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Standards and Quality Report 2017-18

School Name: Sanderson High

Context of the school:

Sanderson High School is situated in St.Leonards, East Kilbride and shares a campus with Calderglen High School. The school presently caters for 103 pupils with a wide range of Additional Support Needs and has a compliment of 27.5 teachers and 32.5 support staff. 35% of our pupils are from the three lowest deciles of Scottish Indicator of Multiple Deprivation (SIMD) areas.

Our school has been delivering a high quality service to South Lanarkshire families since 1994 and, with your help we aim to continue to help our pupils become successful learners, effective contributors, confident individual and responsible citizens. We self-evaluate on a regular basis, including parents, partners, staff and pupils. Support and Challenge Classroom Visits, Peer Classroom Visits, learning conversations and professional dialogue evaluate learning and teaching annually, ensuring quality management. We collegiately set and monitor individual targets in Literacy, Numeracy and Health and Wellbeing. We assess and track attainment and achievement based on teacher judgement, benchmarks and robust evidence. We moderate assessment with peer in school, across settings and across the Learning Community. We report on Curriculum for Excellence (CfE) levels S1-S3 annually. We celebrate achievements at assembly through our behaviour support system. We have profiles of learning for every child to reflect on their learning. We have an active Parent Council who organise and contribute to many fundraising events.

The excellent behaviour and positive attitude of pupils with the support of parents and the dedication of staff, helps create an environment that supports achievement and attainment. The behaviour system allows for monthly achievement as a prefect as well as weekly 100 points club. Our motto, ‘Respect, Equality and Inclusion’ captures what everyone involved with Sanderson strives for. Our pastoral care is exceptional and communication with parents, partners, staff and pupils regarding this is effective and regular.

All pupils who attend Sanderson have Additional Support Needs (ASN) and have an additional support plan and/or co-ordinated support plan to assist the school in planning a curriculum which supports pupils in achieving their potential.

Support for pupils is provided in the form of small class sizes, which are streamed and specific strategies employed by teaching staff to remove learning barriers. We are focused on closing the attainment gap. Our situation on a shared campus with Calderglen High promotes inclusive opportunities within a mainstream setting where appropriate, and allows Calderglen pupils to access a personalised curriculum if need be. We promote rights in our curricular planning, behaviour charter and across the school and have a Pupil Council, an Eco Council and A Rights Respecting Group encouraging pupil voice. We are a Scottish School of Co-operation; we are a Rights Respecting Level 1 School; we have 100 % positive destinations for the past 6 years and we were winners of 2017 Scottish Education Award for Employability Across Learning Secondary. We feature as one of ten examples of innovative practice around preparing our pupils for life and work with Skills Development Scotland, we are sector leading in our interesting practice around curriculum design and our DYW planned pathways on the Education Scotland Improvement Hub. We are soon to be published for

our work on accrediting Wider Achievement and Skills Profiling at a National level. This year we were visited by John Swinney Education Secretary to launch the Scottish Education Awards 2018 and he was very impressed, mentioning us at a National Conference for the good work we do, we were visited by Jamie Hepburn MSP and Linda Fabiani MSP to recognise our good work in DYW and we became a Charity named ‘Friends of Sanderson’ which aims to deliver equity in HWB to our pupils, their families and their community. We got off to a great start with a high profile ‘Friend of Sanderson’ visiting to show his support- Frank Bruno MBE.

The curriculum in Sanderson follows the national guidelines and is tailored to the individual to allow all to have age appropriate experiences and entitlements, regardless of learning barriers. The curriculum allows learners to have a Broad General Education until S3 and a Senior Phase with choices, three more than the previous year, tailored to gain certification at the appropriate level. This coming year we will have Senior Phase History, French, and Beauty options. We will also have a horticulture option for S3 classes and planned college experiences for S3-S6. Our complex learners also have individual milestones based on South Lanarkshire Council’s (SLC) Guidelines for Supporting Learners with Severe and Profound Learning Needs. We focus on Career Management Standards from S1-S6 and every teacher has responsibility for planning with these in mind to develop our young workforce. The curriculum is diverse and has discreet opportunities for Numeracy and Literacy lessons and Inter-disciplinary Learning (IDL) is accredited by both the Junior Award Scheme Scotland (JASS) Programme and SQA Personal Achievement Award (PAA). Our Assessment policy is robust and evidenced in all curricular areas.

The National Context for Education

The National Improvement Framework (NIF) for Scottish Education sets out the Scottish Government’s vision to continually improve Scottish Education and to close the attainment gap, delivering both excellence and equity. Our school, working in partnership with South Lanarkshire Council is fully committed to delivering these ambitious aims.

The key priorities of the National Improvement Framework 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

Key drivers of improvement have also been identified, these are:

School leadership. Teacher professionalism. Parental engagement. Assessment of children’s progress. School improvement. Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in South Lanarkshire Council.”

Education Resources’ key purpose is to:

“Raise achievement and attainment, inspire learners, transform learning and work in partnership to strengthen our communities”

The priorities relating to this are:

Deliver high-quality early learning and childcare to give our children the best educational start

Raise standards in literacy, numeracy and close the poverty-related attainment gap.

Improve health and wellbeing to enable children and families to flourish. Support children and young people to develop their skills for learning, life and

work. Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver through our annual School Improvement Plan (SIP.)

Assessment of children’s progress throughout the Broad General Education (to end of S3)

As one of the drivers, our school, alongside all schools in Scotland, has been required to report on Curriculum for Excellence levels for literacy and numeracy achieved by all children at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council in June each year and collected subsequently by the Scottish Government. This data is based on teacher judgement, informed by a wide range of assessment evidence including standardised testing where appropriate. As from session 2016/17 all schools in Scotland will be required to participate in the new Scotland National Standardised Assessment (SNSA) project. This will further help inform teacher judgement of levels.

The following table shows benchmarks for children achieving Curriculum for Excellence Levels.

Level Stage covering 3 years approx. Early The pre-school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some.The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and abilities. Many children not attaining National Levels will have an Additional Support Plan (ASP) and may be making good progress but against different milestones e.g. individual targets. Learning progress is not about how fast children move through the levels but about ‘how much’ and ‘how well’ children learn, having depth and breadth of experiences at each level.

Assessment of these levels is based on a wide variety of evidence and ways of measuring progress such as assessment of projects, general class work, observations and peer assessment. Where possible, children and young people are encouraged to be directly involved in the assessment process.

Schools and teachers work with others to set shared standards for assessing progress. These standards are based on National “benchmarks” for each area of the curriculum. This process is called moderation and it ensures that schools have similar expectations.

Assessment of children’s progress throughout the Senior Phase (S4-S6) including success of securing Positive Destinations beyond school

The senior phase, which takes place from S4 to S6 in schools and includes ages 16 to 18 out of school, is the phase when the young person will build up a portfolio of qualifications. It is the stage of education at which the relationship between the curriculum and National Qualifications becomes of key significance.

The senior phase enables young people to extend and deepen their learning and continue to develop skills for learning, life and work, through qualifications and also through a range of opportunities for personal development (for example work experience, volunteering etc.).

This stage supports young people in moving on to their post-school destination– whether that is college, university, training or employment.

Teachers will assess senior phase courses and units at National 1 (SCQF level 1) to National 4 (SCQF level 4). SQA will verify the assessments to make sure they meet national standards. Courses at National 5 (SCQF level 5), Higher (SCQF level 6) and Advanced Higher (SCQF level 7) levels will still include work that is assessed by teachers and lecturers, but learners will also have to pass a Course assessment for these qualifications – usually a question paper and/or coursework that will be marked by the Scottish Qualifications Authority (SQA).

What follows is our school’s data showing levels of achievement within both the broad general education (using teacher judgement information) and senior phase (using results of National Qualifications).

Review of SIP progress session 2017/18

Priority 1 and 2:Curriculum and Learning, teaching and assessment

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

Teacher professionalism

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 2.2 Curriculum, 2.3 Learning teaching and assessment, 1.5 Management of resources to promote equity2.4 Personalised support, 3.2 Raising attainment and achievement/Securing children’s progress, 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning.

Progress and Impact:

Individualised Literacy and Numeracy assessment and interventions were timetabled- targeted pupils with communication needs and those at early level. Active Literacy resources used and staff trained in Catch Up and Count On Numeracy. Reading pens to assist reading, google chrome laptops to develop digital Literacy, accessibility kits to allow those with motor needs to access keyboards. Writing assistive software and Kindles. EP to assess Literacy and Numeracy. Paired reading was developed across school staff and Calderglen Senior Students trained. Mobile library in school and use of Calderglen library and public library.

As a result, the school is showing a positive increase across the BGE in those achieving First Level in Reading, Early and First Level Writing, Early and First level Listening and Talking and in Second level Numeracy in comparison with 2016/17. There is a positive increase in the percentage of pupils in S2 and S3 achieving Reading, Writing and Talking and Listening at Early and First level or better. There is an upward trend in all areas at all levels in S2, apart from in Early Level Numeracy but there is a 20% increase at First Level or better which is very positive and there is a 5% increase in Level 2 or better in S2, in all areas. S3 has an upward and steady trend in Early and First Levels or better in Literacy. It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Reading, Writing and Numeracy not experiencing a considerable increase. There is a 25% increase in the same pupils achieving First level Listening and Talking in one school year.

From baseline assessments all S3 pupils made significant improvements in spelling, vocabulary and reading age between S1 and S3.Pupils whose scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling. However, all pupils have improved in their ability to understand vocabulary. Teaching strategies have supported the pupils with reading and writing and this data confirms these are the areas of difficulty for these pupils. The majority of pupils have improved in all areas. We have used the baseline assessments with ‘Catch up’ pupils from Feb-August 18 group who were all SIMD 1-3 S1 pupils from the least able class, all working at Early level (the most able of the group was working at 5:11yrs). All pupils that completed ‘Catch up’ numeracy have increased the number of CfE E+Os achieved and experienced. 0% of pupils that attended ‘Catch up’ have gone up by a CfE level but when compared to non SIMD pupils these ‘Catch up’ pupils are achieving at a

comparable rate. The nature of the programme is that it allows them to catch up in the progress rate to their peers through consolidation of the basics of Numeracy. This is the case therefore, the attainment gap between those in SIMD 1-3 and their peers is being addressed. Fresh Start Reading Programme has made an impact in that 75 % of more able pupils demonstrated an increase in ability in all three tests. 67% of less able pupils demonstrated an increase in ability in Test 1 and Test 2.SALT and DS Scotland delivered in service training re Literacy and Communication to allow staff to have strategies to meet Literacy Needs. Support and Challenge visits saw Teaching and Learning in order to ensure shared standards across the school in meeting needs. Moderation is established as integral element of learning and teaching. SQA verified 5 curricular areas due to raised aspirations. Benchmark expectations and aspirations were shared with other ASN schools and across Learning Community.

In the current cohort 35% are SIMD 1-3. Largest numbers fall into SIMD 3 and 4 in the school. Catchment area in Sanderson is wide. There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in just Numeracy and 1 S1 is not yet achieving Early level in just Reading; all pupils are in the same streamed class and have a high level of needs. 1 SIMD 1-3 S2 pupil is also not yet achieving Early Level in Numeracy. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

Sanderson pupils achieve highly in other curricular areas besides Numeracy and Literacy, often working at Second level in practical areas. Almost half of S2 top 20% are SIMD 1-3 pupils which shows the gap is not as wide as data for CfE levels in Literacy and Numeracy suggest, throughout the whole curricular range. There is also a significant number of S3 SIMD 1-3 pupils in the top 20% achievers. ASN and ASD pupils often have spiky profiles, which is evident here. However, it is evident that this year’s S1 cohort, who have more complex needs than previous S1 cohorts do have a significant gap in that 80% of all of those in the bottom 20% of achievers S1-S3 are in S1 and SIMD 1-3.

For our 1-1 Literacy Intervention Programme, we examined the SIMD 1-3 pupils S1-3, the Baseline Literacy assessments of Spelling, Vocabulary and Reading and CfE Literacy levels of all and highlighted pupils with difficulties across all areas. We prioritised pupils who had not achieved or were at Early Level and those with baseline scores between -5yrs and 6yrs and those with communication difficulties. We targeted all S1 pupils who were SIMD 1-3 in Term 3 and 4 to give all an intervention opportunity. The results were that 100% of pupils involved showed improvement in areas targeted. Individual progress ranged from 0.5% to 23% increase inability to read high frequency words and individual progress ranged from 0% to 42% increase in knowing initial phonic sounds.

We considered progression pathways re SQA- more cluster courses rather than units. We planned Shared learning visits to focus on developing pathways in particular subjects and SQA accreditation aspirations. We raised aspirations in aiming higher for our pupils increasing the level of SQA certification and making all aware of the support than can be given but we will also trained staff regarding SQA group awards and motivated them to work together to gain increased certification. We worked on the JASS Award accrediting IDL and we gained our Princes Trust Award. We added Sports Leader’s Awards to the IDL Curriculum also strategically planned for senior phase pupils to ensure breadth and balance as they attend other opportunities- College and Work Placements.

As a result, N1 Units increased as CLD increased certification. N2 Units decreasing as more pupils put forward for N3 and N4 by raising staff aspirations and awareness of support. N2 and N3 Courses have greatly increased as teachers have better understanding of accrediting Units and Courses. Overall SQA Courses have more than doubled since last year. N3 Units have increased. N4 units have more than doubled. The Sanderson Award – increase in numbers of pupils moving from Bronze to Silver due to three year rolling programme and hours achieved. SCQF Data – includes Transition in Action levels. Unit Data incudes Personal Achievement Units and Scottish Studies Awards. Teachers are aiming higher and pathways of learning have been revised to raise aspiration hence less N2 units and more full courses. Princes Trust Awards have more than doubled. 3 pupils have completed National 5 this year in inclusion classes in Calderglen High School in Art, English and Home Economics. A National 2 construction unit was completed by S4 at college which is a part of their curriculum. Sanderson Bronze Award has decreased as pupils move on to Silver and the cohort below working on Princes Trust. 4 Pupils have complete their Sports Leaders Awards.

Any decrease in college participation this year is due to ensuring pupils are on the correct Senior Phase pathway. It is also due to college places being reduced by college recruitment, and for Sanderson pupils not making the criteria for participation on programmes such as E2E, which includes a college component for S6 pupils. Figures for S4 and S5 work placement have decreased as we continue to adhere to Workplace Standards expectations for young people, therefore only arranging a placement for those pupils that are ready and can cope with the workplace environment and not as previously being set by local authority calendar.

Inclusion in classes in Calderglen this year, S1 and S2 inclusion numbers have increased due to an S1 pupil attending Maths and an S2 pupil attending English in Calderglen. S3 inclusion has decreased due to the social vulnerability of the inclusion pupil. S4 inclusion has decreased due one pupil no longer wishing to participate in hospitality. S5 inclusion numbers have decreased due to two pupils leaving school to attend college. S6 inclusion has decreased as three pupils that attended an inclusive beauty course are now participating in a Sanderson specific beauty course. Inclusion has added 3 N5 Courses to our SQA certification this year in Art, Home Economics and English.

Participation in residential trips varies as a result of extrinsic factors such as parental and pupil choice, peer pressure, financial constraints on parents, medical health conditions and intrinsic factors such as increased risk of dangerous behaviours. Participation in Residential increased in S4 due to increased funding from the school as a result of fundraising efforts and increase pupil uptake. This year group’s participation has increased yearly from 55% in S2, 65% in S3 to 76% in S4. This may reflect their increasing maturity, resilience and confidence to try new activities. S2, S3, S5 and S6 numbers have decreased when compare to the number from the same class in the previous academic session. Some pupils were too anxious to attend residential or could not afford to do so therefore they were given the opportunity for day trips to gain these skills. S1 did not have a residential so they were included also. 22% of pupils who had no residential experience gained the skills they would have missed on day trips. Only 6% of school overall have missed out on these experienced over the past 2 years.

There were 54 more Es and Os experienced by those pupils going from S1 to S2 than in the previous year. Data also shows that S1s in this year experienced 18 more Es and Os in S1 than those the previous year. This is due to PEF Spend allowing curricular widening of experiences through resources. This was due to resources- digital also- for Drama, Science, opportunities for outdoor learning, Beauty/Self Care as an extra subject, Horse-riding experience in IDL and resourcing Spanish as a new subject as well as CLD resources to meet needs in areas of Music and Technology.

Next Steps:

Decreases have occurred in the achievement of Early and Second Level Reading- although the number at First level has greatly increased. The decrease in Level 2 Reading refers to one child instead of two achieving Level 2 Reading, when compared with the previous year. Numeracy Levels in Early and First have decreased and this is due to the complexity of the S1 cohort with one 45% not yet achieving Early Level. There is downward trend in S2 in Early Level Numeracy. S3 has a downward trend in Numeracy at Early and First levels but if we look at the same children the previous year, this is an increase of 13% at Early level and an increase of 60% of pupils at First Level. The S1 cohort 2017/18 has complex Health, Learning and Communication needs and as a result, 45% of S1 have not yet achieved Early level Numeracy, with 36% S1s not achieving Early level Reading, 18% not yet achieving early level Writing and 27% not yet achieving Early level in Listening and Talking. S2 this year has 25% of pupils not achieving Early level in Numeracy only. In SNSAs, one pupil scored low in Literacy and Numeracy at this level. Only 65% of S3 have gained Level 1 Numeracy or better so low Numeracy Scores were expected. One SIMD 1-3 Pupil scored High across the board. Raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. Improve CfE Levels in Numeracy and Literacy through PEF Funding Staffing, resources and training-1-1 Interventions in Literacy and Numeracy, extra Teacher in Maths 2 days a week. EP to advise to identify specific needs in areas of Numeracy- Estimating and rounding. Interpreting word problems (related to poor literacy and comprehension skills as well as difficulties with manipulating numbers). Number process in general. Recognising number patterns (dice and arrays). Inability to mentally manipulate numbers.

