The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities: 1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers. 2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement. 3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps. 4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.

1. Stronsay Junior High Schol
Improvement Plan 2017-2018
Priority 1 : Raising attainment in
math’s
NIF Priority: Improvement in attainment, particularly in literacy and numeracy. Closing
the attainment gap between the most and least disadvantaged children
NIF Driver:
School
Improvement,
Teacher
Outcomes QIs Personnel involved Action/Timescale Cost Impact Next Steps
To raise attainment
in Maths
3.2 Raising
attainment
and
Achievement
All primary staff/
Secondary Maths
Staff/ Subject
specialists.
Data monitoring and tracking of
pupils have identified a number of
pupils who are not attaining the
appropriate level of maths. Some
of the pupils are in receipt of FSM
however from analysis of GL
assessments there are children
with gaps in their knowledge/skills
which need to be addressed.
Continue to undertake the GL
maths assessment as a
mechanism to measure progress
and identify areas of continued
weakness. Develop knowledge of
new national attainment
framework and revise tracking
system to encompass this data.
£300 Raise attainment
ensuring fewer
pupils with a lower
percentile.
2.3 Learning
teaching and
assessment
Class teachers,
maths specialist
teacher and
learning support
teacher.
Time set aside to effectively
plan/implement Heinemann
Interactive Maths across the
primary sector, with a focus on
raising attainment.
£2500
Scheme
(SDT)
£1200
Supply
Scheme effectively
integrated into the
delivery of the
maths across the
primary sector,

2. First two days;
 13th
September
 11th
October
cover)
Equity
Fund
resulting in raising
attainment in both
Primary and in the
long term
secondary sectors.
Staff have received training on
Number talks and look towards
using this within the classroom on
a daily basis. To be followed by an
assessment of the impact of this
development on the teaching of
mental math’s. Joint work with
Sanday School.
£250 for
Number
Talk
resources
£300
(Equity
Fund)
Travel
costs
£100
Pupils develop a
confidence in
talking about
numbers- number
awareness, and to
use Higher Order
Thinking Skills
when tackling
maths problems.
Assessment of
initiative to
determine the
progress made by
the learners.
Primary and
Secondary
maths
2.3 Learning,
Teaching
and
Assessment
Primary and
Secondary Maths
teacher.
Online CPD- Active Math’s
training 4x twilights.
September/November/December
and January.
HMaths assessment through the
contexts and cross curricular
topics. How to embed problem
solving, Mental math’s Part1 +
another choice
Joint
funding
with
Sanday
School
£700
OIC In-service focusing on BGE
Maths/ moderation of levels
 16th
October
 17th
October
Travel
costs to
attend
£500

3. Nursery
2.3 learning,
teaching and
assessment.
3.2 Securing
children’s
progress
Yvonne Weaver
and Sarah Evans
To create a rich math’s
environment to explore math’s
concepts in the widest sense
Increased
engagement in
math’s play
activities, observed
by Yvonne
Greater use of
mathematical
language within
the pre-school as
observed and used
by Yvonne

4. Stronsay Junior High School
Improvement Plan 2017-2018
Priority 2 : Raising attainment in
literacy
NIF Priority: Improvement in attainment, particularly in literacy and numeracy. Closing
the attainment gap between the most and least disadvantaged children
NIF Driver:
School
Improvement,
Teacher
Outcomes QIs Personnel involved Action/Timescale Cost Impact Next Steps
Continue to
develop holistic
approaches to
Literacy
assessment,
ensuring at least 4
holistic
assessments within
the year.
2.3
Learning,
teaching
and
assessment
Primary teaching
staff, and
secondary English
teacher
Stronsay School to work in
partnership with Sanday School
to develop holistic approaches to
assessment and use opportunities
to jointly moderate these and
writing activities.
£100 Joint understanding
of effective use of
holistic approaches
results in accurate
leveling of work
and thus
meaningful next
steps in learning
developed.
Effective use of
SNSA to develop a
further
understanding of a
learners progress
2.3
Learning,
teaching
and
assessment
Primary and
Secondary teaching
and non-teaching
staff
Overview of development of
SNSA’s to Head teachers 1st
/2nd
November.
February In-service on training on
the administering of tests
Parents provided information on
SNSA’s and how they will be used
to support their child’s learning.
February/March Administer tests
April/May Training on
interpreting and using feedback.
Met
centrally
All staff, parents
and pupil
understand what
SNSA’s are and how
they can be used to
support the
benchmarking of
children’s progress
and as an aid to
develop strategies
to support a
learner’s next
steps.

5. Early Literacy
Project
2.2
Curriculum
2.3
Learning,
teaching
and
assessmemt
Sarah Evans To undertake a bespoke model of
this project due to the travel
issues/ lack of available supply
teachers on Stronsay.
PEF
funding.
At this
point due
to a
bespoke
model
needing
to be
used,
hard to
cost.
The course will
update the LP
teacher on latest
theory and
strategies to lead
literacy learning in
Early and First level.
Development of
Literacy within the
Nursery setting
2.3
learning,
teaching
and
assessment.
3.2 Securing
children’s
progress
Yvonne Weaver
Sarah Evans
Creating a rich environment for
mark making and which is also
literacy rich.
Opportunities for mark making at
their own developmental level.
Children will mark
make in different
ways.
Daily opportunities
to explore literacy
in language to
extend confidence
to communicate.

