EDUCATION & CHILDREN’S SERVICES
IMPROVEMENT PLAN
2015 - 2016
FOR
Rothienorman 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.”
Rothienorman Vision, Values and Aims
Our Vision
Our vision is for Rothienorman School to be an ambitious, positive, challenging, inspiring
community where all (pupils, parents, staff and community members) are valued, communicate
well and contribute to improving what we do.
Our Values
We value the right to experience
happiness
respect
honesty
safety
kindness
consideration
friendliness
fairness
Our Aims
Safe:
 to have a safe and supportive environment which encourages the building of selfesteem, understanding and concern for all.
Health
 to be as healthy (physically, mentally and socially) as possible and support others to
make healthy choices too.
Achieving
 to be creative, risk-taking, determined and reflective in how we play, explore and learn
and so strive to achieve our potential through a wide range of experiences both in and
out of school.
Nurtured
 for everyone to feel cared for, supported, protected and valued.
Active
 to be actively engaged and motivated in our play and learning.
Respected
 For everyone’s opinions and unique qualities to be respected and valued.
Responsible
 for everyone to be proud of and take on responsibility in our community, both
independently and through teamwork.
Included
 To overcome inequalities and for everyone to have a voice in the development of their
own learning and the life of the school.
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In Rothienorman 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 2015 – 16 reflect this
process and the priorities identified locally and nationally.
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Improvement Plan
Improvement Priority No.
1
Self-Evaluation and Continuous Improvement
Intended Outcome (s) / Impact
Actions / Lead member of staff (Julie Symington)
1. Clearer curricular rationale and application of the principles of
curriculum design.
1.JS to attend ‘Stepping Up Your Curriculum – Rationale and Design’
JS and staff – Use info from Education Scotland website and CPD to
evaluate and improve our curriculum, setting priorities for the coming
years. Discuss and agree our Curriculum Rationale and design.
JS – share with all stakeholders
2. JS - Feedback questionnaire to all stakeholders on progress last
year and on our proposals for this year’s development plan.
JS and staff - Set clear targets as part of learning visits and use
these as focus for the following learning visits (and peer monitoring).
JS and staff - Broad audit using HGIOS 4.
JS and staff - Use of self-evaluation proformas on 5 key QIs.
3.JS and staff – Ensure assessment expectations are clear. Use
assessment results to ensure teaching is enabling children to
progress appropriately and support for learning is focused / effective.
4.Staff - self-evaluation using the appropriate GTCS standard,
professional dialogue, agreement of professional learning activities.
Staff – ongoing evaluation and reflection on activities and
improvements to practice.
Staff – peer monitoring to share good practice.
5. Alterations to nursery environment to ensure suitability for 2-3yrs
as well as current nursery session.
Nursery staff - To attend training for 0-3 year olds.
Evaluation of resources, environment and activities.
6. Develop a better PLP for P1 pupils.
Staff discussion on how to vary Learning Log content.
2.Improved focus on key areas for development.
3.Improved assessment procedures and use of data for improved
teaching and learning.
4.Professional Review and Development – supportive and
challenging ensuring practical steps to improved practice.
5. High Quality sessions for younger 3 year olds and vulnerable 2
year olds for the Meldrum Network.
6. Continue to reflect on PLPs and Learning Logs and how we can
improve them, keeping them varied and interesting.
Timescales
16th September 15
September 15
October 15
September 15
September 15
February 2016
February 2016
August 15 and
ongoing
June 2016
April 2016
August 2015
June 2016
Ongoing
November 2015
How will you measure success?
Creation of our Curriculum Rationale.
Paper trail showing that clear areas for development have been highlighted and acted upon.
Assessment data is being used to improve learning and teaching – evidence in planning folders and through learning visit discussions.
Progress Check / Comments / Next Steps
Date:
Date
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Improvement Plan
Improvement Priority No.
2
Promoting Positive Behaviour and Inclusive Attitudes
Intended Outcome (s) / Impact
Actions / Lead member of staff (Julie Symington)
1. Develop a policy and guidance document on
promoting positive behaviour and inclusive
attitudes.
1.To consult with staff, pupils and parents to finalise our policy and guidance.
2. Increased understanding, awareness and use of
solution focused, nurturing and restorative
approaches.
3. Improved Playground environment
4. Increased awareness of hearing impaired
children and ability to communicate with them.
2.Staff - Attend further training on solution focused and restorative approaches provided
either in school, network or from authority.
Staff – Continually share examples of good practice.
Staff – Continue to encourage children in using restorative approaches throughout the
school (some are very good at using the strategies).
JS - Work with pupils to create videos that can be used to show RA scenarios and pupils’
views on the change of approaches.
JS – hold an event for parents to show RAs videos, hear from Ed Psych.
JS - Distribute a leaflet to all stakeholders to give details and promote RAs.
Nursery staff - Involvement in a pilot project with Educational Psychology Service to nurture
cognitive abilities in early year’s children
Timescales
November 2015
June 2016
Ongoing
Ongoing
December 2015
April 2016
April 2016
June 2016
3.Fund-raise, select and have installed playground equipment which will encourage
imaginative play and increase social skills and positive behaviour.
