Main point for action: 1.

The school should continue to improve learning and teaching, ensuring it is more closely
matched to pupils’ additional support needs, and using a wider range of approaches including ICT.

Task Progress Outcome/Impact

To improve the  Self-evaluation checklists for teaching and support staff –
consistency of matching updated regularly, embedded in school calendar.
learning and teaching to  Increased use of formative assessment strategies.
the additional support  Class visits embedded in school calendar.
needs of pupils.  Sharing good practice sessions.
 Curriculum Development – SQA and Asdan courses are
being developed at appropriate levels, (Access and Bronze
Award, Towards Independence).
 Introduction of Asdan Programmes of work for PSE, S1 –
S6, ensuring differentiation, progression and relevance
 Development of ‘real life’, practical activities (also
introduction of ‘Enterprising Fridays’ and development of
Social Enterprise Project with Muiravonside)
 Cross-curricular information about pupils shared regularly
– to increase differentiation across all subject areas.
 Tracking attainment and achievement booklets produced.
 Reduction of Behaviour Referrals
 Monitoring of pupil experience by EMT.
 Plan to introduce ‘Target Focus Weeks’
 InService by Flo Longhorne – A Sensory Curriculum
for Excellence – implement ideas for increased
sensory curriculum
Increased achievement and attainment.
Increased levels of pupil engagement
Improved behaviour.
Pupils will become increasingly confident and
successful in a range of situations including real
life activities.
Increased teacher confidence in the use of
formative assessment.
Teachers will build on pupils’ prior learning.
Increased range of resources and activities
matched to pupils’ needs.
Improved and innovative practice.
Increased staff confidence in meeting the needs of
pupils with more severe and complex learning
difficulties.
 Very good progress made in this area with
significant impact on pupil achievement.

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To increase the effective  Forward Planning format now includes heading for
use of ICT in all subject ICT resources
areas  ICT Audit – in progress.
 ICT suite on ground floor and 3 adjustable plasma
screens accessible to pupils who use wheelchairs.
 Plan to develop sensory curriculum by increasing use
of sensory resources for class 3 / 4 LR.
 Development of ‘Moving Image’ technology.
Increased achievement and attainment.
Increased effective use of ICT to support all
pupils’ learning.
Increased staff and pupil confidence and skill in
the use of hardware and software to support
learning.
Improved quality of experiences for pupils in the
Sensory Room and increased skills for teaching
and support staff working with pupils.
Increased staff and pupil confidence and skill in
the use of Moving Image technology to support
learning.

 Very good progress in this area,

particularly with developments in Moving
Image Technology.

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Main point for action: 2. The specific roles of core teachers and subject specialists, including their partnerships in
cooperative teaching should be reviewed to build on best practice and share expertise.

Task Progress Outcome/Impact

To review and evaluate Whole staff consultations in December ’06 and November Increased achievement and attainment through
the roles of core and ’07. ensuring that the skills and expertise of staff will be
subject teachers, New timetabling arrangements for ’06 – ’07 with increased used to the maximum benefit of pupils.
including their flexibility for co-op teaching. Teaching, support staff, pupils and parents will be
partnerships in co- Consultation with parents and pupils November ’07. consulted on important issues which impact on
operative teaching and pupil support and curricular delivery.
evaluate the co-op Consultation with ‘Cover Working Group’ – February – Teachers will adopt a more creative and flexible
teaching structures May 08 leading to timetable for ‘08 – ‘09 which will approach, delivering a wider range of subjects and
currently included in rationalise this system to ensure a more even spread of ‘C’ cooperative teaching will be used more effectively.
the timetable. periods and the most effective use of the identified capacity Opportunities for teaching staff to share expertise
to better support learning and teaching. will be created, allowing development of further
skills.
The needs of all pupils will be met with increasing
effectiveness.

