Saint Ninian’s High School

School Improvement Plan

Audit 2014-15

Dear Colleagues

We are now finalising our Improvement Plan for 2015-16. It is therefore a good time to look back over what has been achieved. 2014-15 has been an exceptional year with success recognised across the full range of school life. I know that as we finalise our strategies for the 15-16 Plan, we can do so with confidence, as we build on our work to dateand the enduring talent of our people.

From our audit that we can identify attributes that unite and drive us forward to achieve our goals: we are passionate about what our school offers to our young people, professional in the way we work with and for our pupils, parents and colleagues; innovative and progressive in our approach to whatever we do, in the way we work with our young people, and in the manner we share our successes.

We are attentive of the many national and local challenges that we face. We recognise that we must be focused on our key priorities, and show agility in the way we adapt to meet and influence ever-evolving circumstances, while enabling the talent of our young people and staff to flourish, empowering them to take ownership of their work to realise our shared goals.It is our ambition to create an exceptional learning environment, which puts our young people at the very heart of what we do, along with afocus on the career long professional learning of colleagues.

The CLPL programme will be at the heart of our 15-16 Plan supporting, developing, and harnessing the professional knowledge and skills of our talented colleagues from across the school. The programme will aim to develop the capacity of our school to tackle some of the complex issues we currently face – raising attainment, particularly those who experience disadvantaged, promoting the spiritual, personal, social & emotional wellbeing of our young people, getting it right for every child.

Our recent review of learning & teaching and the pupil experience highlighted the high quality of academic standards and the very positive learning experience. We received the highest possible ratings from our young people, parents and teaching colleagues.

Nationally the school was recognised as the highest preforming secondary school in Scotland for academic attainment by the end of S6, and was recognised as achieving the highest SLDR Positive Destinations figures.Results across all national benchmark indicators are well above the national and ERC average rates for attainment and destinations; a great outcome.

We are now in the process of developing our Plan for 2015–16, (Year 3 of our SIP), and several key themes, which will underpin it, are aimed at building on all these successes. We will continue to be a school which puts the wellbeing of young people and the quality of learning and teaching at the heart of all we do. We will aim to continue to develop excellent staff through our CLPL programme. We will seek to further enhance the quality of learning through our work on teaching for effectiveness and we will commit to improving the leadership of young people within a culture of service to others.

While detailed decisions have still to be taken, one important one is already in place. We will continue to be a school that puts the Gospel at the heart of all we do.

2014-15

Our work this year has placed a strong focus on improving high-quality and equitable outcomes for all. We have taken substantial action aiming to eliminate the inequity which exists amongst pupils from different backgrounds.Our efforts to date have been directed at answering the following questions:

  • How are we performing in terms of attainment? (Attainment refers not only to exam performance, but also to key skills for life and work, including literacy, numeracy and other abilities across the four capacities, according to evidence available).
  • How canwe improve attainment?
  • How can we achieve moreequitable outcomes across the social spectrum of our school?

The following illustrates the action being taken to deliver on our priorities:

Improvingintervention

We have directedresources tosupport classroompractice.This has beencriticalin helpingovercome difficulties faced by many pupils. Key to success is a strong focus by teachers to intervene where concerns have been identified and promoting classroom strategies that we know improve attainment. There is a clear message that underachievement is not an option.

Promoting social andemotional wellbeing

There is a focusonimproving the wellbeing and life chances of pupils. Ensuring pupils are included,engaged and involved,promoting positiverelationships and behaviour are evident in our workand evidence shows that our actions clearly mitigate the effects of disadvantage.

Promotinghealthylifestyles andtackling healthinequalities

We have offered a wide range of physical, social, cultural and spiritual opportunities through our wider achievement programmeswhich have involved large numbers of pupils and staff in activities thatpromote healthy lifestylescrucial to tackling healthinequalities.

Providing high qualitylearning and teaching

High quality learningand teaching has resultedin better outcomes for all young people, particularly those from disadvantaged backgrounds. High quality teacher dialogue and feedbackhas helpedpupilsdevelop a better understanding of their learning and howto improve progress and attainment.

Providingfocus andsupporttargeted toneeds andabilities

We have identified andaddressed barriers toengagement and learning,in line with AdditionalSupport Needs legislation, andGetting it Right for Every Child,and our workhas contributed enormously to improving the lifechances of our most vulnerablepupils.

Promoting the use of evidence and data toevaluate and improve closing the gap ineducational outcomes

We have used thewide range of evidence and data, emerging from Insight, the new online benchmarking tool, and from ERC,to identifythoseyoung people not realising their full potential, putting in place pastoral and subject strategies that make a tangible difference.

Evidence-basedcurricular change

Curriculum for Excellence, Getting It Right for Every Child, Teaching Scotland’s Future and the Post-16 Widening Access agenda have provided the framework that has shaped our curriculum and focus on closing the equity gap and raising attainment for our young people.

