences, resources and support.
21. How well do we match the right programme to the right families?
Case studies provide evidence of targeted support to specific families and
improvements in attainment, achievement and access to the curriculum,
resources and learning experiences are demonstrated.
22. How well informed do parents feel by reports. Do they support next steps in
learning and setting targets?
A parental focus group has supported the review of the narrative and data shared
in reports. Parental feedback provides evidence of parents understanding and
being able to support their child in their learning and next steps, as well as
parents understanding and finding data informative such as working grades.
Information about BGE levels provides more detailed information about
progress.
The PL programme includes a team leading on Creative Classrooms; Digital
Learning and a number of new initiatives that staff are encouraged to contribute
to.
Our families, especially those in specific groups, fully engage and work with us
attending support meetings, parents’ events and communicate with staff about
homework, study and learning activities.
Pupils in these specific groups are undertaking a range of opportunities that
build confidence, skills, self esteem, literacy and numeracy. Data reflects
improvements and added value for this group. Pupils can access a wider
curriculum in terms of breadth, progression and depth.
Priority 2: EXCELLENCE THROUGH RAISING ATTAINMENT AND EQUITY
Area for development: To continue to develop robust and rigorous systems to support school improvement and identify key areas of focus.
Use performance information to analyse and identify strengths and areas for development, using these as a basis for developing clear action plans for improvement which are
closely tracked and monitored.
To improve on and progress with thorough moderation that supports assessment of pupils’ progress in the BGE leading to accurate data that informs next steps and successful
pathways into the senior phase.
[HGIOS4 Focus QIs: 2.3,3.2,1.1]
Desired Outcome
Implementation Process (Actions)
By whom?
A greater range of
consistent assessment of
pupils’ progress through
the BGE. Pupils and
parents have a clear
understanding of their
progress in the BGE, know
their next steps and targets
to aim for.
Review of moderation processes and approaches to improve
consistency in assessments and continue to increase confidence in
teacher judgements. Widening collaboration in moderation with
colleagues in hubs and other WL schools.
All staff
School improvement
systems provide a robust
process of self- evaluation
that leads to an increase in
performance across a range
of outcomes.
A clear overview of the Self Evaluation programme for the session
is shared with all staff. The strategy includes thematic reviews –
Developing as a community of Faith and Learning; BGE
assessment levels; Girfec progress, and faculty review – RE &
Expressive Arts. There will also be a review of the progress of the
hub which supports pupils in our More Choices, More Chances
group.
Time Scale
Resources / Costs /
Training needs
Monitoring
by whom? how?
September
16
Hub networks
DHT Curriculum and
PTCs Curriculum.
Moderation approaches
and exemplars will be
shared and discussed by
PTCs and DHT.
SLT &
ELT
All staff
September
16December
16
Review Teams
External partners
Cover
SLT and EO.
Review Report
outcomes and follow up
on action points.
Our SEAMS programme will be undertaken with more focus on
follow up outcomes on progress. A new programme of peer
observations will be created and implemented.
SLT
PTC
All staff
September
16
Professional
dialogue time
SLT & ELT
Department overview of
strengths and areas for
development. Impact
measures.
Five quality indicators from How Good is Our School 4 will be
used to support evaluation1.1 Self evaluation for self improvement
1.3 Leadership of change
2.2 Curriculum
All staff
September
16
Review strategy
HGIOS 4
Whole school
feedback
Action plan based
SLT
Sharing outcomes of
each review and
developing action
points.
2.3 Learning, teaching and assessment
3.2 Raising attainment and achievement
A balanced range of
measures will be used to
evaluate our progress and
inform actions to improve
further.
A continued increase in the
number of young people
achieving level 3 and 4
numeracy and literacy in
the BGE leading to
increased results in the
NQs.
on outcomes
Data such as SLDR; Attendance; Exclusions; Numeracy and
Literacy in BGE; Vocational & NQs will provide information
about closing the attainment gap between our least and most
advantaged pupils, achieving equity for all our young people, and
increasing attainment for all.
