School Improvement Plan

Dunblane Primary School

Session 2016-17
Improvement Planning Team
Members - Sally Kennedy ,Shirley Gallivan , Sarah Starrs , Kat Robertson

Sammy Spiers

 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:

RESPONSIBILITY:

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

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:

HONESTY:

To feel we are all justly treated.

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 2016-17

NATIONAL IMPROVEMENT FRAMEWORK PRIORITIES

Improvement in attainment particularly in literacy

and numeracy

Closing the attainment gap between the most

and least advantaged children
Improvement in children and young peoples
health and wellbeing
Improvement in employability skills and
sustained, positive destinations

KEY DRIVERS FOR IMPROVEMENT :

School leadership
Teacher professionalism
Parental engagement
Assessment of childrens progress
School improvement
Performance information

HGIOS 4 & HGIOELC QUALITY INDICATORS

1.1 Self evaluation for self-improvement
1.2 Leadership of 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 Partnerships
3.1 Improving 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

INTEGRATED CHILDRENS SERVICE 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

DUNBLANE PRIMARY SCHOOL and NURSERY CLASS IMPROVEMENT PLAN 2016-17

IMPROVEMENT PRIORITIES
2.2 CURRICULUM
2.3 LEARNING, TEACHING & ASSESSMENT :

IMPACT / OUTCOMES

MATHS /NUMERACYTo review DPS numeracy /maths curriculum pathways

in consideration of the new Local Authority guidance.
To refresh teaching approaches by applying relevant
findings from educational research / professional
learning to improve creativity in learning and teaching

DPS numeracy /maths curriculum pathways will be

refreshed in consideration of the
new Local
Authority guidance to ensure pace and progression
in learning. Published documents will be used for
planning learning.
Classroom practice will demonstrate creative and
motivating learning experiences for children. There
will be opportunities for learning in a variety of ways
using a range of resources and approaches.
Children will be interested and enthusiastic about
what and how they are learning.
Weekly plans will evidence differentiation and
creativity in teaching numeracy/maths
We will establish a new Learning Lab facility for
food technology and science experiential learning.

3.2 RAISING ATTAINMENT & ACHIEVEMENT

3.3 INCREASING CREATIVITY & EMPLOYABILITY :

DEVELOPING SCOTLANDS YOUNG WORKFORCE

/LEARNING FOR SUSTAINABILITYTo implement good practice in Learning for
Sustainability and Developing the Young Workforce
focusing on skills for learning , life and work

All children will have planned access to the

Learning Lab throughout the year

Good practice will be evident in Learning for

Sustainability and Developing Scotlands Young
Workforce focusing on skills for learning , life and
work linked to learning contexts.

To develop confident learners who contribute to the life of

the school , the wider community and as global citizens
Children will apply their skills and knowledge, making
purposeful connections between skills for learning, life
and work in school and beyond.

MEASUREMENT

Completed pathways which reflect SALs and up to

date national guidance will be implemented when
planning childrens learning.

All staff will attend Numeracy CLPL sessions and

implement practical advice.

Quality assurance practice will evidence high

quality lessons and learning weekly plans , class
visits, impact meeting discussions , teacher selfevaluations , pupil work

Attainment and progress will be tracked and

monitored termly through individual pupil tracking
grids, pre and post intervention assessment data.

Learning Lab will be completed to a high standard

and fully resourced.
Annual strategic planning of learning contexts will
be refreshed and will feature planned opportunities
to develop life skills and apply learning.

Staff LfS leaders will be providing effective support

and leadership to colleagues in planning and
practice

Children will apply their skills and knowledge,

making purposeful connections between skills for
learning, life and work in school and beyond.

Timetabled schedule and use of Learn Lab for all

classes will evidence equality of access.

Children will be able to recognise and talk about

skills they are learning and using and link these to
the world of work. They will understand the I can
statements from Career Standard.

Staff evaluations will confirm increased confidence

and understanding of DYW and Career Education
Standards
Staff will assess childrens skills in unfamiliar
contexts

IMPROVEMENT PRIORITIES

IMPACT / OUTCOMES

1.1 SELF EVALUATION FOR SELF-IMPROVEMENT

1.2 1.2 LEADERSHIP OF LEARNING :

Children, staff and parents will have a variety of

opportunities to reflect on learning and practice

Deepen understanding and improve effectiveness of selfevaluation processes with children, staff and parents.

