Whalsay School

School Improvement and Development Plan Session 2015-16

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Standards and Quality Report for Session 2014-15

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Contents Page:

Section 1: Welcome and Introductions, School Aims Pages: 2-4

Section 2: Review of last Session’s Improvement Plan Pages: 5-8

Section 3: How Good Is Our School? Pages: 9 -11

Section 4: Target Areas for Session 2015-16 Pages: 12 -15

Section 5: Areas for future development Page: 16

Section 1: Welcome and Introduction:

Whalsay School serves the Island of Whalsay. It is a non-denominational school of 164 pupils. The School comprises of 3 separate buildings, Nursery, Primary and Secondary. The School’s refurbishment was completed in 1999.

Primary Pupils move into our Secondary Department where they stay until S4. At this time they transfer to Anderson High School for S5/6, go to College or leave School.

Our School Mission Statement, the core vision for our school, refers to providing a caring, purposeful, happy and safe environment for our pupils and includes a commitment to covering all aspects of each pupil’s development, including their physical, emotional and social wellbeing.

We intend to achieve a caring, purposeful, happy and safe environment by:

Encouraging pupils to generate respect for themselves, for others and for education

Making sure our school is well-ordered, stimulating and safe

Providing pupils with a well-balanced curriculum

Stimulating pupils and encouraging them to take responsibility for their own learning

Covering all aspects of each pupil’s development: Physical, Emotional, Social and Academic

Setting realistic and achievable targets2

Encouraging open communication between Parents, Pupils, Staff and the Community

Our Learning Aims

We will respect and care for each other.

We will listen to each other and appreciate our differences.

We will agree on classroom rules and teacher expectations will be shared with the pupils.

We have high expectations of behaviour.

We aim to make formative assessment an integral part of the learning and teaching process throughout the school, including sharing learning intentions, success

criteria and learner’s being given constructive feedback.

Pupils and staff will work together to create an enjoyable and purposeful learning environment.

We endeavour to meet each of our pupils’ learning needs, supporting and challenging appropriately.

We aim for positive interactions within our school community with praise and encouragement being given

when appropriate.

We aim to set regular homework which will support and consolidate learning.

We endeavour to instil a positive attitude to lifelong learning

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Our Staff

The names of our staff are:

- Temporary Head Teacher: Mrs B. Hughson - Depute Head Teacher: Mrs L Irvine- Temporary Principal Teacher – Pupil Support: Miss E. Irvine

ENGLISH Mr Alex Carmichael

MATHS Mr E. Irvine

SOCIAL SUBJECTS Mrs L. Wilson

FRENCH Miss M. Holzheimer (temp)Ms L. Tiffenau

SCIENCE Dr I. MacInnes

BIOLOGY Ms. L. Hull

BUSINESS STUDIES Mrs D. Johnson (temp)

CRAFT & DESIGN Miss E. Irvine

HOME ECONOMICS Mrs B. Hughson

ART & DESIGN Mr N. Stevenson

MUSIC Ms. R. Charles

PHYSICAL EDUCATION Miss E. Spence

ADDITIONAL SUPPORT NEEDSMrs D. Johnson Mrs A.M Arthur is supportingPrimary ASN

OFFICE Mrs C. Arthur (Mon - Wed)Mrs L. Sandison (Thur & Fri)Mrs K. Jamieson (Mon & Tue) Mrs B. Eunson (Wed - Fri)

PRIMARY 1 Mrs A. Anderson

PRIMARY 2/3 Mrs H. Cruddis

PRIMARY 4/5 Mrs E. Stevenson

PRIMARY 6/7 Miss J Nairn and Mrs A. Polson

NURSERY Mrs A.M. ArthurMiss A. JamiesonMiss J. StewartMrs L. Shearer

CLASSROOM ASSISTANT Mrs A. Pottinger

JANITORIAL Mr L. Eunson

LIBRARY ASSISTANTMrs E. Nisbet

SUPERVISORY ASSISTANTS Mrs L. Leask Mrs A. Gaines

INSTRUCTORS Mrs M. Poleson – Piano Mrs E. Henderson – FiddleMr P. Wood - Accordion

LEARNING SUPPORT WORKERSMrs L. Polson Mrs V. Sandison Mrs L. Shearer Mrs S. Simpson

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Section 2: Review of the School Improvement Plan 2014-15

Theme 1 Literacy: Writing (Whole School)

Literacy correction key is used from middle Primary and through Secondary. Staff are referring to 10 steps for presenting pupil work.

Whole school assembly given to pupils last year to emphasise the standards staff would be looking for.

Moderation activities completed at both Primary and Secondary meetings.

Primary staff worked together to create common expectations for each genre of writing and agreed what level of punctuation would be expected at each level. All staff are making an effort to set high standards in literacy.

Primary staff worked together to create a handwriting agreement which has now been introduced to all classes. P5/6/7 teachers focused on handwriting and introduced a ‘pen licence’ for pupils to aim towards. There were vast improvements at this stage which we now need to filter down through the school.

Upper stages teachers had a focused approach to teaching writing which resulted in positive results. This also needs filtered down through the school with writing genres being taught in blocks.

