Education Resources
Curriculum and Quality Improvement Service
Establishment Improvement Plan
2016 - 2017
Crosshouse Primary School
Attain, Believe and Achieve
Education Resources
Curriculum and Quality Improvement Service
Contents
1. Establishment 3 Year Improvement Plan Overview
2. Establishment Strategic Improvement Plan
3. Establishment Operational Improvement Plan (Action Plan)
4. Establishment Maintenance Plan
Introduction and Context
In Crosshouse Primary School we aim to ensure that there is a positive, welcoming and inclusive ethos where all are valued and have a
voice. The way we work, talk and interact with each other is based on our agreed core values of
excellence, inclusion, responsibility, respect, honesty, confidence, partnership, manners, trust and achievement.
We will work hard together, as a whole school community, to fulfil this expectation. The decisions we make as a school will be based on the
fact that our children’s health, wellbeing, progress and achievement are our prime concern. Putting children first is our priority. Our intention
is to provide the very best learning experiences and opportunities for our children. To support them in achieving all that they can, to be
successful and confident life-long learners and helping them to be active and responsible citizens who make an effective contribution to
their community. This focus will support our children in developing the essential knowledge, skills and attitudes for lifelong learning and will
prepare them to enjoy a full and varied life. This Improvement Plan is the beginning of a 3 year cycle and takes account of where the school
and nursery currently are in relation to recent reviews and evaluations; How Good is our School indicators, the demands of Curriculum for
Excellence, South Lanarkshire’s Local Improvement Plan and our strong commitment towards excellence, inclusion and achievement for
all. In addition the significant events that Scotland faces demands that schools have a responsibility to ensure that our children and young
people have the skills, knowledge and abilities to play a full part in society, and a full part in their future. The Scottish Government’s focus
on a fair and just society and developing the young workforce sits well with our school’s priorities and values. Self-evaluation is an ongoing
feature of our school where we use a wide range of strategies and involve all staff, our children and parents/carers. The subsequent data
informs our improvement planning.
1
Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2016/2017 2017/2018
2018/2019
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators
Major focus dates identified as follows:
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1.1 Self Evaluation for self-improvement 16/17 17/18
1.2 Leadership for learning 16/17 17/18
1.3 Leadership of change 16/17 17/18
1.4 Leadership and management of staff 17/18
1.5 Management of resources to promote equity 18/19
2.1 Safeguarding and child protection 18/19
2.2 Curriculum 16/17
2.3 Learning teaching and assessment 16/17 17/18
2.4 Personalised support 17/18 18/19
2.5 Family learning 16/17
2.6 Transitions 17/18 18/19
2.7 Partnership 16/17 17/18
3.1 Ensuring wellbeing, equality and inclusion 17/18
3.2 Raising attainment and achievement/Securing
children’s progress 16/17 17/18
3.3 Increasing creativity and employability/ Developing
creativity and skills for life and learning 17/18 18/19
SLC Education Resources Themes
Transforming Learning and
Teaching
Implementing Curriculum for Excellence
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and Improvement)
2
Strategic Priorities 3 Year Cycle
Target
To raise attainment in Literacy and
English through improved approaches to
learning, teaching and assessment.
National Improvement
Framework Key Drivers


School Improvement
Assessment of Children’s
Progress
Link To SLC Education
Implementation Timeline


Curriculum Planning and
Design
Assessment, Achievement,
Profiling and reporting.
SLC Education
Resources Themes
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
Implementing
Curriculum for
Excellence
Transforming Learning
and Teaching
Leadership
HGIOS 4
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To raise attainment in Numeracy and
Mathematics through improved
approaches to learning, teaching and
assessment.


