|
School Development Plan
TONG PRIMARY SCHOOL
DEVELOPMENT PLAN
SESSION
2005/2006 1
Introduction.2
Aims Section.
3
Audit Section.
4
Development Section.
5
Appendix.
INTRODUCTION
Tong School’s Development Plan is
the school’s way of organising relevant information about its current position
and its intentions for the future. The process of development planning enables
the school to focus on a manageable number of agreed priority targets and to
monitor and evaluate the degree of success in achieving these targets.
Primarily, the School Development Plan aims to be a programme for review and
development which will enhance the quality of teaching and learning in the
school.
Our Development Plan consists of
three sections:-
1 Aims Section – statement
of the school’s aims.
2 Audit Section – statement
of how the school has performed in achieving its targets for the
previous year’s key areas of work.
3 Action Section – outlines
the projects for the next year and the steps to be taken to achieve
the targets associated with them.
Dorothy Kennedy
Headteacher
At Tong Primary School we aim to:-
Provide a relevant,
broad and balanced, differentiated bilingual curriculum.
Achieve optimum
standards of attainment.
Provide a happy,
caring and purposeful environment in which learning can take place.
Foster an atmosphere
of diligence, tolerance and co-operation within the classroom and the wider
school community.
Maintain community
involvement in the life of the school.
Provide a stimulating
learning and teaching environment within the school building and the school
grounds.
Make the best possible
use of the resources and accommodation provided.
Ensure that the school
is led and managed effectively.
Enable all young
people to become successful learners, confident individuals, responsible
citizens and effective contributors.
SECTION 2: AUDIT REVIEW 2004/05
|
Project
1 |
FORMATIVE ASSESSMENT |
|
Target
1 |
To raise
staff and cluster awareness of formative assessment. |
|
Target
2 |
To use
strategies in learning and teaching. |
|
Evidence of impact on school/pupils |
Improvement in the quality of teaching.
Improvement in the quality of pupils’ learning |
|
Project
2 |
TO
INVESTIGATE THE POSSIBILITY OF SITING A SMALL WIND TURBINE TO THE REAR
OF THE SCHOOL WHICH WOULD POWER THE SCHOOL AND POLYTUNNEL. |
|
Target
1 |
To receive
the approval of the Director of Education for the project. |
|
Target
2 |
To form a
research company to investigate the possibility. |
|
Target
3 |
To liaise
with “experts” to find out if such a project is feasible, what it would
cost and where the finance would come from. |
|
Target
4
|
To have
wind turbine in place powering school and polytunnel. |
|
Evidence of impact on school/pupils |
The wind
turbine is now in place. It powers approximately one third of the
schools energy requirements and powers the polytunnel. It has raised
the children’s awareness of environmental issues... |
|
Project
3 |
TO
REORGANISE THE TEACHING AND LEARNING RESOURCES |
|
Target
1 |
To
reorganise the teaching and learning resources. |
|
Target
2 |
To
catalogue the resources |
|
Evidence of impact on school/pupils |
Easier
accessibility for staff.
Improvement in teaching and learning. |
|
Project
4 |
TO WORK
TOWARDS GAINING THE ECO-SCHOOL GREEN FLAG AWARD |
|
Target
1 |
To
continue to raise awareness amongst staff, pupils and parents of the
eco-school initiative. |
|
Target
2 |
To
maintain the eco-school work already carried out. |
|
Target
3 |
To build
on the eco-school work in order to achieve the green flag status. |
|
Evidence of impact on school/pupils |
The
children, staff and community will continue to be eco-aware. |
|
Project
5 |
TO WORK
TOWARDS ACHIEVING THE HEALTH PROMOTING SCHOOLS STATUS. |
|
Target
1 |
To carry
out a school audit at stages 1 and 2. |
|
Target
2 |
To use the
Health Promotion toolkit to identify areas requiring development. |
|
Target
3 |
To make
any necessary changes to ensure that the school is the best it can be in
relation to Health Promotion. |
|
Evidence of impact on school/pupils |
A
greater awareness of health promotion |
STAFF
SURVEY carried out in 2003/04
1.1 Staff were given a
questionnaire which provided an opportunity to express their views and opinions
on how the school was performing in each of the key areas.
Staff Survey Scores as percentages
|
Level |
Curriculum |
Attainment |
Learning & Teaching |
Support for Pupils |
Ethos |
Resources |
Management, Leadership and QA |
|
1 |
|
|
|
|
|
|
|
|
2 |
|
|
|
60 |
|
60 |
|
|
3 |
|
|
|
40 |
|
40 |
|
|
4 |
100% |
100% |
100% |
100% |
100% |
100% |
100% |
1.2 Following a careful analysis of the results of the staff
survey exercise the following areas were selected for a closer look.
·
Support for Pupils
·
Resources
In May 2005
an audit of Additional Support needs was carried out and submitted to the
Education Department.
Child
Protection Training was identified as a need for all staff.
This training
was carried out for all staff.
Resources
The Head Teacher and secretary shared the same office at the
time of this survey. However, the Head Teacher has now moved into the Learning
Support Room to carry out her management duties.
The pitch at the rear of the school is water logged and
required to be developed. The School Board are to be involved in this
development.
