Using this Local Improvement Plan
The Local Improvement Plan outlines the high level areas for improvement for all services and schools and is informed by the Department’s Outcome Delivery Plan which details the targets and indicators which will be used to measure the impact of our work. This is illustrated in the diagram on page 4, included in which is the Council’s Vision and the Local Outcomes which relate directly to the services provided by the Education Department. Links between national and local priorities and this plan are outlined in Appendix 1.
The plan lists the expected outcomes and impact under the headings of the GIRFEC wellbeing indicators – safe, healthy, achieving, nurtured, active, respected, responsible and included, known often as the SHANARRI indicators. The plan contains a list of high level areas for improvement and outlines the actions we will take over the next three years to achieve the expected impact and outcomes. The list is extensive but it is not intended that each school or service should include every strand, or even every Key Area, in its improvement plan for the next three years. For example, a primary school where self-evaluation has recently been evaluated as ‘excellent’ by the Quality Improvement team or Education Scotland would not be expected to include that as a priority for change in its improvement plan. In the same way, a secondary school where attainment in literacy and numeracy in S1 and S2 is very high would more sensibly focus on the identified shortcomings in performance in SQA examinations. Equally, a service with an outstanding report from IIP, such as our Library Service, would not be expected to have an improvement priority which focused on management and support of staff, but would be expected to maintain such high standards. The purpose of this Local Improvement Plan is to help and guide individual centres, schools and services in planning for improvement, not to prescribe what those improvements should be or how they should be taken forward.
There are a number of steps which each centre, school, cluster of schools or service should take in planning for improvement:
• Carry out a self evaluation of performance to date using the relevant Quality Framework e.g. How good is our community learning and development? How good is our culture and sport?, How good is our school, Child at the Centre. Account should be taken of recent evaluations resulting from an Inspection by Education Scotland or a review by the authority’s Quality Improvement Team schools should take the increased expectations as published by Education Scotland in to consideration. Schools and services should prepare a Standards and Quality Report, which reflects the department’s guidance on such and summarises the results of the self-evaluation.
• Identify aspects of performance in which improvement is necessary. Give due weight to major strategic initiatives, local and national, for example Curriculum for Excellence, Recognising Achievement and Raising Attainment Strategy, the Local Prevention and Place agenda, Early Years Taskforce Shared Visions and Priorities, Improving the Life Chances of the Lowest Performing 20%, Teaching Scotland’s Future, Strategies for Sports, Community Learning and Development, Libraries and Culture.
• Consult with all stakeholders to identify priorities for the improvement plan and the expected impact and outcomes.
• Draw up a list of the action points to be taken to bring about the desired improvements. This list should also give an indication of the likely timescale and the member(s) of staff who will be responsible for leading on each area where a need for improvement has been identified.
• The impact made in bringing about the desired improvements should inform the self-evaluation process and be reported in the annual Standards and Quality Report. • Involve the authority’s Quality Improvement Team at each stage in planning for improvement.
The authority has an important role to play in planning for improvement: • Working with individual centres, schools and services in their evaluation of performance and provision.
• Assisting the school or service in the task of identifying the areas for improvement in the next cycle.
• Ensuring that the school’s or service’s improvement plan takes account of local and national priorities.
• Supporting the improvement agenda through appropriate continuing professional development activities.
• Monitoring progress through Transition Reviews and other aspect and thematic reviews Inclusion, Achievement, Ambition and Progress for All 3
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