Improvement Plan 2025/2026
Contents:
- Overview of Establishment 3 Year Cycle of Improvement Plan Priorities
- Strategic Improvement Planning for Establishment
- Operational Improvement Planning (Action Plan) for Establishment
- Establishment Maintenance Improvement Planning
Overview of Establishment 3 Year Cycle of Improvement Plan Priorities
National Improvement Framework Key Priorities
➢ Placing the human rights and needs of every child and young person at the centre of education
➢ Improvement in children and young people’s health and wellbeing
➢ Closing the attainment gap between the most and least disadvantaged children and young people
➢ Improvement in skills and sustained, positive school-leaver destinations for all young people
➢ Improvement in achievement, particularly in literacy and numeracy
National Standard
➢ Staffing, leadership and management
➢ Development of children’s cognitive skills, health and wellbeing
➢ Physical environment
➢ Self-evaluation and improvement
➢ Parent and career engagement
➢ Inclusion
➢ Business sustainability
➢ Fair work
➢ Payment process
➢ Food
National Improvement Framework Key Outcome
➢ A globally respected and accountable education system that empowers learners with the skills and knowledge to succeed.
➢ Strong partnerships between schools, early years settings, families, and wider services to support young people.
➢ An inclusive and relevant curriculum that equips learners for society and a sustainable future.
➢ High achievement for all, with targeted action to close the poverty-related attainment gap.
➢ Skilled teachers and leaders delivering excellent learning, especially for those with additional support needs.
➢ Positive relationships, improved attendance, and a culture of dignity, respect, and engagement.
➢ Effective use of digital technology to enhance learning, teaching, and equity.
HGIOS 4 and Early Learning and Childcare Indicators
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing children’s progress
3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning
Quality improvement framework for the early learning and childcare sectors
Leadership
➢ Leadership and management of staff and resources
➢ Staff skills, knowledge, values and deployment
➢ Leadership of continuous improvement
Children thrive and develop in quality spaces
➢ Children experience high quality spaces
Children play and learn
➢ Play and learning
➢ Curriculum
➢ Learning, teaching and assessment
Children are supported to achieve
➢ Nurturing care and support
➢ Wellbeing inclusion and equality
➢ Children’s progress
➢ Safeguarding and child protection
Argyll and Bute Education Key Priorities
➢ Best start for learners
➢ Ambitious learners
➢ Nurtured learners
➢ Connected learners
➢ Lifelong learners
Strategic Priorities 3 Year Cycle
2025-2026
➢ Priority 1 – To increase educators knowledge on the new quality improvement framework. Management and stakeholders initiate embedding the quality assurance process to improve on good practice.
➢ Priority 2 – To build educators understanding of the process of a tracking system to assess and monitor children’s learning journey. To enable educators to provide an overview of each individual child highlighting breadth, depth and progression in the child’s personal development.
2026-2027
➢ Coming Soon……
2027-2028
➢ Coming Soon…….
Strategic Improvement Planning for Establishment: Overview of Links to Key Policies
National Improvement Framework Key Priorities
➢ Placing the human rights and needs of every child and young person at the centre of education
➢ Improvement in children and young people’s health and wellbeing
➢ Closing the attainment gap between the most and least disadvantaged children and young people
➢ Improvement in skills and sustained, positive school-leaver destinations for all young people
➢ Improvement in achievement, particularly in literacy and numeracy
Collaboration and Consultation
| Who? | When? | How? |
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National Improvement Framework Key Outcomes
➢ A globally respected and accountable education system that empowers learners with the skills and knowledge to succeed.
➢ Strong partnerships between schools, early years settings, families, and wider services to support young people.
➢ An inclusive and relevant curriculum that equips learners for society and a sustainable future.
➢ High achievement for all, with targeted action to close the poverty-related attainment gap.
➢ Skilled teachers and leaders delivering excellent learning, especially for those with additional support needs.
➢ Positive relationships, improved attendance, and a culture of dignity, respect, and engagement.
Effective use of digital technology to enhance learning, teaching, and equity.
