School Improvement Plan 2018

1. School Improvement Plan2018/19
Priority NIF Driver
Priority 1: Raising Attainment in Literacy andNumeracy Attainment in Children’s Progress
Closing the attainment gap between the most andleast disadvantaged
children.
QI’s Throughout initiatives.
1.1 Self-Evaluation for self improvement; 2.2 Curriculum, 2.3 Learning/ teachingand assessment, 3.1 Ensuring wellbeing, equality and
inclusion, 3.2 Raising attainment and Achievement.
ELC QI’s
1.1 Self-Evaluation, 2.2 Curriculum, 2.3 learning, teaching andassessment, 3.2 Securing children’s progress.
Outcomes Personnel
Involved
Action/Timescale Cost
DSM PEF
Impact Next Steps
To raise attainment
in Literacy
(Focus on the
development of
reading in line with
Education
Department
development.)
Nursery/
Primary
Whole
School
October 4th 2018 shared
in-service with SJHS
background toreading/
introduce Annie Glennie
resources. Further
collaboration days January
2019& May 2019.
Consideration of reading
schemes and resources
from the Nursery onwards.
Costs to
be
determi
ned.
£200
Staff professional
skills will be increased
and knowledge of
teaching reading
enhanced.
Pedagogical change.
To raise attainment in
reading, to ensure
that pupils who have
struggled to read

2. Nursery
Mrs
Dennison
Mrs
Groat
Nursery
Primary
and
English
Staff
Focusing area of listening
and talking, supportedby
Lee- Anne Grey and ELC OIC
team + Lynda Keith’s work.
Lynda Keith 2nd
Level
Literacy Programme
focusing on the UP
Classroom.
February In-service
Moderation of reading
from Early to 3rd
level.
£200
Supply+
accom+
travel.
£300
Accom/
travel
£1100
have appropriate
support.
Staff professional
skills will be increased
and knowledge of
teaching reading
enhanced.
Pedagogical change
Staff to share practise
and ensure that
standards are
consistent across
Orkney and Northern
Alliance
Staff to share practise
and ensure that
standards are
consistent across
Orkney and
NorthernAlliance.

3. Raising Attainment
in Numeracy
Nursery /
Primary
and
Secondar
y
Staff
Secondar
y staff
Primary
Sector
To ensure that curriculum
follows CfE guidance on
learning pathways.
Tracking of level 3/4
literacy benchmarks using a
grid
Key focus to continue to
embed Heinemann
Interactive maths into the
primary curriculum.
Non-contact time given to
primary sector staff to
cohesively develop scheme
WER
WER
WER £1000
Ensuring that learning
is coherent and shows
appropriate pace and
challenge as learners
progress.
Provides accurate
assessment of literacy
outcomes enabling
staff to narrow the
attainment via the
grid which shows who
has attained/ not yet
attained level ¾.
Ensuring challenge in
maths, through the
delivery of
Heinemann
Interactive Scheme in
a cohesive approach.
To raise attainment in
maths across the
sector

4. Nursery/
Lower
Primary
staff.
Nursery
staff
Nursery/
Primary
and
Secondar
y staff.
Lynda Keith: Development
of learning and teaching of
Early/ First level Maths.
To continue to create a rich
math’s environment to
explore maths concepts in
the widest sense. Including
the development of adult
led small group activities
focusing on numeracy.
To ensure that curriculum
follows CfE guidance on
learning pathways.
Ensuring challenge in
maths, through a play
based approach. To
raise attainment in
maths in the early
and first levels.
Learners build on the
use of numeracy
language.
Ensuring that learning
is coherent and shows
appropriate pace and
challenge as learners
progress.

6. Priority NIF Driver
Priority 2:
To improve physical and mental wellbeing
Improvement of children and youngpeople’s health and
wellbeing.
QI’s Throughout initiatives. 2.2 Curriculum, 2.4 Personalised support, 3.1 improvingwellbeing, equalityand inclusion, 2.1 Safeguarding
and child protection. 1.1 Self-evaluationfor self- improvement, 1.5 Management of resources to promote equity; 2.7 partnerships.
ELC QI’s
2.4 Personalised support, 2.5 family learning, 3.1 Ensuring wellbeing and equalityand inclusion.
Outcomes Personnel
Involved
Action/Timescale Cost
DSM PEF
Impact
Enhanced
progressive program
of personal
development/ HWB
developed across the
school and JH’s
Primary
and
Secondar
y staff
New
Support
for
learning
Teacher /
Whole
School
Continued
implementation of
Jigsaw resources to aid
the delivery of HWB
programmes.
(Throughout the
academic year)
Continue to review the
effectiveness of Child
Plan meetings, their
format and regularity
and also the
effectiveness of
communication
between the multi-
agency, school, parents
Cost of
Jigsaw met
centrally,
time for
continued
developme
nt met WER
WER
HWB programme revised and
enhanced. Feedback from
children and staff show a greater
understanding of concepts
covered.
Child Plans become more focused
on an accurate assessment of
needs and more systematic in
approach.