Numeracy Programme for pre Early and Early level- research and use S & P Framework as options to raise attainment in Numeracy at Early Level. New scheme needed to close the gap. Baseline assessments in Numeracy for S1 needed and a Numeracy Programme suited to the needs of ASN pupils and their areas of difficulties with Numeracy to be researched and implemented. Resource boxes needed for every Numeracy class-time, shape and money topics. Clicker Training- Talk to text assistive technology to improve Literacy.

We will revisit strategies to support pupils with Communication Difficulties and continue to embed. Pupils whose baseline scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling- we will continue measuring participation in Leuven scales to raise attainment. EP delivered in service training re Literacy and Communication. Leuven Scales showed levels of participation were high when active learning, objects of reference and visuals were used. Pupils did not cope so well and their level of involvement was low, when lots of language was used and when the learning was for the most part teacher led. Surprisingly, different pupils reacted in different ways when ICT was used within the lesson. Makaton as part of literacy class

We will have CLD specific Professional Development in strategies, approaches, curriculum and complex needs for teaching and support staff -new Individual milestones Education Scotland to be considered alongside SLC S & P Framework.

York Reading Assessments were not used this year but will be considered for the coming year. Fresh Start programme requires 1 hour a day to make a greater impact. Staff must be trained to deliver this also.

Maintain new SQA aspirational standards and new subjects such as Beauty, Spanish and Horse-riding, add new subject opportunities such as RE and French in Senior Phase. More planned college opportunities in S3, S4, S5 and S6- timetabled. We will evaluate impact of raised aspirations on attainment and maintain this standard with pupil support grid updated for this year. We are designing our own Apprenticeship with our partners that will welcome our learners in the entry requirements as even Foundation Apprenticeships require too high an entry level for pupils with ASN.

Sustain real life Learning with transport and drivers.

Priority 3: Safeguarding and child protection, Ensuring wellbeing, equality and inclusion, Raising attainment and achievement/Securing children’s progress


literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing


School leadership


School improvement


HGIOS 4 QI: 2.1 Safeguarding and child protection, 3.1 Ensuring wellbeing, equality and inclusion, 3.2 Raising attainment and achievement/Securing children’s progress, 1.1 Self Evaluation for self-improvement, 1.2 Leadership for learning, 1.3 Leadership of change,1.5 Management of resources to promote equity2.2 Curriculum, 2.4 Personalised support, 2.7 Partnership, 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning

Progress and Impact:We linked GIRFEC indicators to pupil paperwork for review meetings, as well as children’s views evaluated in Guidance class. Pupil voice and next steps was clear from this at Review and Future Planning Meetings.

Some SMT members have had training in the completion of The Wellbeing Assessment and have disseminated this to other SMT colleagues. This will be embedded in the school to support statutory and non-statutory needs of learners- and to promote effective Child Protection.

SNSAs were completed. SNSA results show that teacher judgement was sound for the majority of S3 pupils presented at P1 level, scoring Medium or High. This confirms CfE levels. One pupil who is an SIMD 1-3 pupil scored low in Literacy. No S3 is below Early Level in Literacy therefore this may have been down to a test situation. One SIMD 1-3 pupil scored High at this lower level. Teacher judgement was sound for the majority of S3 pupils presented at P4 level, with the majority scoring High. This confirms CfE levels.

There was a decrease in the numbers of Independent Travellers this year due to needs of current cohort. There is a fall in the number of senior pupils in senior phase who would be more likely to be independent travellers. Due to wide catchment area for SHS many pupils are unable to be independent travellers. 58% Staff have used the GPS Independent Travel devices to train pupils to travel independently.

Violent Incidents in term one were significant with new S1 intake and the complex needs they have. There was also an impact on the S1 CLD group moving into S2 and adapting to change with the learning needs of these pupils. Significant amount of incidents involve our CLD pupils with a range of complex needs who communicate crises through their behaviour. Transitioning from primary to unfamiliar secondary environment can impact on pupils and staff support them to settle into new routines and new experiences, as shown in the decrease in incidents over the year. From term two to term three the number of incidents remained the same, partially due to the needs of complex learning pupils. This was addressed through changing the environment for one pupil and through consistent staff and approaches with another which lessened this pupils’ anxieties over time. Interventions were planned and implemented for some pupils- Yoga, sensory and physical opportunities. SMT interventions also supported pupils – Circle of Friends, Managing Anger, Assertiveness, Give Us a Break (GUAB), Confidence building. As a result 100 % of pupils had increased

pupil confidence in fine motor skills at final assessment and 100% increase in assertiveness in all pupils. Anxiety Intervention saw each pupil- both of whom were SIMD 1-3 pupils- decrease their anxiety by three points. After GUAB intervention- which addresses bereavement- all participants reported that the GUAB group was a positive experience.

This year the school was embedding the use of in-class skills awareness and tracking system for pupils. This year the school was embedding the use of this in class skills awareness and tracking system for pupils. There have been more opportunities in all year

groups for all skill areas apart from in S5 for understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

Most staff are aware of the Managing Sexualised behaviour Policy, give consistent messages, use consistent language, are confident addressing this behaviour and of who to pass concerns to from a Child Protection Viewpoint.

Our Behaviour Management System has been very effective this year. Month on month analysis of pupils achieving Junior Prefect shows a varied pattern. This is due to a number of reasons: the nature of our pupils managing change at certain times of year e.g. pupils can be unsettled before holiday periods, staff were asked to be more rigorous in enforcing the Behaviour Point System and link it to homework not being completed. Some pupils were repeatedly unable to manage to become Prefects and Intervention groups were put in place for these pupils. Since January, Senior Prefects were engaging more with the rewards in place, for example more pupils were using the ‘Freedom Pass’ and this may have encouraged others to work more to gain points having a positive increase in the number of pupils achieving Senior Prefect. Reward Club included motivators such as SPL Visiting coaches which encouraged good behaviour. Prefect numbers (those achieving a full month of perfect points) year on year comparison 2016/17 to 2017/18 shows Junior Prefects show a monthly increase in every month except February (a decrease of 1 pupil) and Senior Prefects show a monthly increase in all months of the number of pupils becoming Prefects. This evidence shows more pupils are becoming Prefects in both the Junior and Senior Phase this session.

There is a positive increase in the number of S1 pupils meeting all three targets and therefore a decrease in those meeting only 1 and 2. There is a negative increase from the previous year in pupils gaining none of their targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps. 70% of S2 have achieved all three targets which is a decrease from the previous year however, the number not meeting any targets has also decreased which is positive. If we compare this to their achievements in S1, the number has increased across the board. S3 had a very successful year with all pupils achieving at least two targets and the number achieving all three targets has increased. This cohort is considerably more able than other cohorts. S4 numbers achieving 3 targets has increased but those achieving none of their targets have also increased. S5 numbers achieving all targets has increased by 51% compared with the previous year. S6 numbers achieving at least two targets has increased. Percentages have increased for the number of LAC pupils and those in SIMD 1-3 achieving all 3 targets. Positive increase in total number of targets set from 2016-17 to 2017-18. CLD Targets are set with SLCs Severe and Profound Framework in smaller milestones. There was a positive increase in total number of targets achieved across CLD Department for all pupils. In S1/2 CLD there has been a 34% increase in targets achieved- there is one SIMD 1-3 pupil in this class. In S3/4 CLD there has been a 3% increase in targets achieved. S4/5/6 CLD there has been a 17% increase in targets achieved – there is one SIMD 1-3 pupil in this class. In 2016-17 pupils achieved 50% of the total targets set. In 2017-18 pupils achieved 70% of the targets set across the department showing a positive increase of 20% achieving targets.

Nurture Group expanded and was timetabled every morning. All S1, 2 and S3 to be Boxall tested. Two more staff were trained in nurture and resources. Nurture staff targeted smaller groups this session and worked with them one period each day. The pupils targeted were from the same year group (S2) and needed a lot of support socially and emotionally. 66% of pupils improved by 100% in all areas. These figures were affected by one pupil leaving the initial group and was targeted for more specific one to one support and intervention groups and one pupil's attendance impacted on his ability to participate and to be assessed.

Figures for our HWB Tracking have decreased for this year but data has been collected two months earlier than last year so this will have an impact. More opportunities again need to be given for pupils to gain Responsible Citizen awards.

Eight more staff have been trained to drive our school minibus with PEF Funding to encourage outdoor and real-life learning. An extra bus has been available three afternoons a week also. Trips have improved all areas of school life from curriculum to Prefect Rewards. We had Outdoor Day for the whole school where we were all taught outside for the day. The pupils and staff greatly enjoyed this.

There has been an increase this year in the number of pupils with over 95% attendance however there has been a drop in the number of pupils with 100% attendance. The weather in the winter of 2017/18 school year meant that some pupils were kept at home-even though the school was open- as a parental choice which affected attendance. This was also affected by the recording system in SEEMIS on Snow Days. No pupils have been absent due to Mental Health this year. Data shows that those in the lowest three deciles make up 39% of attendees with less that 85% attendance. Reasoning for most is health based. Some are absent due to parental choice and home issues categorised under behaviour.

Up to 22% of Breakfast Club attendees were SIMD 1-3 Pupils this year. There was a greater need for this provision than just SIMD 1-3 pupils and attendance has been excellent with an average of 10-15 % of pupils attending each day. 100% pupils feel it helps them learn better.

Guidance staff will explicitly discuss ‘fairness and equity- using RRS as vehicle with pupils to enhance pupil understanding.

Growth Mind Set-Training and methods of developing with pupils, In service training for staff- workshop for pupils and parents in partnership with Calderglen. Pupil interests will be surveyed to inform personalized subject planning

Pupil Equity Funding allowed us to have more Physical Opportunities for pupils across the school which added to experiences and to accreditation. Horse-riding was added to our IDL curriculum. For 68% of pupils it was their first time horse riding. They reported 100% satisfaction/enjoyment, a 97% increase in confidence when riding, 100% felt they benefited from being outside and 100% expressed interest in going again so it was very successful. We had weekly yoga, principally for CLD pupils. We measured the success of this with Leuven Scales. In CLD, 9% demonstrated an increase in involvement, 13% demonstrated an increase in well-being as a result of Yoga. Yoga for the rest of school showed an increase of 52% in involvement and 64% demonstrated an increase in well-being. 8% of pupils were SIMD 1-3. CLD Teachers were Trained in Hydrotherapy and a result CLD pupils participated. 91% of pupils attending hydro-therapy reached personal movement targets as part of ASP. 91% pupils attending hydro-therapy achieved a block of the JASS Award. SIMD 1-3 pupils made up 8% attending Hydrotherapy. We monitored the use of our sensory room. 52% of pupils demonstrated increased involvement and 33% showed an increase in well-being. Pupils have been leading clubs and lunchtime walking groups. An SA has been leading an Emotional Intelligence Group for girls and this has made an impact on their relationships and ability to tolerate each other as well as improving wellbeing and attendance.

An end of year HWB Audit of pupils showed that out of 25 questions asked of pupils across the school, only two questions answered did not give cause for concern. This will allow us to address these issues in the School Improvement the coming year.

Next Steps:There is a negative increase from the previous year in pupils gaining none of their 3 (Literacy, Numeracy and HWB) ASP Long Term targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps guided by SLC’s S & P Framework and by using new individual milestones information from Education Scotland.

Raise Awareness of Managing Sexualised Behaviour Policy and reinforce the consistent messages and language with all staff to improve safety for all. SMT will continue to track Violent Incidents and type to identify any patterns and inform meetings with outside agencies, pupils and parents. Safeguarding- Audit of school Policy and Procedure.

There have been more opportunities in all year groups for all skill areas to be experienced apart from in S5 for Understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

Continue to monitor and record violent Incidents. Interventions will continue in Yoga, sensory and physical opportunities. As well as group work- Circle of Friends, Managing Anger, Assertiveness, GUAB, Confidence building will continue and EP will advise. Pupils will continue to lead clubs and lunchtime walking groups. An SA will continue to lead Emotional Intelligence Group for girls. Two Nurture Groups will run this year now that more teachers are trained to deliver it. Breakfast will continue and the focus for al interventions will be SIMD 1-3 pupils. Continue Breakfast Club.

More opportunities will be taken for outdoor learning now that more staff can drive transport and more transport will be provided to maintain this. More innovative Rewards will encourage good behaviour and attendance at 100 points club.

Attendance and reasoning will continue to be monitored- with specific focus on SIMD 1-3 pupils.

In the coming year, we will look to continue to address opportunities for physical experiences for our CLD pupils and across the school with continued Hydrotherapy, cycling, swimming and Sensory experiences.

Guidance staff will continue to explicitly discuss ‘fairness and equity- using RRS as vehicle with pupils to enhance pupil understanding.

PEF Coordinator of HWB will lead and will have a resource budget. Address issues revealed in HWB Audit, only 2 questions answered did not give cause for concern. Have a HWB Forum monthly.

Staff to continue carrying targets around the school, all staff to assess and set targets-Targets communicated to parents by post termly- evaluate.

Continue to update PSE HWB programme to reflect SHANARRI and local context. Further develop systems to provide evidence of how pupils’ HWB needs are being met.Adverse Childhood Experiences and Trauma and how it affects Transitions and behavior.

Professional Development to raise awareness of HWB needs and how to support in classes. Use Behaviour data when setting targets- HWB HT Awards data will also inform this- new HWB PE timetabled to address stress growth mindset, RRSA, LGBT.

HWB focus on improving Mental Health Mental Health First Aid Training for staff, Training in Emotion works to address mental health and emotional intelligence, Training in CUSTAAD. EP advice on Mental Health Interventions and what works. Bands for pupils who show our Vision, Values and Aims in everyday school life- Respect, Equality Inclusion. Revisit Vision Values and Aims and Aspirational vision statement document.

Establish the Reach Forward Programme to be implemented for pupils suited to Nurture but with a greater maturity level. Extend nurture groups to CLD.

More meetings sharing strategies for managing and teaching pupils. Pet Therapy trial for some pupils to encourage anxiety management. WBA Assessment/CP Procedure embedded. TEACCH Training EP- merits of this method and promotion of independence.

Safeguarding- audit school policy and procedure.

Pupils have been leading clubs and lunchtime walking groups. An SA has been leading an Emotional Intelligence Group for girls and this has made an impact on their relationships and ability to tolerate each other as well as improving wellbeing and attendance.

MAPA training to be refreshed.

Pupil interests will be surveyed again to update inform personalized subject planning.

Priority 4: Priority 4: Self Evaluation for self-improvement, Leadership and management of staff, Family learning


literacy and numeracy; Improvement in children and young people’s

health and wellbeing


School leadership

Teacher professionalism

Parental engagement


School improvement


HGIOS 4 QI: Priority 4: 1.1 Self Evaluation for self-improvement, 1.4 Leadership and management of staff, 2.5 Family learning 1.2 Leadership for learning, 1.3 Leadership of change, 1.5 Management of resources to promote equity, 2.3 Learning teaching and assessment, 2.6 Transitions, 2.7 Partnership

Progress and Impact:

We evaluated how we can use data to inform professional duties. We now have data in many areas of school and every Departmental meeting has data analysis and the NIF as an agenda point. The school has data on CfE Levels once a year in every curricular area- with Literacy and Numeracy broken down- and with SIMD, Es and Os in BGE and SQA outcomes in the Senior Phase- with SIMD screenshots for comparison of coverage, Audit of Es and Os covered with Teachers Planners, CfE levels and effort levels in Dec, June and Report time for Intervention- highlight SIMD pupils, SQA and Wider certification, Attendance and Exclusions- with reasons and SIMD, Positive destinations and with LAC, SIMD percentages in stages, S1-S3 and S5 comparison of bottom 20% and top 20% and SIMD, Residential Participation- in stages and SIMD, College/work placement attendance, Behaviour Points monthly and yellow cards, Participation in Leuven scales in CLD, Participation in Sensory Room, Nurture group attendance

and Boxall tests, HWB Tracking of four capacities, DYW Skills tracking under Blooms Taxonomy, Outdoor Learning experiences, Independent travellers.

We have a rolling programme of effective quality management linked the SIP with all stakeholders. Our quality management includes documentation on S & C Visits, Shared Learning Visits, PRDs, CPD, PU, Learning Conversations, Self-Evaluation linked to QIs 3 x a year and themes and actions reported to all stakeholders, planner feedback termly, focus groups and Have Your Say boxes.

Exit slips were added to lessons to provide more opportunity to gather self-evaluation data for teachers regarding their practice. Each class was issued with a visual that allowed teachers to do this. This is separate from the Skills tracker used in classes as it to allow the teacher to self-reflect.

Home school partnership activities were to continue but at Christmas 2017 our Home School Link was taken from us due to cuts. A teacher has not yet been put in place to step into this role. Parent meetings took place to increase understanding of self-evaluation and the purpose of it. Parents were also given questions regarding improvement at Parent Evenings. Family Learning to continue this year engagement in subject based Family Learning such as Home Economics and Science was limited. Big Plus were invited to Parents Night to aid Parents to understand homework and their own literacy/numeracy needs. Again engagement was not high.

Staff were refreshed GTCS Code of Conduct, especially regarding their conduct towards each other on public forums.

Leadership opportunities were given in staff leading CPD/ Professional Learning Sessions at lunchtimes and Friday afternoons. This was excellent and much sharing of practice took place as a result. Professional skills and strategies as well as understanding has increased due to this.

Equity Policy was contributed to by all and shared with all staff.

A Medical Information Boa was put into our staff room as a reminder to all NHS Staff to sign in and let school know what tasks they performed that day so all area aware to feedback to parents.

Reports template was redone to include CfE levels and effort broken into 4 point scales to show progress within a level as well as to match the whole school tracking for intervention.

The majority of the improvement plan tasks were successful for pupils. Pupils have highlighted from their questionnaires that Guidance class needs to be improved and that the reason for Learning Conversations need to be made more explicit to all pupils. They were asked in these conversations in every subject area how they wanted to be assessed but have not linked this up when asked in questionnaire. It also needs to be made explicit what we ask pupils to track their skills and the link to their Pupil Profiles highlighted and we still need to agree on a Homework Policy that works for all teachers, pupils, parents and partners.

The majority of the improvement plan tasks were evaluated as successful for staff. Many felt the awareness raising of visuals and TEACCH could be extended and that Homework and the suitability of it needs more work. Some staff felt that more discussion of HGIOS 4 and the improvement cycle could be useful also.

