Self-evaluation is an integral aspect of our approach to Review distributed leadership to encompass new staff continuous improvement. members. All staff and other stakeholders are actively involved in How good is our our on-going self-evaluation activities. leadership and Quality Assurance calendar supports improvement in approach to teaching and learning. improvement? Woking collegiately with cluster schools to compliment moderation and sharing best practice. The school’s Catholic ethos facilitates a supportive Further engagement of staff with Health and Wellbeing environment for the children. Planning. We have a robust Personalised Support Policy and have engaged this session with GIRFEC and the Wellbeing Plans How good is the to ensure all children’s needs are met. quality of care and education Robust planning ensures clear learning pathways for we offer? children. Through effective assessment procedures ‘invisible learners’ have been identified for personal support. Revised pupil tracking processes to take account of Continued engagement in GIC to improve Literacy and emerging advice from Education Scotland and GCC. Numeracy outcomes. Successes celebrated through assemblies and How good are personalisation and choice offered through the Golden we at improving Time programme. outcomes for all Scottish Schools of Cooperation our learners? 3. Priorities for improvement in the current session Year 2016-2017
How good is our leadership and approach to improvement? Self-evaluation is an integral aspect of our approach to continuous improvement. All staff and other stakeholders are actively involved in our on-going self-evaluation activities. Quality Assurance calendar supports improvement in teaching and learning. Woking collegiately with cluster schools to compliment moderation and sharing best practice. Review distributed leadership to encompass new staff members. How good is the quality of care and education we offer? The school’s Catholic ethos facilitates a supportive environment for the children. We have a robust Personalised Support Policy and have engaged this session with GIRFEC and the Wellbeing Plans to ensure all children’s needs are met. Robust planning ensures clear learning pathways for children. Through effective assessment procedures ‘invisible learners’ have been identified for personal support. Further engagement of staff with Health and Wellbeing Planning. How good are we at improving outcomes for all our learners? Revised pupil tracking processes to take account of emerging advice from Education Scotland and GCC. Successes celebrated through assemblies and personalisation and choice offered through the Golden Time programme. Scottish Schools of Cooperation Continued engagement in GIC to improve Literacy and Numeracy outcomes. 3. Priorities for improvement in the current session Year 2016-2017
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