Rosslyn School Improvement Plan 2023-24 Overview
Rosslyn School is dedicated to providing specialized education for learners aged 3 to 18 with complex additional support needs. The school emphasizes personalized and differentiated learning experiences to meet individual learner requirements. With a vision focused on family, relevance, inclusion, enjoyment, nurture, decisions, and support, Rosslyn School aims to create a conducive environment where students can learn, grow, and thrive. The school's mission is to ensure that all learners have opportunities to continue learning and contribute to the community. Through a range of priorities including play pedagogy, responsive planning, community learning, and supporting inclusion, Rosslyn School strives to empower its students towards positive destinations.
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Rosslyn School Improvement plan 2023 24 June 2021 - 22
Contents Background Information Mission Statement School Vision School Values Looking inwards, outwards and forwards School Improvement priorities; Play Pedagogy and Responsive Planning in the BGE Community Learning that leads to Positive Destinations PEF Plan; Reading for Enjoyment Hairdresser HWB RRS Silver Award Supporting inclusion June 2021 - 22
Rosslyn School provides specialist education to meet the needs of learners aged 3 to 18 with complex additional support needs. The school is part of Windmill Community Campus and has access to campus facilities including the library, caf (The Street), and Viewforth classrooms including the P.E. department. We have 5 classrooms all with the highest quality facilities built in, including an early years provision. Class groupings are in age; N3 P1/2, P2 P4/5, P5 S1, S2 S4, S4 S6 with approximately 6 pupils in a class. Teachers plan in line with our curriculum rationale ensuring that learning experiences are relevant, motivating, and engaging. Our location gives us good access to the surrounding community to develop learning opportunities including; supermarkets, shops, caf s, community swimming pool, woodland walks, parks and play facilities. Planning for all our pupils in Rosslyn is personalised and differentiated to meet the needs of learners. Progress is tracked and reported in line with Education Scotland Milestones for Complex Learners and the Benchmarks. Pupils in the senior school access SQA National level 1courses and level 2 units, or Personal Achievement Awards as appropriate. The staff : pupil ratio enables pupils to follow a bespoke timetable with a balance of personal targets, BGE entitlements or SQA courses, and health needs. SIMD profile - At Rosslyn we have 12 families in SIMD 1 and 2; 1 family in 3; 10 families in 5 to 7; and 4 families in 9 to 10. Rosslyn School Rosslyn School Background Background Information Information June 2021 - 22
We have a dream that all learners who come to Rosslyn School will have opportunities to continue to learn and grow throughout their life. That they will live in a community that values their contribution and skills, and understands them for who they are, and what they can do. Mission Statement Mission Statement June 2021 - 22
School Vision School Vision At Rosslyn School, our vision is that all learning experiences are directly influenced by: Family Relevance Inclusion Enjoyment Nurture Decisions Support June 2021 - 22
Trust Love and Compassion Rosslyn School Values We are all happy to come to school. We are challenged and can take risks. We are encouraged to learn from our mistakes. We show affection to one another. We build strong relationships. We care for, listen to, and understand the needs of everyone. A special place for everyone to learn, achieve, and feel valued Motivation Positivity Everyone does their best for our learners by providing fun, relevant, and personalised experiences. We focus on what we can do and bring out the best in everyone. We celebrate and share our achievements. June 2021 - 22
Outwards Looking inwards Forwards Visit ELC provisions across contexts Self-evaluation highlighted 3 key prioritise : Responsive Planning will impact on our curriculum rationale and transform delivery of personalised learning across the school Continue Parental Engagement group to develop creative pathways into adult services Other National models to be explored Develop our play pedagogy and responsive planning to impact on pace and challenge Extend our off campus provision developing a smoother transition programme starting in S4 Moving towards a part time community based learning programme for senior phase Link with Fife SLS and CLPL to support reading Develop reading skills in our Pre Early group June 2021 - 22
