Dunbar Grammar School

Dunbar Grammar School

School Improvement Plan 2010-2011

Parent and Student Version

Introduction

It has been brought to my attention that previous improvement plans, though fine for educationalists, are not particularly accessible to parents and students. This has prevented parents and students being more actively involved in the design and execution of the plan. I have tried to pick out the main elements of the plan, where possible getting rid of any jargon. I hope you find this useful and are able to comment and/ or contribute to the plan.

Is there anything you disagree with?

Is there anything missing?

Please e-mail me with any comments on

Section 1 Self-Evaluation

This section lists the views of staff on where we think we are in relation to the national document ‘How Good Is Our School ?’

Each area of school life is graded on a 6 point scale and is upgraded each term in conjunction with a visit from Alison Wishart, our Authority Quality Improvement Officer.

If you disagree with our levels ( up or down!) please e-mail me giving your reasons and any evidence you may have to support your view.

Below is a description of each level

Level 6 / excellent / outstanding or sector leading
Level 5 / very good / major strengths
Level 4 / good / important strengths with areas for improvement
Level 3 / adequate / strengths just outweigh weaknesses
Level 2 / weak / important weaknesses
Level 1 / unsatisfactory / major weaknesses

o

Quality Indicator

/ Our Performance

1 Key performance outcomes

1.1 Improvements in performance

/ 5

1.2 Fulfilment of statutory duties

/ 5

2 Impact on learners

2.1 Learners’ experiences

/ 5

2.2 The school’s successes in involving parents, carers and families

/ 5

3

Impact on staff

3.1

The engagement of staff in the life and work of the school

/ 5

Impact on the community

4.1

The school’s successes in engaging with the local community

/ 4

4.2

The school’s successes in engaging with the wider community

/ 5

Delivery of education

5.1

The curriculum

/ 5

5.2

Teaching for effective learning

/ 5

5.3

Meeting learning needs

/ 5

5.4

Assessment for learning

/ 5

5.5

Expectations and promoting achievement

/ 5

5.6

Equality and fairness

/ 5

5.7

Partnerships with learners and parents

/ 5

5.8

Care, welfare and development

/ 5

5.9

Improvement through self-evaluation

/ 5

Policy development and planning

6.1

Policy review and development

/ 5

6.2

Participation in policy and planning

/ 5

6.3

Planning for improvement

/ 5

Management and support of staff

7.1

Staff sufficiency, recruitment and retention

/ 5

7.2

Staff deployment and teamwork

/ 5

7.3

/ Staff development and review / 5

/ Partnerships and resources

8.1

/ Partnerships with the community, educational establishments, agencies and employers / 4

8.2

Management of finance for learning

/ 4

8.3

/ Management and use of resources and space for learning / 5

8.4

Managing information

/ 5

Leadership

9.1

/ Vision, values and aims / 5

9.2

Leadership and direction

/ 5

9.3

/ Developing people and partnerships / 5

9.4

/ Leadership of change and improvement / 5

/ Capacity for Improvement / 5

Area for Improvement1

Impact

By implementing agreed points from 2009-2010 the school will move closer to excellent, ambitious status and will continue to improve ethos and consequently meet all learners’ needs and improve all learners’ achievement and attainment.

TasksWhen

School of Ambition ‘Telling the Story’ shared publiclyAugust 2010

How Individual Education and Action Plans (IEP and IAP)

are written and stored will be agreed and implemented2010-11

Current Merit System will be reviewedSept 2010

Continue to improve parental communication through

newsletters, focus group and improved website.

Ensure contact is maintained with separated parents 2010-11

All existing policies centralised in electronic file2010-11

Consideration of wider community involvement and more

prevocational options available to students2010-11

Area for Improvement2

Impact

All students will receive a consistent learning experience in both the in-school and wider curriculum, thus improving attendance and attainment. All students will feel ready for their next steps in life with positive destinations.

