Priority 1: Improvement in attainment, particularly in Literacy and Numeracy NIF: Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children HGIOS 4 Qis - 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement Start How Will We Measure Impact On Children What Outcomes Do We How Will We Achieve This? Lead and and Young People? Want To Achieve? (Intervention Strategies) Person Finish (Include Where Possible Current Measure Dates and Target) Continued development of number Baseline assessments will provide pupils talks across the school and with a standardised score. This will be Moderation of Mental Agility with 100% of children in the used to identify school, class and group RAFA schools. school to show improvement averages for comparisons and be used Member of management identified in Numeracy attainment. to measure value added and impact of as Numeracy Champion to work with interventions. Satellite group and Cluster CLPL 80% of all children to be and deliver to staff. attaining at an age and stage Initial baselines and tests of change SAC Framework and Education Mark appropriate level identify the impact of each and forms Scotland Benchmarks fully basis of accountability discussion in embedded within all classes for Whole Continue to embed new attainment meetings. Numeracy and Mathematics. Staff teaching and learning June School Assistant Training approaches focussed on Data rich school and staff - Staff Support improving Numeracy. Ensure all new staff in the school is use GL, CEM, SNSA and school Staff trained in the use of these measures. based assessments with These should lead to: professional dialogue to identify Improved mental Each class will have a second year of next steps for individual children agility baselined assessment to compare Attainment meetings with staff Improved targeted impact. Targeted intervention such as interventions Catch-Up Numeracy implemented to increase children’s Numeracy skills.
Priority 1: Improvement in attainment, particularly in Literacy and Numeracy NIF: Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged children HGIOS 4 Qis - 1.2 Leadership of Learning 1.3 Leadership of Change 2.2 Curriculum 2.3 Learning, Teaching and Assessment 2.4 Personalised Support 2.5 Family Learning 3.1 Ensuring Wellbeing, Equality and Inclusion 3.2 Raising attainment and achievement What Outcomes Do We Want To Achieve? How Will We Achieve This? (Intervention Strategies) Lead Person Start and Finish Dates How Will We Measure Impact On Children and Young People? (Include Where Possible Current Measure and Target) 100% of children in the school to show improvement in Numeracy attainment. 80% of all children to be attaining at an age and stage appropriate level Continue to embed new teaching and learning approaches focussed on improving Numeracy. These should lead to: Improved mental agility Improved targeted interventions Continued development of number talks across the school and Moderation of Mental Agility with RAFA schools. Member of management identified as Numeracy Champion to work with Satellite group and Cluster CLPL and deliver to staff. SAC Framework and Education Scotland Benchmarks fully embedded within all classes for Numeracy and Mathematics. School Assistant Training Data rich school and staff - Staff use GL, CEM, SNSA and school based assessments with professional dialogue to identify next steps for individual children Attainment meetings with staff Targeted intervention such as Catch-Up Numeracy implemented to increase children’s Numeracy skills. Mark Whole Staff Support Staff Baseline assessments will provide pupils with a standardised score. This will be used to identify school, class and group averages for comparisons and be used to measure value added and impact of interventions. Initial baselines and tests of change identify the impact of each and forms basis of accountability discussion in attainment meetings. Ensure all new staff in the school is trained in the use of these measures. Each class will have a second year of baselined assessment to compare impact. June
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