School Improvement Plan

Dunblane Primary School

Session 2017 - 2018
 Learning today, shaping tomorrow.
Vision, Values and Aims

In Dunblane Primary School, we strive to become a learning community which prides itself on continuous improvement, with a high quality of
learning and teaching, throughout the whole school. We offer a learning environment in which children are encouraged to be successful learners,
effective contributors, confident individuals and responsible citizens. We firmly believe that this can be best achieved through partnership working
as we work to establish a learning culture in which children help shape their learning and celebrate success. Through a thorough self evaluation
and consultation process we have developed and agreed our values and aims with and for the whole of our community.

Values
Dunblane Primary School community has agreed to uphold our key values of:

RESPECT: To care for ourselves and others by valuing all property, opinions and beliefs.

RESPONSIBILITY: To treat others as we would like to be treated and accept the outcomes of our actions

CARE & COMPASSION : To actively show empathy and sensitivity towards each other and the world around us.

FAIRNESS & EQUALITY: To feel we are all justly treated.

HONESTY: To be reliable and trustworthy and have the courage to be truthful.

The learner remains at the centre of all that we do. The National Improvement Framework (NIF) sets out the key areas for improvement in our schools
NATIONAL IMPROVEMENT FRAMEWORK
 IMPROVEMENT PLANNING OVERVIEW 2017 - 2018
National Improvement Framework 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 peoples
health and wellbeing.
Improvement in employability skills and
sustained, positive destinations.
Key drivers of improvement
School leadership
Teacher professionalism
Parental engagement
Assessment of childrens progress
School improvement
Performance information
Improvement Priority
2.3 Learning teaching and assessment
Effective Use of Assessment
Develop staff understanding of Literacy and
Numeracy Benchmarks and align to DPS
literacy and numeracy progression pathways
Develop staff understanding of and skill in
capturing assessment information through
holistic assessments
Staff carrying out SNSA assessments and
using data to inform next steps in learning /
create actions plans for class/ group/
individuals using class evidence to support/
inform judgments/ decisions
HGIOS 4 & HGIOELC Quality 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/ practitioners
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 Partnerships
3.1 Improving/ ensuring wellbeing, equality and inclusion
Specific to HGIOS 4
3.2 Raising attainment and achievement
3.3 Increasing creativity and employability
Specific to HGIOELC
3.2 Securing childrens progress
3.3 Developing creativity and skills for life and learning
Outcomes for Learners
Curriculum content/delivery ensures progress
towards/ achievement of a level
Children demonstrating/ recording their
learning in a variety of ways and are able to
evidence their learning.
Appropriate next steps in learning identified
and planned for
Integrated Childrens Services Plan Outcomes
All children reach appropriate development
and social milestones through improved
support in early years.
Support for disadvantaged and vulnerable
children, young people and families is
improved.
Health and wellbeing outcomes are improved
for children and young people.
Raised attainment for all young people
leading to positive destinations.
Impact Measurement PEF
Progression plans updated and staff
engaging with and using benchmarks
for planning and assessment
purposes.
Holistic assessment evidence/
professional dialogue from moderation
activities
SNSA action plans used to inform
planning/ action plan creation impact *
meeting records and discussions
 Update DPS assessment policy to reflect how
we gather assessment information, how we
use assessment information to plan next
steps in learning and how we share
assessment with pupils
Quality of Teaching
AIFL strategies are enlivened and evident in
practice
Observations / assessment information
informs next steps in learning
Feedback is used to inform and support
learner progress
2.4 Personalised support
Universal Support
Staff will implement last sessions self
evaluation RACI group trials Achievement
folders and snapshot jotters
Staff to become skilled in discussing learning
with pupils and providing regular opportunities
for children to reflect on their learning and
next steps
Staff agree how this can be shared with
parents in order that parents are receiving
more regular updates on their childs learning
and how they can support
Wider achievements will be tracked and
recorded
Targeted Support/ Removal of barriers to
Learning
Staff will make use of assessment
information, quantitative and qualitative data
to plan interventions to support closing the
attainment gap between the most and least
advantaged
Staff will measure impact of interventions
2.2 Curriculum
Curriculum Development - Digital Literacy/
Computing Science
Develop progression pathways for Digital
Literacy/ Computing Science
Engagement with Benchmarks to support this
Staff identify aspects of CLPL required to
deliver DPS progression pathways
Assessment is proportionate, is used to plan
next steps in learning, pupils know where
they are in their learning and are involved in
planning next steps/ target setting
Staff will use formative assessment strategies
to plan appropriate next steps/ evidence
learning
Children use feedback to make improvements
Children will regularly review their learning
and evidence their achievements in
achievement folders
Children/ teacher discussion will be recorded
and children will be supported to identify next
steps in learning/ set targets
All children will have the opportunity to
participate in wider achievement activities
Parent can support aspects of learning at
home
Improved outcomes for children
disadvantaged and vulnerable children
Children will develop skills in literacy and
computing science in a progressive way
