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Bathgate Academy SCHOOL IMPROVEMENT PLAN

2013-2014

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Healthy

Achieving Included

Active

Respected

Safe

Responsible

Nurtured

Learning and Teaching

Successful Learner

Confident Individual

Responsible Citizen

Effective Contributor

Vision and Leadership

Culture and Ethos People Partnership

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With West Lothian Council we are Striving for Excellence – Working with and for our community to improve the quality of education VALUES We are striving for excellence in: 1

Focusing on our customers’ needs

2

Being honest, open and accountable

3

Providing equality of opportunities

AIMS

4

Investing in employees

West Lothian Council aims to:

5

Making best use of our resources

A

Develop a quality management culture

6

Working in partnership

B

Give priority to policy development and strategic planning

C

Assure quality and set targets

D

Put in place systems for consulting customers and staff

E

Provide quality learning opportunity to tackle disadvantage

F

Ensure best value

G

Invest in high quality staff development

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Factors Influencing the Improvement Plan School factors Continued Development and Implementation of CfE Development of National Qualification Introduction of Workstreams

Education Authority factors WL Education Services Management Plan WLC Corporate Plan Locality Planning Curriculum for Excellence Implementation Guidance Awareness of, and planning for, the lowest attaining 20% of pupils and higher attaining pupils Consistency in learning and teaching, implementing recommendations of Improving Scottish Education National factors Curriculum for Excellence Changes to the assessment and reporting framework – Building the Curriculum 5 Integrated Children’s Services Child Protection Issues / Guidance Assessment is for Learning Recent national publications: National Legislation e.g. ASL Act, Racial Equality

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Our School Values, Vision and Aims: Vision Statement

School Aims 1. Learning and Teaching To ensure all pupils are able to realise their full potential by promoting and recognising achievement and excellence in all areas, through the development of the talents and abilities, of all individuals. (UNCRC Article 29) To provide the highest quality of learning and teaching experiences enabling all pupils to enjoy their education and to develop skills and positive attitudes required for lifelong learning, at the highest level each individual can reach. (UNCRC Article 28). To provide a purposeful curriculum with the learner at the centre, ensuring all children and young people receive a coherent broad general curriculum from 3-18, with a senior phase providing specialisation, depth and rigour in preparation for the world of work and support in moving into positive destinations. Robust planning demonstrates the principles for Curriculum design; challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence and relevance.

2. Vision and Leadership Vision and leadership focuses on developing our common goals and fostering high quality leadership at all levels. Our school must develop a shared vision to ensure a common purpose and a focus on preparing young people for the future. Leadership will focus on the core business of learning and teaching.

3. Partnership We strive to work effectively with our partners within our community to maximise the opportunities and ensure positive outcomes for children and young people within our school. We are committed to the aims of joint working and will participate actively in initiatives lead by other agencies.

4. People We are committed to engaging with all key stakeholders to ensure continuous improvement through a collaborative approach to self evaluation and quality assurance. We will provide opportunities for all staff to engage in effective and continued professional learning.

5. Culture and Ethos Staff create an ethos of achievement for all pupils within a climate of high expectations. They demonstrate that they value children and young people by focusing on their strengths and ensuring barriers to participation, learning and achievement are removed. To plan and deliver an appropriate and effective curriculum, ensuring progression at all transition stages, which provides all pupils with the necessary life skills, qualities and values to contribute to the local community and society in general. Bathgate Academy aims to deliver an inclusive curriculum that endorses an active and healthy life style for lifelong learning and work that ensures pupils will be safe, healthy, achieving, active, respected responsible and included.

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202-13

Curriculum Development

Context for learning

2013-14

Raising Attainment Curriculum Development.