ELT
September
16
Data team
Data analysis
SLT
Informed decisions
based on analysis of
data will take Closing
the Gap strategy
forward.
Staff will evaluate and analyse attainment data on a class by class
basis to drill into the detail of results and identify areas for
improvement. As a result, staff will collaborate with colleagues to
research and implement strategies to improve performance
outcomes in attainment.
All staff
August 16
Analysis time
Meeting times
Attainment
reviews
SLT/PTCs
Collation of analysis,
outcomes and strategies
for improving
attainment.
All teachers will undertake PL to become experts in teaching
numeracy, literacy and health and well- being. PL teams will
support a programme of learning for staff.
All staff
September
16
PL Calendar
Inset
Improvement
Teams’ strategy
The tracking and monitoring programme will focus on numeracy
and literacy targets, and engaging learners about their progress in
these cross cutting areas.
All staff
September
16
Data input
Tracking calendar
ELT
Seams and class
observations will reflect
confident delivery of
numeracy, literacy and
health and well- being
experiences. Data
gathered on numeracy
and literacy will show
progressive
improvement
throughout the session.
Numeracy
team
October 16
Hub network
meetings
Budget input to
family
programme
After and in
school family
events
We will work with our hub schools to take forward our action plan
to improve numeracy which includes a hub family learning
programme.
Hub team
The team will monitor
progress with action
points and evaluative
feedback from parents,
pupils and staff.
Evaluation (linked to challenge questions within HGIOS4 / HGIOELC)
Evidence (How do we know?) (Why? How? Who? What? When? for gathering
planned evidence)
1. How well do we make use of a range of valid, reliable and relevant assessment
tools and approaches to support the improvement of young people’s learning?
BGE data clearly informs progression in learning through each
curriculum area and the pathways in S2 and S3 and into the senior phase.
This is demonstrated for each individual pupil in progression reports,
tracking records, curriculum timetables. Students are confident in
discussing their learning progress in the BGE and can articulate next steps
and targets.
2. How well do we record, analyse and use assessment information to identify
development needs for individual learners and specific groups?
Examples of individual development needs are demonstrated and the
support strategy put in place. Evidence is shown of progress in attainment
over time.
3. How well do we use evidence from tracking meetings, professional dialogue
and assessments to measure progress over time and in particular at points of
transition (BGE to Senior Phase)?
4. How well is assessment evidence used to inform teacher judgements?
Teachers display confidence in using assessment evidence. Collated data
matches with predicted outcomes for individuals and cohorts. There is a
range of evidence of moderation practice leading to identification of BGE
levels and these correlate with expected progress data.
5. How well do staff understand their responsibility in improvement through self- Through discussion with staff during reviews, focus groups, inset and
PRD as well as regular meeting throughout the session, they demonstrate
evaluation?
their responsibility in improvement through self -evaluation.
6. How well do all staff know and understand the key tools to be used in selfevaluation activities including the GTCS and in-house school framework?
Staff are active participants in evaluative activities and engage in
feedback and professional dialogue about the areas identified through the
self- evaluation programme for the session. Staff are familiar with the use
of HGIOS 4 as an evaluative tool as well as the GTCS framework which
supports the SEAMs programme and in-house professional learning
calendar.
7. How well do we ensure improvement for the learner is central to all selfevaluation activity?
The focus on any evaluative activity is to consider the impact and
outcomes for learners, and these are built in to follow- through action
plans.
8. How well have we identified our whole-school, departmental and individual
strengths and areas for improvement through self-evaluation?
The whole school strengths and areas for development are clearly
identified through regular review evidenced in the whole school review
document, carried forward in to the improvement plan and self-
evaluation programme for the session. The depth and extent of review
demonstrates an excellent knowledge of strengths and areas for
development with a strategy planned to improve in each identified area.
This follows into faculty and department review.
9. How well do we involve all stakeholders in self-evaluation and planning for
improvement?