Install a table tennis table to provide opportunities outside of our club.
April 2016
October 2015
4.Katrina Murray – training sessions for all classes on BSL and hearing impairments.
KM and Angela Allan – In-service training for all school staff
KM - Signs up around the school illustrating BSL.
JS - Videos and instruction sheets on BSL available to all via folder in staff room.
KM and AA - Ongoing training and support, particularly for AG.
KM and AA – Ongoing training and support in all classes for pupils and staff.
ER and CS – attending BSL CPD at night-school.
June 2015
August 2015
August 2015
August 2015
Ongoing
Ongoing
Ongoing
How will you measure success?
1. Pupils are showing more positive behaviour, have an inclusive attitude towards all and are involved in restorative approaches.
2. Policy has been developed collaboratively.
3. Staff are confident in using restorative techniques and this is embedded in their practice.
4. Playground equipment installed and pupils using it constructively and imaginatively.
5. Everyone in our school has at least a basic understanding of and knowledge of BSL, we are able to communicate successfully.
Progress Check / Comments / Next Steps
Date:
Date
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Improvement Plan
Improvement Priority No.
3
Increased Challenge and Level of Responsibility for All
Intended Outcome (s) / Impact
Actions / Lead member of staff (Various)
1.Improved learning in literacy.
1 Extend and improve how we use Jollygrammar throughout the
school, ensuring active learning.
2.Work with authority 1+2 group to implement.
September 2015
3.ER - facilitate a CAT where teachers share their knowledge of
Heinemann Active Maths and other resources and methodology.
Kate Murray, Amanda Maclean – develop a range of more
challenging homework activities showing links to real life.
November 2015
2.Further embed teaching of a Modern Language (French and BSL)
at all stages.
3.Increased challenge in maths and homework activities.
4.Cooperative Learning strategies embedded.
5.Pupils taking on challenge and responsibility in Citizenship groups,
buddying and throughout the school.
6. Increased capacity to deliver in specific curricular areas
7. Improved teaching of science and progression through the levels.
8. Sharing learning with parents
Timescales
ongoing
June 2016
4.Staff – ensure these are evident in learning visits.
New staff – attend training and/or observe other staff using these.
5.All - Citizenship groups increasingly being led by pupils and
achieving success.
JS – through action, assemblies and discussions with
individuals/groups build on children’s awareness that they can take a
lead in certain areas and help to improve things.
6. Staff to take on responsibility in certain curricular areas and audit
where we are and how we should progress:
ER – PE and dance
CP and WW – Art
CP and WW – ICT
AS – Music
EW – French
KK, AS, CP – SFL
Ongoing
June 2016
Ongoing
7. Familiarise with science resources developed within M. Network
Attend training to improve our teaching and learning in this area.
8. Open afternoon for pupils to share learning with parents. Learning
Logs and PLPs.
September 2015
Ongoing
Ongoing
April 2016
How will you measure success?
Greater variety of active learning in literacy. French being taught at all stages. BSL used throughout the school at least at a basic level. Improved awareness of
maths resources and methodologies ensuring a more active approach. Increased level of skill and confidence in curricular areas with an awareness of what we need
to achieve over the next few years. Successful open afternoon with positive feedback. Comments from pupils, parents, staff, QIOs.
Progress Check / Comments / Next Steps
Date:
Date
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Improvement Plan
Improvement Priority No.
4
Improved Tracking and Monitoring
Intended Outcome (s) / Impact
Actions / Lead member of staff (Julie Symington)
1.Ensure there is a culture of meaningful target setting, reflection and 1.All - Ensure our Personal Learning Plans, Learning Logs, P7
Profiles and Pupil Profile folders are working well together, feeding
into each other and having a positive impact on learning
Nursery staff – to ensure they have a sustainable and useful means
of tracking progress and communicating with parents.
sharing progress.
2.WW (ICT Citizenship Group) and JS to develop our school website
further.
Staff – explore how to improve communication with parents through
2Build a Profile, Blogs, Glow, ICT Citizenship Group.
2.Parents are more informed about school life.
3.To be able to see what areas of the curriculum and learning
outcomes a class / group of children have covered and so identify
next steps more easily.
3.Staff – use of Learning Curve software for planning interdisciplinary
work to ensure breadth and depth of curriculum and tracking areas
covered.
4.More rigorous tracking of pupil progress.
4.JS – To summarise assessment results in an easily accessible
form, allowing for identification or next steps and progress made.
JS – identify key pupils in each year group to track their learning and
create a picture of the progress being made in class.
Timescales
June 2016
December 2015
September 2015
December 2015
December 2014
December 2014
ongoing
September 2015
September 2015
How will you measure success?
Monitoring.
Parents’ comments.
Learning Curve software is being used to track areas covered and plan subsequent topics.
JS and other staff able to speak confidently about progress in classes.
Nursery profiles in place. Identified group of children for tracking purposes and regular notes on their progress.
Progress Check / Comments / Next Steps
Date:
Date
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