Next Steps:

CL meetings have NIF, SIP, Data analysis focus

Continue excellent Professional Learning led by staff- ask staff if there is a subject they want to be the ‘go to’ for.

Continue to gather leadership skills of teaching staff and update SA staff list of skills

2 PEF leadership opportunities to improve under NIF Priorities

School Twitter for better communication with Partnerships and stakeholders

Charity continue to develop to make better HWB across pupils, family and community

Family Learning needs to improve- gather ideas on best way to improve participation- guest speakers- DS Scotland, Mental Health Foundation

Pick up and drop off of Parents offered in school minibus

Continue to use benchmarks with personalization of the 80% achievement rationale in every curricular area to confirmation professional judgment- moderation with ASN bases, ASN Schools and with colleagues.

Peer visits will extend to other settings

Question of the week for pupils- stickers and rewards ‘I improved my school’

Pupil focus Group on SIP, NIF and PEF priorities scheduled.

Highlight the LC Plan to prioritise 2.6 Transitions to all and Adverse Childhood Experiences

Highlight the GCREIC Improvement Plan Priorities to all- data for improvement, curricular pathways to DYW

Continue to highlight the SLC Priorities

How Good is OUR School- pupil version- make all aware and use to promote pupil voice. Pupil Feedback Improvement lunchtime stall

Continue to promote homework to create link with home and to reinforce learning. Agree on a Strategy that suits all.

Clear out of Staff server after Refresh and use of One Drive

Streamlining of charities we contribute to now that we have a charity and school fund as well as usual fundraising events. Calendar of chosen charities in a three year plan is needed.

Eco Council to consider gaining a space to grow vegetables for local food banks in EK.

Friends of Sanderson to continue to work on end goal of a post school destination tailored to ASN pupils

Parent focus group regarding improvement, email self-evaluation questionnaires to parents to increase response- make reasoning explicit. Family Learning improvements to prompt more engagement.

Change time of parents Night to make it whole school in two long evenings- information sharing opportunities and improvement suggestion opportunities

Extend Industry day to include ASN Bases and Primary School

HGIOS 4 and self-improvement cycle awareness raising across school

Simplified further Parent version of SIP to be sent out

SMT to provide more info during parent’s evenings regarding the curriculum, and to hold specific transitions parents meetings to inform re pathways in senior phase

Big Plus at Parents night

Office to provide Print out of SQAs each child has to encourage progression pathways in every subject.

Piota app for Parents- encourage Parental Engagement

Update Bomb Procedure

Dojo app for homework and parental engagement

Learning Conversations need to be made more explicit to all pupils. They were asked in these conversations in every subject area how they wanted to be assessed but have not linked this up when asked in questionnaire. It also needs to be made explicit what we ask pupils to track their skills and the link to their Pupil Profiles highlighted and we still need to agree on a Homework Policy that works for all teachers, pupils, parents and partners.

1.1 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16 and 2016/17 (teacher judgement).

1.2 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16 and 2016/17 (teacher judgment).

*****2017/18 needed in this format and analysis from HQ*****

1.2.1 Attainment of Curriculum for Excellence levels 2015/16 (teacher judgment S1, S2 & S3 together) Literacy and Numeracy

Reading Writing Listening & Talking

Sanderson Achieved Early

Achieved First

Achieved Second

Achieved Early

Achieved First

Achieved

Second Achieved Early

Achieved First

Achieved

Second

S1-S3 63% 25% 2% 58% 17% 2% 50% 38% 2%

Numeracy

Sanderson Achieve

dEarly

Achieved First

Achieved

Second

S1-S3 60% 0% 0%

1.2.2 Attainment of Curriculum for Excellence levels 2016/17 (teacher judgement S1, S2 & S3 together): Showing the positive increase in those achieving First and Second level in comparison with 2015/16. Numeracy level 2 has stayed the same.



Achieved First

Achieved Second

Achieved Early

Achieved First

Achieved


Achieved First

Achieved

Second

S1-S3 28% 52% 10% 31% 43% 6% 24% 51% 18%

Numeracy

Sanderson Achieved

Achieved First

Achieved

Second

S1-S3 50% 50% 0%

1.2.3 Attainment of Curriculum for Excellence levels 2017/18 (teacher judgement S1, S2 & S3 together):

Strengths: Showing the positive increase across the BGE in those achieving First Level in Reading, Early and First Level Writing, Early and First level Listening and Talking and in second level Numeracy in comparison with 2016/17.

Next steps: Decreases have occurred in the achievement of Early and Second Level Reading- although the number at First level has greatly increased. The decrease in Level 2 Reading refers to one child instead of two achieving Level 2 Reading, when compared with the previous year. Numeracy Levels in Early and First have decreased and this is due to the complexity of the S1 cohort with one 45% not yet achieving Early Level.



Achieved First

Achieved Second

Achieved Early

Achieved First

Achieved


Achieved First

Achieved

Second

S1-S3 24% 65% 2% 37% 57% 2% 33% 61% 2%

Numeracy

Sanderson Achieve

d Early

Achieved First

Achieved

Second

S1-S3 46% 28% 2%

1.3 Attainment of Curriculum for Excellence levels 2015/16 (teacher judgement broken down into separate S1, S2 and S3 levels) National Improvement Framework - Attainment of Curriculum for Excellence levels 2015/16


Sanderson Achieved Early or better

Achieved First or

better

Achieved Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

S1 75% 0% 0% 75% 0% 0% 63% 0% 0%

S2 89% 45% 6% 84% 28% 6% 100% 67% 6%S3 100% 33% 0% 64% 20% 0% 100% 47% 0%

Numeracy

School Achieved Early or better

Achieved First or better

Achieved Second or

better

S1 38% 0% 0%

S2 67% 0% 0%S3 64% 0% 0%

1.3.1 Attainment of Curriculum for Excellence levels 2016/17 (teacher judgement broken down into separate S1, S2 and S3 levels)National Improvement Framework - Attainment of Curriculum for Excellence levels 2016/17- highlighted improvements in all areas. Second level achievement does not increase until S3 in every literacy area and there in no increase beyond First level in numeracy, which again is not gained until S3.



Achieved First or

better


Achieved Early

or better

Achieved First or

better

Achieved

Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

S1 94% 50% 0% 83% 44% 0% 89% 78% 0%

S2 80% 73% 0% 87% 53% 0% 93% 60% 0%S3 89% 67% 28% 83% 50% 17% 100% 72% 50%

Numeracy



Achieved Second or

better

S1 44% 0% 0%

S2 87% 0% 0%S3 100% 72% 0%

1.3.2 Attainment of Curriculum for Excellence levels 2017/18 (teacher judgement broken down into separate S1, S2 and S3 levels)Strengths: There is a positive increase in the percentage of pupils in S2 and S3 achieving Reading, Writing and Talking and Listening at Early and First level or better. There is an upward trend in all areas at all levels in S2, apart from in Early Level Numeracy but there is a 20% increase at First Level or better which is very positive and there is a 5% increase in Level 2 or better in S2, in all areas. S3 has an upward and steady trend in Early and First Levels or better in Literacy. It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all literacy areas which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Reading, Writing and Numeracy not experiencing a considerable increase. There is a 25% increase in the same pupils achieving First level Listening and Talking in one school year.

Next Steps: There is downward trend in S2 in Early Level Numeracy. S3 has a downward trend in Numeracy at Early and First levels but if we look at the same children the previous year, this is an increase of 13% at Early level and an increase of 60% of pupils at First Level. The S1 cohort 2017/18 has complex Health, learning and Communication needs and as a result, 45% of S1 have not yet achieved Early level Numeracy, with 36% S1s not achieving Early level Reading, 18% not yet achieving early level Writing and 27% not yet achieving Early level in Listening and Talking. S2 this year has 25% of pupils not achieving Early level in Numeracy only.



Achieved First or

better


Achieved Early

or better

Achieved First or

better

Achieved

Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

S1 64% 36% 0% 83% 36% 0% 82% 9% 0%

S2 100% 75% 5% 100% 59% 5% 100% 85% 5%S3 100% 80% 0% 100% 73% 0% 100% 73% 0%

Numeracy



Achieved Second or

better

S1 55% 9% 0%

S2 75% 20% 5%S3 93% 60% 0%

SIMD 1-3 pupils - see separate analysis Numeracy and Literacy Levels Tables 1.19-1.20

1.4 More able S3 class Baseline Assessments 2017-18 progress since S1

Name S1 2015-16Single Word Spelling Test ASpelling Age

S3 2017-18Single Word Spelling Test ASpelling Age

S1 2015-16British Picture Vocabulary ScaleAge Equivalent


S1 2-15-16Single Word reading TestReading Age

S3 2017-18Single Word reading TestReading Age

*Pupil 1 5yr 10mth 6yr8 9yr5mths 10yr 5 5yrs 6mths 6yr 9

*Pupil 2 7yr 7mth 8yr6+ 9yrs 10yr 11 7yrs 7yr 1

Pupil 3 7yr 10mth 8yr6+9yr2 (test D)

8yr 8mths 11yr 9 7yrs 6mths 9yr 9

Pupil 4 7yr 10mth 8yr 9yr2mths 10 yr 3 6yr 9mths 7yr 9

Pupil 5 7yr 5mth 8yr3 8yr5mths 8yr 3 7yrs 7yr 9

Pupil 6 8yr6+ 8yr7(test D)

6yr3mths 8yr 10 8yrs 9mths 9yr 6

*SIMD 1-3 pupilsTable 1.4 shows that from baseline assessments all S3 pupils made significant improvements in spelling, vocabulary and reading age between S1 and S3.

1.4.1 Less able S3 class Baseline Assessments 2017-18 progress since S1

Name – 3A2 S1 2015-16Single Word Spelling Test ASpelling Age




S1 2-15-16Single Word Reading TestReading Age

S3 2017-18Single Word Reading TestReading Age

Pupil 9 5yrs 10 5yrs 10 6yrs 7yrs 3 Below 5yrs Below 5yrs

*Pupil 10 5yrs 10 5yrs 10 7yr 5mths 8yr 9 Below 5yrs below 5 yrs

Pupil 11 6yrs 8 7yrs 10 5yrs 3 6yrs 1 6yrs 7yrs 3

*Pupil 12 5yrs 10 5yrs 10 5yrs 11 6yrs 5yrs 3 5yrs 3

Pupil 13 5yrs 10 5yr 10 7yrs 6 9yrs Below 5yrs 5yrs 9

Pupil 14 7yr 7 8yrs 6 8yrs 5 9yrs 9 7yrs 3 9yrs

Pupil 15 5yrs 10 6yr 8yr8 10yr 6 5yrs 3 5yr 6

* SIMD 1-3 PupilsPupils whose scores have stayed the same - 9, 10, 12, and 13 have long term difficulties with speech and language that have impacted on reading and spelling. However, all pupils have improved in their ability to understand vocabulary. Teaching strategies have supported the pupils with reading and writing and this data confirms these are the areas of difficulty for these pupils. The majority of pupils have improved in all areas. SIMD 1-3 pupils - see separate analysis Literacy Intervention Tables 1.22-1.22.3

1.5 SNSA data 2017-18

Table to show the results of P1 SNSA assessments completed by S3 pupils (*SIMD 1-3 Pupil):

Name Literacy Numeracy

Pupil 1 Medium Medium

*Pupil 2 Low High

*Pupil 3 High High

Pupil 4 High High

Pupil 5 Medium High

Pupil 6 Medium Medium

Pupil 7 Medium High

Table 1.5 shows that Teacher judgement was sound for the majority of S3 pupils presented at P1 level, scoring Medium or High. This confirms CfE levels in Table 1.3.2. One pupil scored low in Literacy, Pupil 2 who is also an SIMD 1-3 Pupil. No S3 is below Early Level in Literacy therefore this may have been down to a test situation. SIMD 1-3 Pupil 3 scored High at this lower level.

1.5.1 Table to show the results of P4 SNSA assessments completed by S3 pupils (*SIMD 1-3 Pupil):

Name Reading Writing Numeracy

*Pupil 8 High Medium Medium

Pupil 9 High High High

Pupil 10 High High Medium

Pupil 11 High High Low

Pupil 12 High High High

*Pupil 13 High High High

Pupil 14 Low High Low

Pupil 15 High High Medium

Pupil 16 Medium Medium Low

Table 1.5.1 shows that Teacher judgement was sound for the majority of S3 pupils presented at P4 level, with the majority scoring High. This confirms CfE levels in Table 1.3.2. One pupil scored low in Literacy and Numeracy at this level. Only 65% of S3 have gained Level 1 Numeracy or better so Low Numeracy Scores were expected. SIMD 1-3 Pupil 13 scored High across the board.

1.6 Fresh Start Reading Programme data 2017/18:

Fresh Start Phonics Reading Programme 2017/18

SIMD 1-3 (44%)of all Fresh Start pupils

PUPILS SITTING TEST 1,2,3 –More Able pupils:

Test 1 Reading Sounds, Test 2 Reading Words, Test 3 Reading Paragraphs

75% demonstrated an increase in ability.

13% remained the same in ability

*unable to calculate scores for 12% of pupils due to lack of data (absence, medical cares)

PUPILS SITTING TESTS 1,2

Test 1 Reading Sounds, Test 2 Reading Words

67% of pupils demonstrated an increase in ability

33% increase in ability in 1 test

Table 1.6 shows 75 % of more able pupils demonstrated an increase in ability in all three tests. 67% of less able pupils demonstrated an increase in ability in Test 1 and Test 2.Fresh Start programme requires 1 hour a day to make a greater impact. Staff must be trained to deliver this also. SIMD 1-3 (44%) of all Fresh Start pupils.

1.7 Attainment of SQA Units and Courses 2015/16, 2016/2017 and 2017/18 Predicted and wider certification.

Certification- Unit and Course level taken

2015/16-number across school

2016/17- number across school

2017-18 numbers across school

SCQF Level 1 4 4 2SCQF Level 2 0 4 9SCQF Level 3 1 0 1SCQF Level 4 1 0 0

Total 6 8 12

National 1 Units 28 21 28National 2 Units 14 31 28 (1 @college)National 3 Units 23 13 25National 4 Units 2 4 9National 5 Units 0 0 0Access 3 Units 3 1 1Total Units 53 70 90

SQA CoursesNational 1 Courses 0 2 2 (=PA Awards)National 2 Courses 2 4 8 (inc 2 PA

Awards + Scot. St Award)

National 3 Courses 2 3 6National 4 Courses 0 0 5 (1 @ CGlen)National 5 Courses 3 3 3 (3 @ CGlen)Princes Trust Award 0 3 7JASS Award Bronze S1-3 0 51 54Sanderson Award Bronze 0 14 7Sanderson Award Silver 0 3 24Sanderson Award Gold 0 4 0Total SQA Courses 4 9 20

Senior Phase certification 2017/18: Table 1.7 shows N1 Units increased as CLD increased certification. N2 Units decreasing as more pupils put forward for N3 and N4 by raising staff aspirations and awareness of support. N2 and N3 Courses have greatly increased as teachers have better understanding of accrediting Units and Courses. Overall SQA Courses have more than doubled since last year. N3 Units have increased. N4 units have more than doubled. The Sanderson Award – increase in numbers of pupils moving from Bronze to Silver due to three year rolling programme and hours achieved. SCQF Data – includes Transition in Action levels. Unit Data incudes Personal Achievement Units and Scottish Studies Awards. Teachers are aiming higher and pathways of learning have been revised to raise aspiration hence less N2 units and more full courses. Princes Trust Awards have more than doubled. 3 pupils have completed National 5 this year in inclusion classes in Calderglen High School in Art, English and Home Economics. A National 2 construction unit was completed by S4 at college which is a part of their curriculum. Sanderson Bronze Award has decreased as pupils move on to Silver and the cohort below working on Princes Trust.

1.8 Attendance 2015/16 and in 2016/17: Attendance 2015/16 2016/17 2017/1895%> 48% 53% 57%100% 11% 11% 5%

2017/18: Table 1.8 shows there has been an increase this year in the number of pupils with over 95% attendance however there has been a drop in the number of pupils with 100% attendance. The weather in the winter of 2017/18 school year meant that some pupils were kept at home-even though the school was open- as a parental choice which affected attendance. This was also affected by the recording system in SEEMIS on Snow Days.

1.9 Literacy, Numeracy and Health and Well-being (HWB) Additional Support Plan (ASP) Targets achieved 2015/16, 2016/17, 2017/18.

Targets in Literacy, Numeracy and HWB

2015/16 2016/17 17/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18

S1 S1 S1 S1 S2 S2 S2 S3 S3 S3 S4 S4 S40 Targets achieved

25% 0% 9% 16% 6% 0% 20% 5% 0% 28% 14% 16%

1 Target achieved

19% 17% 0% 40% 6% 20% 20% 10% 0% 21% 14% 11%

2 Targets achieved

19% 44% 27% 16% 6% 10% 20% 21% 21% 15% 14% 11%

3 Targets achieved

37% 39% 64% 28% 82% 70% 40% 64% 79% 36% 58% 67%LAC Pupils achieving 2 or more targets

33% 80% 100%

SIMD 1-3 Pupils achieving 2 or more targets

Figures not recorded

77% 83%

Targets in Literacy, Numeracy and HWB

2015/16 2016/17 2017/18 2015/16 2016/17 2017/18

S5 S5 S5 S6 S6 S60 Target achieved

23% 7% 7% 25% 9% 0%

1 Targets achieved

39% 14% 7% 25% 9% 7%

2 Targets achieved

15% 57% 13% 25% 36% 43%

3 Targets achieved

23% 22% 73% 25% 46% 50%

2017/18: There is a positive increase in the number of S1 pupils meeting all three targets and therefore a decrease in those meeting only 1 and 2. There is a negative increase from the previous year in pupils gaining none of their targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps. 70% of S2 have achieved all three targets which is a decrease from the previous year however, the number not meeting any targets has also decreased which is positive. If we compare this to their achievements in S1, the number has increased across the board. S3 had a very successful year with all pupils achieving at least two targets and the number achieving all three targets has increased. This cohort is considerably more able than other cohorts. S4 numbers achieving 3 targets has increased but those achieving none of their targets have also increased. S5 numbers achieving all targets has increased by 51% compared with the previous year.S6 numbers achieving at least two targets has increased. Percentages have increased for the number of LAC pupils and those in SIMD 1-3 achieving all 3 targets.