School Improvement
Assessment of Children’s
Progress


Curriculum Planning and
Design
Assessment, Achievement,
Profiling and reporting.
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School Improvement

To improve provision to meet the mental,
emotional, social and physical wellbeing
of pupils.
Opportunities for Personal
Achievement

Implementing
Curriculum for
Excellence
Transforming Learning
and Teaching
Leadership
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

Meeting the Needs of
all Learners’
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To embed Health & Wellbeing within the
planning and design of our curriculum.
School Improvement

Curriculum planning and
design. 4.19

Meeting the Needs of
all Learners’
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

2.3 Learning, Teaching
and Assessment
3.2 Raising attainment and
achievement
1.1 Self-Evaluation for Self
Improvement
2.2 Curriculum
1.2 Leadership of Learning
2.3 Learning, Teaching
and Assessment
3.2 Raising attainment and
achievement
1.1 Self-Evaluation for Self
Improvement
2.2 Curriculum
1.2 Leadership of Learning
3.1 Ensuring wellbeing,
equality and inclusion
2.3 Learning, Teaching
and Assessment
3.2 Raising attainment and
achievement
2.3 Learning, Teaching
and Assessment
2.2 Curriculum
3.2 Raising attainment and
achievement
3
Continue to develop a consistent
approach to assessment, moderation,
profiling and reporting in line with
National Improvement Framework.
To develop appropriate timescales for the
implementation of the new National
Assessments in Literacy and Numeracy
and identify training for staff.
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Teacher Professionalism
Assessment of Children’s
Progress
Teacher Professionalism
Assessment of Children’s
Progress
School Improvement
Continue to improve the design of our
curriculum and with progression
pathways and achievement of a level.
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To improve how we gather a range of
data and information to monitor and track
progress for all learners.
Assessment of Children’s
progress.
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School Improvement
To improve the design of our curriculum
to ensure coherence and progression
across the levels with a particular focus
on Expressive Arts and Health and
Wellbeing.

To increase the positive impact of
working with families to improve learning
and achievement.

Parental Engagement
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Assessment, achievement,
profiling and reporting. 5.24,
5.25, 5.26
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Assessment, achievement,
profiling and reporting. 5.24,
5.25, 5.26
Quality Assurance

Assessment, Achievement,
Profiling and Reporting.
5.24, 5.25, 5.26
Curriculum
Curriculum Planning and
Design
Assessment, Achievement,
Profiling and Reporting.
Quality Assurance 6.16
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Curriculum 1.23
Curriculum Planning and
Design 4.16, 4.17, 4.18,
4.19
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Communication with
stakeholders
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Transforming Learning
and Teaching
Leadership (Change
and Improvement)
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
Implementing
Curriculum for
Excellence
Professional Learning
Leadership (Change
and Improvement)
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
Implementing
Curriculum for
Excellence
Leadership (Change
and Improvement)
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
Implementing
Curriculum for
Excellence
Leadership (Change
and Improvement)

Implementing
Curriculum For
Excellence
Meeting the Needs of
all Learners’
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
2.2 Curriculum
2.3 Learning, teaching and
Assessment
1.3 Leadership of Change
Meeting the Needs of
all Learners’
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2.5 Family Learning
2.7 Partnerships
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1.2 Leadership of Learning
2.3 Learning, Teaching
and Assessment.
3.2 Raising Attainment
and Achievement
1.2 Leadership of Learning
2.3 Learning, teaching and
Assessment
3.2 Raising attainment and
Achievement
2.2 Curriculum
2.3 Learning, teaching and
Assessment
1.3 Leadership of Change
2.3 Learning, teaching and
Assessment
Self-Evaluation for Self
Improvement
1.2 Leadership of Learning
4
Strategic Improvement Planning for Establishment
Session: 2016/2017
National Improvement Framework Key Priorities




Improvement in attainment, particularly in literacy and numeracy;
Closing the attainment gap between the most and least disadvantaged children;
Improvement in children and young people’s health and wellbeing; and
Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators









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Strategic Priority
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/ Developing
creativity and skills for life and learning
Intended Impact
1. To raise attainment in Literacy and
English through improved approaches to
learning, teaching and assessment.