7. New
Support
for
Learning
Teacher/
Whole
school
WB,JB,
DB
Catherine
Johnston
/MD/Wh
ole
school
and learner of child with
specific needs
.
To develop Synergy
within the school an
authority led initiative
to optimise the use of
specialist support.
To attend stress control
training session to use
programme with S3/4 in
SfL and HWB lessons.
To work towards the
Silver Sport Scotland
Award.
Staff available develop further
expertise to meet the individual
needs of learner’s
For pupils to become aware of
causes and responses to stress
and how to cope with anxiety
and change.
To increase participation in sport
and thus enhance the physical
and mental wellbeing.

8. Priority NIF Driver
Priority 3: Continued development of Teaching andLearningand
the assessment of children's progress
Improvement in attainment, particularlyin literacyand
numeracy. Closing the attainment gapbetween the most andthe
least disadvantaged children.
QI’s Throughout initiatives.
1.1 Self-evaluation for self-improvement, 3.1 Improvingwellbeing, equalityand inclusion, 2.4 personalised support, 2.3 learning,
teaching and assessment
ELC QI’s
1.1 Self-evaluation for self-improvement, 2.4 personalised support, 3.1 Ensuring wellbeingequalityand inclusion.
Outcomes Personnel
Involved
Action/Timescale Cost
DSM PEF
Impact
Individual learners
needs known and
met through
effective use of
assessment tools,
training and delivery
of individual learning
programmes.
Support
for
Learning
HT/Peter
Diamond
/James
Wylie
Purchase of Support for
Learning Diagnostic
tools, and to assess all
learners across the
school in the first
instance (September)
To review auxiliary
staffing to allow for
redeployment into SfL
hours.
£2000
worth of
resources
purchased
by Stronsay
Developme
nt Trust.
£500
To provide accurate evidence of
needs and to develop support
strategies to support learners.
Raising attainment and
improving self –worth.
Additional resources enable
individual learningprogrammes
to be implemented and thus
raising attainment of the learners
involved.

9. All staff
All staff
Primary
Staff
Mr Petri
To continue to embed a
range of assessment
tools; including holistic
assessments, GL maths,
writing assessments,
SNSA, pips and Midyis
and psychometric
educational
assessments
To continue to develop
and embed the whole
school tracking system
to facilitate focused
learning. Add results of
new educational
assessments to current
tracking system.
To continue to develop
the teaching of modern
languages (1+2) with
the introduction of
Spanish into S1 and the
purchase of additional
resources for the
WER
WER
Spanish
WER
Primary
resources
funded
To ensure that we have an
accurate assessment of learners
progress and next steps in
learning ensuring that learners
progress is good or greater.
Identify which pupils would
benefit from intervention
programmes.
To ensure that we have an
accurate assessment of learners
progress and next steps in
learning ensuring that learners
progress is good or greater.
All learners experience a full and
rich curriculum, raising
attainment in modern languages.

10. All staff
And
Parent
Forum
All staff
And
Parent
Forum
Support
for
Learning
Teacher
teaching of French in
the primary sector.
Continue review of OIC
Change Team and its
impact on the delivery
of the curriculum at
Stronsay School
Review of QI’s as per
three year programme.
Term 1: 3.1
Term 2: 1.4
Term 3: 2.5
Term 4: 2.6
Develop a data based
provision map of pupils
with Support for
Learning needs.
centrally.
Environmen
t of
continual
cuts within
the service.
WER
WER
To ensure all developments have
a positive impact on the teaching
and learning within the school
and the health and well-being of
the school community is not
adversely affected.
School has an accurate self-
evaluation of QI’s which results
in the productionof an action
plan to enhance learning within
the school and wider community.
Whole school and OIC awareness
of SfL pupils and what is being
provided to support their
wellbeing and progress.

11. Primary
and
Secondar
y
teachers
Continued development
of DYW and the
embedding of the
Orkney Offer within an
outer isle setting.
Awaiting further
updates on the strategic
approach to next steps
in the development
from the Authority
DYW
central
funding
Students from Stronsayhave
enhanced opportunities to
develop vocational experiences
leading to enhance skills to work
in all learners.