1.9.1 ASP Targets achieved in 2016/17 from SLC Severe and Profound Framework of individual milestones in Complex Learning Department (CLD).

Class Number of targets set2016-17

Number of targets set2017-18

Number of targets achieved2016-17

Number of targets achieved2017-18

% achieved2016-17

% achieved2017-18

S1/2 Composite complex learners

49 111 22 87 44% 78%

S2/3 Composite complex learners

85 65 59 47 69% 72%

S4/5/6 Composite complex learners

122 84 48 47 39% 56%

Totals 256 260 129 181 50% 70%

Positive increase in total number of targets set from 2016-17 to 2017-18 Positive increase in total number of targets achieved across CLD S1/2 CLD there has been a 34% increase in targets achieved- there is one SIMD 1-3 pupil in this class. S3/4 CLD there has been a 3% increase in targets achieved S4/5/6 CLD there has been a 17% increase in targets achieved – there is one SIMD 1-3 pupil in this class. In 2016-17 pupils achieved 50% of the total targets set. In 2017-18 pupils achieved 70% of the targets set

across the department showing a positive increase of 20% achieving targets.

1.10 Positive destinations 2015/16, 2016/17, 2017/18- with Positive Destinations for LAC

Percentage pupils achieving a positive destination

2015/16 2016/17 2017/18

Leavers 100% 100% 100%LAC Leavers 100% 100% -

As shown in the table below, we have 100% positive destinations for this year again, with no LAC pupils within that cohort.

1.11 College/Work Placement Attendance in preparation for positive destination 2015/16, 2016/17 and 2017/18:

2015/16 2016/17 2017/18

% of pupils attending college S4

100% 100% 100%

% of pupils attending college S5

46% 47% 69%

% of pupils attending college S6- one course

100% 79% 60%

% of pupils attending college S6- two courses

55% 36% 60%

% Pupils attending Work Placement S4

85% 73% 39%


38% 35% 30%


100% 73% 93%

% Pupils attending more than1 work placement S6

NA NA 40%

2017/18: Any decrease in college participation as shown for this year is again due to ensuring pupils are on the correct Senior Phase pathway. It is also due to college places being reduced by college recruitment, and for Sanderson pupils not making the criteria for participation on programmes such as E2E, which includes a college component for S6 pupils. Figures for S4 and S5 work placement have decreased as we continue to adhere to

Workplace Standards expectations for young people, therefore only arranging a placement for those pupils that are ready and can cope with the workplace environment and not as previously being set by local authority calendar.

1.12 Independent Travellers:

2015/16 2016/17 2017/18Number of Pupils 12 7 5

Decrease due to needs of current cohort. There is a fall in the number of senior pupils in senior phase who would be more likely to be independent travellers. Due to wide catchment area for SHS many pupils are unable to be independent travellers. 58% Staff have used the GPS Independent Travel devices to train pupils to travel independently.

1.13 Attendance in Inclusion Classes in Calderglen High School 15/16, 16/17 and 2017/18.2015/16 2016/17 2017/18

S1 1 pupil 0 pupils 1 pupil

S2 2 pupils 1 pupil 1 pupil

S3 6 pupils 4 pupils 0 pupils

S4 1 pupil 5 pupils 3 pupils

S5 3 pupils 3 pupils 4 pupils

S6 1 pupil 1 pupil 0 pupils

As it is the same pupils moving up the school, we have compared year on year. In 2017-18 S1 and S2 inclusion numbers have increased due to an S1 pupil attending Maths and an S2 pupil attending English in Calderglen. S3 inclusion has decreased due to the social vulnerability of the inclusion pupil. S4 inclusion has decreased due one pupil no longer wishing to participate in hospitality. S5 inclusion numbers have decreased due to two pupils leaving school to attend college. S6 inclusion has decreased as three pupils that attended an inclusive beauty course are now participating in a Sanderson specific beauty course.

1.14 Analysis of Violent Incident Tracking 2017-18

Nature of Violent Incident and number in school year:

Violence towards staff

Damage to Property Self-Harm violence towards peer

Number of forms submitted / recorded

44 3 2 3 47

Term number of incidents change in incidents per term

Red=increase, green=decrease

Term one (August – October) 15

Term two (November – December) 13 -2

Term three (January to March) 13 0

Term four (April- May) 4 -9

In term one there was a significant number of incidents – new S1 intake, Complex Learners, pupils with BSP’s transitioning in

There was also an impact on the S1 CLD group moving into S2 and adapting to change with the learning needs of these pupils

Significant amount of incidents involve our CLD pupils with a range of complex needs who communicate through their behaviour and can display in crisis

Transitioning from primary to unfamiliar secondary environment can impact on pupils and staff support them to settle into new routines and new experiences, as shown in the decrease in incidents over the year

From term two to term three the number of incidents remained the same, partially due to the needs of complex learning pupils. This was addressed through changing the environment for one pupil and through consistent staff and approaches with another which lessened this pupils’ anxieties over time. BSP’s were further discussed with staff. These measures had an impact as shown in a decrease in incidents from term three to term four.

Interventions were planned and implemented for some pupils- Yoga, sensory and physical opportunities SMT interventions also supported pupils – Circle of Friends, Managing Anger, Assertiveness, GUAB,

Confidence building

1.15 Class skills tracking sample data 2016/17 and 2017/18 showing how many times a sample of pupils have used particular skills in lessons.

Pupil Remember 16/17

17/18 Understand16/17

17/18 Apply16/17

17/18 Evaluate16/17

17/18 Analyse16/17

17/18 Create 17/18

S1 40 45 60 60 47 49 22 28 16 20 22 25S2 53 55 51 51 40 45 21 22 18 25 16 19S3 43 46 40 46 34 40 22 25 14 16 11 15S4 7 22 3 19 3 33 0 15 0 22 3 14S5 33 45 29 25 25 34 16 18 16 20 12 20S6 24 27 20 44 18 21 4 16 5 12 11 18

This year the school was embedding the use of this in class skills awareness and tracking system for pupils. This is shown in the data above as there have been more opportunities in all year groups for all skill areas apart from in S5 for understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

1.16 Pupil Focus Group 2017/18: Evaluation questionnaire results from pupils regarding changes made in this and the last school year as part of the EIP.

Do you get homework? 90% said yes

Do you know your targets?

100% said yes

Do you know your rights?

100% said yes

Do you use ICT in most classes?

100% said yes

Do you get to choose how you are assessed (tested)? 0% said yes

Do you know what H.O.T.s are?

100% said yes

Do you know why we check what skills you have used in class?

90% said yes

Do you like Guidance class?

20% said yes

Do you help make decisions at school?

100% said yes

Do you like giving your opinion?

100% said yes

Would you give your opinion again if asked?

100% said yes

Table 1.16 shows that the majority of the improvement plan tasks were successful for pupils. Pupils have highlighted from their questionnaires that Guidance class needs to be improved and that the reason for Learning Conversations need to be made more explicit to all pupils. They were asked in these conversations in every subject area how they wanted to be assessed but have not linked this up when asked in questionnaire. It also needs to be made explicit what we ask pupils to track their skills and the link to their Pupil Profiles highlighted and we still need to agree on a Homework Policy that works for all teachers, pupils, parents and partners.

1.17 Effectiveness rating by Staff of improvement planning actions 2017/18. Staff on horizontal axis, effectiveness vertical 1-5 scale:

0 10 20 30 40 50 60 70 800

1

2

3

4

5

6

Results of Staff Questionnaire on effectiveness 17/18 Improvements made

Increased availability of transport

Increased awareness of HGIoS4 and the cycle of improvement

Professional learning sessions

Awareness raising of increasing visuals and TEACCH.

Higher expectations for homework and choice of utilising homework grid.

Table 1.17 shows that the majority of the improvement plan tasks were successful for staff. Many felt the awareness raising of visuals and TEACCH could be extended and that Homework and the suitability of it needs more work. Some staff felt that more discussion of HGIOS 4 and the improvement cycle could be useful also.

1.18 Managing Sexualised Behaviour (MSB) Policy Evaluation Staff June 2017/18Agree Unsure Disagree

I am aware of the MSB Policy 90% 10% 0%

I feel all staff are aware of MSB Policy

36% 64% 0%

Sanderson provide consistent messages to pupils on SB

60% 21% 19%

I use consistent language to address SB

78% 18% 4%

I am confident managing SB 78% 18% 4%

I know who to pass my concerns to

100% 0% 0%

Data above shows that most or all staff are aware of the MSB Policy, give consistent messages, use consistent language, are confident addressing this behaviour and of who to pass concerns to from a Child Protection Viewpoint. Next steps will include making sure again that all staff are aware and reinforcing the consistent messages and language with all staff to improve safety for all.

Achieving Excellence: Overall Progress towards National Improvement Framework PrioritiesSession 2017-18In the current cohort 35% are SIMD 1-3. Largest numbers fall into SIMD 3 and 4 in the school. Catchment area in Sanderson is wide. There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all Early and First levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. There is also a significant number of S3 SIMD 1-3 pupils in the top 20% achievers. However, it is evident that this year’s S1 cohort, who have more complex needs than previous S1 cohorts do have a significant gap in that 80% of all of those in the bottom 20% of achievers S1-S3 are in S1 and SIMD 1-3. All data in Tables 1.19-1.40.

Literacy: Progress satisfactory good very good excellent

x

Strengths

Individualised Literacy assessment and interventions were timetabled- targeted pupils with communication needs and those at early level. Active Literacy resources purchased and staff trained. Reading pens to assist reading, google chrome laptops to develop digital Literacy, accessibility kits to allow those with motor needs to access keyboards were purchased as were writing assistive software and Kindles. Paired reading was developed across school staff and Calderglen Senior Students trained. Mobile library in school and use of Calderglen library and public library.

As a result, the school is showing a positive increase across the BGE in those achieving First Level in Reading, Early and First Level Writing, Early and First level Listening and Talking in comparison with 2016/17. There is a positive increase in the percentage of pupils in S2 and S3 achieving Reading, Writing and Talking and Listening at Early and First level or better. There is an upward trend in all Literacy areas at all levels in S2 and there is a 5% increase in Level 2 or better in S2, in all Literacy areas. S3 has an upward and steady trend in Early and First Levels or better in Literacy. It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Reading and Writing not experiencing a considerable increase. There is a 25% increase in the same pupils achieving First level Listening and Talking in one school year. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in just Reading; all pupils are in the same streamed class and have a high level of needs. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

From baseline assessments all S3 pupils made significant improvements in spelling, vocabulary and reading age between S1 and S3.Pupils whose scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling. However, all pupils have improved in their ability to understand vocabulary. Teaching strategies have supported the pupils with reading and writing and this data confirms these are the areas of difficulty for these pupils. The majority of pupils have improved in all areas. Fresh Start Reading Programme has made an impact in that 75 % of more able pupils demonstrated an increase in ability in all three tests. 67% of less able pupils demonstrated an increase in ability in Test 1 and Test 2.SALT and DS Scotland delivered in service training re Literacy and Communication to allow staff to have strategies to meet Literacy Needs. Support and Challenge visits saw Teaching and Learning in order to ensure shared standards across the school in meeting needs. Moderation is established as integral element of learning and teaching. SQA verified 5 curricular areas due to raised aspirations. Benchmark expectations and aspirations were shared with other ASN schools and across Learning Community.


Next steps

Decreases have occurred in the achievement of Early and Second Level Reading- although the number at First level has greatly increased. The decrease in Level 2 Reading refers to one child instead of two achieving Level 2 Reading, when compared with the previous year. The S1 cohort 2017/18 has complex Health, Learning and Communication needs and as a result, 36% S1s are not achieving Early level Reading, 18% not yet achieving early level Writing and 27% not yet achieving Early level in Listening and Talking.

In SNSAs, one pupil scored low in Literacy and Numeracy at this level. One SIMD 1-3 Pupil scored High across the board. We must raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. We must improve CfE Levels in Numeracy and Literacy through PEF Funding Staffing, resources and training-1-1 Interventions in Literacy and Numeracy. Staff have asked for Clicker Training and Talk to text assistive technology to improve Literacy.

We will revisit strategies to support pupils with Communication Difficulties and continue to embed. Pupils whose baseline scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling- we will continue

measuring participation in Leuven scales to raise attainment. EP delivered in service training re Literacy and Communication. Leuven Scales showed levels of participation were high when active learning, objects of reference and visuals were used. Pupils did not cope so well and their level of involvement was low, when lots of language was used and when the learning was for the most part teacher led. Surprisingly, different pupils reacted in different ways when ICT was used within the lesson.



Numeracy:Progress satisfactory good very good excellent

x

Strengths

Individualised Literacy and Numeracy assessment and interventions were timetabled- targeted pupils with communication needs and those at early level. Staff were trained in Catch Up and Count On Numeracy.

As a result, the school is showing a positive increase across the BGE in those achieving Second level Numeracy in comparison with 2016/17. There is a 20% increase at First Level or better which is very positive and there is a 5% increase in Level 2 or better in S2, in all areas. There is a downward trend in in Early Level Numeracy, which will be addressed in next steps.

It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas, which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Numeracy not experiencing a considerable increase

We have used the baseline assessments with ‘Catch up’ pupils from Feb-August 2018 group who were all SIMD 1-3 S1 pupils from the least able class, all working at Early level (the most able of the group was working at 5:11yrs). All pupils that completed ‘Catch up’ Numeracy have increased the number of CfE E+Os achieved and experienced. 0% of pupils that attended ‘Catch up’ have gone up by a CfE level but when compared to non SIMD pupils these ‘Catch up’ pupils are achieving at a comparable rate. The nature of the programme is that it allows them to catch up in the progress rate to their peers through consolidation of the basics of Numeracy. This is the case therefore, the attainment gap between those in SIMD 1-3 and their peers is being addressed.

There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all Early and First levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in Numeracy; all pupils are in the same streamed class and have a high level of needs. 1 SIMD 1-3 S2 pupil is also not yet achieving Early Level in Numeracy. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

Next steps

Numeracy Levels in Early and First have decreased and this is due to the complexity of the S1 cohort with one 45% not yet achieving Early Level. There is downward trend in S2 in Early Level Numeracy. S3 has a downward trend in Numeracy at Early and First levels but if we look at the same children the previous year, this is an increase of 13% at Early level and an increase of 60% of pupils at First Level. The S1 cohort 2017/18 has complex Health, Learning and Communication needs and as a result, 45% of S1 have not yet achieved Early level Numeracy S2 this year has 25% of pupils not achieving Early level in Numeracy only.

In SNSAs, one pupil scored low in Literacy and Numeracy at this level. Only 65% of S3 have gained Level 1 Numeracy or better so low Numeracy Scores were expected. One SIMD 1-3 Pupil scored High across the board. We must raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. We must improve CfE Levels in Numeracy through PEF Funding Staffing, resources and training-1-1 Interventions in Numeracy, an extra Teacher in Maths 2 days a week. EP to advise to identify specific needs in areas of Numeracy- Estimating and rounding. Interpreting word problems (related to poor literacy and comprehension skills as well as difficulties with manipulating numbers). Number process in general. Recognising number patterns (dice and arrays). Inability to mentally manipulate numbers.

Numeracy Programme needed for pre Early and Early level- research and use S & P Framework as options to raise attainment in Numeracy at Early Level. New scheme needed to close the gap. Baseline assessments in Numeracy for S1 needed and a Numeracy Programme suited to the needs of ASN pupils and their areas of difficulties with Numeracy to be researched and implemented. Resource boxes needed for every Numeracy class-time, shape and money topics.

Health and Wellbeing

Progress satisfactory good very good excellentx

StrengthsWe linked GIRFEC indicators to pupil paperwork for review meetings, as well as children’s views evaluated in Guidance class. Pupil voice and next steps was clear from this at Review and Future Planning Meetings.



Violent Incidents in term one were significant with new S1 intake and the complex needs they have. There was also an impact on the S1 CLD group moving into S2 and adapting to change with the learning needs of these pupils. Significant amount of incidents involve our CLD pupils with a range of complex needs who communicate crises through their behaviour. Transitioning from primary to unfamiliar secondary environment can impact on pupils and staff support them to settle into new routines and new experiences, as shown in the decrease in incidents over the year. From term two to term three the number of incidents remained the same, partially due to the needs of complex learning pupils. This was addressed through changing the environment for one pupil and through consistent staff and approaches with another which lessened this pupils’ anxieties over time. Interventions were planned and implemented for some pupils- Yoga, sensory and physical opportunities. SMT interventions also supported pupils – Circle of Friends, Managing Anger, Assertiveness, Give Us a Break (GUAB), Confidence building. As a result 100 % of pupils had increased pupil confidence in fine motor skills at final

assessment and 100% increase in assertiveness in all pupils. Anxiety Intervention saw each pupil- both of whom were SIMD 1-3 pupils- decrease their anxiety by three points. After GUAB intervention- which addresses bereavement- all participants reported that the GUAB group was a positive experience.



There is a positive increase in the number of S1 pupils meeting all three targets and therefore a decrease in those meeting only 1 and 2. There is a negative increase from the previous year in pupils gaining none of their targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps. 70% of S2 have achieved all three targets which is a decrease from the previous year however, the number not meeting any targets has also decreased which is positive. If we compare this to their achievements in S1, the number has increased across the board. S3 had a very successful year with all pupils achieving at least two targets and the number achieving all three targets has increased. This cohort is considerably more able than other cohorts. S4 numbers achieving 3 targets has increased but those achieving none of their targets have also increased. S5 numbers achieving all targets has increased by 51% compared with the previous year. S6 numbers achieving at least two targets has increased. Percentages have increased for the number of LAC pupils and those in SIMD 1-3 achieving all 3 targets. Positive increase in total number of targets set from 2016-17 to 2017-18. CLD Targets are set with SLCs Severe and Profound Framework in smaller milestones. There was a positive increase in total number of targets achieved across CLD Department for all pupils. In S1/2 CLD there has been a 34% increase in targets achieved- there is one SIMD 1-3 pupil in this class. In S3/4 CLD there has been a 3% increase in targets achieved. S4/5/6 CLD there has been a 17% increase in targets achieved – there is one SIMD 1-3 pupil in this class. In 2016-17 pupils achieved 50% of the total targets set. In 2017-18 pupils achieved 70% of the targets set across the department showing a positive increase of 20% achieving targets.