HGIOS 4 and Early Learning and Childcare Indicators
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing children’s progress
3.3 Increasing creativity and employability/Developing creativity and skills for life and learning
Quality improvement framework for the early learning and childcare sectors
Leadership
➢ Leadership and management of staff and resources
➢ Staff skills, knowledge, values and deployment
➢ Leadership of continuous improvement
Children thrive and develop in quality spaces
➢ Children experience high quality spaces
Children play and learn
➢ Play and learning
➢ Curriculum
➢ Learning, teaching and assessment
Children are supported to achieve
➢ Nurturing care and support
➢ Wellbeing inclusion and equality
➢ Children’s progress
➢ Safeguarding and child protection
Argyll and Bute Education Key Priorities
➢ Best start for learners
➢ Ambitious learners
➢ Nurtured learners
➢ Connected learners
➢ Lifelong learners
| Priorities (identified as a consequence of robust evidence secured within a culture of collaborative self-evaluation.) | Proposed Outcome and Impact | Measures |
|---|---|---|
|
Priority 1- To increase educators knowledge on the new quality improvement framework. Management and stakeholders initiate embedding the quality assurance process to improve on good practice. |
By June 2026, all educators will demonstrate increased knowledge of the quality improved framework, embedding the process of self-evaluation to improve on personal good practice. All Educators will demonstrate increased confidence in reflecting with guidance from the challenge questions. |
Data gathered from educators, self evaluation process and external inspections indicates that all educators have demonstrated an increased understanding of the new quality improvement framework. This enhanced understanding is now clearly reflected in everyday good practice. |
|
Priority 2- To build educators understanding of the process of a tracking system to assess and monitor children’s learning journey. To enable educators to provide an overview of each child highlighting breadth, depth and progression in the child’s personal development. |
By June 2026, all educators will have embedded a tracking system to assess and monitor children’s progress. This system will provide an overview of each child’s individual learning journey. |
Data from observations demonstrates that all educators are now assessing and monitoring each child’s development highlighting breadth, depth, and progression.
Data from the termly audit toolkits demonstrates that children’s personal learning progression has been collated to provide an overview of each child. Tracking the child’s individual development and progress.
|
Note: This section of the Improvement Plan can be made available to all relevant stakeholders to provide an overview of the Session’s priorities.
Operational Improvement Planning (Action Plan) for Establishment:
Strategic Priority 1: To increase educators knowledge on the new quality improvement framework. Management and stakeholders initiate embedding the quality assurance process to improve on individual’s good practice.
National Improvement Framework Key Priorities
➢ Placing the human rights and needs of every child and young person at the centre of education
➢ Improvement in children and young people’s health and wellbeing
➢ Closing the attainment gap between the most and least disadvantaged children and young people
➢ Improvement in skills and sustained, positive school-leaver destinations for all young people
➢ Improvement in achievement, particularly in literacy and numeracy
National Standard
➢ Staffing, leadership and management
➢ Development of children’s cognitive skills, health and wellbeing
➢ Physical environment
➢ Self-evaluation and improvement
➢ Parent and career engagement
➢ Inclusion
➢ Business sustainability
➢ Fair work
➢ Payment process
➢ Food
National Improvement Framework Key Outcome
➢ A globally respected and accountable education system that empowers learners with the skills and knowledge to succeed.
➢ Strong partnerships between schools, early years settings, families, and wider services to support young people.
➢ An inclusive and relevant curriculum that equips learners for society and a sustainable future.
➢ High achievement for all, with targeted action to close the poverty-related attainment gap.
➢ Skilled teachers and leaders delivering excellent learning, especially for those with additional support needs.
➢ Positive relationships, improved attendance, and a culture of dignity, respect, and engagement.
➢ Effective use of digital technology to enhance learning, teaching, and equity.
