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Statement of Intent
Statement of Intent
Find out about Global Citizenship here
Find out about Global Citizenship here
The new style of Development plan is to be called the Statement of Intent. This document lays out how we as a school intend to conduct our affairs, how we are accountable and our aspirations for the pupils in our care. It also sets out in a timetable the priorities we have for the session 2006/07. These will be published as a complete document in the middle of June after agreement with the Local Authority and the School Board. All comments/suggestions are welcome and a Wiki page is posted here for your contribution.
Click here and you will be taken to the comments wiki.
Find out about A Curriculum for Excellence here
Find out about A Curriculum for Excellence here
East Linton Primary School Statement of Intent

SESSION 2006/07

Introduction

This statement of intent is a rationale for the development of East Linton Primary School and describes the values, behaviours and intentions of the school community over the next three years. It is based on existing school aims, and grows out of existing good practice.
SCHOOL AIMS

1 To provide high quality learning and teaching
2 To develop an ethos that promotes attainment and
achievement beyond expectation
3 To develop links between home, school and community
and promote good relationships
4 To promote the intellectual, social and physical
development of the individual
5 To provide a broad and balanced curriculum across its
elements
6 To provide a range of resources that support the delivery
of the curriculum
7 To monitor and evaluate the effectiveness of the work of
the school

This Statement of Intent underpins the School’s Development Plan for the coming year.

Ethos

The culture of our school will be based on the principles of dialogue, inclusion and mutual respect. All dealings between staff, students and parents will be characterised by a code of common courtesy and good manners. Partnership and working together will underpin the future direction of the school.
We are committed to providing a service to our students who are recognised as the most important group within the school community. Staff will demonstrate due consideration and respect for their students. Students' rights to voice opinions will be recognised and staff will work with students to deal with their concerns.
The efforts which members of staff make to improve the learning process and promote partnership will be recognised by students adopting an active role in their own learning.
We will establish a ‘low tolerance' threshold in relation to unacceptable and anti-social behaviour. When dealing with difficult situations we will seek to resolve problems by mediation, respecting the feelings of all involved.
The school will develop its existing positive links with the local community and promote civic pride in its achievements and reputation.

Learning and Teaching

Learning and Teaching is based on the principle of unconditional positive regard, and will be characterised by an assumption of success. We will inspire students to learn and raise their aspirations to succeed through promoting exciting and effective classroom practices.
Learning and Teaching will be characterised by well-organised, appropriate courses, which relate content to the real world. Staff will make effective use of Information and Communication Technology to develop students as learners.
Staff and students share responsibility for ensuring that effective teaching and learning takes place. Motivated students will approach their learning in an active manner making effective use of home study to develop an enthusiasm for life long learning. To make the most of the learning opportunities on offer students will be supported to take responsibility for their own behaviour and encouraged to see themselves as active citizens of the school and the community. Members of staff will take every opportunity to offer verbal praise and recognise student achievement.

Management and Leadership

The management of the school is founded upon the principle that all members of staff are believed to be professionals with significant personal integrity. The leadership of the school will promote a collective vision for development and improvement which is shared and understood by all members of the school community.
The Head Teacher will be consistent, and will lead by example, displaying the key characteristics of vision, leadership, and accessibility. Partnership with colleagues will be promoted by dialogue and effective communication based on consulting and working with others. There will be a commitment to share good practice and to learn from others. The Head Teacher will be knowledgeable about practice and progress within the school. The Head Teacher will ensure that all tasks are seen through to the end and that initiatives and developments are completed before moving on to new projects. Innovation and creativity in classroom practice will be supported.
The Head Teacher will have an obligation to ensure that they prioritise and resolve any problems that impact upon the welfare and education of children within the school.





Inclusion and equality

The needs of all individuals in the school will be recognised and respected. The school will provide a welcoming and supportive environment for all parents and carers.
The focus of student support strategies will be parental consultation and involvement.
We will find opportunities to explain and discuss information. We will work with our parents to develop skills which will enable them to assist and support their child's development. The support systems within the school will be comprehensive, pro-active in nature and make effective use of integrated student support resources. Best use will be made of external agencies to support students and their families both within and outside school.
Support systems will ensure that staff and students are provided with a framework for learning. Personal development will be perceived as entitlement and induction will be provided at appropriate stages of an individual's development.
Personal and social education will have the aim of influencing the attitudes and values of young people.
The support systems developed within the school will encourage people to take appropriate risks and enable them to move out of the ‘comfort zone' which could prevent them from experiencing success and realising their potential.

Curriculum

The structure of the curriculum will be developed to provide all students with opportunities to explore their talents and experience success. The place of each subject within the curriculum will be judged by its appropriateness to enable students to be successful learners, confident individuals, responsible citizens and effective contributors. The first and second year curriculum will ensure that the transition from primary school to secondary school is a smooth and continuous process. Students will be challenged and stretched by stimulating courses.
New curricular initiatives will be effectively embedded through careful planning and appropriate resources, support and time.
We will actively extend the curriculum through the promotion of extra-curricular activities such as P7 School Camp, a programme of class visits and bringing in areas of specialism (drama, sport, music etc) to the school. We recognise that significant opportunity for the development of positive staff/student relationships can be generated through extra-curricular participation.




Achievement and Attainment

Achievement and Attainment will be promoted, recognised and celebrated. Achievement will extend beyond the boundaries of academic success through a range of formal and informal methods of recognising progress and success in all its different forms. Students will be encouraged and supported to realise their full potential and attain the highest standards.
The quality of the teaching and learning process will be monitored through the analysis of attainment and class visits by the Head Teacher. Assessment will be used as a tool for the learner and the teacher to work out next steps. When reporting student progress, staff will provide information which is sensitive, relevant and well informed thus enabling parents to take an active role in supporting their child. A key factor in all dealings with parents is that there will be no surprises regarding a student's progress or development.
Teachers will challenge students to extend themselves beyond their current level of expectation while students will have a significant personal responsibility to ensure that this opportunity is accepted and acted upon.

Environment and Resources

The school environment will enhance the teaching and learning process with the central aim of providing a stimulating working environment for students, staff and members of the local community. A key development will be an expansion in access to a range of ICT resources, including digital projectors and interactive white boards.
We will also focus on displays of pupil work around the school and on the school web site. This will allow the pupils to reach a worldwide audience for their work.

The use of resources is linked directly to the School Development Plan. Resources will be deployed imaginatively in order support Learning and Teaching, and to further improve opportunities to develop innovative and creative practice.

Priorities for Session 2006/07
Formative Assessment, New ICT Policy and assessment structures, Assertive Discipline review, Global Citizenship, Enterprise- links with local business, review of writing planning/assessment, Healthy Schools, Nursey Item and Play for the early years, A Curriculum for Excellence. Detailed planning and implementation to follow.

East Linton Primary School
May 2006