An end of year HWB Audit of pupils showed that out of 25 questions asked of pupils across the school, only two questions answered did not give cause for concern. This will allow us to address these issues in the School Improvement the coming year.

Next steps

There is a negative increase from the previous year in pupils gaining none of their 3 (Literacy, Numeracy and HWB) ASP Long Term targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps guided by SLC’s S & P Framework and by using new individual milestones information from Education Scotland.

Raise Awareness of Managing Sexualised Behaviour Policy and reinforce the consistent messages and language with all staff to improve safety for all. SMT will continue to track Violent Incidents and type to identify any patterns and inform meetings with outside agencies, pupils and parents. Safeguarding- Audit of school Policy and Procedure.

There have been more opportunities in all year groups for all skill areas to be experienced apart from in S5 for Understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

Continue to monitor and record violent Incidents. Interventions will continue in Yoga, sensory and physical opportunities. As well as group work- Circle of Friends, Managing Anger, Assertiveness, GUAB, Confidence building will continue and EP will advise. Pupils will continue to lead clubs and lunchtime walking groups. An SA will continue to lead Emotional Intelligence Group for girls. Two Nurture Groups will run this year now that more teachers are trained to deliver it. Breakfast will continue and the focus for al interventions will be SIMD 1-3 pupils.

More innovative Rewards will encourage good behaviour and attendance at 100 points club.



Guidance staff will continue to explicitly discuss ‘fairness and equity- using RRS as vehicle with pupils to enhance pupil understanding. Growth Mind Set-Training and methods of developing with pupils, In service training for staff- workshop for pupils and parents in partnership with Calderglen.


Staff to continue carrying targets around the school, all staff to assess and set targets-Targets communicated to parents by post termly- evaluate

Continue to update PSE HWB programme to reflect SHANARRI and local context. Further develop systems to provide evidence of how pupils’ HWB needs are being met.





Safeguarding- audit school policy and procedure.


MAPA training to be refreshed.

Pupil interests will be surveyed again to update inform personalized subject planning.

Adverse Childhood Experiences and Trauma and how it affects Transitions and behavior.

Employability Skills/Positive Destinationssatisfactory

good very good excellent

x

Strengths

We considered progression pathways re SQA- more cluster courses rather than units. We planned Shared learning visits to focus on developing pathways in particular subjects and SQA accreditation aspirations. We raised aspirations in aiming higher for our pupils increasing the level of SQA certification and making all aware of the support than can be given but we will also trained staff regarding SQA group awards and motivated them to work together to gain increased certification. We worked on the JASS Award accrediting IDL and we gained our Princes Trust Award. We added Sports Leader’s Awards to the IDL Curriculum also strategically planned for senior phase pupils to ensure breadth and balance as they attend other opportunities- College and Work Placements.

As a result, N1 Units increased as CLD increased certification. N2 Units decreasing as more pupils put forward for N3 and N4 by raising staff aspirations and awareness of support. N2 and N3 Courses have greatly increased as teachers have better understanding of accrediting Units and Courses. Overall SQA Courses have more than doubled since last year. N3 Units have increased. N4 units have more than doubled. The Sanderson Award – increase in numbers of pupils moving from Bronze to Silver due to three year rolling programme and hours achieved. SCQF Data – includes Transition in Action levels. Unit Data incudes Personal Achievement Units and Scottish Studies Awards. Teachers are aiming higher and pathways of learning have been revised to raise aspiration hence less N2 units and more full courses. Princes Trust Awards have more than doubled. 3 pupils have completed National 5 this year in inclusion classes in Calderglen High School in Art, English and Home Economics. A National 2 construction unit was completed by S4 at college which is a part of their curriculum. Sanderson Bronze Award has decreased as pupils move on to Silver and the cohort below working on Princes Trust. 4 Pupils have complete their Sports Leaders Awards.


Participation in residential trips varies as a result of extrinsic factors such as parental and pupil choice, peer pressure, financial constraints on parents, medical health conditions and intrinsic factors such as increased risk of dangerous behaviours. Participation in Residential increased in S4 due to increased funding from the school as a result of fundraising efforts and increase pupil uptake. This year group’s participation has increased yearly from 55% in S2, 65% in S3 to 76% in S4. This may reflect their increasing maturity, resilience and confidence to try new activities. S2, S3, S5 and S6 numbers have decreased when compare to the number from the same class in the previous academic session. Some pupils were too anxious to attend residential or could not afford to do so therefore they were given the opportunity for day trips to gain these skills. S1 did not have a residential so they were included also. 22% of pupils who had no residential

experience gained the skills they would have missed on day trips. Only 6% of school overall have missed out on these experienced over the past 2 years.


This year the school was embedding the use of this in class skills awareness and tracking system for pupils. There have been more opportunities in all year groups for all skill areas apart from in S5 for understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

Again we have 100% positive destinations this year.

Next steps

Maintain new SQA aspirational standards and new subjects such as Beauty, Spanish and Horse-riding, add new subject opportunities such as RE and French in Senior Phase. More planned college opportunities in S3, S4, S5 and S6- timetabled. We will evaluate impact of raised aspirations on attainment and maintain this standard with pupil support grid updated for this year. We are designing our own Apprenticeship with our partners that will welcome our learners in the entry requirements as even Foundation Apprenticeships require too high an entry level for pupils with ASN. College will be offered to S3, 4, 5 and 6 in the coming year for the first time and will add to accreditation.

Sustain real life Learning with transport and drivers. More opportunities will be taken for outdoor learning now that more staff can drive transport and more transport will be provided to maintain this.

Continue to develop pupil profiles S1-3 and S4-6 to include DYW /Blooms Skills in PSE. Encourage pupils to continue their pupil led clubs at lunchtime and measure impact. S6 Pupils to lead Leavers Trip.

Audit increased participation in residential experiences or diversity of skills gained and work with Charity/Parent Council to pay for residential. Improvement in width of experiences and number of outcomes met in HWB-tracking and monitoring as well as certification.More opportunities again need to be given for pupils to gain Responsible Citizen awards

Learning Conversations need to be made more explicit to all pupils. They were asked in these conversations in every subject area how they wanted to be assessed but have not linked this up when asked in questionnaire. It also needs to be made explicit what we ask pupils to track their skills and the link to their Pupil Profiles highlighted and we still need to agree on a Homework Policy that works for all teachers, pupils, parents and partners

1.19 SIMD Data 2017/18:

SIMD 1

SIMD 2

SIMD 3

SIMD 4

SIMD 5

SIMD 6

SIMD 7

SIMD 8

SIMD 9

SIMD 10

Number in

Cohort

Sanderson 6% 8% 21% 20% 10% 6% 11% 11% 6% 1% 103

In the current cohort 35% are SIMD 1-3. Largest numbers fall into SIMD 3 and 4 in the school. Catchment area in Sanderson is wide.

1.9 Comparison of percentage of CfE levels achieved SIMD 1-3 pupils Vs non SIMD 1-3 pupils Reading Writing Listening & Talking

SandersonAchieved Early or better

Achieved First or

better

Achieved

Second or better

Achieved Early or better

Achieved First or

better

Achieved

Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

Sanderson S1-S3 SIMD 1-3 children

85% 50% 10% 80% 55% 10% 80% 65% 25%

SandersonS1-S3 non SIMD 1-3 children

90% 71% 10% 87% 45% 3% 96% 77% 13%

Gap 5% 21% 0% 7% +10% +7% 16% 12% +12%

Numeracy


or better

Achieved First or

better

Achieved

Second or better

Sanderson SIMD 1-3 children

80% 25% 0%

Sanderson non SIMD 1-3 children

70% 25% 0%

Gap +10% 0% 0%

2016/17 showed that there is a gap in some areas but that in some cases SIMD 1-3 pupils are achieving better and consistently the same or better at second level.

1.20 2017/18 Comparison of percentage of CfE levels achieved SIMD 1-3 pupils Vs non SIMD 1-3 pupils PEF Spend Numeracy and Literacy


SandersonAchieved Early or better

Achieved First or

better

Achieved

Second or better

Achieved Early or better

Achieved First or

better

Achieved

Second or better

Achieved Early

or better

Achieved First or

better

Achieved

Second or better

Sanderson S1-S3 SIMD 1-3 children

77% 50% 6% 88% 44% 6% 88% 38% 6%

SandersonS1-S3 non SIMD 1-3 children

100% 82% 0% 100% 75% 0% 96% 79% 0%

Gap -23% -32% +6% -12% -31% +6% -8% -41% +6%

Numeracy


or better

Achieved First or

better

Achieved

Second or better

Sanderson SIMD 1-3 children

66% 12% 6%

Sanderson non SIMD 1-3 children

83% 36% 0%

Gap -17% -24% +6%

Table 1.20 shows that there is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in just Numeracy and 1 S1 is not yet achieving Early level in just Reading; all pupils are in the same streamed class and have a high level of needs. 1 SIMD 1-3 S2 pupil is also not yet achieving Early Level in Numeracy. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

1.21 Comparison of number of S1-S3 in bottom 20% achievement and in top 20% achievement of CfE levels S1, S2 and S3 2017/18- across all curricular areas PEF Spend Numeracy and Literacy:

Sanderson Working Working

at Early Level in

5+ subjectsBOTTOM

20%

at 2nd level and

above in 3+

subjectsTOP20%

S1 5 (80%are SIMD 1-3)

0

S2 014

(43% are SIMD 1-3)

S3 014

(22% are SIMD 1-3)

Table 1.21 shows that Sanderson pupils achieve highly in other curricular areas, often working at Second level in practical areas. This shows that almost half of S2 top 20% are SIMD 1-3 pupils which shows the gap is not as wide as data for CfE levels in Literacy and Numeracy suggest, throughout the whole curricular range. There is also a significant number of S3 SIMD 1-3 pupils in the top 20% achievers. ASN and ASD pupils often have spiky profiles, which is evident here. However, it is evident that this year’s S1 cohort, who have more complex needs than previous S1 cohorts do have a significant gap in that 80% of all of those in the bottom 20% of achievers S1-S3 are in S1 and SIMD 1-3. 1.21.1 Comparison year on year 2015-2018 of Es and Os experienced in BGE. PEF Spend Curriculum

Es and Os gained by end S1

Es and O gained by end of S2

Es and Os gained by end of S3

Increase in Es and Os year on year S1 into S2

S1 2015/16S2 2016/17S3 2017/18

S1 90 S2 115 S3 142 25 of an increase in 2016/17 S1-2

S1 2016/17S2 2017/18

S1 100 S2 154- 39 more than previous years’ S2s)

S3 unknown 54 of an increase in 2017/18 S1-S2

S1 2017/18 S1 118 ( 18 more than the previous years’ S1)

S2- unknown S3- unknown

In 2017/18 Table 1.21.1 shows that there were 54 more Es and Os experienced by those pupils going from S1 to S2 than in the previous year. Data also shows that S1s in this year experienced 18 more Es and Os in S1 than those the previous year. This is due to PEF Spend allowing curricular widening of experiences through resources.

1.22 Analysis of Literacy 1-1 Intervention Programme 2017-18 PEF Spend Literacy:For our 1-1 Literacy Intervention Programme, we examined the SIMD 1-3 pupils S1-3, the Baseline Literacy assessments of Spelling, Vocabulary and Reading and CfE Literacy levels of all and highlighted pupils with difficulties across all areas. We prioritised pupils who had not achieved or were at Early Level and those with baseline scores between -5yrs and 6yrs and those with communication difficulties. We targeted all S1 pupils who were SIMD 1-3 in Term 3 and 4 to give all an intervention opportunity.

1.22.1 Table 1- overall progress in Reading and Phonics

Name Reading High Frequency Words

Reading High Frequency Words

% improvement

Initial Phonic SoundsInitial

Initial Phonic SoundsFinal

% improvement

Initial assessment

Final assessment

assessment assessment

Pupil 1 1 2 0.5% 15 16 3%Pupil 2 193 198 3% 22 25 11%Pupil 3 164 175 6% 23 24 4%Pupil 4 67 72 3% 21 22 4%Pupil 5 4 6 3% 19 20 4%Pupil 6 194 202 4% 23 26 12%Pupil 7 64 98 17% 14 25 42%Pupil 8 52 71 10% 20 26 23%**Pupil 9 148 192 23% 26 26 0%*****Pupil 10

6 8 1% 12 17 19%

*Pupil 11 (not SIMD)

33 43 5% 19 26 27%

*Pupil 12 (not SIMD)

15 31 8% 19 26 27%

All pupils are SIMD 1-3 except 11 and 12. 11 was highlighted as having a communication need 2016-17, which is our attainment gap also.12 was selected for intervention due to S1 baseline assessments and Fresh Reading Start levels poor.** 9 knew all initial sounds and continued to work on blending words therefore could not improve in this area but made a 23% improvement in Reading.***10 Literacy Intervention Sep- Dec. Pupil assessments showed no increase in progress and confirmed the nature of their literacy difficulties. S1 joined the Literacy Intervention group and it was decided that he would benefit morefrom continued participation in English class at Literacy time.

1.22.2 Table 2: Individual % Progress in Reading and Phonics

Individual progress

0-5% improvement

6-10% improvement 11-15% improvement over 16% improvement

Reading High Frequency Words

7 pupils 3 pupils 0 2 pupils

Initial Phonic Sounds

5 pupils 0 2 pupils 5 pupils

100% of pupils involved showed improvement in areas targeted (**pupil 9 showed improvement in the phonic blending targeted to him)

Individual progress ranged from 0.5% to 23% increase inability to read high frequency words Individual progress ranged from 0% to 42% increase in knowing initial phonic sounds

Analysis of S3 Literacy Intervention SIMD Pupils' Baseline Assessments

Name S1 2015-16Single Word Spelling Test ASpelling Age




S1 2-15-16Single Word Reading TestReading Age

S3 2017-18Single Word Reading

TestReading Age

*Pupil 1 5yr 10mth 6yr8 9yr5mths 10yr 5 5yrs 6mths 6yr 9

*Pupil 2 7yr 7mth 8yr6+ 9yrs 10yr 11 7yrs 7yr 0

*Pupil 3 5yrs 10 5yrs 10 5yrs 11 6yrs 5yrs 3 5yrs 3

*Pupil 4 5yrs 10 5yrs 10 7yr 5mths 8yr 9 Below 5yrs below 5 yrs

% increase in the 3 areas of Reading, Spelling and Vocabulary 1 pupil improved 100% (all 3 areas)1 pupil improved 66% (2 out of 3 areas)2 pupils improved 33% (1 out of 3 areas)All pupils have improved in their ability to understand vocabulary.

Literacy Intervention focused on 1, 3 and 4 based on CfE levels (working at Early Level) and S1 assessment results.*Literacy Intervention was not planned for 2 as S1 assessment showed he was working at a higher ability than some other pupils, he was working at First Level and has long term literacy difficulties especially in reading. All staff were also asked to focus on raising attainment of these pupils.

1.22.3 2017-18 S3 Literacy Intervention SIMD Individual Pupil Information

Name % Literacy Improvement from S1 to S3 in reading, spelling, vocabulary

Spelling Age comparison S1 to S3

Reading Age comparison S1 to S3

Vocabulary Age comparison S1 to S3

Comment

Pupil 1

100% improved by 10 months

improved by 1 year 3 months

improved by 1 year

He/she has received one to one support from Literacy Intervention teacher and has improved in all areas. They have worked on specific sounds and transferred these to reading and writing. Due to the repetition and consistency of the Literacy Intervention programme they began to retain this knowledge which has resulted in improvements in all areas.

Pupil 66% improved by remained the improved by He/she has long term

2 10 months same 1 year 11 months

literacy difficulties, especially with reading and decoding strategies. All staff supported to raise attainment.*Literacy Intervention was not planned for them as S1 assessment showed they were working at a higher ability than some other pupils, working at First Level

Pupil 3

33% remained the same

remained the same

improved by 1 month

He/she has communication difficulties, uses little speech and is almost non-verbal. Their ability to attempt to read and spell the words has improved as they were able to say and write initial sounds. This has been the focus by the Literacy Intervention teacher. During assessment they were able to show this knowledge as they 'sounded out' initial sounds of most words. However, test requires ability to blend sounds and read whole word. Their ability to demonstrate strategies to improve reading has improved and was shown during assessment. see evidence of improvement in Literacy Intervention assessments

Pupil 4

33% remained the same

remained the same

improved by 1 year 4 months

He/she has long term speech and language difficulties that has impacted on reading and spelling. Literacy Intervention focussed on reading and writing initial sounds and reading whole words. The

programme and assessment confirmed the nature of their difficulties. He will be supported to access the curriculum.

Analysis of progress of SIMD 1-3 pupils who completed the 1-1 ‘Catch up’ numeracy programme

Intervention pupils were SIMD 1-3 apart from 1 pupil who was SIMD 4. They were selected on the basis that they were working at 1st level – the reason for this is that ‘Catch up’ is a intervention that the program expects a level of competency beyond Early level which goes hand in hand with retention of information, 1:1 correspondence, subsidising, working memory etc. . Early level pupils need a different strategy that is less prescriptive than ‘Catch up’ and more in line with the targets set out in SLC framework for Severe and Profound Framework as a next step.

We have used the baseline assessments with ‘Catch up’ pupils from Feb-August 18 group who were all SIMD 1-3 S1 pupils from the least able class, all working at Early level (the most able of the group was working at 5:11yrs). All pupils that completed ‘Catch up’ numeracy have increased the number of CfE E+Os achieved and experienced. 0% of pupils that attended ‘Catch up’ have gone up by a CfE level but when compared to non SIMD pupils these ‘Catch up’ pupils are achieving at a comparable rate. The nature of the programme is that it allows them to catch up in the progress rate to their peers through consolidation of the basics of Numeracy. This is the case therefore, the attainment gap between those in SIMD 1-3 and their peers is being addressed.

