Strategic plan 2014 to 2017

Our strategic plan for the school maps out our proposed next steps for the continuing improvement of our school. It is created in consultation with staff, parents and pupils.

Strategic Plan for Craigour Park Primary School 2014-17

Our strategic plan is based on the 4 contexts for learning:

  • Ethos and life of the school
  • Curriculum areas and subjects
  • Interdisciplinary learning
  • Opportunities for personal achievement

 

  • EXPERIENCES and OUTCOMES

In place:  Literacy

  • Using the CEC progression pathways across all levels for reading, writing and talking and listening
  • Literacy planning formats reflect Curriculum for Excellence and ensure progression and coherence across Experiences and Outcomes (E and O’s)
  • Whole school and cluster moderation in writing and listening and talking
  • Big Writing embedded across all stages
  • Structured reading programme ie Early , Book detectives, Literature Circles
  • Introduce talking and thinking floorbooks, learning walls and 3D mind maps
  • Additional Support for Learning (ASL) to support challenge and pace for all learners eg Nessy, Fresh Start, Early Intervention strategies
  • Modern Languages P5-7 French, P4 Mandarin
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Next Steps: Literacy

  • Progression of writing genres and grammar across the school
  • Introduction of vocabulary extension programme
  • Introduce cursive handwriting into Primary 1 and continue throughout the school
  • Staff to share good practice in reading – Professional dialogue
  • Commence 1 + 2 Language programme (Cluster priority)

 

In place:  Numeracy and Maths

  • Numeracy progression based on experiences and outcomes using Liberton Cluster plan
  • SEAL programme introduced in Nursery and P1
  • P3-P7 set for numeracy and maths
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Next Steps: Numeracy and Maths

  • Ensure active learning in consistent across all stages

 

  • Introduction of Heinemann Active Maths resource across whole school

 

  • Introduce Edinburgh planner in conjunction with Heinemann Active Maths
  • Professional dialogue with staff to agree core elements eg problem solving, timing

 

  • Numeracy and Maths is embedded within Interdisciplinary Learning (IDL) eg finance week, pupil’s plan visits
  • Strengthening practice in the teaching of Mental Maths strategies

 

  • SEAL to continue into Primary 2 – All teachers trained

 

  • Increase staff opportunities to share good practice and reflect eg shadowing, team teaching

 

In place:  Health and Wellbeing

  • Whole school programme in place which progressively covers E’s and O’s eg IDL’s, E-Safety, Health Weeks, Charity
  • Eco programme accredited – 2nd green flag
  • 2 hours of quality PE and additional teacher led after school clubs in place
  • Active schools programme established across the cluster
  • Fruit and milk offered daily
  • Effective partnerships eg NHS, Whitmuir Farm, Gardening, Goodtrees
  • Breakfast Club
  • Introduced Emotional Literacy programme across the school eg Fischy Music, Emotion Talks
  • Creating Confident Kids programme is well established
  • Stakeholder involvement in creating and implementing new positive behaviour policy

Next Steps: Health and Wellbeing

 

  • Continue Eco programme towards 3rd Green Flag
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  • Continue to develop and up-date strategies for PE – mind and body

 

  • Seasons for Growth to be introduced
  • Establish the procedures for Emotional Literacy – Emotion Talk Grid, Tool, SHANARRI, Welfare forms

 

  • Work towards accreditation Level 1 in Rights Respecting School
  • Look for opportunities to work co-operatively to work with the wider school community, to contribute to the HWB of our children and parents
  • Increase recognition of pupil wider achievement

 

  • Work towards gold sports award from Sport Scotland

 

  • Develop Daily Physical Fitness across school

 

  • Develop opportunities for physical activity and active

play at break times and lunch times

 

 

  • Continue to build links across cluster primary schools

for sports festivals and occasions

 

 

 

 

 

 

In place:  Science

  • Curriculum for Excellence programme incorporating Renfrewshire Science
  • Staff trained in collaboration with SSERC and development officer
  • Moderation of science and Assessment sheets

 

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Next Steps: Science                                                                                     

 

  • Maintenance of science programme
  • Explore links for Upper Transition programme with High School

 

In place:  Social Studies

  • Delivery of social studies Experiences and Outcomes through IDL
  • Beginning to involve children in IDL planning using floorbooks, 3D mind maps etc
  • Audit of Experiences and Outcomes taught across the school
  • Shared moderation within the cluster

 

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Next Steps: Social Studies                                                                            

 

  • Increase personalisation and choice through child

centred planning.

