2.3 We set high expectations within our classrooms and use tracking to ensure all our pupils are challenged. Embed further tracking approaches in the primary through further moderation and the Are we using data effectively to monitor our attainment against national benchmarks? Do we development of whole school and year group measures, including use of ACORN. use data to monitor and challenge any attainment gaps? Introduce primary tracking model into English and Maths in S1, using P7 teacher predictions as initial baseline measures. Have we improved continuity in assessment, and so improved pace and challenge over the P7/S1 transition? Enhance existing procedures from tracking progress within the BGE within all curriculum Can all departments demonstrate that they have a coherent approach towards tracking in the BGE? 2.4 All of our children benefit from coherent universal support and as appropriate our targeted support builds on this. Develop support policy for primary delineating roles and responsibilities of staff in Are staff clear about our approach towards pupil support and their roles within this? Has this providing support. been clearly communicated to parents? Ensure that approaches towards support are consistent across primary and Do our pupils experience a consistent approach secondary. in of pupil support across primary and secondary? Review secondary personal support to ensure consistency of experience for pupils. Are staff clear about the purpose of personal This review to include creation of a Personal Support policy delineating roles and support and their role in delivering it? responsibilities for relevant staff. Are pupils clear on the purpose of personal support? 2.5 We work with other agencies where appropriate to engage families in improving learning Further develop Integrated Team along a locality model Does our approach to formal collaboration with partners fit with evolving locality models? Develop further existing partnerships with relevant agencies to develop, as Have we engaged with partners to ensure a appropriate, tailored family learning programmes. joined-up approach to support for families? OUTCOME 3 SUCCESSES AND ACHIEVEMENTS Evaluation/Support – 3.1 We aim to provide equality of opportunity for all to achieve irrespective of background. Do we use data to monitor and challenge any School to interrogate authority and national level data, using ACORN, to ensure attainment gaps? equity of outcome for pupils where possible
2.3 We set high expectations within our classrooms and use tracking to ensure all our pupils are challenged. Embed further tracking approaches in the primary through further moderation and the development of whole school and year group measures, including use of ACORN. Introduce primary tracking model into English and Maths in S1, using P7 teacher predictions as initial baseline measures. Enhance existing procedures from tracking progress within the BGE within all curriculum Are we using data effectively to monitor our attainment against national benchmarks? Do we use data to monitor and challenge any attainment gaps? Have we improved continuity in assessment, and so improved pace and challenge over the P7/S1 transition? Can all departments demonstrate that they have a coherent approach towards tracking in the BGE? 2.4 All of our children benefit from coherent universal support and as appropriate our targeted support builds on this. Develop support policy for primary delineating roles and responsibilities of staff in providing support. Ensure that approaches towards support are consistent across primary and secondary. Review secondary personal support to ensure consistency of experience for pupils. This review to include creation of a Personal Support policy delineating roles and responsibilities for relevant staff. Are staff clear about our approach towards pupil support and their roles within this? Has this been clearly communicated to parents? Do our pupils experience a consistent approach in of pupil support across primary and secondary? Are staff clear about the purpose of personal support and their role in delivering it? Are pupils clear on the purpose of personal support? 2.5 We work with other agencies where appropriate to engage families in improving learning Further develop Integrated Team along a locality model Develop further existing partnerships with relevant agencies to develop, as appropriate, tailored family learning programmes. Does our approach to formal collaboration with partners fit with evolving locality models? Have we engaged with partners to ensure a joined-up approach to support for families? OUTCOME 3 – SUCCESSES AND ACHIEVEMENTS Evaluation/Support 3.1 We aim to provide equality of opportunity for all to achieve irrespective of background. School to interrogate authority and national level data, using ACORN, to ensure equity of outcome for pupils where possible Do we use data to monitor and challenge any attainment gaps?
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