1.23 Non-attendance 2017/18 Reasons in SIMD Deciles PEF Spend HWB:

Sanderson% of lowest attending(under 85%) pupils in each decile

Reason- Health

Reason- Mental Health

Reason- behaviour/parental choice

Decile 1 0%Decile 2 8% 100%Decile 3 31% 25% 75%Decile 4 31% 100%Decile 5 8% 100%Decile 6 0%Decile 7 0%Decile 8 14% 100%Decile 9 8% 100%

Data shows that those in the lowest three deciles make up 39% of attendees with less that 85% attendance. Reasoning for most is health based. Some are absent due to parental choice and home issues categorised under behaviour.

1.24 Residential Participation 2015/16, 2016/17, 2017/18 S1-S6 PEF spend HWB

Year group

2015/2016 2016/2017 2017/2018

S2 55% participation

(SIMD 36% of those participating)

84% participation

(SIMD 1-3 33% of those participating)

59% participation


S3 62% participation

(SIMD 50% of those participating)

65% participation


61% participation

(SIMD 1-3 27%of those participating

S4 93% 67% 76% participation




S5 67%


74%


63% participation

(SIMD 1-3 20% of those participating

S6 No residential 47%


73 % participation

(SIMD 1-3 of those participating

Participation in residential trips varies as a result of extrinsic factors such as parental and pupil choice, peer pressure, financial constraints on parents, medical health conditions and intrinsic factors such as increased risk of dangerous behaviours. Participation in Residential increased in S4 due to increased funding from the school as a result of fundraising efforts and increase pupil uptake. This year group’s participation has increased yearly from 55% in S2, 65% in S3 to 76% in S4. This may reflect their increasing maturity, resilience and confidence to try new activities. S2, S3, S5 and S6 numbers have decreased when compare to the number from the same class in the previous academic session.

1.25 Outdoor experiences for pupils who do not wish to attend a residential 2017/18 PEF Spend HWB:

Outdoor experiences for pupils who do not wish to attend a residential:

Percentage attendance on a residential in 2016-2018

Percentage non-attendance on a residential in 2016-2018 + current S1 pupils

Percentage of non-residential pupils attending skiing session 17/18

Percentage of non-residential pupils attending EK Hub climbing activity session 17/18

Percentage of pupils with no outdoor experience 2016-2018

72% 28% 12% 10% 6%

Some pupils were too anxious to attend residential or could not afford to do so therefore they were given the opportunity for day trips to gain these skills. S1 did not have a residential so they were included also. 22% of pupils who had no residential experience gained the skills they would have missed on day trips. Only 6% of school overall have missed out on these experienced over the past 2 years.

1.26 Behaviour Points analysis 2017-18 S1-S6 PEF Spend HWBPrefects (400 points) by month- 2017-18- green shows a positive increase in number of pupils achieving Prefect status,red shows a decrease from previous month.Table 1

Month Junior prefects with 400 Senior Prefects with 400

perfect points perfect points

September 17 35 45

October 17 38 40

November 17 36 37

December 17 37 36

January 18 38 36

February 18 37 40

April 18 35 42

May 18 36 44

Table 1 month on month analysis of pupils achieving Junior Prefect shows a varied pattern. This is due to a number of reasons:

the nature of our pupils managing change at certain times of year e.g. pupils can be unsettled before holiday periods (November / February)

staff were asked to be more disciplined in enforcing the Behaviour Point System some pupils were repeatedly unable to manage to become Prefects and Intervention groups were put

in place for these pupils Since January, Senior Prefects were engaging more with the rewards in place, for example more pupils

were using the ‘Freedom Pass’ and this may have encouraged others to work more to gain points having a positive increase in the number of pupils achieving Senior Prefect.

1.26.1 Behaviour Points analysis S1-S6 yearly comparisonPrefects (400 points) year on year comparison- 2016-17 to 2017-18 - green shows a positive increase in number of pupils achieving Prefect status, red shows a decrease from previous year.

Table 2

Month Junior prefects with 400 perfect points

2016-17

Junior prefects with 400 perfect points

2017-18

Senior Prefects with 400 perfect points

2016-17

Senior Prefects with 400 perfect points

2017-18

September 13 35 25 45

October 25 38 18 40

November 20 36 19 37

December 33 37 27 36

January 30 38 21 36

February 38 37 28 40

April 31 35 37 42

May 36 36 32 44

Table 2 shows the year on year analysis from 2016/17 to 2017/18: Junior Prefects show a monthly increase in every month except February (a decrease of 1 pupil) Senior Prefects show a monthly increase in all months of the number of pupils becoming Prefects This evidence shows more pupils are becoming Prefects in the Junior and Senior Phase this session

1.27 Nurture Group Attendance and Analysis 2017-18 PEF Spend HWB

Year Pupils involved Number of pupils to show improvement in 5 nurture or more areas according to Boxall

2015-16 12 12(100%)

2016-17 9 9 (100%)

2017-18 8 4 out of 6 assessed (66%)

Nurture staff targeted smaller groups this session and worked with them one period each day. The pupils targeted were from the same year group (S2) and needed a lot of support socially and emotionally.

One pupil left the initial group and was targeted for more specific one to one support and intervention groups One pupil's attendance impacted on his ability to participate and to be assessed Final percentages reflect the 4 pupils that were able to be assessed

Analysis of Individual Progress 2017-18Name Number of

targeted areasNumber of Areas of continued concern

Number of Improved areas

% increase of Improved Areas

Pupil A 12 1 11 92%Pupil B 13 2 12 92%Pupil C 6 3 3 50%Pupil D 15 2 13 87%Pupil E 12 0 12 100%Pupil F 4 1 3 75%

Pupil E showed a 100% improvement in the targeted areas. 3 Pupils showed over 80% improvement. One pupil showed 75%. Pupil C had a smaller number of targets to work on and showed a 50% improvement. This pupil's diagnostic profile showed

concerns in areas of self-esteem, relationships with others and managing her feelings. this pupil was referred on for an Intervention group around confidence and self esteem

1.28 HWB Tracking in developing the 4 CfE capacities through achievement PEF Spend HWB

4 Capacities Year Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

Total

Number of 2016/17 322 154 62 188 726

times achieved by pupils throughout year

2017/18 143 178 55 158 534

Figures have decreased for this year but figures have been collected two months earlier than last year so this will have an impact. More opportunities again need to be given for pupils to gain Responsible Citizen awards.

1.29 Number of real-life learning opportunities taken in the past two school years PEF Spend Curriculum:

Session Number of Real-Life School Trips

Aug – June 2016-17 70

Aug – June 2017-18 106

8 more staff have been trained to drive our school minibus with PEF Funding to encourage outdoor and real-life learning. An extra bus has been available three afternoons a week also. Reasons for Trips in 2017 /18:

Prefect Reward Trips IDL Trips Nurture Group – Community Access, Celebrations, End of Group Trip Breakfast Club Trip CLD Curriculum and Community Access- real-life learning Education for Work – trips to businesses Independent Travel training Music Group visits- community visits Curricular related trips Hydrotherapy Literacy Trips Numeracy Trips Participation in competitions e.g. Cross Country sports, National Swimming Championships College related outings

1.30 Participation of pupils with communication difficulties before and after use of total communication to improve Literacy across school PEF Spend Curriculum.

Active Learning No visual visuals tchr led ICT0

1

2

3

4

5

6

Participation measured in Leuven scales for pupils with communication difficulties over a

range of teaching approaches 2017/18

Pupil 1 Participation Score Pupil 2 Participation ScorePupil 3 Participation Score Pupil 4 Participation Score

As can be seen from the graph, the levels of participation were high when active learning, objects of reference and visuals were used. The young people did not cope so well and their level of involvement was low, when lots of language was used and when the learning was for the most part teacher led. Surprisingly, different pupils reacted in different ways when ICT was used within the lesson.

1.31 Breakfast Club Attendance 17/18 PEF spend- with SIMD 1-3 % attendance weekly PEF Spend HWB

Monday

Tuesday

Wednesday

Thursday Friday

05/03/2018 Overall Total 16 11 17 16 12 72S1-3 total 9 5 5 7 9 35SIMD figures 2 3 1 2 2 14%12/03/2018 Overall Total 15 16 21 24 15 91S1-3 total 9 9 10 10 11 49SIMD figures 2 2 2 3 5 16%19/03/2018 Overall Total 9 12 11 13 12 57S1-3 total 8 7 9 9 8 41SIMD figures 2 2 2 2 3 19%26/03/2018 Overall Total 10 18 16 11 holiday 55S1-3 total 5 8 8 6 holiday 27SIMD figures 1 4 4 2 holiday 20%16/04/2018 Overall Total 7 17 10 11 7 52S1-3 total 5 8 5 4 4 26SIMD figures 1 2 3 2 2 19%23/04/2018 Overall Total 14 14 12 12 12 64S1-3 total 7 9 8 6 7 37SIMD figures 1 3 1 1 1 11%30/04/2018 Overall Total 14 14 15 11 11 65S1-3 total 8 6 9 5 6 34

SIMD figures 2 1 1 2 2 12%07/05/2018 Overall Total holiday holiday 12 17 11 40S1-3 total holiday holiday 8 10 10 28

SIMD figures holiday holiday 3 3 3 22

%14/05/2018 Overall Total 14 17 14 16 14 75S1-3 total 9 10 9 11 10 49SIMD figures 3 3 3 3 3 20%21/05/2018 Overall Total 15 17 16 12 holiday 60S1-3 total 7 8 8 4 holiday 27SIMD figures 2 3 3 2 holiday 16%28/05/2018 Overall Total holiday 18 16 18 11 63S1-3 total holiday 9 8 12 7 36SIMD figures holiday 3 3 4 3 21%

11-22% of Breakfast Club attendees were SIMD 1-3 Pupils this year. There was a greater need for this provision than just SIMD 1-3 pupils and attendance has been excellent with an average of 10-15 % of pupils attending each day. 100% pupils feel it helps them learn better.

1.32 Horse Riding 2017/18 participation and impact- PEF Spend CurriculumPEF Priority 5: Curricular Experience and Resource GapLack of access to physical HWB experiences due to the type and quantity of transport needed to meet pupil’s needs. Intervention: Transport to Horse riding

Enhance IDL with additional outdoor learning options Increased attainment in Jass Award Increase opportunities for physical movement to enhance HWB

Participation 95 % of S2/S3 pupils attended horse riding as part of IDL (SIMD 1-3 32% of those participating)

Attainment 100% attained Silver Jass award

HWB 68% first time horse riding100% satisfaction/enjoyment97% increase in confidence when riding100% felt they benefited from being outside100% expressed interest in going again

1.33 Yoga 2017/18 participation and impact- PEF Spend HWB

PEF Priority 3: Health and Wellbeing gap- More opportunities for CLD and wider school for physical movement to enhance HWB.Intervention: Yoga

To increased attainment in ASP targets (CLD) To increase opportunities for physical movement to improve HWB (CLD/wider school)

Attainment (CLD)

100% reached personal movement targets as part of ASP(SIMD 1-3 8%)

Improvement Leuven scales for Well-being (wb) and involvement (I) used to measure increase in

in HWB(CLD)

HWB for 300 tracked experiences 9% demonstrated an increase in involvement (I) 13% demonstrated an increase in well-being (wb)

4% demonstrated a decrease in involvement (I)4% demonstrated a decrease in well-being (wb)*decrease in (wb) and (I) could be attributed to:

pupil recovering from surgery ASD pupils with sensory sensitivities and/or refusing to participate

Improvement in HWBWider school (6A2)

Leuven scales for Well-being (wb) and involvement (I) used to measure increase in HWB for 84 tracked experiences 52% demonstrated an increase in involvement (I)64% demonstrated an increase in well-being (wb)

0% demonstrated a decrease in involvement (I)0% demonstrated a decrease in well-being (wb)

(SIMD 1-3 8%)

1.34 Hydrotherapy 2017/18 participation and impact- PEF Spend HWB

PEF Priority 3: Health and Wellbeing gap- More opportunities for CLD and wider school for physical movement to enhance HWB.Intervention: Hydro-therapy

To increased attainment in pupil targets (CLD) To increase opportunities for physical movement to improve HWB (CLD/wider school)

Attainment (CLD)

91% of pupils attending hydro-therapy reached personal movement targets as part of ASP91%% pupils attending hydro-therapy achieved Jass Award *9% did not achieve targets (withdrawn from activity due to sensory processing difficulties)(SIMD 1-3 8%)

1.35 Sensory Room Use 2017/18 participation and impact- PEF Spend HWB

PEF Priority 3: Health and Wellbeing gap- More opportunities for CLD sensory experiences

Intervention: Sensory Room To improve HWB by reducing levels of anxiety and promote relaxation

Participants CLD S1-6(SIMD 1-3 15%)

Improvement in HWB(CLD)

Leuven scales for Well-being (wb) and involvement (I) used to measure increase in HWB for 69 tracked experiences

52% demonstrated an increase in involvement (I)

33% demonstrated an increase in well-being (wb)

0% demonstrated a decrease in involvement (I)0% demonstrated a decrease in well-being (wb)

1.36 Self Care Intervention 2017/18 participation and impact- PEF Spend HWB

PEF Priority 3: Improving HWB across school by addressing self-care

Intervention: ‘Get It Together’ Fine Motor Skills Group - 2018SIMD 1-3 participants: 100%% of targets achieved at initial assessment 50%

% of targets achieved at final assessment 78%

% of ‘not very good’ at initial assessment 40%

% of increased pupil confidence in fine motor skills at final assessment

100%

PEF Priority 3: Improving HWB across school by addressing Assertiveness Self Evaluation

Intervention: ‘Assertiveness Group’ comparison of start/end evaluationSIMD 1-3 participants: 50%% of improvement in all aspects 92%

% of ‘I am not very good at this’ improvement 92%

% of increased pupil assertive at final assessment 100%

1.37 The Leuven Well-being and Involvement Scales impact of more physical activity 17/18 PEF Spend HWB

All of the pupils made at least one improvement through the categories of Involvement or Wellbeing. In some cases it can be seen in the table below that a number of pupils consistently were recorded as having made improvements in one or both categories, and on numerous sessions.

YOGA, SENSORY, CIRCUS Involvement Wellbeing

No. of Sessions 29

No. of times a pupil made an improvement

60 43

% of Pupils making 1 improvement

100% 100%

% of Pupils making 2 improvements

92% 83%


92% 75%


82% 58%


58% 16%

% of Pupils making more than 5 improvements

50% 8%

1.38 Mental Health Anxiety Intervention Group- PEF Spend HWB

Pupils referred 2 Scale: 1 excellent- 10 Very anxious/worried

Pupil 1 anxiety at start 8 out of 10 Pupil 1 anxiety at end 5 out of 10

Pupil 2 anxiety at start 8 out of 10 Pupil 2 anxiety at end 5 out of 10

Each pupil- both of whom were SIMD 1-3 pupils- has decreased their anxiety by three points after Intervention.

1.39 Give Us a Break Bereavement Intervention Group data proving impact.- PEF Spend HWB

Statement:

Ask the young person how they have felt about the big changes in their life over the past week

Participant 1 Participant 2 Participant 3

Pre intervention

Post intervention

Pre intervention

Post intervention Pre intervention

Post intervention

I know how I feel about these changes

3 3 3 3 3 4

I think it is okay to have 3 3 3 3 4 4

these feelings

I can share my feelings about these changes with others

1 1 2 3 4 4

I am doing well at school 3 4 3 3 4 4

I am doing well at home 3 4 3 3 4 4

I can talk about things that I am good at

3 2 3 3 3 3

I have ideas of what I want to happen in the future

3 3 3 3 3 3

I can set goals for myself 3 3 3 3 4 4

1= strongly disagree 2= disagree 3= agree 4= strongly agree

All participants reported that the GUAB group was a positive experience. Participant 1 reported an improvement in the way she feels about her progress at home and in school. This may be as a result of increased understanding of her emotions and having talked about strategies to manage emotions. A decrease in ability to talk about things that I am good at may just reflect the participant’s feelings on the day of questioning. Participant 2 reported an increase in his ability to talk to others about his feelings. Participant 3 reported an increase in her own awareness of her feelings relating to her loss.

1.40 Sanderson High School Pupil Wellbeing Audit June 2017/18 PEF Spend HWB

Every day Some days Never

How often do you exercise?

41% 52% 7%

How often do you eat fruit?

43% 43% 14%

How often do you eat vegetables?

36% 48% 16%

How often do you drink fizzy drinks?

26% 46% 16%

Always Sometimes Never

How often do you feel happy?

40% 57% 3%

How often do you worry about things?

17% 63% 20%

How often do you feel sad?

8% 62% 30%

How often do you feel afraid?

8% 45% 47%

How often do you laugh?

52% 43% 5%

How often do you lose your temper?

6% 58% 36%

A lot A little bit Not at all

Do you like your teachers?

35% 49% 16%

Do you like your school?

29% 41% 30%

Do your teachers help you?

47% 42% 11%

How often do you get into trouble at school?

6% 44% 50%

Do you worry about not doing well at school?

21% 44% 35%

Do you worry about what happens after you graduate?

18% 38% 44%

Never Sometimes Always

Are your friends nice to you?

4% 28% 68%

Are others mean to you?

44% 51% 5%

Do you get hurt by others at school?

68% 28% 4%

Do you get mean text messages

72% 20% 8%

Do others post mean things about you

on-line?84% 13% 3%

Do you hurt others at school?

79% 21% 0%

5 or more 4 3 2 1 0

How many friends do you have 53% 14% 10% 9% 4% 10%

A lot A little Not at all

Do you like where you live?

65% 27% 8%

Yes No

Do you play outside when at home?

65% 35%

Concerning

Out of 25 questions asked of pupils across the school in this HWB Audit, only 2 questions answered did not give cause for concern. This will allow us to address these issues in the School Improvement the coming year.