Our curricular changes havemade a difference to improving attainment, social and emotional wellbeing, professionallearning, and self-evaluation. Evidence illustrates strong progress in improving pupil performance, including literacy, numeracy, & equity of outcomes.

Engagingfamilies andcommunities

Helping parentssupport their child’slearning and having shared ambition, aspirationsand expectations have beenvitally important strategies inraising attainment. Workingwith ourfamilies we are addressing theimpact of deprivation throughusinglocal services that impact on the life of our young people.Using ERC services and partners have been crucial in meeting individual needs. The work by pastoral and DHTs with familieshas clearly supported teachers in closing the equity gap.Examples include:

  1. Workingwithteachersto explorenew andinnovative approaches totackling inequality

Innovative departmental approaches to learning and teaching andpartnership arrangements with Collegeshave been shown to addressinequality in education outcomes.

  1. Promoting Professional Learningto addressthe equity gap

We have used researchto provide succinct and easilyaccessible advice for teachers and support staff, providing a platform for understanding the impact ofdeprivation,identifying effective ways of minimising its impact.

Conclusion: What more can be done in our school?

We will continue to increase and maintain the focus on equity throughappropriatecurricular design and high quality teacher practice. We willcontinue to utilise proven approaches that make a difference to delivering better outcomes for young peopleexperiencingdisadvantage.

Improvedschool and departmental evaluation will help teachers distinguish between proven, promising and unproven approaches and help us implementthe curriculum design and planning decisions that raise attainment for disadvantaged pupils.

Priority 1

Develop teacher knowledge, understanding & confidence in applying assessment approaches for CfE & Qualifications (moderation, tracking, recording,profiling & reporting, quality assurance)

Robust assessment approaches continue to be developed within departments building on the excellent standards previously developed through the national qualifications.

Departments are developing and applying assessment approaches in line with BtC 5 advice and SQA guidance for new national qualifications. Assessments identify breadth, application & challenge in each curricular area.

Teachersuse a range of techniques to assess performance, track progress and moderate standards.

Departments are applying assessment approaches in line with SQA guidance for new qualifications.

Departments and SQA Nominees have worked collegiately supporting verification in all subjects.

Verification has provided departments with a reassurance that they are successfully meeting the national standard in the new qualifications for their subject.

Professional learning activity on verification has been provided to support the needs of staff.

Tracking continues to be refined further developing the programmeswe use for the BGE (S1-S3) and senior Phase (S4-S6).

Principal Teachers have been trained on the use of Insight and training was offered to all staff during the session.

Principal Teachers have used data from Insight when assessing SQA performance within their Faculty. This has enabled them to identify areas for improvement.

Insight has given a very positive picture across all 4 of the main national dashboard measures, Literacy and Numeracy, Leaver Initial Destinations, Improving Attainment for All and Attainment versus Deprivation. The school compares extremely well against the Virtual Comparator in all areas.

Using Insight, ERC data and school data we track attainment using the SIMD deciles to identify the gap between advantaged and disadvantaged pupils.

New reporting system has been implemented for S2tracking more effectively pupil progress through the BGE. This new format will be introduced for all year groups as of the start of next session 15-16.

For S1-3 and S5, wider achievement profiles have been introduced in for use in discussion at parents’ evenings. These are being introduced for year groups this, and next, session. They have enhanced discussions with pupils and parents with a focus on wider achievement as well as progress in learning.

Professional Learning has featured strongly in the work of teachers:

  • SQA NQ Internal Verification Toolkit being used within school & departments.
  • Attendance at Understanding Standards SQA Courses.
  • Understanding Standards course & unit specifications and PA Reports being used to develop lessons,timelines, assessments and resources for use in the new courses.
  • Additional staffing being deployed to develop National 1 and National 2 courses.
  • Reporting being developed to reflect the advice in BtC5
  • Cluster working developing a shared understanding of quality assurance & moderation

The‘Assessment Working Group’ was tasked with providing advice that would help the school to develop a framework to assess ‘Progress and Achievement’ and ‘Monitor and Track Progress in the Broad General Education’.

The Assessment Working Group established had representation from all departments in the school. The Group was led by Gerry O’Neil, DHT & Margaret Gorman, PT Development.

The Working Group discussed S2 Reporting and teachers revised thestructure of S2 Reports

Gerry O’Neil & Margaret Gorman trained staff on the new Reporting system. A S2 Reporting reference help sheet was produced for teaching staff to aid the introduction of the new format.

Tracking BGE was the focus of a presentation to all teachers on Inset Day 6 (May 2015)

We will continue to develop our understanding of assessing the BGE across all subjects in line with teacher judgements and professional dialogue.

Pastoral staff continued to develop Profiling in S1-S3 with the introduction of Profiling Booklets forGIRFEC( Health & Wellbeing)and Wider Achievement. These booklets will be used at key points with pupils and with parents atour Year Parents’ Evenings.

The Confidential Overview has provided teachers with up-to-date information on pupils who have recognised barriers to their learning. Through period by period registration teachers can access the COenabling the class teacher to target resources to address needs and improve outcomes for pupils.