Key Focus this session: Listening and
Talking
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

Raised attainment and achievement in listening and
talking.
Raised attainment in reading and writing as a result of
improvements in listening and talking.
Increased confidence in teaching and learning in
listening and talking.
Improved approaches to teaching and learning.
Consistent approaches to planning, learning, teaching
and assessment which ensure progression.
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
How it will be Measured
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Actual Impact
Analysis and evaluation of intelligence
and data.
Analysis of attainment results.
Professional engagement, collegiate
working resulting in moderation of
standards ensuring a robust approach.
Self-evaluation for self-improvement
methods:
learning conversations
pupil pulse groups
5
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2. To raise attainment in Numeracy and
Mathematics through improved
approaches to learning, teaching and
assessment.
Key Focus this session: Numeracy
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3. Continue to develop a consistent
approach to assessment, moderation,
profiling and reporting in line with
National Improvement Framework.
Key Focus this session: National
Improvement Framework



Children demonstrate and apply skills and knowledge
in a variety of contexts across learning.
Staff confident in the language and methodology of
listening and tallking.
Increase staff confidence in judgment of pupil
achievement of a level and understanding across and
within each CfE level through engagement in learning
visits and moderation activities.
Increased pupil involvement in gathering assessment
information to demonstrate progression and
achievements.
Increased attainment evidenced through monitoring
and tracking and assessment results.
Raised attainment in numeracy and mathematics.
Improved approaches to teaching and learning to
address areas identified for improvement.
Consistent approaches to planning, learning, teaching
and assessment which ensure progression.
Children demonstrate and apply skills and knowledge
through exploration and investigation in a variety of
contexts across learning.
Staff confident in the language and methodology of
numeracy.
Increase staff confidence in judgment of pupil
achievement of a level and understanding across and
within each CfE level through engagement in learning
visits and moderation activities.
Increased pupil involvement in gathering assessment
information to demonstrate progression and
achievements.
Increased attainment evidenced through monitoring
and tracking and assessment results.
Increase staff knowledge and understating of the
National Improvement Framework including the 4
priorities and 6 key drivers.
Familiarise children, parents/carers and school
community with National Improvement Framework.
Develop self-evaluation for self-improvement
mechanisms and approaches on how well we are




class visits
Forward plan dialogues
Tracking and monitoring dialogues
Teacher learning and teaching reviews

Analysis and evaluation of intelligence
and data.
Analysis of attainment results.
Professional engagement, collegiate
working resulting in moderation of
standards ensuring a robust approach.
Self-evaluation for self-improvement
methods:
learning conversations
pupil pulse groups
class visits
Forward plan dialogues
Tracking and monitoring dialogues
Teacher learning and teaching reviews
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Staff confidence matrix.
Attendance at professional learning
activities and events.
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Pupil pulse groups
Parent/carer engagement activities
Timeline of implementation
6

4 & 5. To improve the design of our
curriculum to ensure coherence and
progression across the levels with a
particular focus on Expressive Arts and
Modern Languages.
Key Focus this session: Music and
Modern Languages (1+ 2)
6. To increase the positive impact of
working with families to improve learning
and achievement.
Key Focus this session: Family Learning
in Literacy and Health & Wellbeing


improving across the 6 drivers and what we need to
do to improve.
Develop appropriate timescales for the
implementation of the new National Assessments in
Literacy and Numeracy and identify training for staff.
Whole school development of Music and Spanish
curriculum.
Consistent approaches to planning, learning, teaching
and assessment which ensure progression in Music,
Spanish and French.




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Raised attainment and achievement in music and
Modern Languages.


Increased parental participation and engagement
particularly from those experiencing socio economic
disadvantage.
Raised attainment in literacy and Health and
Wellbeing.
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
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
Curriculum Plan
Curriculum pathways
Self-evaluation for self-improvement
methods including impact evaluations,
staff confidence matrix
Attendance at professional learning
events
Tracking and monitoring dialogues.
Family health and well-being profiles.
Monitoring and tracking of family
progress, participation rates
Analysis of attainment data
Confidence matrix
Engagement questionnaires and
analysis.
7
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 1: Raise attainment and achievement in Literacy and English through improved learning, teaching and
assessment of Listening and talking.
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
8
Expected Outcome/Impact