MAINTENANCE
AREAS
In session 2006/07 the
principal tasks under this heading are set out below.
|
Maintenance Areas 2006/7 |
|
1 |
Review and
amend where appropriate the school handbook. |
|
2 |
Continue
ICT training for staff members. |
|
3 |
Organize
“Partnership with Parents” – evening events. |
|
4 |
Maintain
IEP’s for children. |
|
5 |
Maintain
Enterprise in Education Projects. |
|
6 |
Maintain
the commitment to the Eco-Schools Agenda. |
|
Continuing Professional Development Activities 2006/07 |
|
1 |
To
continue the ECDL Training programme for three members of staff. |
|
2 |
To provide
training in Environmental Studies at Early Years stage. |
|
3 |
To
continue Formative Assessment techniques within the school. |
|
4 |
To keep
abreast of curriculum review, in relation to ‘A Curriculum for
Excellence’. |
The following
targets constitute our main projects for session 2006/07.
|
Project
1 |
FORMATIVE ASSESSMENT |
|
Quality
Indicator |
3.5 |
|
National Priority |
1 |
|
Local
Objective |
1.1 |
|
Target
1 |
To use the
formative assessment strategies throughout the classes.
To
implement Personal Learning Planning in all classes. |
|
Expected Impact on school/pupils |
Development in these areas should impact on children enabling them to
take more responsibility for their own learning, raise self-esteem and
raise achievement. |
|
Project
2 |
A
CURRICULUM FOR EXCELLENCE |
|
Quality
Indicator |
1.1 |
|
National Priority |
1 |
|
Local
Objective |
1.1 |
|
Target
1 |
To keep
abreast of “A Curriculum for Excellence” agenda and implement any advice
given. |
|
Expected Impact on school/pupils |
This will
ensure that the pupils learning experience is relevant and related to
present educational thinking and practice. |
|
Project
3 |
PLAYGROUND AREA DEVELOPMENT PROJECT |
|
Quality
Indicator |
6.1, 6.3 |
|
National Priority |
2 |
|
Local
Objective |
2.3 |
|
Target
1 |
To develop
and improve the playground area at the rear of the school |
|
Expected Impact on school/pupils |
This will
provide the pupils with an additional area in which to play. This will
do much to improve the environs of the school. |
|
Project
4 |
PARENTAL INVOLVEMENT BILL |
|
Quality
Indicator |
5.4 |
|
National Priority |
4 |
|
Local
Objective |
4.2 |
|
Target
1 |
To be
aware of the changes which are to be brought about through the
introduction of the parent council. |
|
Expected Impact on school/pupils |
These
changes will require to be implemented when the act becomes law. |
|
Project
5 |
PUPIL
COUNCIL |
|
Quality
Indicator |
3.4 |
|
National Priority |
4 |
|
Local
Objective |
4.1.1 |
|
Target
1 |
To
encourage the pupils to highlight an area which they can develop as a
pupil council. |
|
Expected Impact on school/pupils |
The pupils
will learn to take greater responsibility. They will develop valuable
citizenship skills.. |
SUMMARY OF DEVELOPMENT PLAN 2006/7
1.1 The Scottish
Executive Education Department requires all schools to produce a Development
Plan each year setting out targets for the improvement of the educational
services offered. The process of formulating our development plan involved the
following procedures.
·
An Audit of the Key
Areas of the school’s work using HMI Quality Indicators to identify our
strengths and weaknesses and how well the school is performing in relation to
our aims.
·
A review of national
and local authority development initiatives including the Scottish Executive
Education Department’s five national priorities for education.
·
Consultation with
staff and School Board to ascertain their views on what our priorities should be
in the forthcoming school year.
1.2 The outcome of
this process is that we were able to identify five targets which we intend to
achieve by the end of session 2006/07. We believe this will improve educational
provision in the school and provide long-term benefits for all our pupils.
1.3 A full copy of
our development plan is available to parents and other interested parties on
request.
|
Identified Targets 2006/7 |
|
1 |
Formative Assessment
To
implement formative assessment strategies in all classes. |
|
2 |
A
Curriculum for Excellence
To
keep abreast of “A Curriculum for Excellence” agenda and implement any
advice given. |
|
3 |
Playground Area Development Project
To develop
and improve the playground area at the rear of the school. |
|
4 |
Parent
Involvement Bill
To be
aware of the changes which are to be brought about through the
introduction of the parent involvement bill. |
|
5 |
Pupil
Council
To
encourage the pupils to highlight an area which they can develop as a
pupil council. |
The following
table constitutes our intended developments over the next three years.
|
THE THREE YEAR PLAN |
|
Assessment
is for Learning
Personal
Learning Planning |
Assessment
is for Learning
Personal
Learning Planning |
Assessment
is for Learning
Personal
Learning Planning |
|
A
Curriculum for Excellence |
A
Curriculum for Excellence |
A
Curriculum for Excellence |
|
Playground
Area Development |
Playground
Area Development |
Playground
Area Development |
|
Parental
Involvement Bill |
Parent
Involvement Act |
Parental
Involvement Act implementation |
|
Pupil
Council Input |
Pupil
Council Input |
Pupil
Council Input |
NATIONAL PRIORITY 1
Achievement and Attainment
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Tong Primary School
