EDUCATION & CHILDREN’S SERVICES
IMPROVEMENT PLAN
2015-16
FOR
Rathen School
Aberdeenshire Council Education & Children’s Services
“Our vision is for an Aberdeenshire in which everyone is able to develop the skills and
confidence needed for learning, life and work.”
RATHEN SCHOOL’S VISION
At Rathen School, in partnership with parents and the school community, we aspire,
through a caring approach to create an ethos which ensures everyone is valued and has
a sense of belonging. Through high quality learning and teaching experiences, our
vision is to nurture every child to reach their full potential, enabling them to have the
skills and confidence to embrace the world as global citizens.
In Rathen School our vision is the driving force behind all our improvement activity.
Education & Children’s Service’s Quality Improvement Framework, is the overarching
strategic management tool which directs and supports school improvement in
establishments across Aberdeenshire. At the heart of the framework is the belief that self
evaluation in each school drives improvement and all improvement is aimed at delivering
positive outcomes for children and young people.
“Self evaluation is a reflective, professional process through which schools get to know
themselves well…Improvement Planning builds on that self knowledge by involving us in
understanding and valuing the best of that which already exists, deciding how good we
can really be, and identifying the best way forward.
The Journey to Excellence Part 4: Planning for Excellence, HMIe, 2007
Self-evaluation is an on-going process and involves all stakeholders, including our pupils.
It is reported annually to parents/carers in our Standards and Quality Report.
Education & Children’s Service Improvement Cycle
Self evaluation to find out
where you have to go
Review/
Re-affirm vision
Identify
priorities and
specify
outcomes
Self evaluation to
ensure
stakeholders
commitment
Self evaluation to
determine impact
Check to
ensure impact
Take action
Self evaluation to monitor
and determine progress
The priorities for improvement contained in the Improvement Plan for 2014 – 15 reflect this
process and the priorities identified locally and nationally.
Page 2 of 10
Improvement Plan
Improvement Priority No.
Intended Outcome (s) / Impact
1
CURRICULUM FOR EXCELLENCE
Actions / Lead member of staff
Timescales
Page 3 of 10
Improvement Plan
Active Literacy
Raised attainment and achievement in language and literacy
Cohesive and progressive active learnng teaching and learning
approaches across all stages, with particular focus on reading.
Build staff confidence in planning and assessing active learning in
reading.
Improved learning experiences for all young people.
Increased motivation and enjoyment in relation to literacy and
language.
Six main reading strategies embedded to develop reading skills and
build learners’ confidence.
Active Literacy
 P5-7 teacher training session. (Mrs Geddes and Mrs
MacGregor).
 Implementation of the Aberdeenshire Active Literacy
Programme to develop the six main reading strategies.
 Inform parents of new approach and impact on homework.
 Monitor progress.
 Evaluate new approaches.
 P1-4 teacher training on Reflective Reading. (Miss Hay, Mrs
Patterson and Miss Stephen)
 Audit current practice, plan, implement and evaluate new
approaches.
Curriculum Rationale and Design
A clear and concise ‘Curriculum Rationale’ shared with all
stakeholders.
3 year overview of bundles of Es and Os.
Increased pupil involvement in the planning and evaluating
processes.
Curriculum Rationale and Design
 Stepping up Curriculum Rationale and Design training and
documentation. (Mrs Geddes and Mrs Patterson)
 Review vision and values with stakeholders.
 Use the ‘Stepping Up’ tool to develop and agree on a
Curriculum Rationale: Vision, Values, Curriculum Areas and
Subjects, IDL, Ethos, Opportunities for personal
achievement, Learning, Teaching and Assessment, and
Transition. (Mrs Patterson)
 Bundle Es and Os by looking at the natural groupings within
each curricular area across the levels and in cognisance of
the Curriculum Rationale, bundling across the curriculum and
over a 3 year programme with opportunities for discrete and
interdisciplinary learning. (Mrs Geddes)
 Pupils involved in planning, assessing and evaluating the
learning opportunities to achieve the outcomes: LI, SC,
Assessment and Evaluation.
Monitoring and Tracking
Raise attainment and achievement by using a wide range of
information to monitor and track learners’ progress and inform
planning.
Effective, manageable and sustainable monitoring and tracking
processes implemented, providing valid, up-to-date information to
support both learning and professional dialogue.
Moderation activities and approaches used to ensure shared
judgements are made regarding standards and expectations and,
subsequently, increase staff confidence in their own professional
judgments about learners’ progress.
Term 4 2014/15
Feb Inset 2016
Term 1 and 2
Completed for all Es
& Os by Term 4
Monitoring and Tracking
 Stepping Up Monitoring and Tracking training and
documentation.
 Self Evaluation - Use the ‘Stepping Up’ tool and HIGIOUS 4
to identify where we are at, plan next steps and support staff
development.
 Develop learners’ profiles, One Note:
https://glowscotland.sharepoint.com/sites/3330021/Improving
%20Learning/Aberdeenshire_Profiling/SitePages/Home.aspx
 QA calendar – scheduled moderation approaches.
Page 4 of 10
Improvement Plan
How will you measure success?