Tackling Bureaucracy

We have regularly offered practical assistance to address unnecessary bureaucracy.

Our assessment advice, taking account of Education Scotland and SQA Guidelines, has provided guidance to support teachers’ understanding and confidence in assessment.

Examples of good practice in teaching and learning, advice on monitoring and tracking progress, and key messages on assessment are available to teachers.

We will continue to challenge evidence of excessive bureaucracy through our evaluation processesThe weekly HT Bulletin regularly re-inforces the need for teachers to tackle any issue that would lead to increasing bureaucracy.

Priority 2

Improve teaching, learning and attainment in literacy & numeracy

We have enhanced the staffing in English and Maths at key times during the year to support literacy and numeracy.

Standardised test data is used to identify the literacy and numeracy gap for pupils in S2 from the lowest deciles. This data has identifiedpupils requiring support in literacy / numeracy.

We now have a S1/S2 database incorporating standardised test and subject assessment data. We benchmark professional judgement to standardised test information and departmental assessment evidence using Levels 2-4 / SCQF 4/5. DHTs discuss with PTs the standard of progress & attainment being achieved. Teachers use assessment data to track, monitor and review pupil progress.

We are in the process of development the S1 tracking database based on both teacher judgements and information previously gained from the primary school.

We have issued anS1 Advice Booklet to parent on developing skills in literacy.

Restructuring classes in S1 in English Maths has supported pupil literacy as well as attainment.

We have increased reading engagement through the Paired Reading scheme for poor readers in S1 using S6 tutors.

S6 tutors have been used to help with learning and attainment across all subject areas.

Staff shared good practice on promotingliteracy and numeracy.

The National Qualifications for Literacy and Numeracy will be used to track & measure pupil progress and providerobust evidence of attainment in literacy and numeracy.

The PT Development,and colleagues in the Literacy Group and Numeracy Group, have worked with colleagues to develop further our approaches to embedding Literacy and Numeracy Across the Curriculum. The work has included:

  • Literacy, Numeracy and Health & Wellbeing Displays in all classrooms
  • Cluster Parent booklet produced (Numeracy)
  • CPD delivered on literacy and numeracy
  • All departments visited to discuss Common Language and Methodology (Numeracy)
  • Literacy Steering Group set up. It has been working on common approaches to assessing literacy across the school. These have been trialled by the working group and are to be rolled out to staff across the school.
  • All departments making use of a consistent Literacy label for correction of written work. Visits to departments to discuss literacy across the curriculum.

Priority 3

Continue to develop the Broad General Education for pupils in S1-S3

Pupils continue to experience a broad general education appropriate to their needs with clear evidence of pupil progression through S1-3. CfE principles permeate courses and promote coherence, continuity and progression, challenge and application in learning.

Coverage of experiences and outcomes is consistent with prior achievements & future learning needs & aspirations.

The school timetable delivers a comprehensive broad general education appropriate to the needs, aspirations and choices of the pupil.

Learner Pathways allow breadth, choice, progression & personalisation through BGE up to, and including, the 3rd level. 4th Level Experiences and outcomes are incorporated into subject courses. Pupils progress to 4th Level before the end of S3, laying the foundations for learning and qualifications in the Senior Phase.

We continue to discuss with PTs the validity and reliability of assessments used in S1/S2.

DHTs and PTs have discussed the‘Evaluating and Improving our Curriculum S1-S3’, ‘toolkit’ helping to evaluate our curriculum. The publication and associated professional learning papers have provided a framework for further discussion ascertainingour understanding of the purpose and features of BGE.

We willupdate the audit of experiences and outcomes across all curriculum areas discussing with PTs & teachers how the experiences and outcomes are planned across all curriculum areas through to the end of S3.

We are using the Education Scotland ‘Professional learning resource: Assessing progress and achievement,’asastarter paper designedto support professional practice in assessing progress and achievement of a level within the Broad General Education.It will be used in future discussions with DHTs and PTs when reviewing current practice.

The current Year Head devised S1/S2 database is identifying pupilswho are under-achieving.

Scrutinies of pupil work and analysis of attainment data continue to feature in discussions with PTs teachers, pupils and parents.

Continuity and progression from P7 to S1 has been developed further through Cluster working, and P7 curricular involvement.

The P7 Whole Year Group Day activities further developed and promoted skills for learning and skills for life, leadership skills, communication skills, etc.

AP7 Profile for those pupils transferring to Saint Ninian’s in August 2015 will be developed to support our S1 Profile of Attainment.

Priority 4

Develop the transition from Broad General Education curriculum to Senior Phase

The curriculum from S1provides a highly effective foundation for progression to the Senior Phase with clear evidence of a very smooth transition for pupils.

The school plans, supports and delivers a wide range of opportunities and experiences to enable pupils to make informed choices through the Options programmes.

Parents are fully involved in all curricular decision making activities from S1 onwards. Parent Questionnaires, Parent Focus Groups, Report evaluations, Information Evening Evaluations confirm a very high level of parental satisfaction and trust.