EDUCATION & CHILDREN’S SERVICES
IMPROVEMENT PLAN
2015 - 2016
FOR
Old Rayne 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.”
Old Rayne School
Our school aims and values inform our overall vision:
“Working Together to Believe, Strive & Achieve”
In Old Rayne 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.
Page 2 of 6
Improvement Plan
Improvement Priority No.
1
Achieving, Motivated and Involved Learners
Intended Outcome (s) / Impact
Actions / Lead member of staff
Timescales
Learners’ progress and achievements are regularly tracked and informed
from a regular cycle of assessments.
To agree when and how learners’ progress & achievement in reading, writing
& numeracy are assessed at regular points throughout the school year.
Agree Timetable of
assessment Term 1.
Implement session
15/16
Learners can engage confidently in dialogue about their learning.
Learners can identify their own strengths and next steps.
Learners can evidence the progress they have made.
Further develop children’s ability to discuss their own learning and identify
their strengths and next steps through regular timetabled dialogue between
learner & teacher once per term.
Implementation by Term
2.
Impact formally
reviewed termly.
Improve the use of Learning Journeys to promote the discussion of learning
at home by developing a sentence starters/question prompts.
Staff have shared expectations of progress and achievement developed
through dialogue with colleagues.
Staff have regular opportunities to meet with colleagues in neighbouring
schools.
Using the principles of profiling, a profiling system will be developed to
encourage children to take greater ownership of their own learning &
development by setting realistic targets.
Collegiate Sessions
To formalise moderation meetings, within the Quality Assurance cycle, with
other small cluster schools to allow staff to discuss regularly assessment
information.
Collegiate Sessions x4
How will you measure success?
HT to monitor progress by engaging all staff and stakeholders in the Improvement Planning Process. Focused classroom observations/visits by HT and Class
Teachers. Sampling pupils work and scrutiny of planning documentation. Collegiate and professional dialogue with a focus on improving learning & teaching.
Stakeholder questionnaires and ongoing self-evaluation. Staff, pupils and parent focus groups discussions. Tracking and monitoring of attainment & assessment
evidence.
Progress Check / Comments / Next Steps
Date:
Date
Page 3 of 6
Improvement Plan
Improvement Priority No.
2
Learners’ Progression within the Curriculum & at Points of Transition.
Intended Outcome
Actions
Timescales
A progressive curriculum allows our learners to achieve significant aspects of
learning.
Embed progression pathways in the core areas of Literacy, Numeracy &
Health & Wellbeing to ensure Significant Aspects of Learning are planned for
and are progressive.
Session 2015/2016
Review coverage and pace of learning at regular intervals (termly) as part of
quality assurance activities.
Termly as part of QA
activities
Learners experience a broad curriculum and have the opportunity to achieve
in all curricular areas.
Through ‘bundling’ experiences and outcomes, we will map coverage of
experiences and outcomes.
Identify gaps within our curriculum and address how they can be met by
devising and reviewing programmes of study.
Collegiate sessions.
School Based In Service
Days. Session
2015/2016 and beyond.
Learners’ have continuity of experience at points of transition.
In partnership with Old Rayne Playgroup, develop a transition partnership
which will support learners in their transition to Primary 1.
Seek opportunities for closer working relationship by identifying and planning
for joined events.
Ongoing throughout
session 2015/2016.
How will you measure success?
HT to monitor progress by engaging all staff and stakeholders in the Improvement Planning Process. Focused classroom observations/visits by HT and Class
Teachers. Sampling pupils work and scrutiny of planning documentation. Collegiate and professional dialogue with a focus on improving learning & teaching. Staff,
pupils and parent focus groups discussions. Tracking and monitoring of attainment & assessment evidence.
Progress Check / Comments / Next Steps
Date:
Date
Page 4 of 6
Improvement Plan
Improvement Priority No.
3
Self-Evaluation, Continuous Improvement and Ensuring Impact on Learning
Intended Outcome
Actions
Timescales
Capacity will be increased by providing opportunities for staff to lead
improvements projects within the school.
To build capacity by providing greater opportunities for staff to lead
improvement priorities linked to the school improvement plan.
Session 2014 -2015
Staff to develop and lead initiatives in line with Education & Children’s
Service Improvement Cycle.
Share opportunities at
first Collegiate Meeting.
Staff to lead a “health check” on improvement priorities to ensure its
maintenance and measure impact on learning.
Termly as part of QA
activities.
Staff will have regular opportunities to share good practice across the school,
with particular focus on improving learning & teaching which will lead to the
identification of future improvement priorities.
Termly as part of QA
activities.
Good practice is shared by allowing time for staff to engage in dialogue
concerning learning and teaching.
Provide the opportunity for professional dialogue after peer sessions to
ensure good practice can be transferrable and impact of learning can be
measured.
How will you measure success?
HT to monitor progress by engaging all staff and stakeholders in the Improvement Planning Process. Collegiate and professional dialogue with a focus on improving
learning & teaching. Staff, pupils and parent focus groups discussions. Minutes of collegiate meetings. Minutes of meetings with stakeholders, questionnaires,
surveys
Progress Check / Comments / Next Steps
Date:
Date
Page 5 of 6
Improvement Plan
Improvement Priority No.
Intended Outcome
3
Actions
Timescales
How will you measure success?
Progress Check / Comments / Next Steps
Date:
Date
Page 6 of 6