  • Introduce child led topic into forward planner
  • Audit and up-date resources to reflect planning

framework/child voice

  • Professional dialogue about incorporating literacy,

numeracy and health and wellbeing skills

 

In place: Expressive Arts

  • ABC music programme, including assessment built into curriculum planner for each stage
  • Strong element of dance integrated into core PE with assessment. Calendar showcase events planned termly.
  • Drama and presentation reflected in whole school or stage/level showcase events to school and parents where appropriate
  • Annual Art exhibition collating pupil work over the session work framed and hung in art gallery.
  • External  drama, dance and music opportunities offered across the stages both within and visiting theatres appropriate to the stage and context being covered e.g. Imaginate,
  • Range of afterschool clubs offered e.g. Streetdance

 

 

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Next Steps: Expressive Arts                                                                        

 

  • Review and embed any changes post pilot /CPD for staff offered
  • Continue to develop dance and theatre experiences

where appropriate across the school

  • Encourage opportunities for staff shadowing of PE specialist

to share good practice

  • Audit Experience and Outcomes for Art across the school
  • Cluster moderation of Expressive Arts

 

In Place : RME

  • 6 opportunities for religious observance
  • Experiences and Outcomes being used across the school as part of planning and IDL
  • Moderation of RME
  • Good links with external partners with in-school programmes for pupils e.g. Megaquest, Scripture Union

 

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Next steps RME                                                                    

 

  • Audit current resources and refresh as necessary

 

 

In place: Technologies

  • New food technology resources purchased e.g. liquidisers, baking equipment
  • Lego and large construction materials available and promoted at EARNI time
  • IT equipment audited and updated and asset managed with Mobile Device Management system
  • New school web site established through WordPress /CPD for staff offered
  • Staff using SEEMIS for registration, tracking and reporting
  • Internet Safety week introduced across all stages

 

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Next steps: Technologies                                                                     

 

  • Increase use of Ipads to support and challenge pupils
  • Use bespoke application to evidence ‘latest and best’

from pupils

  • Increase school/home transparency with introduction

of pupil e-portfolio for every learner

  • Enhancement group for programming software
  • Review ICT skills progression in structured programme

to ensure progression of Experiences and Outcomes

across the school

  • Refresh ICT suite
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  • Pupil input to Policy and  Pupil /Parent contract re use of IT to raise awareness of Safety on the internet/responsible use of mobile phone
  • Food technology linked to IDL topics

 

In place: Interdisciplinary Learning

  • IDL reflected in all plans
  • Most staff plan for opportunities for children to apply learned skills in unfamiliar contexts
  • Increasing opportunities for personalisation and choice
  • The permeating themes of citizenship, enterprise and sustainability are beginning to be planned within IDL across the session
  • Excellent partner links used to develop pupil learning e.g. Whitmuir Farm,
  • Planned opportunities for children to develop skills for life and work eg co-operation, negotiation, critical thinking, creativity and leadership are beginning to be incorporated within IDL
  • Focus weeks established e.g. CSI week, Commonwealth Games
  • Floor books/ 3d mind mapping and Learning walls  introduced

 

 

 

 

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Next Steps: Interdisciplinary Learning                                             

 

  • Use of focused plenary to make the learning more explicit
  • Floor books to better reflect pupil voice
  • All staff to plan opportunities for children to apply learned skills in unfamiliar contexts
  • Planned opportunities for children to be active citizens within their own community, nationally and globally
  • Develop three year plan for focus weeks to ensure

Progression (Health, Finance/ Science etc)

  • Begin to place more emphasis on skills for life and work across the whole school by creating a skills toolkit for all stages

 

  1. Learning and Teaching

In place:

  • Use of interactive whiteboards to engage and extend learners
  • Staff trained in co-operative learning, Big writing strategies, Enhanced Vocabulary, floor books, Blooms Taxonomy, Active Learning, Pupil Voice
  • Personal Learning Plans embedded across the school and shared regularly on Open Afternoons with parents
  • Wide range of opportunities for pupils to be involved in outdoor activities
  • Beginning to track wider achievement
  • Some staff trained in cooperative learning techniques
  • Beginning to share the standard through moderation both within the school and across the cluster
  • Learning Rounds introduced to improve self-evaluation and encourage professional dialogue

 

 

 

 

 

 

 

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Next steps in Learning and Teaching                                   

 

  • Review Learning and Teaching position paper
  • Re-visit AiFL strategies and ensure these are

being used across the school consistently

  • Focus on differentiation – pace and challenge to

meet learners’ needs

  • Improvement Plan priorities to be the focus for In

School In Service (ISIS)

  • Embed active learning across the school

 

  • Further develop learning rounds to build capacity
  • Create opportunities for shadowing and team teaching
  • Increase staff lead ISIS for sharing their good practice and increasing professional dialogue
  • Introduce e portfolios for all pupils
  • Build moderation into the school calendar as part of long term planning

 

 

  • Personal Support

In place:

  • Good transition procedures from home to Nursery and to Primary 1 established
  • Both cluster and school transition programme delivered in P7
  • Enhanced transition programme created for specific pupils
  • Partner work with external agencies in place: CLD from Good trees Centre, Library, Brigend Allotment, Whitmuir, Local Churches, Faith Mission
  • IEPs and ASPs used effectively to support pupils needs
  • GIRFEC procedures in place that comply with CEC guidelines in partnership with NHS, EWO, Educational Psychologist, CAHMS, Social Work, Various specialist agencies
  • All staff –teaching and non teaching updated training in Child Protection
  • SMT –Child Protection level 4
  • Several staff trained ASL Level 1 and 2
  • Support for Learning Pathways used across the school
  • Nurture Group at break time offered to support small group of children
  • Support and challenge groups created e.g. Nessy, Fresh Start, Bloggers

