1. Inclusion and Wellbeing Service 3-18: Service Improvement Plan 2017
Learning To Achieve in Falkirk

2. Vision
The service is committed to being reflective and responsive to meet the changing needs of the children and young people in Falkirk Council. Our aim is to become a centre of excellence, working with all our partners to plan for and achieve positive outcomes for all of our children, young people and their families.
Our Values
Compassion
Happiness
Inclusion
Love
Diversity

3. National priorities are: Our overarching priorities are:
Improvement in attainment, particularly in literacy and numeracy
Closing the attainment gap between the most and least disadvantaged children
Improvement in children and young people’s health and wellbeing
Improvement in employability skills and sustained, positive school-leaver destinations for all young people
Positive re-engagement with education through personalised support
Nurturing approaches and principles underpinning practice
Parental engagement and inclusion
Improved outcomes for Falkirk’s vulnerable children and young people
Providing equity through developing opportunities for wider learning experiences

4. Strategy:
The Inclusion and Wellbeing Service fully endorses the view of the inextricable link between positive relationships, behaviour and the provision of high quality learning and teaching experiences. We believe it is essential to value each child and young person as an individual with their own strengths and development needs. We recognise that children and young people bring with them different abilities, experiences. family circumstances and that creating a safe, secure environment with a positive ethos will foster good relationships and positive engagement within our community.
The Service aims to:
Develop trusting relationships to build a warm, welcoming and purposeful atmosphere to meet the needs of all our young people.
Develop a community where everyone is valued and respected.
Provide a positive learning environment.
Ensure that all our learners have access to opportunities to develop the four capacities.
Develop skills for learning, life and work whilst raising attainment.
Promote social inclusion.
Celebrate success through a variety of channels, such as communication home, publication on the school and council websites, parents and carers’ visits, displays and assemblies.

5. Developing a manageable, measureable annual improvement plan
An effective improvement plan will consist of a small number of well-considered priorities, expressed as measurable and achievable outcomes for learners. Your local authority will give you further advice on this including the format of the plan.
The school improvement plan should include the following:
observable, measurable outcomes which focus on learning, achievement and wellbeing;
priorities clearly linked to NIF drivers and HGIOS?4 quality indicators (QIs);
clearly identified responsibilities for implementation and methods of change, linked to named individuals or teams;
clear deadlines which ensure priorities are achieved within intended timescales and take account of working time agreements;
clear planning for how the Pupil Equity Funding will be used to provide targeted interventions in literacy, numeracy and health and wellbeing to close the poverty related attainment gap; and
measures of success which include performance data, quality indicators and stakeholders’

6. Oxgang School and Support Service Plan Overview 2017-2018
Link to NIF
Improvement Areas
Trauma Informed Practice
Nurturing Approaches
Early Years Development
Assessment leading to intervention
Creative Literacy and Numeracy Approaches
NIF Key Drivers
Improvement Area Link
Improvement in attainment, particularly in literacy and numeracy.
4, 5
Closing the attainment gap between the most and least disadvantaged children.
1,2, 4, 5
Improvement in children and young people’s health and wellbeing.
1, 2, 3, 4
Improvement in employability skills and sustained positive school leaver destinations for all young people.
2, 5 6 6

7. Mariner Support Service Plan Overview 2017-2018
Link to NIF
Improvement Areas
Trauma Informed Practice
Nurturing Approaches
Implementation of Quality Assurance Calendar and Self Evaluation
Tracking and Monitoring Across BGE
Framework for Accredited Wider Achievement Programmes
NIF Key Drivers
Improvement Area Link
Improvement in attainment, particularly in literacy and numeracy.
3, 4, 5
Closing the attainment gap between the most and least disadvantaged children.
1,2, 4, 5
Improvement in children and young people’s health and wellbeing.
1, 2, 3, 4,5
Improvement in employability skills and sustained positive school leaver destinations for all young people.
2, 3, 5

8. RACI GROUPS
All RACI Groups have completed their Task Briefs and will regularly meet, review and evaluate progress. This must link directly back to evidenced and fact based outcomes for children and young people.

9. Inclusion and Wellbeing Service
Strategic Overview
Inclusion and Wellbeing Service

10. School: Mariner Support Service
 Planning for PUPIL EQUITY FUND
 School: Mariner Support Service
The Equity Gap(s)
Children and young people accessing Mariner Support Service experience exclusion across a number of educational and social contexts. They have reduced opportunities to access accredited pathways. The personalised pathways that are offered, specifically around the senior phase, are narrow and do not fully offer the children and young people a curriculum that is diverse. Recent self-evaluation, supported by two peer Head Teachers, considered how the service meets the personalised support requirement of the children. Pastorally the children and young people experience a high level of nurture and care. Academically the children have good experiences of literacy and numeracy based programmes and subjects. There was a need to consider how to improve opportunities for wider accreditation.
Although opportunities exist for wider achievement, the children and young people cannot fully pursue wide enough accreditation. Outdoor Education is offered across 15 days in the academic year. This significantly limits accreditation across awarding bodies (youth awards and SQA) placing the children at further disadvantage in addition to their additional support requirements, exclusion from community and school.
All of children accessing Mariner are on the service roll and are entitled to FSME. Even though this is the case, the service was only awarded PEF for the equivalent of 3 children, further contributing to their equity gap. The following is a current overview of SIMD Deciles for children accessing Mariner Support Service:
25% Decile 1
10% Decile 2
20% Decile 3
15% Decile 4
15% Decile 5
05% Decile 6
10% Decile 9
Inclusion and Wellbeing Service Improvement Plan

11. Proposed interventions Actions:
 Planning for PUPIL EQUITY FUND
 School: Mariner Support Service
 The target group(s)
 The target group will be S1-S4 pupils accessing full time placements in Mariner Support Service. They will have increase pathway options for attainment and a focus on increasing mental health and wellbeing through physical activity. The children and young people accessing Mariner have poor predictions in relation to attainment prior to accessing the service. Their attendance and engagement in mainstream school has been of significant concern and it has been deemed that their needs can no longer be met there.
 Proposed interventions
Actions:
Increase Outdoor Education from 15 Days to 39 Days- moving from 90 hours up to 240 hours per year
Increase Accreditation opportunities across a range of providers
Offer option for National 3 or above as an SQA option
Key staff attend training delivered by Jane Jackson re Wider Achievement and Accreditation
 Measures:
Two tiered attainment and accreditation for those accessing Outdoor Education
Tier 1- Short Course Youth Awards for specific activities (reference
Tier 2- SQA National Certification, Leadership and Employability Awards, Duke of Edinburgh Awards
Inclusion and Wellbeing Service Improvement Plan

12.  Planning for PUPIL EQUITY FUND 2017-18
 School: Mariner Support Service
Costings for
The total cost of the increase in Outdoor Education is £6000 which includes fully qualified instructors and access to outdoor education provision/facilities.
Mariner Support Service’s PEF Allocation is £3600. This will be fully allocated to Outdoor Education. Without this allocation of funds there would be no ability to enhance the current outdoor activity with no opportunity to offer National SQA level awards and certification.
The remaining £2400 required will be allocated from the service budget.
Inclusion and Wellbeing Service Improvement Plan