Raised attainment and
achievement in listening and
talking.
Raised attainment in reading and
writing as a result of improvements
in listening and talking.
Increased confidence in teaching
and learning in listening and
talking.
Improved approaches to teaching
and learning.
Consistent approaches to
planning, learning, teaching and
assessment which ensure
progression.
Children demonstrate and apply
skills and knowledge in a variety of
contexts across learning.
Staff confident in the language and
methodology of listening and
talking.
Increase staff confidence in
judgment of pupil achievement of a
level and understanding across
and within each CfE level through
engagement in learning visits and
moderation activities.
Increased pupil involvement in
gathering assessment information
to demonstrate progression and
achievements.
Increased attainment evidenced
through monitoring and tracking
and assessment results.
Key Actions (How)
Personnel/Resources
Timescale
Comments
1.Establish improvement working group to take forward
strategic priority.
Lynne McDougall (Literacy
coordinator)
August
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
2. Audit current approaches and resources to ensure
they meet the requirements of curriculum delivery.
Lynne McDougall (Literacy
coordinator)
Improvement Group
Isabelle Murray (HT)
Improvement Group
School attainment data including
tracking and monitoring data.
Improvement Group
SSLN talking and listening
resources
SLC Literacy Strategy
Lynne McDougall
SLC Development Officer
Aug/Sep
2016
Staff, children and parent/carers
to take part in audit.
Improvement group
3. Analyse, interrogate and evaluate current attainment
data on talking and listening, identifying gaps.
4. Improvement group to engage in professional enquiry
and research and engage in professional dialogue on
the teaching and learning of talking and listening.
5. Improvement group to liaise with SLC literacy
development officer and visit establishments where
current excellent practice has been identified.
6. Develop whole school approach to the teaching and
learning of listening and talking including:
 Curriculum map for listening and talking
 Curriculum framework for listening and talking
 Progression framework for listening and talking
 Production of a progressive programme and policy
for planning, learning and teaching and assessing
and recording progress.
7. Identification of classes to trial new programme and
approaches.
8. Provide professional learning activities for all staff.
9. Provide whole staff development and dialogue
sessions to share practice and review outcome/impact
of approach to ensure consistency.
10. Engage in moderation activities using achievement
of a level materials, progression framework and
Education Scotland SALs materials.
11. Analyse and interrogate Literacy and English
attainment data with particular focus on those classes
trailing our new programme.
Talking and Listening pathways
and progression framework
Assessing progress and
achievement in Literacy and
English – Education Scotland
SSLN materials
Improvement Group
New programme
New resources
New planners
As above
Sep 2016
Oct 2016
Review current thinking, policy
and research.
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
Jan 2016
Development of Crosshouse
Primary Listening and Talking
curriculum. New programme,
planners, progression framework
and assessment materials to be
produced.
Jan-March
2016
Jan-March
2016
Jan-March
2016
Assessing progress and
achievement materials
New progression framework
Ongoing
Attainment data
May-June
2016
Staff self-evaluation using HGIOs
indicatiors
9
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 2: Raise attainment and achievement in Numeracy and Mathematics through improved learning, teaching and assessment of
numeracy.
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
10
Expected Outcome/Impact