NIF PRIORITY: Placing the human rights and needs of every child and young person at the centre of education; Improvement in attainment, particularly in literacy and numeracy NIF Drivers: School and ELC Leadership; School and ELC improvement; Curriculum and assessment Focused Priority Play pedagogy and responsive planning. We plan on developing a more child-led approach throughout the BGE. This will look different as learners progress through the stages. Differentiating contexts for learning as well as success criteria to meet individual needs. HGIOS4 and HGIOELC 1.3 Leadership of change 2.2 Curriculum 2.3 Learning, teaching and assessment; 2.4 Personalised support; 3.2 Raising attainment and achievement HGIOELC Securing children s progress UNCRC article 3, 23, 29 Expected Impact Strategic Actions Planned Responsibilities Measures of Success Timescales We expect that our new approach will impact on learner s: Pace and challenge in learning Progress through the milestones (skills) and not just in engagement and independence; literacy and numeracy or communication and making connections Improved engagement choosing contexts that are relevant and specific to individual needs In-service Aug 2023 Launch play approach to all staff JU CPD - Ruth Munro will support our learning of play for PMLD learners Nov 2023 Develop a new draft planning format that captures our holistic approach by Oct 2023 Update the Curriculum Rationale to reflect our approaches (ongoing) Visit ELC and P1/2 settings in mainstream and ASN to learn the success s and challenges of responsive planning (SEIC) HT is part of a SEIC Trio and will focus on this within the partnership (Design Thinking approach) Participation in LA focus group to explore the value of Progress for complex needs learners Use Design Thinking Progress with staff developing a prototype and focussing on the process JU SEIC BGE class teachers Planning and tracking PSA staff Evaluative comments and observations Direct contrast between 2022/23 data and 2023/24 data with a focus on progress through the skills Quality observations and comments from staff to inform next steps Test and Reflection stage of the process will capture staff observations Learning visits from SLT and LP feedback on personalised experiences, interactions and spaces as well as play based approaches Tracking 2022/23 to be agreed by new teams Oct 2023 Mid term check of skills Jan/Feb 2024 Final assessment and tracker update June 2024 Prototype phase of the model by May 2024 June 2021 - 22
NIF PRIORITY: Placing the human rights and needs of every child and young person at the centre of education; Improvement in skills and sustained, positive school-leaver destinations for all young people NIF Drivers: Parent/carer involvement and engagement; Curriculum and assessment Focused Priority All senior phase learners from S4 S6 will have a part time school and part time community based curriculum with activities focussed on health needs, social skills and continued learning opportunities HGIOS4 1.3 Leadership of change; 2.6 Transitions; 2.7 Partnerships; 3.1 Improving wellbeing, equality and inclusion; 3.3 Increasing creativity and employability UNCRC article 3, 23, 29 and 31 Expected Impact Strategic Actions Planned Responsibilities Measures of Success Timescales Two S6 leavers to transition to a positive destination June 2024 S4 S6 to access Out and About Days with community activities that meet their specific needs for education, health and social opportunities Strategic action group with members from: Children and families LD SW Adult LD SW team Nourish Fife Community Learning Team Rosslyn families Further develop our links with partner agencies and continue to develop our transitions Policy/Resource (SWAY document) Link with other Special Schools to extend this resource A collaborative approach and looking outwards will be essential to the plan https://sway.office.com/p5eWdwiq geSolWuX?ref=Link Andy Brison CT will be responsible for the development of the senior phase programme Jackie Urquhart HT will be responsible for the development of the school policy/family resource and the strategic action group Model for improvement to measure participation and engagement S6 Families will be confident in managing community based programmes supported by SW S4 cohort will have 1 day community based; S5 2 days; S6 3 days by June 2024 Phase 1 all senior phase learners 1 day out a week by Dec 2023 Phase 2 all senior phase learners 2 days out a week by April 2024 Phase 3 S6 Leavers group - 3 days out a week by June 2024 School Policy/Family Resource will be completed by May 2024 Strategic action group will meet twice termly Families/Support staff will take part in community based programmes summer term 2024 June 2021 - 22
Pupil Equity Fund 2023 2024 Developing Literacy Reading for Enjoyment Continue Hairdresser Accessing the community Support inclusion as part of RRS Silver Award Proposal (Staffing links with mainstream) Attainment Fund Rationale Developing wellbeing and communication through rebound therapy Attainment Fund Rationale Developing wellbeing and communication through rebound therapy June 2021 - 22