TasksWhen

All teachers adopt a consistent approach to learning in line

with best practice, ensuring students know what they are

learning, why they are learning something and summarising

lessons at the end of periods2010-11

All teachers improve learning experience in lessons

by using Assessment is For Learning and Active learning

( see links for details) AIFL

and Active Learning

Number of teachers delivering Learn 2 Learn ( L2L) will be

increased and new module will be introduced to S2.

See link for information

Evaluate L2L and Rich Tasks (projects delivered by a variety

of departments working collaboratively)

All teachers become familiar with Learn 2 Learn techniques Term 1

and look at how to embed these in the delivery of subject lessons 2010-11

Area for Improvement 3

Impact

Most students will reach level 4 in literacy and numeracy by the end of S3, enabling them to access fully the curriculum and/or working life. All students will be able to enjoy a healthy and fulfilling physical life and mental well-being

TasksWhen

We will identify three champions,

one for Literacy, Numeracy and Health and Well-BeingAug 2010

Principal Teachers will identify and promote aspects of Literacy,

Numeracy and Health and Well-Being within their subject areas.2010-11

Area for Improvement 4

Impact

All students experience an improvement in their S1 and S2 learning experiences in terms of challenge and enjoyment, breadth, progression, depth, relevance, coherence and personalisation and choice.

As a result most students will engage with learning thus improving attainment and achievement and their readiness for the 21st Century.

TasksWhen

Rich Tasks

(projects delivered by a variety of departments working

collaboratively) to be incorporated into S1-S2 learning

experience with a suspended week being identified to enable

interdisciplinary collaboration.2010-11

One teacher will take responsibility for the mapping of ICT August

Provision across S1 and S22010

Technologies Course developed and introduced to S1 and S2

to cover Curriculum for Excellence Experiences and Outcomes. June/Aug

See Learning and Teaching Scotland for information2010

Area for Improvement 5

Impact

All stakeholders will understand the term home learning and the importance of learning outside the classroom. This will result in learning being more flexible and attainment will improve

TasksWhen

A group will be set up to look at the meaning of home learning2010

Consultation with all stakeholders (parents, students, teachers)2010

New programme will be explained to all stakeholders2011

New programme will be embedded in departmental learningTerm 3

planning2011

Area for Improvement 6

Impact

All teachers are reflective practitioners ( evaluate their teaching, knowledge and impact) who take every opportunity to evaluate and improve learning. This will improve the learning experiences for students and have a positive impact on attainment and wider achievement

TasksWhen

A formal programme of peer observation will be put in place

(Teachers will watch other teachers teach and discuss lessons

as part of continuous professional development) 2010

All learning programmes/syllabuses are audited and improved

where necessary using departmental and student feedbackOngoing

Area for Improvement 7

Impact

We will have a curricular framework which will prepare students for the 21st century, world of work, contain all seven principles* and thus meet all learners’ needs.

* Principles

Challenge and enjoyment, Breadth, Progression, Depth,

Personalisation and choice, Coherence, Relevance

TasksWhen

Starting with S1 (2010) programmes of study will be agreed

by all departmentsJune 2010

Transition into S2 will include opportunities for personalisation

and choice and this will be shared with all stakeholdersTerm 1

2010

We will explore the possibility of allowing some students to

spend more time on certain subjects ‘master subjects’ whilst Jan

maintaining the breadth until the end of S32011

Curricular Transition between P6 and S2 improved across

Departments. Improve primary-secondary teacher communicationOngoing

A spreadsheet containing all of the experiences and outcomesTerm 1

in a curriculum for excellence will be completed by all staff2010

Area for Improvement 8

Impact

All teachers will have developed learning experiences in line with Curriculum for Excellence and are able to make full use new management system, thus improving teaching and learning and attainment.

TasksWhen

New Courses to be developed in line with CfEOngoing

All staff proficient in use of SEEMIS

(Management Information System)2010-11

Reporting system amended to meet needs of learners Term 1 2010