Theme 2 Theme 2: Embedding New Qualifications and developing the Senior Phase, including aspects of the Shetland Learning Partnership like the work stream on the common curriculum. (Secondary)

New Qualifications at National 1-5 have been developed in all areas of the curriculum, taking account of the 2:4 system in Shetland. SQA continue to update course arrangements and UASP’s, which Staff are continuing to implement.

Internal Verification systems are in place for all Departments, including Staff opportunities for verification with school colleagues and colleagues from other schools. A policy document will be formalised in session 2015-16.

Staff have been consulted and commented on proposals for a common curriculum and timetable in Secondary Schools, through the Shetland Learning Partnership and the School Comparison Project.

Links with Adult Learning have been made through continued partnership with the Whalsay Learning Centre.

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We have continued links with Shetland College, NAFC Marine Centre and local employers through participation in Vocational Pathways (Skills for Work) Courses and Work Experience Placements.

Theme 3: Developing the use and impact on learning of Learning Intentions and Success Criteria (Whole School)

Whole staff meeting focusing on Learning Intentions and Success Criteria. Staff worked on activities together to create Learning Intentions and Success Criteria linked to given activities.

Learning intentions shared orally and in writing i.e. on whiteboard and in pupil’s jotters. The learning intention is then the specific focus during the feedback process

Learning Intentions shared in pupil’s jotters and commented on during feedback process.

Nursery share learning intentions verbally and in writing at beginning of each session.

Feedback given to staff after observations.

Theme 4: Assessment in Primary

Staff discussed and agreed changes to PLPs after their first year in use. PLPs worked well last year with support from Depute Head to allow 1-1 discussions with pupils where necessary.

Continue to encourage PLPs to be a working document so that pupils record their achievements and best pieces of work throughout the year.

Pathways (tracking sheets) are being updated to be a meaningful, manageable assessment tool.

Staff have updated assessment procedures record to show thorough overview of strategies implemented in Primary classes.

Effective learning logs used in upper stages on a weekly basis.

Learning Stories continue to be used effectively in Nursery

Thorough observations in Nursery which lead into planning

Floor books are used in Nursery to collate pupil’s initial thoughts/ideas on topics

Theme 5: Planning in Primary

Interdisciplinary plan has been created for 2015-16 using feedback from pupils. Pupil voice will be encouraged further, particularly when planning topics.

Science topics are covered at year group either as part of main topic or as a separate topic. Support from specialised Science teacher is available.

RME overview has been created to ensure there is a greater balance of world religions taught.

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Curriculum Overviews are shared with parents on school website each term.

Theme 6: Implementation of Professional update as part of PRD

A Professional Review and Development cycle is in place for Teaching Staff

Two Staff Development meetings were organised to support Staff with the MyGTCS Profile and Professional update process. Staff are now recording Professional Learning on their profile.

The first members of Staff to have their Professional update have gone through this process.

Theme 7: Sharing Good Practice among staff

Good practice is shared at Primary staff meetings

Whole Staff meeting in Term 3 allowed sharing of good practice from all 3 departments in our school. For example, the nursery teacher gave session on floor books, the upper stages teachers gave a session on their homework scheme and the maths teacher led a session about Numeracy, responsibility for all.

Whole staff meeting on assessment encouraged staff to share ideas regarding learning intentions and success criteria.

Secondary development afternoons

P4/5 Teacher visited another school as part of development and supported them with Interactive Whiteboard pods.

Informal discussions take place regularly

Nursery staff and Depute Head are members of local sharing good practice page on social media

Secondary Staff attend Subject Development Groups where good practise is shared.

The increase in number of part-time staff has impacted on opportunities to share practice through formal meetings.

Theme 8: Pupil Voice

Regular pupil council meetings in Primary and Secondary Departments

PLPs encourage pupils to comment on their progress and have input into their next steps

Self and peer assessment strategies used in each class

Termly Achievement periods in Secondary.

Pupils have input into their topics and what they would like to learn.

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Eco-group and JRSOs are both highly pupil-led. Pupils took responsibility for leading Primary assemblies and promoting key messages.

Pupils involved in planning and organising eco-group fashion show.

P7 and S3 pupils organise and manage sports teams.

John Muir project involved pupils deciding on an area they would like to conserve and how they would do so. Pupils then reported back to whole school and parents at end of year achievements assembly.

Some S3 pupils have volunteered to be Sport Ambassadors and have organised a Triathlon Event for Primary and Secondary Pupils.

Secondary Pupils attend Shetland Youth Voice meetings.

Theme 9: Implementation of GIRFEC

Chronological records are maintained by the Named Person. In Secondary, chronologies are kept in SEEMIS

Senior Management Team and ASN Teacher have attended centrally organised GIRFEC Training

Theme 10: Strategies for supporting able and less able pupils. Differentiation

Pupils from all 3 Departments are discussed at our weekly Support for Learning meeting.

ASN Teacher is regularly sharing strategies to support pupils with Teaching and Support Staff

At Staff Meetings, from Nursery to Secondary, particular pupils are discussed and strategies shared to support them.