Raised attainment in numeracy
and mathematics.
Improved approaches to
teaching and learning to
address areas identified for
improvement.
Consistent approaches to
planning, learning, teaching and
assessment which ensure
progression.
Children demonstrate and apply
skills and knowledge through
exploration and investigation in
a variety of contexts across
learning.
Staff confident in the language
and methodology of numeracy.
Increase staff confidence in
judgment of pupil achievement
of a level and understanding
across and within each CfE
level through engagement in
learning visits and moderation
activities.
Increased pupil involvement in
gathering assessment
information to demonstrate
progression and achievements.
Increased attainment evidenced
through monitoring and tracking
and assessment results.
Key Actions (How)
Personnel/Resources
Timescale
Comments
1.Establish 2 improvement working groups to take forward
strategic priority. (Nursery –P3 group and P4-7 group)
Lara Tolland DHT
Susanne Sandilands DHT
Claire Ashwood Act PT
August
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
2. Audit current approaches and resources to ensure they meet
the requirements of curriculum delivery.
DHTs
Aug/Sep
2016
Staff, children and parent/carers
to take part in audit.
3. Analyse, interrogate and evaluate current attainment data on
numeracy & mathematics, identifying gaps.
Isabelle Murray (HT)
Improvement Group
School attainment data including
tracking and monitoring data.
Improvement Group
Education Scotland – National
Framework
SLC Numeracy Strategy
DHTs
SLC Development Officer
Sep 2016
Improvement group
4. Improvement group to engage in professional enquiry and
research and engage in professional dialogue on the teaching
and learning of numeracy.
5. Improvement group to liaise with SLC numeracy development
officer and visit establishments where current excellent practice
has been identified.
6. Develop whole school approach to the teaching and learning
of numeracy including:
 Curriculum map for Numeracy and Maths
 Curriculum framework for Numeracy and Maths
 Progression framework for Numeracy & Maths
 Production of a progressive programme and policy for
planning, learning and teaching and assessing and
recording progress.
7. Identification of classes to trial new programme and
approaches.
8. Provide professional learning activities for all staff.
9. Provide whole staff development and dialogue sessions to
share practice and review outcome/impact of approach to
ensure consistency.
10. Engage in moderation activities using achievement of a level
materials, progression framework and Education Scotland SALs
materials.
11. Analyse and interrogate Numeracy & Maths attainment data
with particular focus on those classes trailing our new
programme.
Numeracy pathways and
progression framework
Assessing progress and
achievement in Numeracy and
Maths – Education Scotland
SSLN materials
Improvement Group
New programme
New resources
New planners
As above
Oct 2016
Review current thinking, policy
and research.
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
Jan 2016
Development of Crosshouse
Primary Numeracycurriculum.
New programme, planners,
progression framework and
assessment materials to be
produced.
Jan-March
2016
Jan-March
2016
Jan-March
2016
Assessing progress and
achievement materials
New progression framework
Ongoing
Attainment data
May-June
2016
Staff self-evaluation using HGIOs
indicatiors
11
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 3: Continue to develop a consistent approach to assessment, moderation, profiling and reporting in line with National
Improvement Framework.
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
12
Expected Outcome/Impact




Increase staff knowledge
and understating of the
National Improvement
Framework including the 4
priorities and 6 key
drivers.
Familiarise children,
parents/carers and school
community with National
Improvement Framework.
Develop self-evaluation for
self-improvement
mechanisms and
approaches on how well
we are improving across
the 6 drivers and what we
need to do to improve.
Develop appropriate
timescales for the
implementation of the new
National Assessments in
Literacy and Numeracy
and identify training for
staff.
Key Actions (How)
Personnel/Resources
Timescale
Comments
1.Establish improvement working group to take forward strategic
priority.
Michael Owens - CT
Isabelle Murray - HT
August
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
2. Audit current knowledge and understating of National
Improvement Framework
Michael Owens - CT
Members of Improvement group
Aug/Sep
2016
Staff, children and parent/carers
to take part in audit.
3. Analyse, interrogate and evaluate current whole school
attainment data, SIMD data, identifying gaps.
Isabelle Murray (HT)
Improvement Group
School attainment data including
tracking and monitoring data.
Improvement Group
Education Scotland
OECD report
Improvement Group
SLC Quality Improvement
Service
Improvement group
National Improvement
Framework
Achievement of a Level
resources
Assessing Progress materials
Sep 2016
As above
Jan-March
2016
Jan-March
2016
4. Improvement group to engage in professional enquiry and
research and engage in professional dialogue on the National
Improvement Framework.
5. Improvement group to liaise with SLC Quality Improvement
service and Learning Community on new National Assessments
and ‘achievement of a level’
6. Develop whole school approach to moderation and develop
appropriate timeline for the new National Assessment
implementation.
 School timeline
 School policy on assessment and moderation
 Self Evaluation of Moderation – link to other priorities within
IP.
8. Provide professional learning activities for all staff.
9. Provide whole staff development and dialogue sessions to
share practice and review outcome/impact of approach to
ensure consistency.
10. Engage in moderation activities using achievement of a level
materials, progression framework and Education Scotland SALs
materials.
11. Analyse and interrogate whole school attainment data and
identify targets for 17/18.
Oct 2016
Review current thinking, policy
and research.
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
Jan 2016
Development of Crosshouse
Primary National Improvement
framework timeline and policy on
assessment and moderation.
Assessing progress and
achievement materials
New progression framework
Ongoing
Attainment data
May-June
2016
Staff self-evaluation using HGIOs
indicatiors
Produce school self evaluation
paper.
13
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 4: Develop our Music curriculum to ensure coherence and progression across and within Curriculum for Excellence
levels
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
14
Expected Outcome/Impact