 

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Next steps in Personal Support                                                            

 

  • Create earlier opportunities for pupils from Primary 5&6 to experience High School in preparation for transition prog in P7
  • Increase cluster primary links for P7s in advance of transition
  • Continue to implement GIRFEC/keep staff updated on procedures
  • Build relationships between staff in cluster schools -moderation, professional dialogue
  • Prioritise learning journals

 

4 VALUES

In place :

  • School values match the values of Scotland
  • Pupil committees e.g. Council, ECO
  • We celebrate success at every opportunity
  • Regular opportunities to celebrate individual and whole school achievements
  • We are committed to the promotion of diversity and inclusion and our ethos reflects this (Updated policy issued 13/14)
  • Responsible and active citizenship is encouraged across the whole school community
  • Caring for our world is integral to the life and work of the school

 

 

 

 

 

 

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Next steps: Values                                                                     

 

  • Re visit our mission/vision statement –reflect pupil voice
  • Introduce Pupil Parliament for decision making processes
  • Incorporate Prefects into our current positive behaviour strategies to promote pupil role models
  • Work towards our 3rd Green Flag

 

  • Register for Rights Respecting School Level 1

 

  1. Principles

In place:

  • In most classes children are actively involved in planning class topics-mind mapping, floor books
  • Beginning to offer personalisation and choice consistently across the school
  • Using CEC progression pathways for all CfE
  • CfE principles fully implemented and levels reported in SEEMIS
  • Staff plan learning experiences to engage the children in their learning and promote enjoyment

 

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Next steps:  Principles                                                                     

 

  • Address challenge and pace at all stages
  • Consider how we measure skills progression
  • Ensure programmes of work are relevant and coherent

 

 

 

 

 

6 Assessment

In place:

  • Standardised assessment at P4 and P7 for reading and maths
  • Standardised Baseline/Progress Assessment in Primary 1
  • GL Reading / Progress in Maths published tests P2, 3, 5 &6 annually
  • In house tracking sheet in place
  • Variety of assessment strategies used by individual teachers including Make, Say, Write and Do.
  • ASL diagnostic assessment
  • SWST test for all stages annually
  • PRD completed for all staff
  • Self-evaluation calendar in place for pupils/ staff/ parents and partners

 

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Next steps:   Assessment                                                                                       

  • Greater use of assessment to inform next steps in learning
  • Time and opportunities for moderation to share the standard at school and cluster level
  • Further the whole school approach to self-evaluation – embed calendar
  • Establish pupil/parent focus group through Pupil Council
  • Continue to look for opportunities to increase pupil voice
  • Encourage parent voice and engagement through Learners’ Journals

 

7      The 4 Capacities

In place: Responsible Citizens

  • House system
  • Pupil Council/fundraising, consultation on school matters
  • ECO Council/fundraising, Green flag
  • Buddies
  • Play Squad
  • Whole school events
  • Pupils prepare Risk Assessment for Outdoor Journeys

 

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Next steps:     Responsible Citizens                                                                                              

 

  • Expand roles of responsibility within the house system
  • Introduce school prefects
  • Look for further opportunities to take on responsibility within and out with the community e.g. Whitmuir Farm
  • Work towards 3rd Green Flag

 

In place: Successful learners

  • Star of the week. Celebrated at weekly assembly, published the school web site and parents notified by text
  • Achievement recognised through termly stars and tea party with staff and parents and pupils
  • Achievements/wider achievements all celebrated at assemblies
  • Achievements in literacy, talking and listening, peer evaluation, kindness constructive praise
  • Health and wellbeing increase in fitness, physical programmes offered to pupils outwith school core hours
  • PLPs
  • Integrated Curriculum for Excellence planning

 

 

 

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Next steps:  Successful learners       

 

  • Tracking wider achievement
  • Increase attainment in math/numeracy and ASL

 

  • Food nutrition to support a healthy life balance addressed
  • Introduce Learners’ Journals
  • Increase pupil attendance working with EWO

In place: Effective Contributors

  • Inclusion ethos permeates the school
  • Website with contributions from pupils
  • GIRFECS, Circle tool, Emotional Literacy – early parental involvement
  • Increased pupil voice for planning, decision making

 

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Next steps: Effective Contributors                                                                       

 

  • Look for further opportunities to extend contributions to the local community
  • Closer working with Parent Council

 

 

In place: Confident Individuals

  • Positive behaviour policy
  • Emotional Literacy Programmes
  • Whole school rewards schemes
  • Appetite for participating in other agency activities e.g. Light Night, Internet Safety competition, Digital Commonwealth

 

 

 

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Next steps: Confident Individuals                                                          

 

  • Increase opportunities for school performances

e.g. nativity, play productions

  • Look for further opportunities to increase pupil

responsibility

  • Consider ways of tracking skill development

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