Embed a culture of leadership at learner, classroom and

whole school level to motivate, support and inspire others

Staff will gather sources of evidence and

demonstrate links to identified next steps
/improvement priorities

All staff will recognise themselves as leaders of

learning and identify and encourage regular
feedback opportunities.

Stirling Council Shared Behaviours will be used

as a self-evaluation tool for all non- teaching staff

Learner feedback will be invited on lessons,

contexts and areas of school life eg What Went
Well Even Better If .

Display will evidence actions from evaluation

activity eg You said .we did board.

Children will have a range of opportunities to reflect

on learning and will develop increased confidence
in using evaluative language
The wellbeing indicators are visible throughout
the nursery
All stakeholders have a clear understanding of
the wellbeing indicators
The wellbeing indicators are used to inform the
planning of childrens learning.
Children confidently talk about their learning
using the wellbeing indicators

All stakeholders to be confident in the meaning and

understanding of the wellbeing indicators and how
they inform and develop childrens learning

Children, staff and parents to be confident in the use of

digital technology (iPads, PC, laptops, cameras, easy
speak) and to be able to use this appropriately as a
tool for learning.

Children will have increased opportunities for

ownership of learning and decision making within
learning contexts.

3.1 ENSURING WELLBEING, EQUALITY & INCLUSION

NURSERY :LEARNING PROVISION

2.2 CURRICULUM

Staff will understand the need for relevant evidence

based evaluations to assess progress , practice
and use this to plan next steps for learners and for
themselves

Teachers will engage with and use GTCs

Standards, NIF & HGIOS 4 to evaluate own and
establishment practice and planning for
improvement

NURSERY: SUCCESSES AND ACHIEVEMENTS

MEASUREMENT

For all children, staff and parents to have increased

confidence in the use of digital technology.
Hardware will be in regular use throughout the
week in nursery activities.
For children to use digital technology appropriately
as a tool for learning
All children will have equal opportunity to

Pre and post questionnaires will demonstrate

increased parental understanding of the
wellbeing indicators

Children will recognise our wellbeing family

characters and can link these to their own lives
and experiences.

Wellbeing wheel will be displayed in nursery and

will include examples of childrens understanding
of these eg Safe Sally / tree climbs etc

Nursery plans will reference the indicators (termly and childrens plans )

Quality assurance and planning will evidence that

hardware is used daily in nursery.

Children will be able to complete I can statements

reflecting new skill acquisition.

All children will access ICT experiences weekly

IMPROVEMENT PRIORITIES

IMPACT / OUTCOMES
experience digital technologies within the nursery.
Parents will have increased understanding of online
safety

DUNBLANE LEARNING COMMUNITY :

2.4 PERSONALISED SUPPORT : ASN

2.3 LEARNING , TEACHING & ASSESSMENT
MODERATION

Learning Community partners will collaborate

effectively to improve ASN and moderation
practice
Parental information leaflets will be produced for
ASN guidance

MEASUREMENT

Staff skill audit will demonstrate that all staff have

improved skill level over the session.
Evaluation from Parent workshop will indicate that
most parents are aware of safe uses of digital
technology.
Consistent Learning Community approach will
reflect new ASN Staged Intervention guidance from
Local Authority
Use of Wellbeing application by SMT
ASN information leaflets will be made available to
parents.

RACI group Lead Officer : Roles and responsibilities :

Discuss task with Manager to ensure shared understanding

Form Mobilisation Group
Arrange initial meeting date and secure venue

Be prepared to lead the discussion on the given task; draw up task brief for
discussion with manager
Set up implementation team
Monitor progress and be accountable for completion of task

RACI Task Briefing Paper : IMPROVEMENT PRIORITY 1 :

2.2 CURRICULUM

2.3 LEARNING, TEACHING & ASSESSMENT

Accountable Person:-

Lead Officer: Ruth Allan

Task
To review DPS numeracy /maths curriculum pathways in consideration of the new Local Authority guidance.
To refresh teaching approaches by applying relevant findings from educational research / professional learning to improve creativity in learning and teaching

Start Date

Progress Review Date

Completion Date

AUGUST 2016
Outcomes (What do you want to achieve?)
1 School curriculum pathway updated
2

Success Criteria
Numeracy and maths curriculum pathway which is clear, progressive,
incorporates SALS and supports planning to meet learner needs

Staff engagement in

Challenges (What might hinder success?)