Whole school development of Music
curriculum.
Key Actions (How)
Personnel/Resources
Timescale
1.Establish improvement working group to take forward
strategic priority.
Norman Connelly (Music
coordinator)
August
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
2. Audit current approaches and resources to ensure
they meet the requirements of curriculum delivery.
Norman Connelly (Music
coordinator)
Improvement Group
Isabelle Murray (HT)
Improvement Group
School attainment data including
tracking and monitoring data.
Improvement Group
ABC Music Programme
Aug/Sep
2016
Staff, children and parent/carers
to take part in audit.
Oct 2016
Review current thinking, policy
and research.
Norman Connelly
SLC Development Officer
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
Improvement group
Jan 2016
Development of Crosshouse
Primary Music curriculum. New
programme, planners, progression
framework and assessment
materials to be produced.
.


Consistent approaches to planning,
learning, teaching and assessment
which ensure progression in Music.
Raised attainment and achievement in
music.
Comments
3. Analyse, interrogate and evaluate current
approaches to teaching and learning in music,
identifying gaps.
4. Improvement group to engage in professional enquiry
and research and engage in professional dialogue on
the teaching and learning of music.
5. Improvement group to liaise with SLC music
development officer and visit establishments where
current excellent practice has been identified.
6. Develop whole school approach to the teaching and
learning of music including:
 Curriculum map for Music
 Curriculum framework for Music
 Progression & assessment framework for Music
 Production of a progressive programme and policy
for planning, learning and teaching and assessing
and recording progress.
7. Identification of classes to trial new programme and
approaches.
8. Provide professional learning activities for all staff.
9. Provide whole staff development and dialogue
sessions to share practice and review outcome/impact
of approach to ensure consistency.
10. Engage in moderation activities using achievement
of a level materials, progression framework and
Education Scotland SALs materials.
11. Analyse achievement and assessment data in
music with particular focus on those classes trailing our
new programme.
Music pathways and progression
framework
Assessing progress and
achievement in Music – Education
Scotland
SSLN materials
Improvement Group
New programme
New resources
New planners
As above
Sep 2016
Jan-March
2016
Jan-March
2016
Jan-March
2016
Assessing progress and
achievement materials
New progression framework
Ongoing
Attainment data
May-June
2016
Staff self-evaluation using HGIOs
indicatiors
Improvement group should
produced assessment, tracking
and monitoring materials for our
music curriculum.
15
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 5: Develop our Modern Languages (Spanish) curriculum to ensure coherence and progression across and within
Curriculum for Excellence levels
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
16
Expected Outcome/Impact

Whole school development of Modern
Languages curriculum.
Key Actions (How)
Personnel/Resources
Timescale
1.Establish improvement working group to take forward
strategic priority.
Janice Guy (ML coordinator)
August
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
2. Audit current approaches and resources to ensure
they meet the requirements of curriculum delivery.
Janice Guy (ML coordinator)
Improvement Group
Aug/Sep
2016
Staff, children and parent/carers
to take part in audit.
3. Audit current approaches to teaching and learning in
Modern Languages, identifying gaps.
Janice Guy
Improvement Group
1+ 2 Policy
Improvement Group
Current French Programme
SLC ML programme
Sep 2016
Oct 2016
Review current thinking, policy
and research.
Janice Guy
SLC Development Officer
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
Improvement group
Jan 2016
Development of Crosshouse
Primary ML curriculum. New
programme, planners, progression
framework and assessment
materials to be produced.
Jan-March
2016
Whole school Spanish fortnight to
be arranged to raise profile of
Spanish within school.
.