Raising Attainment Learning and Teaching

Raising Attainment Quality Assurance Raising Attainment Context for learning 201415

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Raising Attainment Curricular development

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Experiences & Outcomes

Personal Support

Principles

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Support Purpose of Learning

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Entitlement

Objectives

Learning &Teaching

Area of Development

Vision

Session

Curriculum Framework

Totality of Curriculum

Strategic Curriculum Plan (Three Years)

To continue familiarisation with Es and Os and how they link to and reflect current practice and resources To review the balance of time spent on IDL and discrete learning and include learners in this process To review and develop opportunities for personal achievement across the school

Continue to develop a curriculum that is appropriate and best meets the needs of all learners allowing them to attain at the highest level possible

Continue to improve the pupil experience within the classroom by embedding effective and high quality teaching and learning

To develop, implement and evidence a robust QA and Self evaluation culture of improvement which has a direct impact on the pupil learning experience To continue to build a collaborative culture where improvement and sharing of good practice is embedded in our school ethos To ensure our BGE and Senior Phase allows for effective and meaningful transition ensuring every learner’s needs are being met DATA LABEL :PUBLIC

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Raising Attainment Assessment

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To develop a whole school approach to moderation and assessment to ensure procedures for information sharing at key transitions are being met.

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2013 – 2014

Priority: Raising Attainment

Area of Development 1: Continue to develop a curriculum that is appropriate and best meets the needs of all learners allowing them to attain at the highest level possible School’s current position: Actively developing the curriculum to meet the needs of all learners within the framework of Curriculum for Excellence. Preparing for the introduction of the National Qualifications. Developing coherent links from the Broad General Education to the Senior Phase. Developing learner journey pathways to positive destinations. Desired Outcome

1.

2.

3.

Continue to ensure a good understanding and application of the current exemption policy and how it will be applied in future Senior Phase planning

Finalisation of Senior Phase curricular structure for implementation in session 2014-2015

Transition from S3 into senior phase is well managed and puts pupils into appropriate progression pathways.

Implementation Process (Actions)

S4 pupils on preparation for Higher exemption courses are identified and known by teachers A coherent and well understood plan is produced for two year courses by each faculty building on the existing arrangements particularly looking for consistent challenge for ‘exemption’ pupils

Consultation with all stakeholders on possible changes to structure of school week.

Revised timetabling process/ Intro of 3 year learner pathways. Agreement on progression pathway to ensure appropriate courses

By whom?

Time Scale

Resources / Costs / Training needs

Monitoring by whom ? how?

BOS/PTCs

June/Aug 2013

Faculty discussion

RMcF – Pupil list/BOS audit

PTCs

June 13 – ongoing

Staff time/meetings PTC meetings

GA/RMcF – PTC meet

GA/BOS

Oct 13

Staff/Parental meetings – consultation process

GA – review consultation

SMT/BOS

Dec 2013

BOS/staff meetings

SMT – Produce and Review plan

GB/PTCs/ HLs

Dec 2013

BOS/Support meetings

GB/HL- Produce and Review plan

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4.

Banking of Nat 4 material in S3 is organised and an agreed process put in place where appropriate.

5.

New National Qualifications are written and ready for implementation

Faculties have in place a procedure to record if and when the added value unit is achieved. This is recorded and filed safely.

Course outlines produced, assessment processes written and understood by staff/parents/pupils along ‘Nationals in a nutshell’ format.

Course Choice booklets revised and updated

Articulation and progression into new Higher courses investigated and taken into consideration

6.

Increased expertise and confidence in the use of assessment and moderation.

Dedicated INSET time throughout the session to allow staff to discuss and build a shared understanding of CfE assessment criteria.

Part of Sept INSET to build on work from Development post holder (EHenderson) on moderation activities.

PTCs

Ongoing

Faculty meetings

RMcF/PTC – plan produced and in place

PTCs/ Faculties

Dec 2013

PTC/Faculty meetings/staff development of outlines as directed

BOS – discussion and publicity

RMcF/ PTCs/ HL

Jan 2014

PTC/Staff/RMcF Collation and publication

RMcF/BOS-Coursing booklet produced

PTCs/Faculties

Ongoing

Faculty time/ PTC meetings

RMcF-PTC meetings

RMcF/JF/ Faculties

Throughout ISIS days

ISIS time

SMT

RMcF/JF/ EHenderson/ Faculties

Sept 13

ISIS time

SMT

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7.