Overall quality of our learners’ achievements Highlights of session 2017-18

Our curriculum now has an embedded three pathways based on ability and classes streamed. It is tailored to the individual to allow all learners to have age appropriate experiences and entitlements, regardless of learning barriers and for those in less able classes to have more support. Learners have a curriculum that is diverse and has accredited IDL, Education for Work, Literacy and Numeracy as discreet subjects across all year groups. We added Drama, Senior Science, Beauty/Self Care, Wider Achievement-all of which are accredited- and Guidance class to our curriculum in this school year and we will add French, History, Horticulture, HWB and RE Masterclasses in the coming year, raising attainment and choice in the Senior Phase and enhancing HWB in S1-S6. Wider achievement allows opportunities for life skills such as independent travel, paying bills, citizenship and visits to workplaces. All lessons are active and are based on life skills and applied learning. The PSE Programme is planned to reflect the context of our school and our local area. Within the campus, some pupils attend Calderglen for selected subjects. This programme offers enrichment and progression in learning to meet identified and individualised needs, allowing learners to attain and achieve in a range of environments.

Every child S2-S6 was offered a residential experience, with successful trips to Keswick, Bendrigg and Edinburgh this year. This year saw our first CLD specific Residential also in Lochgoilhead. Residential experiences and skills gained are tracked, evaluated and accredited.

Individualised Literacy and Numeracy assessment and interventions were timetabled this year- targeting pupils with communication needs and those at early level. Active Literacy resources were used and staff trained in Catch Up and Count On Numeracy. Paired reading was developed across school staff and Calderglen Senior Students trained. As a result, the school is showing a positive increase across the BGE in those achieving First Level in Reading, Early and First Level Writing, Early and First level Listening and Talking and in Second level Numeracy in comparison with 2016/17. There is a positive increase in the percentage of pupils in S2 and S3 achieving Reading, Writing and Talking and Listening at Early and First level or better. There is an upward trend in all areas at all levels in S2, apart from in Early Level Numeracy but there is a 20% increase at First Level or better which is very positive and there is a 5% increase in Level 2 or better in S2, in all areas. S3 has an upward and steady trend in Early and First Levels or better in Literacy. It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Reading, Writing and Numeracy not experiencing a considerable increase. There is a 25% increase in the same pupils achieving First level Listening and Talking in one school year.

From baseline assessments all S3 pupils made significant improvements in spelling, vocabulary and reading age between S1 and S3.Pupils whose scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling. However, all pupils have improved in their ability to understand vocabulary. Teaching strategies have supported the pupils with reading and writing and this data confirms these are the areas of difficulty for these pupils. The majority of pupils have improved in all areas. We have used the baseline assessments with ‘Catch up’ pupils from Feb-August 18 group who were all SIMD 1-3 S1 pupils from the least able class, all working at Early level (the most able of the group was working at 5:11yrs). All pupils that completed ‘Catch up’ numeracy have increased the number of CfE E+Os achieved and experienced. 0% of pupils that attended ‘Catch up’ have gone up by a CfE level but when compared to non SIMD pupils these ‘Catch up’ pupils are achieving at a comparable rate. The nature of the programme is that it allows them to catch up in the progress rate to their peers through consolidation of the basics of Numeracy. This is the case therefore, the attainment gap between those in SIMD 1-3 and their peers is being addressed. Fresh Start Reading Programme has made an impact in that 75 % of more able pupils demonstrated an increase in ability in all three tests. 67% of less able pupils demonstrated an increase in ability in Test 1 and Test 2.

In the current cohort 35% are SIMD 1-3. Largest numbers fall into SIMD 3 and 4 in the school. Catchment area in Sanderson is wide. There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in just Numeracy and 1 S1 is not yet achieving Early level in just Reading; all pupils are in the same streamed class and have a high level of needs. 1 SIMD 1-3 S2 pupil is also not yet achieving Early Level in Numeracy. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

Sanderson pupils achieve highly in other curricular areas besides Numeracy and Literacy, often working at Second level in practical areas. Almost half of S2 top 20% are SIMD 1-3 pupils which shows the gap is not as wide as data for CfE levels in Literacy and Numeracy suggest, throughout the whole curricular range. There is also a significant number of S3 SIMD 1-3 pupils in the top 20% achievers. ASN and ASD pupils often have spiky profiles, which is evident here. However, it is evident that this year’s S1 cohort, who have more complex needs than previous S1 cohorts do have a significant gap in that 80% of all of those in the bottom 20% of achievers S1-S3 are in S1 and SIMD 1-3.

As a result of raised aspirations at Senior Phase level, N1 Units increased as CLD increased certification. N2 Units decreasing as more pupils put forward for N3 and N4 by raising staff aspirations and awareness of support. N2 and N3 Courses have greatly increased as teachers have better understanding of accrediting Units and Courses. Overall SQA Courses have more than doubled since last year. N3 Units have increased. N4 units have more than doubled. The Sanderson Award – increase in numbers of pupils moving from Bronze to Silver due to three year rolling programme and hours achieved. SCQF Data – includes Transition in Action levels. Unit Data incudes Personal Achievement Units and Scottish Studies Awards. Teachers are aiming higher and pathways of learning have been revised to raise aspiration hence less N2 units and more full courses. Princes Trust Awards have more than doubled. 3 pupils have completed National 5 this year in inclusion classes in Calderglen High School in Art, English and Home Economics. A National 2 construction unit was completed by S4 at college which is a part of their curriculum. Sanderson Bronze Award has decreased as pupils move on to Silver and the cohort below working on Princes Trust. 4 Pupils have complete their Sports Leaders Awards.


Inclusion in classes in Calderglen this year, S1 and S2 inclusion numbers have increased due to an S1 pupil attending Maths and an S2 pupil attending English in Calderglen. S3 inclusion has decreased due to the social vulnerability of the inclusion pupil. S4 inclusion has decreased due one pupil no longer wishing to participate in hospitality. S5 inclusion numbers have decreased due to two pupils leaving school to attend college. S6 inclusion has decreased as three pupils that attended an inclusive beauty course are now participating in a Sanderson specific beauty course. Inclusion has added 3 N5 Courses to our SQA certification this year in Art, Home Economics and English.


We linked GIRFEC indicators to pupil paperwork for review meetings, as well as children’s views evaluated in Guidance class. Pupil voice and next steps was clear from this at Review and Future Planning Meetings.

SNSAs were completed. SNSA results show that teacher judgement was sound for the majority of S3 pupils presented at P1 level, scoring Medium or High. This confirms CfE levels. One pupil who is an SIMD 1-3 pupil scored low in Literacy. No S3 is below Early Level in Literacy therefore this may have been down to a test situation. One SIMD 1-3 pupil scored High at this lower level. Teacher judgement was sound for the majority of S3 pupils presented at P4 level, with the majority scoring High. This confirms CfE levels.


HWB Interventions were planned and implemented for some pupils- Yoga, sensory and physical opportunities. SMT interventions also supported pupils – Circle of Friends, Managing Anger, Assertiveness, Give Us a Break (GUAB), Confidence building. As a result 100 % of pupils had increased pupil confidence in fine motor skills at final assessment and 100% increase in assertiveness in

all pupils. Anxiety Intervention saw each pupil- both of whom were SIMD 1-3 pupils- decrease their anxiety by three points. After GUAB intervention- which addresses bereavement- all participants reported that the GUAB group was a positive experience.

This year the school was embedding the use of this in class skills awareness and tracking system for pupils. There have been more opportunities in all year groups for all skill areas apart from in S5 for understanding.

Our Behaviour Management System has been very effective this year. More pupils are becoming Prefects in both the Junior and Senior Phase this session.

There is a positive increase in the number of S1 pupils meeting all three targets and therefore a decrease in those meeting only 1 and 2. CLD Targets are set with SLCs Severe and Profound Framework in smaller milestones. There was a positive increase in total number of targets achieved across CLD Department for all pupils. In S1/2 CLD there has been a 34% increase in targets achieved- there is one SIMD 1-3 pupil in this class. In S3/4 CLD there has been a 3% increase in targets achieved. S4/5/6 CLD there has been a 17% increase in targets achieved – there is one SIMD 1-3 pupil in this class. In 2016-17 pupils achieved 50% of the total targets set. In 2017-18 pupils achieved 70% of the targets set across the department showing a positive increase of 20% achieving targets.

Nurture Group expanded and was timetabled every morning. All S1, 2 and S3 to be Boxall tested. Two more staff were trained in nurture and resources. Nurture staff targeted smaller groups this session and worked with them one period each day. The pupils targeted were from the same year group (S2) and needed a lot of support socially and emotionally. 66% of pupils improved by 100% in all areas. We had a very well attended Breakfast Club in this year also with an average of 10-15 % of pupils attending each day. 100% pupils feel it helps them learn better.


There has been an increase this year in the number of pupils with over 95% attendance however there has been a drop in the number of pupils with 100% attendance. The weather in the winter of 2017/18 school year meant that some pupils were kept at home-even though the school was open- as a parental choice which affected attendance.

Pupil interests will be surveyed to inform personalized subject planning and awareness raised of Growth Mindset.


This year we purchased much more technology in order to allow our pupils to have the equity needed to access the same opportunities in learning as their peers without ASN. We now have reading pens to assist reading, google chrome laptops to develop digital Literacy, accessibility kits to allow those with motor needs to access keyboard, writing assistive software and Kindles. We also became a Registered charity in this year named ‘Friends of Sanderson. We aim to improve the HWB of all pupils, their families and Their communities with our charity. Our chairperson is Randle Wilson who is a partner from a local business and we are off to a great start, launching at our Annual BBQ in June.

Learning is enhanced with opportunities for learning beyond subject boundaries i.e. whole school events such as Burns Supper, Pupil led religious observance assemblies, Industry Day, Halloween Disco, Annual BBQ, Charity non-uniform Days, Sponsored Walks, Christmas Fair, Fairtrade Cafes, Valentine’s Disco, community cafes, themed Sports’ Day a healthy tuck shop and achievement assemblies. We had a cross curricular red carpet event ‘Giraffes Can’t Dance’ in our Complex Learning Department (CLD) and parents were invited in to see a circus performance from this group also. Religious observance takes place in assembly where diversity of culture and religion is promoted. This year, each class presented a different religious event of festival throughout the year. Roman Catholic Education and sacraments are provided as a choice in the curriculum. There is a staff meeting for all staff weekly to improve communication and safety.

Learners have an effective transition programme which builds upon prior learning where pupil profiles, target setting and effective planning ensure learning is continuous and progressive for all. The curriculum has been constructed to provide all learners with relevant opportunities to develop the skills needed as the next young workforce. Our extensive range of partners are crucial to ensuring that all of our Senior Phase learners have the opportunity to move from school into a positive and sustained destination. Extensive partner agencies are working with our school to use ASP targets as well as using the skills tracker designed to use this year in school. All staff are responsible for Career Education Standards entitlements and they have developed our DYW Policy, identifying where Sanderson pupils are getting these entitlements on the learner journey. Every Senior Learner has a Work Placement and college opportunity through our many partners. Pupils in our Complex Learning Department (CLD) have specific targets based on the South Lanarkshire Council’s Severe and Profound Framework, creating individual target milestones and their work experience opportunities are in-house.

The school extensively recognises and celebrates the attainment and achievements of all pupils through a range of differing approaches, for example at monthly assemblies and Head Teacher Awards- which are tracked under HWB and the four CfE capacities. We have a robust assessment, tracking and monitoring system to measure attainment and inform our learning and teaching with a clear mix of teacher judgement, data and physical evidence informing this process. The Behaviour Points System supports our successful behaviour charter, based on rights. We are a Rights Respecting School Level 1, an Eco School and a Cooperative School. We have an annual Prizegiving.

Our website has been greatly used by parents, partners, pupils and the community to gain information and news and the school Facebook page is thriving and busy. Parents and pupils report that this is a great improvement in communication regarding school events or news.

GIRFEC based Pastoral care is excellent within the school with processes in place to alert SMT and other agencies of any issues affecting HWB. Cause for concern forms are linked to GIRFEC indicators and to the rights based behaviour expectations, as well as a list of possible strategies. The Behaviour Policy has been successful in motivating pupils to behave well. Motivators include weekly reward club, monthly prefect badges and responsibilities as well as privileges and monthly trips. Refresh training for staff in Managing Sexualised Behaviour has taken place so that all staff and pupils can depend on every staff member to manage this in the same way, with the same expectations, values and language. Restorative conversations are successfully taking place .

The commitment from Complex Learning Disability (CLD) Department to develop and implement a distinct, relevant and appropriate curriculum is an example of Sanderson’s commitment to promoting and supporting diversity within the establishment. Having a tailored curriculum allows pupils with CLD to work on individualised targets, whilst experiencing every curricular area. Pupils with CLD are included in all aspects of school life, and depending on their skills can benefit from social integration with class groups at a similar age. All CLD classes receive specialist teaching in all curricular areas. CLD pupils follow a similar PSE programme to their peers. CLD pupils attend whole school events and are provided with appropriate resources. CLD pupils host a Fairtrade café, which has allowed pupils out with the department to communicate in diverse ways with CLD pupils. This has been particularly successful, as CLD pupils are comfortable in their familiar setting. CLD pupils follow the same behaviour award star system as their peers, but the new system is adjusted and tailored to meet needs of learners.

Comment on strategies that have been successful in engaging with children and young people, staff, parents and the wider community and the impact of these.

Our commitment to enhancing communication across the school remains and we have revisited training in the use of Makaton, Boardmaker and TEACCH methods, resulting in more consistency for our pupils. Homework is optional with Parental consent but those who can should be given one homework per subject, per week. Learners have S3 Profiles and Leaver’s profiles to assist transition and to allow self-evaluation and accurate information sharing. The school makes effective use of school diaries to share communication between home and school. The Complex Learning Disability department communicates daily through diary and Big

Macs and a specific member of SMT has responsibility for individual pupil pastoral care in school and reporting to parents, staff and partner agencies. We have had an open door policy which parents appreciate and class newsletters outlining the class learning for the term. Pupils, parents and partners have engaged in our website and our Facebook page- both of which are very successful.

We have very effective partnership working to ensure our learner’s needs are fully met. All stakeholders are welcome within our establishment as some partner agencies are accommodated in the building and involved in the life of the school. Communication with partners is extensive and includes a termly professionals meeting with opportunities to access all pupil information, from a range of perspectives. Our community links with external partners continue to grow and have been enhanced significantly this year, with over 30 businesses attending our Industry Day this year. Our partnerships with colleges have grown from two school link courses at one college to five school link courses at three colleges. Our relationships with local businesses have been enhanced too via a partnership with the furnishing service and Sainsbury’s, our local work provider. We held a learning community wide CAT session on DYW. The school has a wide range of well-established links with the local community to offer pupils opportunities to experience situations which reinforce skills for learning, life and work. The school has a very positive profile in the local community and partners are encouraged to participate in many of our activities. We are now a charity and have had much help from our local community in establishing and supporting this.

The school values the community and recognises the role of parents. Parents make a very strong contribution to the life and work of the school as they are actively encouraged to participate in the life of their child’s learning and the life of the school. Parents report that they are happy with the levels of involvement they have. We have very effective mechanisms for communicating and consulting with parents through a range of medium. The school has introduced family learning. Our position within the local community is strengthened by our relationships with our local parishes of Claremont Church and St Vincent’s. Some of our religious observance assemblies are attended and hosted by local ministers in a variety of faiths. We have an active Credit Union and Enterprise Tuck Shop. This year we contributed to Macmillan Cancer, Bump to Birth, Glasgow Children’s Hospital, East Kilbride Hospice and Epilepsy Scotland and we will have fundraised for our own school fund and our own charity. Parents are fully involved and encouraged to participate at all stages of transition through a co-ordinated programme of annual reviews, future planning meetings and transition information events.

The school engages all pupils, parents, staff and partners in a tri-annual programme of whole school self-evaluation, which drives the improvement plan, termly.

Strategies for engagement:

Teaching Staff Presentations, Team Meetings, Discussion Papers, Working Groups, HGIOS 4, Individual CL meetings, personal responses, Tri-annual Self Evaluation Questionnaire, CAT Sessions, In-service Days, Support and Challenge Visits, Professional Dialogues, Have your Say boxes.

All Staff Weekly Meetings, CAT Sessions, In-service Days, Tri-annual Self Evaluation Questionnaire, Have your Say boxes.

Principal Teachers SMT Meetings, PT 1-1 Meetings, SMT Papers, Discussion Papers, PT CPD Sessions, Tri-annual Self Evaluation Questionnaire and Have your Say boxes.

Senior Staff SMT Meetings, Papers, Individual discussions, Tri-annual Self Evaluation Questionnaire and Have your Say boxes

Primary Head Teachers Learning Community Management Team (LCMT) Meetings, Papers, Progress Reviews, Joint Initiatives.

Pupils Learner Conversations, School Prefects Meetings, Pupil Council, Eco Council, Rights Respecting Group, Special Assemblies, Tri-annual Self Evaluation Questionnaire and Have your Say boxes.

Parents

Website, Facebook, Parents Consultation Evenings/Days, Annual Reviews, Family Learning, Credit Union, Home/School Partnership Meetings monthly, Focussed Events, ASG/JAT Have your Say boxes, Parent Council, Tri-annual Self Evaluation Questionnaire, Parent Evenings, Annual BBQ an Christmas Cafes, Sports Days, Prizegivings.

P7 Parents Open Meeting with presentations by Staff and Parents on topics of School Ethos, Raising Attainment, Curricular Flexibility, Parental Engagement, Social Inclusion and School Activities/Active Schools Programme, Supporting Needs.

Business Partners Curricular inputs, DYW initiatives and meetings, Individual Discussions, Meetings, Attendance at Parent Evenings, Parent Council, attending prizegiving and invites to social events.

External Agencies Individual Discussions, Meetings, NHS Staff fill out action forms, multiagency meetings, training for medication administration, JAT.

Head of Education and Inclusion Regular Discussions, LCMT Meetings, Secondary HT Meetings, ASN HT Meetings, invites to JAT and Parent/multiagency meetings.