Consistent approaches to planning,
learning, teaching and assessment
which ensure progression in Spanish.
Raised attainment and achievement in
Spanish.
Comments
4. Improvement group to engage in professional enquiry
and research and engage in professional dialogue on
the teaching and learning of 2nd language in 1 + 2
approach..
5. Improvement group to liaise with SLC ML
development officer and visit establishments where
current excellent practice has been identified.
6. Develop whole school approach to the teaching and
learning of Spanish including:
 Curriculum map for Spanish
 Curriculum framework for Spanish
 Progression & assessment framework for ML
 Production of a progressive programme and policy
for planning, learning and teaching and assessing
and recording progress.
7. Identification of classes to trial new programme and
approaches. Including organizing Spanish fortnight.
8. Provide professional learning activities for all staff.
9. Provide whole staff development and dialogue
sessions to share practice and review outcome/impact
of approach to ensure consistency.
10. Engage in moderation activities using achievement
of a level materials, progression framework and
Education Scotland SALs materials.
11. Analyse achievement and assessment data in ML
with particular focus on those classes trailing our new
programme.
Spanish pathways and
progression framework
Assessing progress and
achievement in ML – Education
Scotland
SSLN materials
Improvement Group
New programme
New resources
New planners
As above
Jan-March
2016
Jan-March
2016
Assessing progress and
achievement materials
New progression framework
Ongoing
Assessment tracking and
monitoring data
May-June
2016
Staff self-evaluation using HGIOs
indicatiors
Improvement group should
produced assessment, tracking
and monitoring materials for our
music curriculum.
17
Operational Improvement Planning (Action Plan) for Establishment:
Session: 2016/2017
Strategic Priority 6: Increase the positive impact of working with families to improve learning and achievement in literacy and health and
well-being.
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information
HGIOS 4 and Early Learning and Childcare Indicators















1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/
Developing creativity and skills for life and
learning
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
18
Expected Outcome/Impact


Increased parental
participation and engagement
particularly from those
experiencing socio economic
disadvantage.
Raised attainment in literacy
and Health and Wellbeing.
Timescale
Key Actions (How)
Personnel/Resources
1. Make application to Scottish Attainment Challenge –
Curriculum Innovation Fund.
Isabelle Murray – HT
Lesley Sprott – Family Learning
Coordinator
Isabelle Murray – HT
Lesley Sprott – Family learning coordinator
March
2016
£5000 successful bid confirmed
June 2016.
Aug/Sep
2016
Staff identified via self-evaluation
mechanisms and PDR process.
Support staff and parents to be
part of group.
Sep 2016
Families complete Health & eel
being profile before and after
programme.
4. Improvement group to engage in professional
enquiry and research and engage in professional
dialogue on engaging families/parental engagement
and Scottish Attainment Challenge.
5. Families to meet with improvement group to identify
programme based on their needs.
Isabelle Murray- HT
Lesley Sprott
Improvement Group
SIMD data
Improvement Group
Education Scotland -family learning
SLC Parental Engagement – basket of
strategies
Improvement Group
Identified families
Aug - Oct
2016
Review current thinking, policy
and research.
Sep/Oct
2016
Arrange class and peer visits
within and out with establishment.
6. Develop Family Learning Programme with a focus on
Literacy and Health & Wellbeing. Programme plan and
dates set.
Improvement group
Families
Curriculum Innovation Fund Plan
Oct 2016
Development of Crosshouse
Primary Family Learning. Potential
leaders within Parent cohort are
identified.
7. Carry out programme of family learning events.
Improvement Group
New programme
New resources
Nov-March
2016
Self evaluation mechanisms in
place – attendance, celebrating
achievements.
8. Provide professional learning activities for all staff
and families.
9. Provide opportunities for all involved to participate in
dialogue sessions to share practice and review
outcome/impact of approach to ensure consistency.
Establish mechanisms for rolling the programme out
within Learning Community.
As above
Ongoing
Improvement Group
Self-evaluation materials and resources
Jan-March
2016
10. Review and evaluate use of Curriculum Innovation
Funding.
Fund application
Self-evaluation evidence
Assessing progress and achievement
materials
New Family Learning framework
Assessment tracking and monitoring data
2. Establish improvement working group to take forward
strategic priority.
3. Identification of target groups using SIMD data,
attendance data and free schools meals information.
11. Analyse achievement and assessment data in
literacy and Health and Wellbeing with particular focus
on the families participating in programme.
Comments
Staff self-evaluation using HGIOs
indicators
Review of Health & Wellbeing
profiles
Ongoing
Curriculum Innovation Fund
evaluation to be completed.
May-June
2016
19
Establishment Maintenance Improvement Planning
Session: 2016/2017
National Improvement Framework Key Priorities
 Improvement in attainment, particularly in literacy and numeracy;
 Closing the attainment gap between the most and least disadvantaged children;
 Improvement in children and young people’s health and wellbeing; and
 Improvement in employability skills and sustained positive school leaver destinations for all young people.
National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