Ensuring articulation exists between BGE and Senior Phase courses

Assessment Moderation Activity in joint Oct INSET day with other Secondaries

JF/RMcF/ Faculties

Oct 13

ISIS time

SMT

Encourage staff to be outward looking in developing assessment Eg NAR, other schools etc

PTCs

June 2013-ongoing

Faculty Time/ISIS/NetworkTime

PTC

Develop departmental folders that evidence S1 –S3 BGE across all faculty areas

PTCs/ Faculties

By Apr 14

Faculty/ PTC meetings/ Time for collation of existing materials

RMcF/GA

Begin future S3 curriculum consultation to embed more fully into full BGE implementation.

GA,RMcF, EMarsh/ BOS/ Faculties/ Workstream

Oct 13-

Meeting times utilising workstream model

GA/SMT

m

8.

Broadening of wider achievement opportunities to ensure Senior Phase learner entitlements are met

Identify potential accredited leadership opportunities for senior pupils especially for those moving into S6 Use of ‘Amazing Things’ documentation to build recognition of achievement and to inform senior phase pathways

GB/ HL

Throughout year

SQA portfolio/Network with other schools

GB

GB/ AMcR

Aug 14 -

Meeting time/Amazing things

GB

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9.

Learning journeys from BGE and through Senior Phase ensure progression towards a positive and sustained destination.

Use labour market intelligence and skill set of staff and local partners to develop new vocational courses across all faculties to build a wider scope of opportunities for pupils throughout senior phase

Continued development of extended work experience opportunities/college courses for identified pupils.

Faculties make use of Business Link Post holder to develop partnerships with local industry and employers

All faculties are prepared to offer at least one vocational/accredited course for 2014/15

Re-focus internal hub to have focus on positive destinations on fortnightly basis..

BOS

Throughout year

Utilise relevant reports/newsletter and publicise at BOS

GB/HL’s

JConn/SLowe/ HLs

Throughout year

Management time provided for liaison with College/Employers. Business Link Post Holder. Business gateway Advisor.

GB/HL’s

GScott/PTC

Identified by Dec 2013/ delivery June 2014

Meeting times

PTC’s

PTCs

Jan 14

Discussion time in ISIS, SQA Course portfolio, networking opportunity in authority.

RMcF

Pupil Support/ SDS/ MCMC

Aug 13

Meeting Times, SDS,MCMC, TTW in attendance

GB/HL’s

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Evaluation:

Evidence (How do we know?)

Is the exemption policy clearly understood and applied appropriately in order to deliver the aims and objectives of this policy?

Discussion at BOS level demonstrates this. Pupils sitting qualifications at right level, increased confidence at Higher Level (pupil feedback).

Does our senior phase structure meet the requirements and principles underpinning the national framework?

SMT/Local Authority endorsement.

Do transition arrangements take into account 3 year learner pathways allowing pupils to progress to appropriate certificated courses?

Pupils able to discuss 3 year pathway and articulate reasons for choice. House Leader/ parent/pupil conversation.

Do departments have agreed and structured plans to bank National 4 where appropriate?

Plans are produced and shared.

Are staff confident in delivering new qualifications in session 2014-15?

Course outlines produced. AQL survey undertaken.

Have staff participated in Assessment and Moderation activities? Are staff feeling more confident in the process as a result?

ISIS programme completed. AQL survey questions. Faculty minutes.

Do pupils progress easily from BGE to appropriate senior phase courses? Are pupils prepared well for this transition?

Pupils have well understood pathways and opportunities for advice. Re-coursing is limited and legitimate.

Do pupils have the chance to access a broader range of achievement opportunities?

Course choice exhibits more opportunities in this area.

Does the school continue to show an improving trend in positive destinations? Are more students sustaining a positive destination?

SLDR figures show improvement. SDS monitoring.

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2013 – 2014

Priority: Raising Attainment

Area of Development 2: Continue to improve the pupil experience within the classroom by embedding effective and high quality teaching and learning. School’s current position: The school will continue to build on previous work in this area namely restorative practice, RRSA, Active Learning, AAL, AifL and seek to move even further along the lines of improving the classroom experience.