Tasks

Solutions

Responsibility

By When

Updates

Resources (What will you need to do this job?)

Evaluation (How is it going? What, if anything, has had to be changed?)

RACI Task Briefing Paper : IMPROVEMENT PRIORITY 2 :

3.2 RAISING ATTAINMENT & ACHIEVEMENT
3.3 INCREASING CREATIVITY & EMPLOYABILITY : DEVELOPING the YOUNG WORKFORCE /LEARNING FOR SUSTAINABILITYAccountable Person:-

Lead Officer: Shirley Gallivan

Task
To implement good practice in Learning for Sustainability and Developing the Young Workforce focusing on skills for learning , life and work
To develop confident learners who contribute to the life of the school , the wider community and as global citizens
Children will apply their skills and knowledge, making purposeful connections between skills for learning, life and work in school and beyond.

Start Date

Progress Review Date

Completion Date

Outcomes (What do you want to achieve?)

Success Criteria

Challenges (What might hinder success?)

Solutions

Tasks

Responsibility

By When

Updates

Resources (What will you need to do this job?)

Evaluation (How is it going? What, if anything, has had to be changed?)

RACI Task Briefing Paper : IMPROVEMENT PRIORITY 3 :

1.1 SELF EVALUATION FOR SELF-IMPROVEMENT /1.2 LEADERSHIP OF LEARNING :

Accountable Person:-

Lead Officer: Sarah Starrs

Task
Deepen understanding and improve effectiveness of self-evaluation processes with children, staff and parents.
Embed a culture of leadership at learner, classroom and whole school level to motivate, support and inspire others.

Start Date

Progress Review Date

Completion Date

August 2016

Outcomes (What do you want to achieve?)

1 Staff engagement in self-evaluation processes which lead to action

Success Criteria
3 School reflection using HGIOS 4 in order to evidence and identify
improvement priorities
4 Staff reflect on practice using GTCS standards, record learning journey/
evidence appropriately and identify next steps in CLPL at PRD
5 Changes in practice lead to improved outcomes for children and rigorous
evidence gathering and interrogation of data supports this

Staff have the opportunity to learn from one another and share good
practice

Children reflect on learning using evaluative language and identifying

next steps in their learning journey
4 Parents will contribute to improvement priority development and have
some ownership of the 2017/2018 school improvement plan

12 All stake holders consulted to create self-evaluation protocol

13 Protocol shared with all stakeholders

School self-evaluation calendar/ protocol established

Challenges (What might hinder success?)

Staff reflect on practice and CLPL opportunities and share with colleagues
Staff engage in professional dialogue and learning visits

Pupils given regular opportunities to self/ peer assess, document learning

journey and identify next steps in learning
9 Parents will engage in self-evaluation reflection activities
10 Parental views will contribute towards school improvement priorities
11 School improvement plan will reflect parent contributions

Solutions

Tasks

Responsibility

Resources (What will you need to do this job?)

Evaluation (How is it going? What, if anything, has had to be changed?)

By When

Updates

RACI Task Briefing Paper : NURSERY IMPROVEMENT PRIORITY 1 :

QI Successes and achievements. 3.1 Ensuring wellbeing, equality and inclusion

Group members:- Kellie Robertson, Alison McKeown, Shirley Gallivan, Kat

Robertson, Ruth Allan, Susan Paterson, Health and welling citizenship group

Lead Officer: Mary Kinnaird

Task
All stakeholders to be confident in the meaning and understanding of the wellbeing indicators and how they inform and develop childrens learning

Start Date
June 2016

Progress Review Date

November 2016

Outcomes (What do you want to achieve?)

Success Criteria

The wellbeing indicators are visible throughout the nursery

All stakeholders have a clear understanding of the wellbeing indicators
The wellbeing indicators are used to inform childrens learning.

Challenges (What might hinder success?)

A survey to establish what parents already know

about the wellbeing indicators. This will help us to

Children confidently talk about their learning using the wellbeing

indicators
Parents have an understanding of their importance and how they inform
learning.

