Embed and NIF3, Develop and deliver professional New & established attainment Quality visits to targeted nurture extend NIF2 learning for targeted primary, challenge & PEF funded secondary, groups and whole school nurturing secondary and early years nurture primary & early years nurture groups Training evaluations approaches to group staff in partnership with the will continue to be operational and Boxall Profile, Strengths & promote nurture co-ordinator staff will have access to high quality Difficulties Questionnaire inclusion and professional learning (P,C,T), Stirling Wellbeing consistency of Scale, Focus Groups practice across HGIOS Continue to develop whole school Education establishments have Quality improvement evaluation establishments 3.1/3.2 promoting positive relationships targeted nurture groups children framework (Primary, Secondary approaches across all our education and young people feel safe and & Early Years) establishments, through a programme secure and that this permeates into Numbers of referrals for children of specifically developed professional the whole school culture to attend ESNB, extended learning in: outreach & external placements Most children and young people in Young person progress data Nurturing Approaches for All systems approach – targeted nurture intervention will make Restorative Approaches significant gains in their social and De-escalation emotional progress and engagement Change & loss in school life. EVA data Self-regulation PASS survey data Emotion coaching Children and young people will be Exclusion data CARES more included within their mainstream early years establishment and school In partnership with senior managers continue to embed quality assurance in Staff are proactive in ensuring there is nurture groups and in whole school an ethos and culture of inclusion, approaches to supporting wellbeing participation and positive relationships and Inclusion, especially with regard to across the whole learning community nurture and restorative approaches Quality visits (Promoting Positive Relationships). Staff will have increased confidence in Observations EPs to be more involved with nurture their application and understanding of quality visits this session. Contribution nurturing principles and restorative to thematic reviews, including Inclusion approaches reviews and Inclusion reviews as apt. This will impact positively on pupil attitudes to school and self. Increased opportunities for staff to engage in critical and reflective thinking for continuous improvement
Embed and extend nurturing approaches to promote inclusion and consistency of practice across establishments NIF3, NIF2 HGIOS 3.1/3.2 Develop and deliver professional learning for targeted primary, secondary and early years nurture group staff in partnership with the nurture co-ordinator Continue to develop whole school promoting positive relationships approaches across all our education establishments, through a programme of specifically developed professional learning in: Nurturing Approaches for All – systems approach Restorative Approaches De-escalation Change & loss Self-regulation Emotion coaching CARES In partnership with senior managers continue to embed quality assurance in nurture groups and in whole school approaches to supporting wellbeing and Inclusion, especially with regard to nurture and restorative approaches (Promoting Positive Relationships). EPs to be more involved with nurture quality visits this session. Contribution to thematic reviews, including Inclusion reviews and Inclusion reviews as apt. New & established attainment challenge & PEF funded secondary, primary & early years nurture groups will continue to be operational and staff will have access to high quality professional learning Education establishments have targeted nurture groups children and young people feel safe and secure and that this permeates into the whole school culture Most children and young people in targeted nurture intervention will make significant gains in their social and emotional progress and engagement in school life. Children and young people will be more included within their mainstream early years establishment and school Staff are proactive in ensuring there is an ethos and culture of inclusion, participation and positive relationships across the whole learning community Staff will have increased confidence in their application and understanding of nurturing principles and restorative approaches This will impact positively on pupil attitudes to school and self. Increased opportunities for staff to engage in critical and reflective thinking for continuous improvement Quality visits to targeted nurture groups and whole school Training evaluations Boxall Profile, Strengths & Difficulties Questionnaire (P,C,T), Stirling Wellbeing Scale, Focus Groups Quality improvement evaluation framework (Primary, Secondary & Early Years) Numbers of referrals for children to attend ESNB, extended outreach & external placements Young person progress data EVA data PASS survey data Exclusion data Quality visits Observations
Improvement-Plan-2015-2018-18-19.docx