The school produces a School Improvement Plan and a Standards and Quality Report each year:

S and Q 18 19 FINAL Sanderson

Establishment Improvement Plan 19-20 Sanderson

Standards and Quality Report as a result of Improvement Planning 18/19

Progress and Impact 

Priority 1 and 2: Curriculum and Learning, teaching and assessment

This year a key focus was to raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. Staff were provided with training and innovative resources; they reported an increased recognition of the role they could play within their curricular subjects to raise standards of literacy and numeracy and in teaching these areas discretely. Psychological Services trained staff in recognising the areas of numeracy where pupils with additional support needs traditionally struggle and how to meet those needs more effectively.

Individualised Literacy and Numeracy assessment and interventions were continued. Pupils with communication needs and those at early level were targeted. Data shows significant improvements for pupils who experienced interventions.The overall trend when considering baseline assessments shows an improvement in the areas of reading, spelling and vocabulary. 25% of pupils improved 100% (all 3 areas), 37.5% of pupils improved 66% (2 out of 3 areas), 12.5% of pupils improved 33% (1 out of 3 areas).

Active Literacy resources were used and staff trained in Catch Up and Count On Numeracy. Data from catch up literacy and count on numeracy shows those who were involved in these interventions improved their attainment within the targeted areas.

Paired reading was developed across school staff, and this involved sessions with a therapet, which not only reduced pupil’s anxieties, but also had a positive impact on confidence with reading. Intervention data shows that the majority of pupils working at early level have improved their attainment in reading.The majority of pupils targeted achieved first level or better. Data concerning BGE Writing shows consistency in attainment. We will continue to develop strategies to support young people in their writing. Talking and listening is an area of strength. There has been significant improvement at second level. This is attributed to an embedded focus on skills, robust tracking and increased opportunities for pupil voice in health and wellbeing.

The Fresh Start-reading programme has been used for the past 2 years for the S2 into S3 lower attaining class. Data this session shows there is a 13% increase in the ability to read speed sounds, a 5% increase in the ability to sound and blend words and word knowledge, and a 34% increase in the ability to read passages. There is a positive trend in all areas, when compared with previous year’s data for the same pupils. This shows that the fresh start-reading programme is improving skills.

We improved our Numeracy programmes using Numicon and raised attainment in pre early pupils especially S1 (now S2) cohort. Early level attainment amongst this group has increased. Current S1 have achieved First and progressed onto Second level.

All teachers are using new assessment grids and progression pathways with benchmarks recorded and system set up to show progression clearly and cohesively for a more complex picture. Interactive maths was successfully piloted by current S2 group. Catch Up and individual teaching has improved percentages of pupil gaining Es and Os at all early, first and second level. Progression shown at all levels.

Within the recent BGE cohorts, there has been an increase in pupils with severe and profound profiles, with a high level of needs that effect their learning. We plan to implement Education Scotland individual milestones guidance with a number of these pupils, following a pilot this year.

Every child has developed a Learner Profile based on their skills and abilities in PSE class. Our profiles are an example of outstanding practice on Education Scotland’s Improvement hub.

Priority 3: Safeguarding and child protection, Ensuring wellbeing, equality and inclusion, Raising attainment and achievement/Securing children’s progress

Analysis of Behaviour points shows that pupils are embracing the behaviour management system. As the session progressed, there was a steady increase in the number of pupils achieving prefect awards, which are awarded to pupils who attain the maximum number of behaviour points over a four-weekly period. This is an indication that motivators offered, prefect trips and activities at 100 points club, are motivating pupils and that pupils are benefiting from regular discussions with staff in order to review behaviour.

The tracking of violent incidents allowed SMT the chance to discuss any interventions required to help pupils remain safe. In some cases of consistently high levels of violent incidents recorded, it was the case that the young people involved had complex learning needs. The analysis of these records allowed staff the opportunity to develop suitable programmes of work, and to create behaviour support plans, which focused on keeping staff and pupils safe. The number of violent incidents in this school year led to individual planning for the 5% of children who demonstrated distressed behaviours.

Analysis of the ASP targets set and assessed shows there is a positive trend across the school of pupils attaining all three of their targets. This could be due to more effective communication of these targets to pupils, or to more considered targets set by the whole staff.

Priority 4: Self Evaluation for self-improvement, Leadership and management of staff, Family learning

This year we have focused on increasing staff awareness of the impact of purpose of the data they are asked to collect. Staff have been invited to analyse SQA data during a professional learning session, and PTs have been responsible for discussing departmental data in order to increase staff skills in this area. This is an area, which will continue to be a focus, with more responsibility for data analysis expected from all staff.