Desired Outcome . 1. Shared and better understanding of raising attainment strategies within the classroom

Implementation Process (Actions)

Development of a raising attainment strategy paper which incorporates recent, relevant research that underpins effective learning and teaching approaches to raising attainment understood, agreed and implemented by all staff Presentation of raising attainment strategy to all staff

Regular opportunities to discuss raising attainment strategies including strategies that directly address work ethic and the culture of learning at dept/faculty and BOS sessions

2.

All staff have implemented identified raising attainment strategies to meet the various learning needs of learners.

Introduction of CPD sessions based on ‘Raising Attainment’ principles across in-set days during session and to evaluate its impact in the classroom T,M&R policy is implemented across all faculties allowing the development of data use to reflect teaching and learning strategies within the classroom

By whom?

Time Scale

Resources / Costs / Training needs

Monitoring by whom ? how?

GB

June 2013

Ed Psych, ISIS, Workstream

GB – policy produced

GB/Psych Serv

Aug 2013

ISIS time

SMT

All staff

Ongoing

Workstream/Meeting time

SMT-ISIS Feb/May

GB/Workstream

Feb/May ISIS

ISIS time

GB/Workstream

GB/Existing working group

Ongoing

Meeting/discussion time

BOS minutes/QA process

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Enhancement of professional observation procedures to facilitate dialogue on improvement agenda 3.

Staff use a variety of data and learner feedback to analyse and improve learner outcomes.

RMcF/GB Workstream

From Aug 2013

Faculty Meeting time, published framework, workstream

SMT

GA/WMacD/ PTCs

From June 13

CPD time/Invited expertise sourced

GA

GA/Faculties

Sept – ongoing

Survey materials

GA

RMcF/ workstream

Pilot June 2013. Whole school initiate Aug. Development Ongoing

Workstream

RMcF

Class Teachers

Ongoing

Teacher planning/Class time

PTC QA process

Utilising dev posts holder’s (EAnderson) work 2012-13, faculties to develop the ‘language of skills’ to allow learners to identify, understand, reflect and evidence the key skills being developed in a lesson.

EMarsh/ EAnderson/ Faculties

From June 2013

Meeting time/ class time

RMcF/PTC’s

Brief course content/skills developed displayed on Faculty noticeboards

PTCs/ Faculties

Jan 2014

Faculty time

PTC

Planned CPD opportunities so that all staff can interpret statistical data CAT/STACS/ CEM(Durham) testing/SEEMIS predicted grades etc data to underpin teaching methodology and ensure learner needs are being met

Learner survey undertaken to gather evidence on learner attitude and reflections on how they learn best. Dissemination of this data across the school to inform future practice and improvement. Maintain and develop ‘You said/we did’

4.

Learners are actively involved in their own learning and can accurately articulate their current progress

Introduction of Seemis Interventions to track all discipline and pastoral referrals across the school. Develop Merit/De-merit within system.

Class teachers plan opportunities to discuss progress and target set with individual pupils

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5.

Profiling being well developed by staff and pupils. S3 profile is complete, relevant and useful for our first cohort through CfE.

All faculties support regular opportunities for pupils to reflect on their learning using ‘Didbook’

Faculties / JC/GB

Ongoing

Faculty/class time/ITAAL, JC CPD support

GB/PTC

Development of a faculty focus fortnight allowing pupils to produce a statement on their latest and best achievements in each curric area

Class Teacher/ HL

Dec 2013

Planning/ Class time/Didbook-IT

PTC

Pupil profile produced to support coursing for Senior Phase

HL/S3 pupils

Feb 2014

Planning/ PSE Class time/ Didbook

HL’s/PTC/GB

Evaluation:

Evidence (How do we know?)

Do staff actively contribute to discussion on raising attainment strategies in a constructive and reflexive way?

Faculty evaluation/ Faculty minutes.

Is there evidence in classroom observation of identified strategies in use?

Faculty evaluation. VSE.

Do staff reflect on data and learner feedback to inform teaching and learning strategies? Is data used in Faculty evaluation?

Attainment Review. SQR. QA. VSE.

Do learners display increased understanding of their progress and ownership of their own learning?

Regular target setting and review discussion take place.

Do pupils/staff and parents use the S3 profile to inform senior phase planning?

Faculty engagement in production of curricular area statement. Inclusion of S3 profile in course choice interviews.