Quality Indicator

How are we doing? How do we know?School Self-Evaluation

1.1 Self-Evaluation for Self-Improvement

We are responding to the recommendations and the national directives contained within the NIF, HGIOS4 and SLC policies. We have a comprehensive planned programme of Self-Evaluation and quality management for all pupils, parents, partners and staff and we respond accordingly.

We have well established and rigorous processes are in place at whole-school and curriculum leader level to plan, monitor and evaluate change. Impact measurement is a central part of all evaluations and we have a ‘themes and action’ approach to all self-evaluation outcomes.

Very Good

1.3Leadership of Change

We are continuing to display good leadership and have extended distributed leadership even more widely. Ensure that initiatives from NIF, HGIOS 4 and SLC are well led.

The school is well led at HT, DHT and PT levels to deliver school and departmental improvement. Distributed leadership is evident across all staff in a wide variety of contexts. This year we have had weekly professional learning, led by staff for ALL staff across school. We have gathered a list of skills and interest in staff to allow them to lead this chosen area across school. All Staff are in a working group for the EIP and fill out change process models for the changes they have led, as have SMT for PEF.

Very Good

2.3Learning, teaching and assessment

We are continuing to develop teacher expertise through professional learning activities with the key focus being on improvements in literacy, numeracy and meeting the needs of all pupils with communication difficulties, raising aspirations and expectations. Use of focussed PEF funding in literacy and Numeracy, teaching of severe and profound pupils.

Good learning and teaching is clearly evident across the school. The school is a teacher learning community with a strong emphasis on the sharing of knowledge, methodologies, pedagogy and good practice. Many diverse strategies are used to meet needs and teachers are skilled in planning in a real-life, active, personalised way. Learning conversation with pupils have shown they are aware of their learning and assessment.

Good

3.1Ensuring wellbeing, equity and inclusion

We are continuing to maintain and develop aspirational ethos. We continue to develop and extend even further the strong support networks. We respond to the NIF directives through the use of focussed PEF funding addressing HWB across the school. We continue to present more physical movement opportunities for CLD and more opportunities for outdoor learning. We address Mental Health in intervention groups and its impact on learning.

School ethos, quality of relationships across all stakeholders is very good. Scottish Education Award Winner for Employability in Secondary sector 2017, Rights Respecting School Level 1, Scottish School of Co-operation, Eco School. We are a registered Charity. Quality of pastoral care and support for pupils. Pastoral Care is a strength, the Behaviour Management Policy and charter is also a strength. HWB and achievement is tracked and monitored. Intervention groups addressing mental health and Mental health Foundation worked with school in vulnerable S3/4 classes.

Very Good

3.2 Raising

Maintain existing positive trends to ensure continued improvements especially in Literacy and Numeracy

Established positive trend in BGE performance in Literacy and Numeracy. Established positive trend

Very Good

attainment and achievement

and in CLD. Embed new masterclasses in HWB, RE, Horticulture, French and History. Continue to have raised aspirations for Senior Phase certification.

in SQA exam performance- doubling SQAs this year, doubling number of Princes Trist Awards this year. Curriculum has planned pathways and all areas of curriculum are robustly assessed, tracked and monitored. All pupils have all entitlements. Options have increased in the Senior Phase and is S3. ASP Targets are being met. We feature on the Education Scotland Improvement Hub as one of 10 examples of Interesting Practice in DYW in Scottish Schools, as the ASN sector leader in curriculum design, as a leader of developing DYW planned pathways and soon as a leader in wider achievement and profiles.

Overall impact of establishment’s actions to improve excellence and equity (PEF) Amount allocated: £69600

How are we doing? How do we know?(Evidence measures of

success)

What are we going to do now?

In the current cohort 35% are SIMD 1-3. Largest numbers fall into SIMD 3 and 4 in the school. Catchment area in Sanderson is wide. There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all Early and First levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. There is also a significant number of S3 SIMD 1-3 pupils in the top 20% achievers. However, it is evident that this year’s S1 cohort, who have more complex needs than previous S1 cohorts do have a significant gap in that 80% of all of those in the bottom 20% of achievers S1-S3 are in S1 and SIMD 1-3. All data in Tables 1.19-1.40.

Literacy: We identified from data and self-evaluation that our areas where a gap existed in Sanderson were in Literacy- particularly those with communication difficulties, Numeracy levels and no pupil reaching Level 2 until S3, HWB-in particular Mental Health, physical opportunities for CLD and lack of equity in residential trips/experience that build skills, lack of access to assistive technology and in curricular experiences due to lack of resources. Parental engagement was also a gap. We do not have a gap that is linked solely to SIMD as our pupils have Learning needs which opens up specific gaps in a wide range of areas.

Individualised Literacy assessment and interventions were timetabled- targeted pupils with communication needs and those at early level.As a result, the school is showing a positive increase across the BGE in those achieving First Level in Reading, Early and First Level Writing, Early and First level Listening and Talking in comparison with 2016/17. There is a positive increase in the percentage of pupils in S2 and S3 achieving Reading, Writing and Talking and Listening at Early and First level or better. There is an upward trend in all Literacy areas at all levels in S2 and there is a 5% increase in Level 2 or better in S2, in all Literacy areas. S3 has an upward and steady trend in Early and First Levels or better in Literacy. It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Reading and Writing not experiencing a considerable increase. There is a 25% increase in the same pupils achieving First level Listening and Talking in one school year. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in just Reading; all pupils are in the same streamed class and have a high level of needs. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

From baseline assessments all S3 pupils made significant improvements in spelling, vocabulary and reading age between S1 and S3.Pupils whose scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling. However, all pupils have improved in their ability to understand vocabulary. Teaching strategies have supported the pupils with reading and writing and this data confirms these are the areas of difficulty for these pupils. The majority of pupils have improved in all areas. Fresh Start Reading Programme has made an impact in that 75 % of more able pupils demonstrated an increase in ability in all three tests. 67% of less able pupils demonstrated an increase in ability in Test 1 and Test 2.SALT and DS Scotland delivered in service training re Literacy and Communication to allow staff to have strategies to meet Literacy Needs. Support and Challenge visits saw Teaching and Learning in order to ensure shared standards across the school in meeting needs.


Next steps in Literacy:

Decreases have occurred in the achievement of Early and Second Level Reading- although the number at First level has greatly increased. The decrease in Level 2 Reading refers to one child instead of two achieving Level 2 Reading, when compared with the previous year. The S1 cohort 2017/18 has complex Health, Learning and Communication needs and as a result, 36% S1s are not achieving Early level Reading, 18% not yet achieving early level Writing and 27% not yet achieving Early level in Listening and Talking. We must address S1 cohort- who will be S2- in 1-1 Interventions for more time throughout the year to close this gap.

In SNSAs, one pupil scored low in Literacy and Numeracy at this level. One SIMD 1-3 Pupil scored High across the board. We must raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. We must improve CfE Levels in Numeracy and Literacy through PEF Funding Staffing, resources and training-1-1 Interventions in Literacy and Numeracy. Staff have asked for Clicker Training and Talk to text assistive technology to improve Literacy.

We will revisit strategies to support pupils with Communication Difficulties and continue to embed. Pupils whose baseline scores have stayed the same have long term difficulties with speech and language that have impacted on reading and spelling- we will continue measuring participation in Leuven scales to raise attainment. EP delivered in service training re Literacy and Communication. Leuven Scales showed levels of participation were high when active learning, objects of reference and visuals were used. Pupils did not cope so well and their level of involvement was low, when lots of language was used and when the learning was for the most part teacher led. Surprisingly, different pupils reacted in different ways when ICT was used within the lesson.



Numeracy:

Individualised Numeracy assessment and interventions were timetabled- targeted pupils at early level. Staff were trained in Catch Up and Count On Numeracy.

As a result, the school is showing a positive increase across the BGE in those achieving Second level Numeracy in comparison with 2016/17. There is a 20% increase at First Level or better which is very positive and there is a 5% increase in Level 2 or better in S2, in all areas. There is a downward trend in in Early Level Numeracy, which will be addressed in next steps.

It is worth noting that if we compare 2016/17 S1 to 2017/18 S2- who are the same pupils- the percentage increase is considerable at all levels in all areas. 100% of pupils in S2 and S3 have achieved at least Early Level in all Literacy areas, which has not happened before. If we compare 2016/17 S2 to 2017/18 S3 as again they are the same pupils, there is a predominantly upward and steady improvement trend with only second level Numeracy not experiencing a considerable increase

We have used the baseline assessments with ‘Catch up’ pupils from Feb-August 2018 group who were all SIMD 1-3 S1 pupils from the least able class, all working at Early level (the most able of the group was working at 5:11yrs). All pupils that completed ‘Catch up’ Numeracy have increased the number of CfE E+Os achieved and experienced. 0% of pupils that attended ‘Catch up’ have gone up by a CfE level but when compared to non SIMD pupils these ‘Catch up’ pupils are achieving at a comparable rate. The nature of the programme is that it allows them to catch up in the progress rate to their peers through consolidation of the basics of Numeracy. This is the case therefore, the attainment gap between those in SIMD 1-3 and their peers is being addressed.

There is a significant gap between the percentages of SIMD Vs Non-SIMD pupils’ achievements in all areas at all Early and First levels- except for at level 2 in all areas. This gap is much wider than it was in the previous year due to the nature of needs in the S1 cohort and that 34% of all SIMD 1-3 pupils in the school are in this S1 cohort. 2 S1 SIMD 1-3 pupils are not yet achieving Early level, across all areas. 1 S1 is not yet achieving Early level in Numeracy; all pupils are in the same streamed class and have a high level of needs. 1 SIMD 1-3 S2 pupil is also not yet achieving Early Level in Numeracy. All S3 SIMD 1-3 pupils are achieving at least Early level in all areas. SIMD 1-3 pupils are achieving better and consistently better at second level.

Next steps in Numeracy

Numeracy Levels in Early and First have decreased and this is due to the complexity of the S1 cohort with one 45% not yet achieving Early Level. There is downward trend in S2 in Early Level Numeracy. S3 has a downward trend in Numeracy at Early and First levels but if we look at the same children the previous year, this is an increase of 13% at Early level and an increase of 60% of pupils at First Level. The S1 cohort 2017/18 has complex Health, Learning and Communication needs and as a result, 45% of S1 have not yet achieved Early level Numeracy S2 this year has 25% of pupils not achieving Early level in Numeracy only.

In SNSAs, one pupil scored low in Literacy and Numeracy at this level. Only 65% of S3 have gained Level 1 Numeracy or better so low Numeracy Scores were expected. One SIMD 1-3 Pupil scored High across the board. We must raise staff confidence in delivery of Literacy and Numeracy and increase understanding in the delivery of Literacy and Numeracy outcomes. We must improve CfE Levels in Numeracy through PEF Funding Staffing, resources and training-1-1 Interventions in Numeracy, an extra Teacher in Maths 2 days a week. EP to advise to identify specific needs in areas of Numeracy- Estimating and rounding. Interpreting word problems (related to poor literacy and comprehension skills as well as difficulties with manipulating numbers). Number process in general. Recognising number patterns (dice and arrays). Inability to mentally manipulate numbers.

Numeracy Programme needed for pre Early and Early level- research and use S & P Framework as options to raise attainment in Numeracy at Early Level. New scheme needed to close the gap. Baseline assessments in Numeracy for S1 needed and a Numeracy Programme suited to the needs of ASN pupils and their areas of difficulties with Numeracy to be researched and implemented. Resource boxes needed for every Numeracy class-time, shape and money topics.

HWB:We linked GIRFEC indicators to pupil paperwork for review meetings, as well as children’s views evaluated in Guidance class. Pupil voice and next steps was clear from this at Review and Future Planning Meetings.



Violent Incidents in term one were significant with new S1 intake and the complex needs they have. There was also an impact on the S1 CLD group moving into S2 and adapting to change with the learning needs of these pupils. Significant amount of incidents involve our CLD pupils with a range of complex needs who communicate crises through their behaviour. Transitioning from primary to unfamiliar secondary environment can impact on pupils and staff support them to settle into new routines and new experiences, as shown in the decrease in incidents over the year. From term two to term three the number of incidents remained the same, partially due to the needs of complex learning pupils. This was addressed through changing the environment for one pupil and through consistent staff and approaches with another which lessened this pupils’ anxieties over time. Interventions were planned and implemented for some pupils- Yoga, sensory and physical opportunities. SMT interventions also supported pupils – Circle of Friends, Managing Anger, Assertiveness, Give Us a Break (GUAB), Confidence building. As a result 100 % of pupils had increased

pupil confidence in fine motor skills at final assessment and 100% increase in assertiveness in all pupils. Anxiety Intervention saw each pupil- both of whom were SIMD 1-3 pupils- decrease their anxiety by three points. After GUAB intervention- which addresses bereavement- all participants reported that the GUAB group was a positive experience.



There is a positive increase in the number of S1 pupils meeting all three targets and therefore a decrease in those meeting only 1

and 2. There is a negative increase from the previous year in pupils gaining none of their targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps. 70% of S2 have achieved all three targets which is a decrease from the previous year however, the number not meeting any targets has also decreased which is positive. If we compare this to their achievements in S1, the number has increased across the board. S3 had a very successful year with all pupils achieving at least two targets and the number achieving all three targets has increased. This cohort is considerably more able than other cohorts. S4 numbers achieving 3 targets has increased but those achieving none of their targets have also increased. S5 numbers achieving all targets has increased by 51% compared with the previous year. S6 numbers achieving at least two targets has increased. Percentages have increased for the number of LAC pupils and those in SIMD 1-3 achieving all 3 targets. Positive increase in total number of targets set from 2016-17 to 2017-18. CLD Targets are set with SLCs Severe and Profound Framework in smaller milestones. There was a positive increase in total number of targets achieved across CLD Department for all pupils. In S1/2 CLD there has been a 34% increase in targets achieved- there is one SIMD 1-3 pupil in this class. In S3/4 CLD there has been a 3% increase in targets achieved. S4/5/6 CLD there has been a 17% increase in targets achieved – there is one SIMD 1-3 pupil in this class. In 2016-17 pupils achieved 50% of the total targets set. In 2017-18 pupils achieved 70% of the targets set across the department showing a positive increase of 20% achieving targets.






HWB Next steps

There is a negative increase from the previous year in pupils gaining none of their 3 (Literacy, Numeracy and HWB) ASP Long Term targets in the year. The needs of the S1 cohort are such that their long term targets are worked upon over two years so they can successfully meet them in small steps guided by SLC’s S & P Framework and by using new individual milestones information from Education Scotland.

Interventions will continue in Yoga, sensory and physical opportunities. As well as group work- Circle of Friends, Managing Anger, Assertiveness, GUAB, Confidence building will continue and EP will advise. Pupils will continue to lead clubs and lunchtime walking groups. An SA will continue to lead Emotional Intelligence Group for girls. Two Nurture Groups will run this year now that more teachers are trained to deliver it. Breakfast will continue and the focus for al interventions will be SIMD 1-3 pupils.

More innovative Rewards will encourage good behaviour and attendance at 100 points club.




Continue to update PSE HWB programme to reflect SHANARRI and local context. Further develop systems to provide evidence of how pupils’ HWB needs are being met.






Curricular gaps in experiences:


This year the school was embedding the use of this in class skills awareness and tracking system for pupils. There have been more opportunities in all year groups for all skill areas apart from in S5 for understanding. The task this year was to try to give more opportunities for analysing and evaluating and this has been successful in each area of learning. We will continue to maintain this.

Participation in residential trips varies as a result of extrinsic factors such as parental and pupil choice, peer pressure, financial constraints on parents, medical health conditions and intrinsic factors such as increased risk of dangerous behaviours. Participation in Residential increased in S4 due to increased funding from the school as a result of fundraising efforts and increase pupil uptake. This year group’s participation has increased yearly from 55% in S2, 65% in S3 to 76% in S4. This may reflect their increasing maturity, resilience and confidence to try new activities. S2, S3, S5 and S6 numbers have decreased when compare to the number from the same class in the previous academic session. Some pupils were too anxious to attend residential or could not afford to do so therefore they were given the opportunity for day trips to gain these skills. S1 did not have a residential so they were included also. 22% of pupils who had no residential experience gained the skills they would have missed on day trips. Only 6% of school overall have missed out on these experienced over the past 2 years.


Next steps in curricular experiences:

Sustain real life Learning with transport and drivers. More opportunities will be taken for outdoor learning now that more staff can drive transport and more transport will be provided to maintain this.

Audit increased participation in residential experiences or diversity of skills gained and work with Charity/Parent Council to pay for residential. Improvement in width of experiences and number of outcomes met in HWB-tracking and monitoring as well as

certification.

Learning Conversations need to be made more explicit to all pupils. They were asked in these conversations in every subject area how they wanted to be assessed but have not linked this up when asked in questionnaire. It also needs to be made explicit what we ask pupils to track their skills and the link to their Pupil Profiles highlighted and we still need to agree on a Homework Policy that works for all teachers, pupils, parents and partners.

Digital gap:

This year we purchased much more technology in order to allow our pupils to have the equity needed to access the same opportunities in learning as their peers without ASN. We now have reading pens to assist reading, google chrome laptops to develop digital Literacy, accessibility kits to allow those with motor needs to access keyboard, writing assistive software and Kindles.

Next Steps for Digital gap:

Clicker Training will be given to assist in writing.

Current Digital hardware and software will be used and maintained- and evaluated in June 2019 for impact. Many more Es and Os have been accessed in this school year by BGE pupils and assistive software has helped greatly with engagement and attainment in all curricular areas.

Parental Engagement:

An app for Parents was to be purchased but data protection laws stopped this happening. Next steps will be that we will try to purchase this in the coming year to improve communication and engagement for all.

Overall focus in the coming year will be to employ the 1-1 Teacher for Literacy and Numeracy Intervention for more time, to target current S1 when in S2, to have both a PEF coordinator for Numeracy and Literacy with a remit for HWB and CLD and a budget to resource training and needs. We will also employ an extra teacher 1 day a week to help out with group work in Maths classes. We will keep Beauty as a subject, horse-riding in IDL and the availability to buses for outdoor and real life learning.

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