Active Literacy
-HT / SMT to monitor progress of implementation plan through Improvement Plan process.
- Learning visits by HT SMT
- Pupil sampling and learning conversations
- Collegiate professional dialogue focussed on learning in language and literacy
- Scrutiny of pupil attainment levels and assessment evidence
- Planning for learning conversations between teachers and SMT
- Ongoing professional discussion with staff with a focus on sharing of good practice
- Ongoing self-evaluation and quality assurance processes
- Feedback from Leadership for Learning Visits
Curriculum Rationale and Design
-Feedback from stakeholders on Curriculum Rationale.
-Scrutiny of pupil attainment levels and assessment evidence.
-Professional Dialogue – bundling, planning formats, learning and teaching experiences.
-Tracking of coverage of Es & Os
-Learner/teacher dialogue – impact of increased learner involvement, personalisation and choice on the learning experience and attainment.
Monitoring and Tracking
-Scrutiny of pupil attainment levels and assessment evidence.
-Professional discussion - Evaluate planning, monitoring and reporting systems which should be fit-for-purpose, maximises the time spent on teaching and learning,
support professional dialogue and avoid unnecessary workload.
-Collegiate professional dialogue – shared judgements and expectations.
-Pupil sampling and learning conversations to ensure effective learner dialogue is achieved through well-planned moderation approaches and activities.
-Pupil sampling - Pupil profiles are valid and informative achieved through learner/teacher dialogue. Ensure learner/teacher partnership allows learners to reflect on
their progress and develop the skills to support their own learning.
Self-Evaluation
-Use of HIGIOUS 4 in Self-Evaluation process.
Progress Check / Comments / Next Steps
Date:
Page 5 of 10
Improvement Plan
Date:
Page 6 of 10
Improvement Plan
Improvement Priority No.
2a
GIRFEC
Intended Outcome
Actions
Timescales
CAPs and CSPs
Children’s needs met through effective partnership
working towards agreed targets stipulated in CAPs and
CSPs.
Dyslexia Toolkit
Early signs of difficulty in literacy development identified
and appropriate teaching and support given.
Pupils equipped with strategies in literacy, resulting in
raised attainment.
Attachment
Insight into the particular difficulties of children who have
suffered early development trauma.
Review implementation of CAPs and CSPs.
Educational Psychologist Service (EPS) input on writing
cognitive targets.
CAT
Familiarisation with Dyslexia Toolkit in partnership with
EPS.
CAT
Raised awareness of Attachment issues through ALDO
training including, Hypervigilance, Peer relations, Anxiety,
Compliance, Triggers.
CAT
Ongoing
GIRFEC Assessment and Action Planning
Child and family are at the centre.
Early intervention to ensure all children achieve their full
potential.
Effective joint working and collaboration to improve
children’s outcomes.
Ensure a single planning process is in place for children.
Pupil Chronologies
Maintain chronologies with appropriate information.
Names Person
Clarity on the roles and responsibilities of the Names
Person.
GIRFEC briefing and update for HTs.
Follow ‘Guide to GIRFEC Assessment and Action
Planning in Aberdeenshire’ – responsibilities, procedures
and paperwork.
Pupil Chronologies
Audit and follow guidelines.
Named Person
Training course.
Ongoing
How will you measure success?
Page 7 of 10
Improvement Plan
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Attainment and wellbeing of all pupils, specific focus on ASN and vulnerable pupils. Improved outcomes.
Classroom observation – approaches in meeting needs of children.
Agreed action points at EPS formal consultation follow-up meetings.
Feedback at School Review meetings.
Professional dialogue with other agencies at LAC review meetings – action points.
Contents in PPRs – Aberdeenshire Single Service Assessment, chronologies, assessment and multi-agency Action Plans.
Progress Check / Comments / Next Steps
Date:
Date
Page 8 of 10
Improvement Plan
Improvement Priority No.
2b
Rights Respecting School
Intended Outcome
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Actions
Whole school community to become familiar with
the UNCRC and the charter of children’s rights and
responsibilities / Positive school ethos based on
respect and shared responsibility.
Whole school community to work towards
achieving Recognition of Commitment and RRSA
Level 1.
To establish global links with schools abroad /
Opportunities for children to contribute to both
local and wider global issues.
To ensure children’s rights are at the centre of
planning.
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Whole school involvement in creating class
charters based on UNCRC
Establish RRS Steering Group
Review RRS audit and create action plan
Plan assemblies focusing on children’s rights and
global citizenship
Share progress of our journey towards RRSA with
parents/carers
Develop and maintain a rights-respecting school
community, based on UNCRC, throughout all
aspects of school life.
Review school polices
Achieve RRSA Level 1.
Timescales
Session 2015/16
How will you measure success?
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Whole school community aware of children’s rights and responsibilities.
The principles of RRSA are embedded within teaching and learning.
RRSA Level 1 achieved.
Progress Check / Comments / Next Steps
Date:
Date
Page 9 of 10
Improvement Plan
Improvement Priority No.
Intended Outcome
Actions
Timescales
How will you measure success?
Progress Check / Comments / Next Steps
Date:
Date
Page 10 of 10