Solutions

All staff on board

Inclusive of under 3s
Consistency
Time

Tasks

Completion Date
June 2017

Good communications
Pre-planned calendar for the year showing when different cpd sessions and
RACI groups will meet.

Responsibility
Shirley Gallivan

By When
June 16

Updates

measure impact.
To explain the wellbeing indicators to parents by
producing an informative leaflet.
To explain the wellbeing indicators to parents and
how they are embedded in our nursery.
The Well Being indicators are visible in the
nursery
Links are made between the wellbeing indicators,
the right of the child and the school values
The school citizenship group will share their
knowledge and understanding with the nursery
children in an appropriate way.
The children are able to use the SHANARRI
terminology
A survey to establish what parents now know
about the wellbeing indicators. This will help us to
measure impact.

Mary Kinnaird
Mary Kinnaird
Shirley Gallivan

Nov 16
Nov 16
Ongoing

All
All
Mary Kinnaird
Ruth Allan
Pupils

Ongoing

All

Ongoing

Shirley Gallivan

June 17

Resources (What will you need to do this job?)

GIRFEC Leaflets from Forth Valley
Time
Evaluation (How is it going? What, if anything, has had to be changed?)

Jan 17

RACI Task Briefing Paper : NURSERY IMPROVEMENT PRIORITY 2 :

QI Learning provision. 2.2 Curriculum
Group members Tina Stewart, Mary Kinnaird, Sarah Starrs, Vicky
McLachlan

Lead Officer: Shirley Gallivan

Task
Children, staff and parents to be confident in the use of digital technology (iPads, PC, laptops, cameras, easy speak) and to be able to use this
safely as a tool for learning.

Start Date
August 2016

Progress Review Date

January 2017

Outcomes (What do you want to achieve?)

Completion Date
June 2017

Success Criteria

For all children, staff and parents to be confident in the use of digital
technology.
For children to use digital technology safely as a tool for learning.

Different resources used for different stages.

Most staff to be confident using digital technology.
Most children to be confident using digital technology.
Most parents are aware of safe uses of digital technology.

Challenges (What might hinder success?)

Solutions

All staff working together.

Staff lack confidence and an interest in digital technology.
Resources
Appropriate CPD
Quick enough internet connection

Budget
CPD
Allocated time
Good communication

Tasks

Responsibility

By When

Updates

Audit existing digital technology practice, with staff

sharing the knowledge they have of the different
resources.

Louise Bellini
Vicky Mclachlan

Sept 16

To equip the staff and pupils to regularly use a

wide variety of digital technology as a learning
tool.
To create a resource bank of appropriate
education apps for children to use in nursery and
at home
Create a clear digital technology policy with
appropriate guidelines.
All staff to understand the above policy.

All

March 17

All

March 17

All

Jan 17

All staff to understand the above

policy.
All

June 17

All
All

December 16
Ongoing

To give staff training in use of the school website.

To regularly update the nursery website pages

Parents Workshop
To support the use of digital technology at home
and how to use this safely as a tool for learning

Sarah Starrs
Vicky McLachlan

Feb 16

Parents Workshop
To support the use of digital technology at home
and how to use this safely as a tool for learning

To create a parents booklet of useful educational

apps and websites for nursery aged children.

All

Feb 16

To create a parents booklet of useful educational

apps and websites for nursery aged children.

CPD training for staff in different digital

technologies.
To give staff training in use of the school website.
To regularly update the nursery website pages

Resources (What will you need to do this job?)

All digital technology resources such as ipads, easy speak,, PC, SMART board, PC.
Time
Appropriate CPD
Working wifi

Evaluation (How is it going? What, if anything, has had to be changed?)

Ongoing

Task Briefing Paper : LEARNING COMMUNITY PRIORITY

To collaborate effectively within our Learning Community to improve ASN / MODERATION
Accountable Person:-

Lead Officer: Sarah Starrs

Task

Start Date

Progress Review Date

Outcomes (What do you want to achieve?)

Success Criteria

Challenges (What might hinder success?)

Solutions

Completion Date

Tasks

Responsibility

Resources (What will you need to do this job?)

Evaluation (How is it going? What, if anything, has had to be changed?)

By When

Updates