6. Stronsay Junior High Schol
Improvement Plan 2017-2018
Priority 3 : Enhance knowledge of
attainment and the continued
development of partnerships
between children, parents and
staff to inform next steps in
learning
NIF Priority: Improvement in attainment, particularly in literacy and numeracy. Closing the
attainment gap between the most and least disadvantaged children
NIF Driver:
Assessment of
children’s
progress,
parental
engagement
Outcomes QIs Personnel
involved
Action/Timescale Cost Impact Next Steps
Children to know
themselves as
learners and can
identify their next
steps across the
curriculum
2.5 Family
Learning
2.3 Learning,
teaching and
assessment
Primary and
Secondary
Departments.
Led by
Antoine Petri
Development of e-portfolio’s/profile
which will include levelled pieces of work.
These profiles will be easily accessible to
parents
Parents and learners
have a clear
understanding of the
work undertaken. This
can be used to
develop learning
conversations.
2.3 Learning,
teaching and
assessment
3.2 raising
Attainment
and
Achievement
Primary and
Secondary
Departments
Development of evidence weeks – each
curriculum area produces evidence to
demonstrate levels achieved.
Work produced
enables effective
moderation to occur
within the Orkney
campus and thus a
clear understanding of
the level a learner is
working at.
2.3 Learning,
teaching and
assessment
3.2 raising
Primary and
Secondary
Departments
led by
Continue to embed tracking system across
the school including the continued use of
benchmarking tools and jointly agreed
targets. Further enhancement to the
Data effectively used
to assess learners
progress and to use
this information to

7. Attainment
and
Achievement
Pam Rose tracking tool to include comments linked
to general concerns/incidents, to develop
holistic view of child.
support learners in
their next steps in
learning.
2.3 Learning,
teaching and
assessment
3.2 raising
Attainment
and
Achievement
Pam Rose to
be on
authority
working
party.
Development of an authority wide tracking
and monitoring system, which will in
future include the Governments, Authority
and individual schools tracking
information.
Data effectively used
to assess learners
progress and to
benchmark this at an
authority and
government level.
2.3 Learning,
teaching and
assessment
3.2 raising
Attainment
and
Achievement
Primary and
Secondary
Departments
led by Wendy
Groat
Continue to embed target weeks in
Secondary and Primary sectors. In which
learners discuss their learning with staff to
mutually agree a target.
Learners actively
involved in their
learning and have a
clear understanding of
their next steps
2.5
Family
Learning
3.2 raising
Attainment
and
Achievement
Review with parents the most effective
mechanism to feedback on their child’s
learning and progress.
Consideration of
moving from formal
reports to regular
learning conversations
which more
responsive to meeting
the needs of the
learners.
3.1 Ensuring
wellbeing,
equality and
inclusion
2.7
Partnerships
Primary and
Secondary
Staff
Led by Donna
Blyth
Review the effectiveness of Child Plan
meetings, their format and regularity and
also the effectiveness of communication
between the school/parents and learner
of child with specific needs
New Support for
Learning teacher
reviews present
system and looks for
refining the process to
ensure individual

8. learners needs are
fully met.
Stronsay Junior High Schol
Improvement Plan 2017-2018
Priority 4 : To improve physical and
mental wellbeing
NIF Priority: Improvement children and young people’s health and wellbeing NIF Driver:
Assessment of
children’s
progress
Outcomes QIs Personnel involved Action/Timescale Cost Impact Next Steps
Enhanced
progressive
program of
personal
development/HWB
developed across
the school and
across JH’s
2.1
Arrangements
to ensure
wellbeing
3.1 Ensuring
wellbeing,
equity and
inclusion.
Primary/Secondary
teaching staff
Implementation of Jigsaw
program across both sectors of
the school
Cost of
program
met by
OIC
Two days
of training
for
Primary
and
Secondary
staff £500
HWB program
revised and
enhanced,
feedback from
children and staff
show greater
understanding of
the concepts
covered
Enhanced training
of staff on Health
and Wellbeing
indicators which
impacts on a closer
understanding by
all staff on the
individual needs of
children in our care
3.1 Ensuring
wellbeing,
equity and
inclusion
Teaching and non-
teaching staff
Wellbeing Indicators known by
all staff and part of regular staff
meetings.
Achievement boards and what
to do if boards established
within the school
All staff aware of findings of ACE
documents
Within
existing
resources,
Staff fully aware of
SHANARRII wheel
and can use this to
refine their
understanding of a
child’s needs.

9. Continue to
develop the
physical and mental
health of children
within our care
3.1 Ensuring
wellbeing,
equity and
Inclusion
Teaching and non-
teaching staff
 Introduction of walking
mile within the primary
sector
 Development of a range
of enhanced sporting
activities/ experiences
in part funded by SDT to
ensure positive attitude
towards sporting
activities
£1000
visa SDT
General HWB of
learners and staff
improved.
Secondary Sector
Led by Jane Barber
and Wendy Groat
Continued Development of
Achieve (Princes Trust)
programme to equip students
with life skills.
To develop an
induction process
for new Support for
Learning teacher
3.1 Ensuring
wellbeing,
equality, and
inclusion
2.7Partnerships
2.4
Personalised
support.
Andrew
King/Imogen Kerr
and Donna Blyth
To ensure that the new teacher
is fully aware of the structures
and systems used within Orkney
and to develop contacts within
multi agency teams to develop
effective communication links
£500 Support plans
(including child
plans) for
individual children
effectively
developed and
tailored for an
individual child’s
needs, impacting
positively on the
child’s HWB.