Our parents, pupils and partners are involved in every aspect of
evaluation. This can be demonstrated from feedback in focus groups,
parent council, questionnaires and changes that have been made as a
direct result of consultation and evaluation. Records of discussion at ELT,
faculty and inset meetings demonstrate involvement in planning for
improvement.
10. How well do we provide opportunities for staff to be involved in and lead
aspects of school improvement?
The considerable range of improvement teams provide opportunities for
staff throughout the school to lead improvement priorities.
11. How well do we encourage staff to reflect on and share their own practice?
Staff are fully encouraged to reflect on practice and this can be
demonstrated through the Seams programme where staff engage in
professional discussion with observers as well as written reflection on
teaching and learning.
12. How effective are we at ensuring an inward, outward and forward focus in our
evaluation and improvement activities?
The core of self- evaluation activity starts with an inward look at progress
with support from external partners. Following analysis and discussion of
findings, consideration is given to strategies in place in other schools and
relevant connections to the themed review. The vision of desired
outcomes is established, clear and provides the basis of each action plan
as a result of evaluation. This approach is demonstrated for each area of
review.
13. How do we know that the changes we have made have improved outcomes for
young people?
14. How well is evidence from self-evaluation being used to drive forward
change?
The changes made for young people are demonstrated quantitatively
using data to show improvements as well as qualitatively through
feedback from pupils. There are many examples of pupils being able to
access a range of educational experiences including curriculum
progression and breadth, as well as more opportunities to increase
attainment outcomes.
15. How well do we use digital solutions to support the interrogation of data?
Data is scrutinised using digital systems such as Seemis and Insight, and
16. What range of data and information do we utilise to understand the social,
economic and cultural context of the local community?
provide a wealth of information. This includes the use of SIMD data
when reviewing areas for improvement such as attendance, access to
excursions and enhanced learning activities, uptake for study support,
participation in focus groups, pupil council.
17. How well are we removing barriers to learning and ensuring equity for all?
At the forefront of any initiative and driving improvement is a keen
awareness of an equitable approach to planning and delivery. This is
demonstrated in each key area for improvement and review. Examples of
individual pupils progress demonstrates how barriers to learning have
been addressed and reduced to support each young person.
18. How do we know that our professional learning is improving outcomes for
learners?
As a school community, the culture and ethos is evolving to strive to
achieve equity in terms of opportunity for all learners. This is a direct
result of professional learning and sharing vision, values and aims
together as a school community. This is demonstrated in learning
conversations between staff and staff/pupils and parents.
19. How well is our focus on literacy and numeracy leading to raising attainment
across the curriculum?
20. How well do we work collegiately with partner schools to improve outcomes
for young people?
The data for numeracy and literacy shows an increasing trend in the BGE
and into the senior phase. Teachers’ confidence in delivering these skills
across the curriculum is increasing and is demonstrated through
observation and professional dialogue/feedback. Young people share
feedback which exemplifies progress in learning about numeracy and
literacy across the curriculum.
A wide range of collegiate activities take place throughout the session for
example in hubs- moderation, networks-curriculum building, self evaluation reviews of curriculum areas, thematic reviews, authority
reviews. Each activity demonstrates impact on improvements in specific
areas for young people.
Plan for Additional Tasks
Additional Tasks
Responsibilities
1. Thematic reviews:
Developing as a community of Faith and Learning
BGE assessment of levels
GIRFEC progress in key areas
SLT Point of contact
Senior Leader
All Staff
HT
All Staff
DHT Curriculum
PTC Pupil Support
Team
DHT Pupil Support
PTC & Faculty staff
DHT Curriculum
PTC & Dept staff
HT
Senior Phase Team
DHT Curriculum
All Staff
HT
PTC Maths, Family
Learning Team
DHT Pupil Support
2. Faculty reviews:
Expressive Arts
Core Religious Education
3. WLC reviews:
More Choices, More Chances Hub
VSE- focus tba
4. Hub Action Plan
Family Learning and Numeracy