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2013 – 2014

Priority: Raising Attainment

Area of Development 3: To develop, implement and evidence a robust QA and Self Evaluation culture of improvement which has a direct impact on the pupil learning experience. School’s current position: Build on previous quality assurance process, evaluated as ‘very good’ in last inspection.

Desired Outcome

1.

All staff have an understanding of our cycle of Quality Assurance to bring about sustained improvement.

Implementation Process (Actions)

Re-writing of the Quality Assurance manual and principles to ensure all staff have an understanding of the improvement agenda and its impact on personal accountability.

Introduce a VSE approach to gathering evidence/data on Faculty improvement including the rewriting of how future improvement data is gathered and utilised

2.

All staff develop and participate in a range of QA processes and can evidence how improvement has impacted on the learner.

Expand the use of AQL to ensure evidence and opinion is gathered to bring about school improvement

By whom?

Time Scale

Resources / Costs / Training needs

Monitoring by whom ? how?

RMcF/PTCs

Jun 13 -ongoing

Working Group/ meeting time

RMcF

RMcF/PTCs

Aug 13 - ongoing

Working group

RMcF

SMT/ PTCs

Aug 13 - ongoing

Consultation design time

SMT

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Evaluate and evidence the impact of Pupil Support re-structuring on the life of the school and the provision of support to meet all learner needs and challenges.

GB/HLs/WMcD/ EMcK

Aug 13- ongoing

Evaluation time

GB

Evaluation:

Evidence (How do we know?)

Have all staff been involved in the new cycle of QA and VSE?

QA logs, Faculty statement, VSE reports.

Can positive pupil impact be demonstrated and evidenced across the school?

AQL summaries, Pupil Support evaluation, SQR and Improvement planning summaries

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2013 – 2014

Priority: Raising Attainment

Area of Development 4: Continue to build a collaborative culture where improvement and sharing of good practice is embedded in our school ethos. School’s current position: Building on current practice further development is needed to bring some work together into a coherent package.

Desired Outcome

1.

Staff are open to and participate in opportunities to share practice.

Implementation Process (Actions)

By whom?

Time Scale

Resources / Costs / Training needs

Monitoring by whom ? how?

Review of staff observation, CPD, PRD and staff development opportunities into one overarching policy. This will link with priority 3.

SMT/workstream

Ongoing

Workstream/meeting time

GA

Introduction of cross checking and sharing practice in reporting amongst peers to build staff expertise and knowledge and to improve the quality of reporting to parents as stated in TMR policy

PTCs/ all staff

Ongoing

Meeting time/Training

GB

Production of shared examples of best practice report writing

GB/ Existing group

Sept 2013

Meeting Times

GB

GA/BOS

Ongoing

Discussion/review time

GA

School policies streamlined and put into a ‘corporate style’ that is easily accessible.

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2.

3.

Each member of staff actively participates and contributes to an identified workstream task that will positively contribute to our continual improvement.

Continued development of IDL across the faculties.

Introduction of workstream groups involving all staff members with emphasis on building expertise, knowledge and school improvement. Workstream tasks to be implemented through a new WTA arrangement.

SMT/BOS

June 2013

Planning time, meeting times (WTA)

SMT

Workstream groups identified and two year priorities agreed.

BOS/ Leaders

June-Aug 2013

Planning time

BOS

BOS remits updated

SMT/BOS

June/Aug 2013

Meeting time

GA

EAnderson

June 2013

Planning time

RMcF

PTCs/ Workstream

Ongoing

Planning time

BOS

IDL audit completed Faculties to actively seek out common themes etc and opportunities for IDL are exploited. Evaluation:

Evidence (How do we know?)

Have opportunities to share practice and work collaboratively been realised?

CPD events, peer learning – uptake. Cross-checking and verification activities now built in. Policy development is genuinely collaborative.

Has there been good progress in engaging all staff in Workstreams and are the groups producing quality work?

Staff buy-in. Good progress on Workstream ‘Improvement Plans’

Is Inter-Disciplinary Learning taking root and good examples easily evidenced?

Examples of IDL in most curricular areas.

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Bathgate Academy Improvement Plan 2013 2014  
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