We have continued with our rolling programme of effective quality management linking the SIP with all stakeholders. We have added a monthly feedback to staff and pupils, which directly responds to requests and/ or suggestions in the have your say boxes. We have also held pupil focus groups weekly with a question of the week and a focus on raising pupil awareness around school improvement practices.

Establishment Improvement Priorities 19/20

Priority 1 and 2: Curriculum and Learning, teaching and assessment

  • Evaluate SQAs improved achievement and continue to promote aspiration.
  • Pupil individual targets to be considered and acknowledged in planners and during lessons. Extra PSE lesson for extended dialogue with pupils.
  • Continued outdoor- real-life- learning with use of extra bus and minibus trained staff.
  • Attainment JATs to target pupils with communication difficulties. Communication warriors to observe pupils, assess understanding, implement strategies and track effectiveness of these. Training on AACs, Call Scotland. Discussion during PRD
  • Development, implementation and assessment of additional curricular pathways to capture attainment within population of pupils with complex needs.
  • Curricular pathways within subject areas to be planned, specific mention to this during PRDs. PTs to monitor and lead within curricular areas. SQA courses to be planned as progression and documented as such.
  • Increase collegiality by participating in Regional Improvement Collaborative Project focusing on numeracy.
  • Continue to use Tracking for Intervention system BGE and identify lack of progress- focus on SIMD 1-3 pupils.
  • Wider Achievement rationale to be reconsidered with accreditation tracked and groups timetabled to maximize opportunities to gain accreditation.
  • Continue to contribute to Wider Achievement National Improvement Group.Continue to implement reading program to further improve literacy levels S1-3.
  • Develop digital strategy to capture and promote whole school attainment and achievement.
  • Build on existing pilot of individual milestones guidance with appropriate pupils to increase attainment and personalize learning.
  • Continue to train teachers on the delivery of fresh start and roll out to a wider extent in the BGE.

Priority 3: Safeguarding and child protection, Ensuring wellbeing, equality and inclusion, Raising attainment and achievement/Securing children’s progress

More innovative Rewards will encourage good behaviour and attendance at 100 points club – pupil led choice.

  • Continue to update PSE HWB programme to reflect SHANARRI and local context. PSE will consider targets and progress, and also cover issues that cause vulnerability for pupils, I.e. sexual health and internet safety. An additional period of PSE will be timetabled in order to ensure the PSE curriculum is given enough weight. Key messages will be reinforced in this way.
  • Use Behaviour data when setting targets- HWB HT Awards data will also inform this- new HWB PE timetabled to address stress growth mindset, RRSA, LGBT.
  • Revisit Vision Values and Aims and Aspirational vision statement document.
  • Develop and implement digital strategy to reinforce vision values and aims.#respect#equality#inclusion #wearesanderson1920
  • Resource new sensory room to develop mindfulness and emotional regulation.
  • Implement use of magic carpet and sensory learning zone to allow pupils to work independently when anxious or distressed – track effectiveness of this.
  • MAPA training to be refreshed.
  • Autism Toolkit training for all staff in order to increase skill within staff team, ability to define ASC profile and better meet needs. .
  • Flexible ALL learning pathway to be developed and implemented to meet the needs of young people who experience barriers to learning as a result of anxiety.
  • Develop a whole school strategy to recognize and reward the ‘responsible citizen’ capacity.
  • Achieve RRSA gold level Award.

 

Priority 4: Self Evaluation for self-improvement, Leadership and management of staff, Family learning

  • Continue excellent Professional Learning led by staff- ask support staff also if there is a subject, they want to be the ‘go to’ for.
  • Continue to gather leadership skills of teaching staff and update SA staff list of skills
  • Further leadership opportunities in the form of ‘attainment champions’- teaching staff to lead key areas of attainment in order to develop leadership skills and empower all staff to become leaders of learning.
  • Family Learning needs to improve- gather ideas on best way to improve participation- guest speakers- DS Scotland, Mental Health Foundation – use youth group time as a chance to ‘capture’ parents- foster school community and allow parents to make links.
  • Continue to use digital means to involve parents more fully in the life of the school- virtual aren’t council, gathering views and opinion, publication of achievement on the app and social media- #wearesanderson1920
  • Continue to develop pupil understanding of School improvement by timetabling assemblies to cover key areas (simplified for pupils) and use assemblies as a way to gather views and act on these – regular timetabling of pupil self-evaluation during assemblies.
  • Monitor homework policy- as a quality management task- SMT
  • Simplified further Parent version of SIP to be sent out Regular updates and highlighting of priorities through our use of digital strategy – #wearesanderson1920