School Improvement Plan

This version of the plan updates that published in January 2019 to inform whole-school and departmental planning and budget priorities for the financial year 2019-20. The plan will be formally evaluated in November 2019.

The plan reflects the priorities set out in the National Improvement Framework 2019 and guidance on school improvement planning. In line with this advice it focuses on a small number of key priorities. The plan also references the National Performance Framework.

Parents are central in shaping many aspects of the school’s work. An icon appears against priorities where they will play a significant role.

Pupils also play a key role in evaluating the work of the school and their experience of it. In 2019 we will continue our work using the young person’s guide to How Good is OUR School? with a particular focus on Learning & Teaching, Health & Wellbeing and Successes and Achievements.

Revisions to National Qualifications will be completed in 2019-20 with Advanced Higher. Developing the Young Workforce seeks to expand high quality, high value opportunities for young people to develop the skills and earn the qualifications required to gain fulfilling employment.

The Scottish National Standardised Assessments (SNSA) were introduced in 2018 for pupils in P1, P4, P7 and S3 and a national BGE Improvement Toolkit will go live in February 2019.

We are continuing to implement our STEM development plan. Education Scotland is commissioning new professional learning for teachers, a Gender Kitemark to support best practice and a Young STEM Leaders programme.

A significant upgrade to our Office 365 portal will be completed in 2019. This will be complemented by a review of pupils’ Digital Skills development across the school.

The work of our Chinese Language Centre will continue to expand.

What we hope to achieve

  • Engage with Young STEM Leaders programme
  • Review eligibility for Gender Kitemark
  • Access emerging professional learning
  • Review BECSIT programme P6-S2 and digital literacy content across the BGE curriculum
  • Update information and guidance for parents on curricular pathways and course choice
  • Expand the range of opportunities for young people through school college partnerships and wider DYW initiatives
  • Evaluate year 2 of SNSA; Review moderation procedures in light of national data and BGE toolkit
  • Review assessment in P1-P2 ‘play based’ curriculum on publication of national report
  • Pupils and parents take key decisions using high quality information
  • Review eligibility for Digital Schools Award
  • Deliver an outreach programme to all P7 pupils in Broomhill Primary
  • First presentation of Jordanhill candidates for N5 Mandarin; commence N5 Mandarin for S3 in partner secondary schools
  • Summer immersion course in China for S4/S5 pupils
  • Build partnership events with Scottish Opera

Our priorities are guided by the needs and interests of each child and their family. Our Parent Conferences, focus group events and longitudinal surveys provide opportunities for parents to hear about and shape practice.

Education Scotland will publish a new national toolkit on Involving Parents in June 2019 and a parental involvement survey will also be piloted.

The budget for 2019-20 requires the school to review all aspects of co-curricular provision.

Utilising the young person’s guide to How Good is OUR School? we will further review our pupil engagement and surveys.

What we hope to achieve

With parents

  • Review our Home School Partnership and guides to Parents as Partners and Volunteering
  • Review the range of information shared via our web site and Prospectus.
  • Review the national toolkit on Involving Parents due June 2019
  • Assess the ES parental involvement survey
  • Review the format and content of reports to parents within BGE phase
  • Consult extensively on the range of co-curricular activities and funding thereof
  • Complete 7th Secondary parents survey
  • Pupils will participate in self-evaluation on
    • Theme 2 Our Learning & Teaching
    • Theme 4 Our Health and Wellbeing
    • Theme 5 Our Successes and Achievements
  • Identify action points arising
  • Update pupil questionnaires to reflect revised pupil questionnaire from HM Inspectorate of Education

In 2019 we will build on our Gold Rights Respecting School Award through our work on anti-bullying, Mentors in Violence Prevention, health and wellbeing including mental health and equality and diversity.

We will continue to develop our matrix of key indicators to identify potential needs and interventions and to support our work on nurturing.

A national summit planned for early 2019 is designed to reinvigorate approaches to additional support for learning. National support for disabled children will be provided through a new web site and app. A review of Personal Social Health Education will be published by the end of 2019.

A national strategy for school libraries was published in September 2018. The school had already commenced a review of the role of the library in supporting young people and learning.

The school will be seeking its 4th Green Flag and recognition as an Eco School.

What we hope to achieve

  • Publish our updated anti-bullying strategy
  • Complete implementation of the Mentors in Violence Prevention programme
  • Create a nurture/health and wellbeing space to support vulnerable young people.
  • Review use of PSAs using EEF toolkit
    • Develop and implement action plan
  • Evaluate mentoring programme for senior pupils
  • Engage with the outcomes of the ASL summit
  • Review the web site and app for disabled children
  • Trial out new RSHP materials with all stages in Primary and S3/4 PSHE classes
  • Consider the PSE review in planning future provision.
  • Complete initial review of Library
    • Continue review against emerging 4-year national strategy

The success of Jordanhill School is founded on the quality, professionalism and commitment of our staff. We aim to provide opportunities for high quality learning and leadership for staff at all levels.
We are delivering a 2-year Collaborative Middle Leadership programme in conjunction with SCEL complemented by support tools through Leadership Matters.
A wide-ranging training plan will be delivered by City of Glasgow College supported by the Flexible Workforce Training Fund.
Extensive professional learning activities will be undertaken to support the priorities identified in other sections of the School Improvement Plan: SNSA, STEM, digital learning, RSHP, mental health, equalities and teaching and learning.
We will also engage with the Regional Improvement Collaborative to ensure access for staff and pupils to the emerging support frameworks.

What we hope to achieve

  • Evaluate year 1 and deliver year 2 of the SCEL Collaborative Middle Leadership programme
  • Implement ‘Flexible Workforce Training Plan’
  • Access SNSA training programmes and review SNSA National Report on publication
  • Access emerging national professional learning opportunities in STEM for Primary staff
  • Design and deliver a suite of activities to support digital learning within and beyond the classroom
  • Train PSHE teachers and participate in national pilot of the new RSHP education materials
  • Mental health awareness raising and train 24 staff as mental health first aiders
  • Gender balance training (Secondary)
  • LGBTI inclusive training for support staff
  • Seasons for Growth training for a member of the Support for Learning team
  • Deliver learning and teaching training with a focus on pedagogy and teacher self-evaluation
  • Continue to support collaborative professional learning groups
  • Agree a framework agreement with the RIC


We use a wide variety of data to track pupil progress and monitor overall performance

  • BGE Levels: Literacy and Numeracy
  • Standardised Test outcomes: PTE and PTM (P4, P6 and S1); CAT (S1)
  • SNSA in Reading, Writing and Numeracy (P1, P4, P7 and S3)
  • BGE Toolkit from 2018
  • Analysis of reports to parents
  • National Qualification outcomes
  • Senior Phase Insight statistics
  • These are reviewed against characteristics such as gender, ethnicity, ASN, SIMD for the individual and collectively

School and leadership performance is tracked through longitudinal surveys of parent, staff and pupil perceptions combined with a range of external audits which are reported on in our Annual Reports.

Further information is available on our School Improvement page.

Key National Outcomes