Glasgow School Improvement Partnership programme
Challenges
Outcomes for young people which could be directly affected by LIG working
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More successful transition for children going to school with additional support
needs – linked to nurture
What extra support/input do I need?
What does ‘Excellent’ look like
Reducing acronyms as different organisations need to be clear about topic
How will we ensure effective communication between LIG and all establishment staff?
Knowing the resources that are available across the LIG area
Outcomes for young people which could be directly affected by LIG working
Positive destinations for children and young people
Important to have a clear framework across the LIG – what system/structure to use
Opportunities
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Sharing of good practice
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Leaders across all establishments taking real ownership
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Potential to explore the use of social media to communicate. e.g. Glow, Facebook,
Twitter, Glasgow on line
Existing Good Practice across all LIG establishments
Effective Area Meetings
Peer Trios working effectively across the area
Formal & Informal networking working well
Learning Community Meetings
Open Doors opportunities offered
CPD opportunities for all staff
Effective QIO Support and challenge for individual Curricular Areas
Strong Primary/Secondary Curricular Links
Sharing Good Practice
Transition Planning/transition groups
Networking Meetings (ASN)
AHDS Opportunities
Peer Shadowing
Head Teacher Trios
SQR
Monitoring
Personnel
EPR
Validated Self-evaluation discussions
School Improvement Plans
Linking with partnership groups e.g. G15/Glasgow Life
Parent council involvement at school level
Strong involvement of pupil groups
Links with Fife Council
Informal networking opportunities between heads
Trios
HMIE & Care Inspectorate results
External accreditation awards including SQA results
LC Moderation exercises
High focus on pupil voice
Whole school themes – monitoring of learning and teaching
Quality reviews of nurture groups
Positive leaver destinations
VSE and thematic quality review results
Screening of phonological awareness – early years
Strengths and difficulties questionnaires
Psychological services and LC practice level agreement (PLA) in place
Staged Intervention embedded
Potential developments identified across all LIG establishments
Opportunities to increase partnership working with the 3rd sector
Identify ‘gaps’ in wider achievement & use partners to help offer opportunities
Opportunities for increased working with Education Scotland
Improved links with the Glasgow Science Centre
International Education
Museum Services
Active Schools Co-ordinators
WOSDEC (West of Scotland Development Education Centre)
Interrupted Learners Service
Glasgow Life
Community & Business Support
Land & Environmental Services
ARC
Leaders of Learning
Potential to involve young people more in making decisions
Potential to strategically lead from LIG level
Use AA (associate assessor) staff within the Authority to share best practice in self-evaluation
Glasgow Online/GLOW/GOLD/ Education Scotland website
Volunteer Tutors Organisation
Outdoor Learning Organisations
Utilise creative models of reporting to parents
Outreach from ASN Establishments
Sharing resources
- Good practice
- Staff
Sharing standards and reports
EPR
Care Inspectorate
Partnerships
Working with QIOs to make improvements and support
QIOs
Extra staff resources to allow staff off floor
Links with health visitor
External agencies
Third Sector
Parents, pupils, social work
Glasgow Life
Validated self-evaluation
Database of what is available from e.g. Glasgow Life
Community Planning
LIG
Education Scotland
National Network
LIG
Networking forums
- Middle managers
More flexible working time agreements to support partnerships
Staff exchange
Mechanisms for involving partner agencies
Trios
- More focused
- Intelligence led
- Systematic
- matched
Effective use of technology to support meetings and networking
Potential for more Thematic Reviews
Should be a wider sharing of RIFs
Directorate sampling of school performance
The LIG to take responsibility to audit performance
Potentially more work required across LIG establishments
How to use data responsibility and sensitively (clear protocols)
What are the overall responsibilities of the LIG?
How do we help all staff understand what underpins the LIGs
Involvement of partners in establishment self-evaluation
Parental Input to transition process e.g. Pre & post questionnaire
HMIE illustration on ‘Excellent’ practice to be more informative
Stronger pupil voice in establishment self-evaluation processes
Improved benchmarking
Create more opportunities for peer observation to build confidence in individual teachers
Progression with core and challenge through a 3-18 curriculum
Creation of opportunities to see ‘Excellent’ practice and create more systematic ways of
sharing good practice generally.
Trust issues between staff around transitions
Extend – HT trios to link to other aspects of school life e.g. school twinning within Glasgow
Opportunities to visit other classrooms & other schools
Moderation (beyond set pieces of work, looking at ethos)
Operational planning structures → streamlining
Opportunities to work across sector → requires more thought
Involvement of middle tier (personnel) – principal teachers (networking)
Better system for identifying schools with shared priorities and practice
Systems for mapping evidence of partners M Agency
Peer assessment within and outwith establishments
Improving our playrooms for team leaders (& CDO’s)
CPD Training for all staff
More sector focussed work/moderation
Staff working in another establishment for a period
Effective communication
Agenda setting for trios
Training for Trios
Expansion of Trio
Trios across areas of city
Health Rep on LIG
Evaluation of Trios
Database of good practice
Confidence in one is professional judgement
Mix up trios
Training for learning rounds
Joints projects between schools
Awareness raising within LIG of what our partners can actually offer – range of things that
may currently be known ‘locally’ but have scope to be rolled out across LIG.
Importance of ‘ensuring’ the children and young people are fully involved in the process –
need to be involved and engaged (ownership of their learning)
Establishments need to identify the key area/areas that require further support from LIG.
The time period to work on these should extend over one school year if necessary.
There will potentially be the need to ring fence time in working time agreements and at in-set
days to drive forward LIG developments
Next Steps
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Further discussion is needed on how all staff can be engaged in the process.
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There needs to be agreed transparency regarding selection of personnel for the steering
group and how long staff should serve
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There needs to be a realistic pace of change for developments
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Decision on Core group/extended groups to support agreed tasks
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Need to ensure that good practice is shared across the city so that those not included in
LIG priorities also have support from elsewhere.
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Nominations for steering group membership should come from within the LIG
establishments themselves and not be ‘imposed’ from centre
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Existing structures e.g. Heads meetings/ area meetings could be used for LIG discussion
and communication
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Need clear plan for LIG – priorities would inform ‘make up’ at the group
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Potentially establish a representative teacher group – providing info
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Priorities need to be shared with all involved
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Widen LC meetings to include partnership groups
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Consider establishing a LIG “web page” or e-bulletin
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‘test of change’/’implementation science’ approaches
Important that we don’t create an additional tier of meetings