HGIOS 4 and Early Learning and Childcare Indicators
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing children’s progress
3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning
Quality improvement framework for the early learning and childcare sectors
Leadership
➢ Leadership and management of staff and resources
➢ Staff skills, knowledge, values and deployment
➢ Leadership of continuous improvement
Children thrive and develop in quality spaces
➢ Children experience high quality spaces
Children play and learn
➢ Play and learning
➢ Curriculum
➢ Learning, teaching and assessment
Children are supported to achieve
➢ Nurturing care and support
➢ Wellbeing inclusion and equality
➢ Children’s progress
➢ Safeguarding and child protection
Argyll and Bute Education Key Priorities
➢ Best start for learners
➢ Ambitious learners
➢ Nurtured learners
➢ Connected learners
➢ Lifelong learners
| Key Actions (How) | Lead Person | Timescale | Success Criteria to facilitate evaluation of learners’ progress (return to Outcomes/ Impact/ Measures) |
|---|---|---|---|
|
➢ All educators will have moderation meetings with management to initiate the embedding of the new quality improvement framework to gain knowledge of the self-evaluation process |
Management and Educators |
December 2025 |
A shared understanding of the new framework will enhance the self-evaluation process for all educators |
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➢ Educators will reflect on practice using the challenge questions within the quality improvement framework |
Educators |
January 2026 |
The efficiency of collated feedback from reflecting and use of challenge questions will enhance the delivery of improved learning experiences for our children. |
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➢Peer review meetings will be set up |
Management with Educators |
February 2026 |
Educators will share good practice/ideas with their peers and management, with collated ideas to embed into delivering high quality ELC provision. |
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➢ Self-evaluate documents realising the ambition, setting the table, quality framework and vision, values and aims. |
Management & Educators |
April 2026 |
All staff will collaboratively evaluate chosen documents as a significant driver of improvement and change. |
Operational Improvement Planning (Action Plan) for Establishment:
Strategic Priority 2: To build educators understanding of the process of a tracking system to assess and monitor each child’s progression and learning journey. To enable educators to provide an overview of each child highlighting breadth, depth and progression in the child’s individual development
National Improvement Framework Key Priorities
➢ Placing the human rights and needs of every child and young person at the centre of education
➢ Improvement in children and young people’s health and wellbeing
➢ Closing the attainment gap between the most and least disadvantaged children and young people
➢ Improvement in skills and sustained, positive school-leaver destinations for all young people
➢ Improvement in achievement, particularly in literacy and numeracy
National Standard
➢ Staffing, leadership and management
➢ Development of children’s cognitive skills, health and wellbeing
➢ Physical environment
➢ Self-evaluation and improvement
➢ Parent and career engagement
➢ Inclusion
➢ Business sustainability
➢ Fair work
➢ Payment process
➢ Food
National Improvement Framework Key Drivers
➢ A globally respected and accountable education system that empowers learners with the skills and knowledge to succeed.
➢ Strong partnerships between schools, early years settings, families, and wider services to support young people.
➢ An inclusive and relevant curriculum that equips learners for society and a sustainable future.
➢ High achievement for all, with targeted action to close the poverty-related attainment gap.
➢ Skilled teachers and leaders delivering excellent learning, especially for those with additional support needs.
➢ Positive relationships, improved attendance, and a culture of dignity, respect, and engagement.
➢ Effective use of digital technology to enhance learning, teaching, and equity.
HGIOS 4 and Early Learning and Childcare Indicators
1.1 Self Evaluation for self-improvement
1.2 Leadership for learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnership
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/Securing children’s progress
3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning
Quality improvement framework for the early learning and childcare sectors
Leadership
➢ Leadership and management of staff and resources
➢ Staff skills, knowledge, values and deployment
➢ Leadership of continuous improvement
Children thrive and develop in quality spaces
➢ Children experience high quality spaces
Children play and learn
➢ Play and learning
➢ Curriculum
➢ Learning, teaching and assessment
Children are supported to achieve
➢ Nurturing care and support
➢ Wellbeing inclusion and equality
➢ Children’s progress
➢ Safeguarding and child protection
Argyll and Bute Education Key Priorities
➢ Best start for learners
➢ Ambitious learners
➢ Nurtured learners
➢ Connected learners
➢ Lifelong learners
| Key Actions (How) | Lead Person | Timescale | Success Criteria to facilitate evaluation of learners’ progress (return to Outcomes/ Impact/ Measures) |
|---|---|---|---|
|
Educators will set realistic progressive targets for their keyworker children resulting in positive outcomes, using a moderation tool to ensure observation’s highlight breadth, depth and progression. |
Educators |
November 2025 |
Termly audit toolkit created to monitor children’s progress and provide an overview for staff. |
|
Children with communication and language difficulties will be individually supported using language programmes (BLAST, Bus Stop Learning Programme and regular Bookbug sessions. |
Assigned staff member (leadership role) |
October 2025 |
Delegated leadership staff member will track, monitor and assess using electronic tracking available for all staff to log onto. |
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All systems for tracking and assessment will give an accurate information overview of the child’s stage of development. |
Educators |
December 2025 |
Staff planning timetable in places, to provide electronic update for parents to access. |