HGIOS 4 and Early Learning and Childcare Indicators














Performance information

Key Actions
1. Continue to improve the design of our curriculum
with progression pathways and achievement of a level.
Key Focus this session: Reading and writing
achievement of a level.
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing
children’s progress
3.3 Increasing creativity and employability/ Developing
creativity and skills for life and learning
Intended Impact

Raised attainment in reading and writing.

Progressive curriculum pathways produced for
reading and writing which allow moderation and
engagement of achievement of a level.

Increased knowledge, understanding and
confidence in achievement of a level with staff
and children.
SLC Education Resources Themes
Transform Learning and
Teaching/Implement CfE
Meeting the Needs of all Learners’,
GIRFEC and Statutory Duties
Skills for Learning, Life and Work
Professional Learning
Leadership (Change and
Improvement)
How It Will Be Measured







Analysis and evaluation of intelligence and data.
Analysis of attainment results.
Professional engagement, collegiate working resulting in
moderation of standards ensuring a robust approach.
Self-evaluation for self-improvement methods:
learning conversations
pupil pulse groups
Forward plan dialogues
20
2. Implement new Physical Education Curriculum as
developed last session.
3. To continue to improve outcomes for learners and
measure progress against the SHANARRI wellbeing
framework.
3. (a) To embed consistent, systematic approaches to
the implementation of GIRFEC.
3.(b) Roll out well-being profiles as trialed last session.
3. (c) National Practice Model used consistently in
process of assessment, analysis, action and review of
pupils.
3. (d) Increase staff knowledge and understanding and
implication arising from the implementation of the
Children and Young People (Scotland) Act 2014.
3. (e) Staff to attend CLPL to support the
implementation of:
 reviewing and amending staged intervention
approach
 Single agency planning and assessment

Raised attainment in physical education.

Increased knowledge, understanding and staff
confidence in learning and teaching within
physical education.

Increase in attendance at after school clubs.

Enhanced practice in relation to the GIRFEC
National Practice model.
GIRFEC core values and principles for pupils
met.
Pupils feel they are safe, healthy, achieving,
nurtured, active, respected, responsible and
included.
Improved understanding by pupils and staff of
the links between pupil well-being and the
teaching and learning process.
Achieve Rights Based Learning award.











Tracking and monitoring dialogues
Teacher learning and teaching reviews
Analysis and evaluation of intelligence and data. (Health
& Well-being tracking and monitoring)
Learning conversations.
Forward Plan dialogues
Class Visits
Tracking and monitoring dialogues










Fulfilment of remit and responsibilities of named person.
Revised Children’s Plans
Professional dialogue
Target setting and tracking dialogue.
Analysis of Health & Wellbeing profiles.
Pupil dialogue
Review Meetings
ASPs
Single Agency Assessments
Staged Intervention
21