Based on results of Following consultation with staff (Dec, ’06), core teachers Innovative structures of pupil support and
review and evaluation, whose classes were timetabled to be taught by subject curricular structures will be piloted and evaluated
pilot innovative teachers were identified as having a ‘C’ period on their to inform future practice.
structures of pupil timetables. This identified teachers as being available for Meeting pupil needs will determine both pupil
support, based on cover, for co-op teaching alongside either a subject teacher support and curricular structures.
meeting pupil needs or core teacher or for outreach work. For the first time this
which ensure enabled core teachers to have access to co-op teachers to
opportunities for help teach core subjects i.e. English, Math and PSE. Subject
building on best teachers who had spare capacity in their timetables were also
practice and sharing allocated ‘C’ periods when they were not required to teach

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expertise. their subject.
When teachers were not needed during a ‘C’ period they
were free to do preparation/development work.
The spread of ‘C’ periods amongst core and subject teachers
was uneven for a number of factors. This resulted in some
teachers feeling that some of their colleagues benefited from
having more preparation/development time. The advantages
of this system were the flexibility it allowed teachers and the
opportunities for additional pupil support within and outwith
Carrongrange.
A review of the outcome of a further staff consultation will
focus on how best to rationalise this system to ensure a more
even spread of ‘C’ periods and the most effective use of the
identified capacity to better support learning and teaching.

Effective and efficient use of staff to support pupil

learning. Staff development opportunities for
sharing good practice. Improved knowledge of
pupil abilities and needs.

 Good progress made in this area, with

further improvements planned, based on
review.

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Main point for action: 3. The school should improve the effectiveness of its approaches to self-evaluation to enhance
the quality of learning and teaching and share good practice more effectively.

Task Progress Outcome/Impact

To raise awareness Whole staff presentation by Headteacher, November ’06, based Teaching and support staff fully understand the
and increase on ‘The Journey to Excellence’ which led to: process of self-evaluation and its contribution to
understanding of the  Introduction of individual logs on Effective Learning and continuing improvement of learning and teaching.
process of self- Teaching and Self-evaluation. Teaching and support staff are fully engaged in
evaluation.  Self-evaluation checklists for teaching and support staff. systematic evaluation of the quality of their work.
To Work towards  Annual Class visits
self-evaluation Improvement in the quality of learning and
becoming Sharing Good Practice Sessions – all teaching staff have teaching.
“embedded in the contributed to one of these sessions, ’07 – ’08 with further Increased opportunities for sharing and reflecting
school’s culture” sessions planned ’08 – ’09. on good practice.
(The Journey to More consistent quality of learning and teaching.
Excellence). Presentation by Headteacher on HGIOS 3 , February ’08. Increased involvement of support staff in self-
To support all staff HGIOS working groups – whole school self-evaluation – March evaluation.
to participate in ’08. Increased confidence and commitment of all staff
rigorous and Review of self-evaluation planned for InService, November, ’08. in self-evaluation process.
systematic self- The needs of all pupils will be more effectively
evaluation. met.

To improve Responses to whole staff consultation indicated that Improved effective communication which will
communication communication was effective. (November 07). contribute to the positive ethos of the school.
among staff.

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To increase Fortnightly meetings with support staff and DHT. Increased opportunities for support staff to be
opportunities for Opportunities for whole staff to work together on InService involved in decision making.
support staff to be Days. Continued opportunities for inclusive, whole staff
involved in decision House Assemblies to allow some time for support and teaching development and consultation will lead to
making. staff collaboration. increasingly effective pupil support.

 Very good progress made in this area,

with self-evaluation procedures more
firmly embedded in school calendar, and
increased teaching and support staff
awareness of the purposes of self –
evaluation.

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Main point for action: 4. Senior managers should continue to work with principal teachers to clarify their roles in
leading and managing the school, and to achieve greater consistency in their work with teachers and support staff.

Task Progress Outcome/Impact

To Clarify the roles of Leadership/Teamwork training by D. Richardson, ’06 – ’07. PTs, teaching and support staff will have a clearer
PTs in leading and 2 ‘PT Away Days’ , ’07 – ’08: agendas included discussing understanding of their leadership and management
managing the school. roles, remits, working towards greater consistency of roles.
To continue to develop practice in curricular and pastoral areas. PTs will lead and manage with increasing
effectiveness of Middle Management Training by Dr. C. Forde – ’07 – ’08 effectiveness and consistency.
Extended Management resulting in ‘Leadership self-evaluation toolkit’. Effective teamwork and management by EMT will
Team. lead to more effective curricular development and
To support PTs to Plan to implement self-evaluation toolkit in ’08 – ’09. pastoral support by teaching staff.
achieve greater PTs will provide consistent curricular and pastoral
consistency in their Plan for PTs to deliver presentation to teaching staff – support to staff and pupils, contributing to
work with teachers and November, ‘08 improving pupils’ achievement and attainment and
support staff. improving the positive ethos of the school.

 Very good progress in this area, with

increasingly effective curricular
development and pastoral support.

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