Attainment Fund Rationale Developing literacy Reading Amount of Fund 12,800 approx. Having targeted symbol and object recognition we plan to target reading for enjoyment, and not just for choice. All Pre-Early learners (potentially 11 in this group) will have planned opportunities to develop tools for reading and finding and using information . Expected Impact Interventions Planned Measures of Success (Triangulation of Evidence/QI Methodology) Impact on learners Ongoing evaluation Dec/June Kirsty Collier PSA Alt Wednesdays in school Target S1 group initially Plan blocks of assessment and leave the teachers a programme to follow. Staff training on Workshop for Literacy, Clicker 8, Phonics, PECS etc. Kirsty and Gemma to cascade training offering CPD and in- service sessions Link with SLS service Family Learning opportunities to improve confidence in use of PECS and reading at home While tracking reading skills in school there can be a focus on choice making. We plan to assess learners recognition of letters, sounds, and full words. Few learners may also start constructing sentences using sentence starters, (I want/need/see/feel etc.) Small target group (3 learners) will progress to reading for understanding Gemma Byres class teacher Data using the Pre-Early milestones and Early Level Benchmarks Observations from class staff to inform next steps Comments from families Summary reports from PEF staff PECS assessment phases June 2021 - 22
Attainment Fund Rationale Developing life skills Managing a hair cut/shaving Amount of Fund 7,000 approx. All learners continue to require de-sensitisation to using a salon, use of equipment, hairstyling/shaving and trimming and cutting. Within this cohort are learners who would not be able to go to a salon due to financial or social issues. Expected Impact Interventions Planned Measures of Success (Triangulation of Evidence/QI Methodology) Impact on learners Ongoing evaluation Dec/June Learners have a personalised tracker that assesses their ability to regulate within experiences. This may focus on just entering the salon; exploring the environment; reactions to sounds only; reactions to touch using equipment; hairstyling or shaving stimuli; trimming and cutting. The hairdresser will focus on the areas of distress(coded red), working towards compliance over the year. Sharon will also deliver support to families this year as well as supporting a small target group using a salon in the community. Hairdresser visits twice weekly Hairdresser sessions available for staff to use regularly in a planned way Development of hairdresser passport (new learners) Target learners who may be able to generalise in the community Share success with families Parental engagement sessions Senior pupils from Viewforth with an interest in hairdressing as a career to support Sharon and work with pupils to ensure they all have 2 visits. Data from tracker weekly to assess compliance, (other factors are taken into account when making assessments i.e. mood/health etc.) HT meetings termly to discuss progress and identify new pupils Observations and photo evidence from hairdresser and staff Parental comments Target group using a salon in the community (2 or 3) June 2021 - 22
Attainment Fund Rationale RRS Silver Award Proposal Supporting inclusion in mainstream Amount of Fund 6,500 approx. Small group to be supported in accessing mainstream setting for targeted activities to support communication and understanding of social expectations. (Triangulation of Evidence/QI Methodology) Expected Impact Interventions Planned Measures of Success Impact on learners Ongoing evaluation Dec/June 2 learners identified for a mainstream link. This will impact on generalisation of listening and talking skills. Social skills will also be targeted including turn taking, social greetings, moving to locations etc. Additional staff 1 day a week Targeting P4-7 Links with Sinclairtown: Arnas Music Olivia TBA Data on generalisation of listening and talking skills using the milestones tracker Observations and comments from staff Pupil voice Talking Mats will be used to capture how learners feel about their peers and activities June 2021 - 22
Pupil Equity Funding Projected Spend School: Rosslyn School PEF Allocation 2023/24: 25,725 Carry Forward - 3,670.87 Total 29,395.87 Hairdresser Reading RRS Silver Category Brief Description Cost Category Brief Description Cost Category Brief Description Cost HWB Salon sessions Professional hairdresser 2 half days 7000 RRS UNCRC 1 Day a week to support inclusion activities 6,500 approx. Literacy - Reading Half day a week teacher Gemma Byres 6,500 approx. Half day a week PSA Kirsty Collier 4,500 approx. 6,500 total Clicker Resource 1800 12,800 total 7000 total Unallocated Spend : 3,095.87 Amount of spend planned : 26,300 June 2021 - 22
