Closeburn House School Improvement Plan 2016-2018


Improvement Priority



To embed Outdoor Learning in the curriculum at Closeburn House.


Priority chosen after audit of Curriculum and Learning and teaching highlighted that teachers thought this was a key area for improvement.

To meet the needs of Autism Accreditation programme.






1.5 Management of resources to promote equity

2.2 Curriculum

2.3 Learning, teaching and assessment

3.2 Raising attainment and achievement

3.1 Ensuring wellbeing, equity and inclusion

NIF Priority

Improvement in children and young people’s health and wellbeing


  • Learners are able to effectively use a range of resources including outdoor spaces and community resources to support learning.
  • Outdoor learning is a regular, progressive curriculum-led experience for all learners
  • There is evidence that children are applying and increasing their achievements through active participation in the local community
  • Outdoor spaces are used effectively to promote positive relationships and well being

Sept 2016- June 2017

  • All staff familiarise themselves with CfE through Outdoor Learning briefing
  • Staff engage with research linking benefits of outdoor learning and green space with well-being.
  • Allocate INSET time in May to discuss progress and set priorities for 2017/18 school year
  • Directory of community resources to be compiled (WS)
  • Yearly overview of outdoor learning opportunities linked in to curriculum (WS)
  • Management/school council/teachers/carers review facilities at Closeburn House (YT)
  • Link with Ian Bell from Crawick Multiverse to discuss opportunities. (WS)

June 2017-review and discussion. Priorities to be set for Aug 2017-2018







Raising attainment by using the Benchmarks of assessment for literacy and numeracy across the school

Priority chosen in response to new advice from Education Scotland about achievement of Levels in Curriculum for Excellence.


1.1 self-evaluation for self-improvement

2.2 Curriculum

2.3 Learning, teaching, assessment

3.2 Raising attainment


NIF Priority

Improvement in attainment, particularly in numeracy and literacy.



  • Very good progress is demonstrated in literacy and numeracy through robust tracking of attainment over time in all curriculum areas and at all stages.
  • Confident teacher judgements together with benchmarking and an appropriate range of assessments are leading to improvements in attainment.
  • Tracking and monitoring are well understood and used effectively to secure improved outcomes for all learners, including the most deprived children and those who are looked after.

March-June 2017

  • All teachers to familiarise with benchmarks, literacy and numeracy across learning, achievement of a level.
  • All teachers to familiarise with NIF and National Improvement Hub
  • Review of planning taking into account new guidelines.
  • Review of assessment procedures.
  • Allocate INSET time in May to discuss implementing new systems and strategies relevant to a range of complex additional support needs.

August 2017

  • Monitoring tracking systems to be put in place using benchmarks
  • Moderation meetings for literacy and numeracy to be incorporated into timetable (WS)
  • Literacy and numeracy lead professionals to support across the curriculum with development of resources and strategies to improve attainment. (WS and JH)






Post 16 Transition


2.2 Curriculum

2.6 Transition


NIF priority

Improvement in employability skills and sustained, positive school leaver destinations for all young people.




  • Young people are supported to make informed choices about the next phase of their learning, this includes preparation for further and higher education; the world of work and future careers.
  • All young people are supported into sustained positive destinations.

March 2017-July 2018

  • Audit of current provision (YT)
  • Views of young people/parents/ carers/ partners (JH)
  • Up to date information of career and employability provision (YT)
  • Review of current partners e.g. SDS, Employability and Skills Development, local colleges, voluntary organisations (JH)
  • Link with Education Psychology Service to discuss strategies. (YT)
  • Link with local authority education services. (YT)
  • Review of curriculum to ensure focus on developing skills young people need for work (YT,JH,WS)
  • Development of a transition policy and strategies that support young people into sustained positive destinations. (YT,JH)




Responsibility for S.I.P

Although there are initials next to some improvement priorities it should be noted that ALL staff are responsible for taking forward improvements to the school and any member of staff may be tasked with a specific role at any time during the agreed time allocated to the priority.


The SIP will be reviewed by the management team at the end of the first year and other priorities may be added at this point. At the end of year two a final audit will be completed and a report will be produced. A new SIP will then be agreed following consultation with young people, staff, parents and other relevant partner agencies.

Other Improvements.

This SIP outlines the main improvement priorities in line with current advice on school improvement planning from Education Scotland. However, this is not to the exclusion of other improvements, although it is expected that these will be minor or a continuation of previous priorities.