Children will develop these skills through
motivating and interesting learning
experiences
Updated school assessment policy
Learning and teaching observations/
peer observations/ professional
discussions/ agreed next steps
Feedback in jotters matches intended
learning and supports next steps for
children.
Achievement folders updated regularly
and include pupil reflections
Teacher Talk samples
Children are involved in setting targets
and can talk about their learning
knowledge/ skills developed/ how they
use/ what they need to do next etc
Wider achievement tracking
documents and planned interventions
to support *
Parent report card comments reflect
knowledge of their childs learning
Planned interventions to support will
be measured for impact
*
Progression pathways
CLPL evaluations/ impact on learning
2.3 Learning and Teaching/ 2.4 personalized
support
Staff embed use of technologies to enhance
learning and teaching
Staff to provide learners with the opportunity
to use digital technologies to become more
independent in their learning/ record their
learning
Barriers to accessing ICT for individuals
pupils will be identified and supported
2.1 Safeguarding/ 2.5 Family Learning
Create DPS policy/ curriculum plan to support
teaching children how to be safe online/
engaging with social media
DPS will support parents in keeping their
children safe when using the internet/ are
online/ engaging with social media
Dunblane Learning Community shared
priorities:
Health and Wellbeing
Family Learning - developing a growth
mindset approach to raising childrens
resilience and lessening anxiety
Joint LC schools Physical Education
project
Leadership at all levels
Staff opportunities to take part in joint
moderation activities to develop a shared
understanding of expectations of levels of
childrens work.
Staff development in CYPIC an
improvement methodology to support and
track raising attainment
Nursery Target 1
HGIOELC - 2.2 Curriculum
Learning and developmental pathways.
The nursery will maximize positive
numeracy opportunities to improve the
learning experiences for children.
Educators will be able to build on
Children will use ICT more regularly as part of
the learning experiences in the classroom
Children will choose appropriate technologies
to engage in learning and record their
learning
Children will have improved equity of
experience in using ICT to support learning
Children will be safer when using digital
technologies
Children will show increased resilience in
overcoming a variety of challenges
Children will benefit from joint teaching
sessions and increased access to PE
resources across the community
Children benefit from a coherent staff
understanding of expectations of CfE
levels
Childrens attainment will be appropriately
supported and tracked.
All children will show an improvement in
their numeracy skills.
Nursery profiles will show progress made
Staff planning for use of ICT to
enhance learning and teaching
Children using ICT as part of learning
and teaching/ recording learning
Children who do not have access to
ICT at home will be identified and
planned for appropriately eg
homework clubs/ coding club etc *
Feedback from parents after
workshops
Increased use by staff, children
and parents of the language of
growth mindset
Feedback from staff moderation
activities
Increased staff knowledge and
skills in using improvement
methodology, with some staff
beginning to use run charts and
small tests of change
Individual Numeracy tracking
documentation and pupil profiles
will have evidence of pupil
progress and will demonstrate
 childrens prior knowledge and can in Mathematics and clear next steps for breadth and depth of learning.
support individuals with their next steps in all children.
numeracy.
The nursery will adapt and use the
curriculum framework which is currently
used for Early level in school. This can
be adapted for the 2 year olds in our
setting.
Practitioners have high expectations of
what children can and will achieve.
Childrens Progress over time
The nursery will work closely with families
to identify how they can support their Promote partnerships with parents to Parents/ Carers are more
child at home with Numeracy. Parents achieve the shared vision. confident in providing numeracy
will be aware of their childs strengths and experiences for their child at home
next steps and these will be clearly and sharing these experiences
with/at nursery
3.2 Securing Childrens Progress
Progress in communication, early language,
mathematics and health and wellbeing
Childrens Progress over time Children will be able to transfer their The nursery will be enriched with
Staff will have a better understanding of learning indoors to outdoors and vice numeracy opportunities for all
how young children develop early versa. pupils.
mathematical thinking.
The nursery will have suitable resources
to meet the needs of the individuals in
relation the numeracy and mathematics.
Numeracy will be evident both indoors
and outdoors in and around the nursery
Nursery target 2
HGIOELC - 2.3 Learning, teaching and
assessment
Effective use of assessment & Planning,
Tracking and monitoring All educators will have a clear Moderation activities and quality
Develop staff understanding of Literacy and understanding of the purpose of the dialogue take place to ensure that
Numeracy Benchmarks and align these to benchmarks educators are consistent in their
DPS literacy and numeracy progression use of the benchmark.
pathways
Staff will use the benchmarks confidently All educators will know how the can use Our current tracking documents
the benchmarks to support childrens
when planning childrens next steps in are in line with the benchmarks for
learning and development.
learning and this will be visible in childrens Literacy and Numeracy.
profiles.
All staff can report use the benchmarks to Documentation within the nursery reflect All children profiles and
report on childrens progress within early and use language from the benchmarks. documentation reflect where they
level. are using language from the
benchmarks.