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SECTION 3: Audit– How Good Is Our School

In Session 2014-15, we have undertaken these self-evaluation exercises:

Self - Evaluation Involvement

Progress with the school development plan – feedback at Collegiate meetings

SMT and all school staff

Evaluation of course plans through feedback from DHT

SMT and all Teaching Staff

Professional Practice and Development All Staff through PRD, GTCS Professional Learning and the ERD process

Evaluation of Pupil Progress Weekly Support for Learning Meeting attended by SMT and ASN Teacher

Monitoring periods in Secondary

Pupil Reporting Process Feedback from Pupils and Parents following Reporting – pupil and parent comment slip on all reports.

Profiling and PLP’s Pupils and Teachers storing best work and evidence . Some use made of GLOW Blogs

Nursery Parental Questionnaire Parents, Staff

Nursery Self Evaluation Care Commission Document

Termly Quality Assurance Visit by SIC Quality Improvement Officer

QIO(Mr Robert Sim), SMT , Teachers and Pupils

Feedback from Pupil Council HT and DHT meet regularly with Pupil Council and discuss ideas.

Classroom Observations SMT, Teachers and Pupils

SIC Priorities and Sic Children’s Services Improvement Plan

HT attended Shetland Learning Partnership and School Comparison Project meetings. SIC Officers have attended Staff and Parent meetings.

Sharing good practice in the classroom All Teachers, through Staff meetings and attendance at SIC Subject Development Group meetings

Parental Feedback Regular Parent Council Meetings and invitation to Parents to attend Statutory Consultation and Shetland Learning Partnership stakeholder group.

Attainment

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S4 Attainment, 2007-2014:

2007 2008 2009 2010 2011 2012 2013 2014

Prelim No. obtaining 5 or more at SCQF Level 5

36% 75% 24% 30%/25% 29% 69% 24% 58%

SG/NQ Results

57% 75% 29% 38%/31% 57% 69% 35% 75%

Prelim No. obtaining 5 or more SCQF Level 4

86% 88% 94% 69%/56% 80% 100% 88% 75%

SG/NQ Results

100% 100% 88% 92%/80% 100% 92% 88% 83%

Prelim No. obtaining or more 5 at SCQF Level 3-5

100% 100% 100% 100%/50%

100% 100% 88% 100%

SG/NQ Results

100% 100% 100% 100%/81%

100% 92% 100% 100%

Insight is a major online benchmarking tool designed by the Scottish Government, to help bring about improvements for pupils in the senior phase (S4 to S6). It is a professional tool for secondary schools and local authorities to identify areas of success and where improvements can be made.

The graph below shows attainment from 2015 results, for Whalsay School, in comparison to a Virtual comparator, Shetland Islands and Nationally. Whalsay School results are higher than both Shetland and National average.

All Teachers are aware of their responsibility with regard to Literacy, Numeracy and Health & Wellbeing.

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This graph shows how Whalsay School is performing at SCQF Levels 4 and 5, in terms of pupil attainment in Literacy and Numeracy, in comparison to a virtual comparator.

Secondary Staff review and evaluate their exam results on an annual basis, both with colleagues at a Staff meeting and with their Line Manager. Pupil performance is compared against predictions and relative ratings, across subjects within the school as well as with similarly sized schools within the Authority and across Scotland.

Pupils are interviewed regularly by their Pupil Support Teacher, to discuss their progress across the curriculum, set targets and implement strategies to improve attainment.

Tracking and Monitoring periods are set up through our SEEMIS system, completed by Teachers and monitored by the PT Pupil Support.

In Nursery and Primary, pupils are assessed by their class teacher using a wide range of assessment tools and strategies. Formative assessment strategies are implemented daily and aim to involve the pupils in the assessment process through self, peer and group assessment. These are all skills that need taught to ensure the pupils engage in the process effectively. Summative assessments are also completed when appropriate. When making judgements regarding whether a pupil has achieved an outcome or a level, staff take into account everything a child has done and consider a wide-range of evidence. Regular staff meetings are held which focus on moderation and allow staff to discuss the levels achieved.

Through Personal Learning Profiles (PLPs), pupils and teachers set targets each term which are then shared with parents. The targets are evaluated at the end of each term and parents have the opportunity to make comments and share any achievements from home. Pupils select their best pieces of work for the PLP and teachers also keep a folder with assessment evidence.

Section 4: The Target Areas for Session 2015-16

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Target 1- Transitions QI- 5.1, 5.4, 5.8

Tasks Implementation Strategies

Resources

Lead Person(s)

Success Criteria

What will be the impact on our learners

Monitoring and Evaluation

How do we know the impact on our learners

1. Primary 7 – S1

Strengthen links between P7 and S1 to ensure Teachers are well informed about pupil needs

Review Transition Information and P7 Profile

Introduce cross curricular project

Secondary Staff to be given opportunity to team teach or peer observation with P7 Teachers in Term 4.

Transition Information sheet to be discussed at whole staff meeting and format/content to be agreed

P7 Profile – format to be agreed in Primary Department and discussed with Secondary Staff in Term 3

Cross curricular project in Term 4 – introduction to ASDAN (or similar) for P7 pupils, working with S1.

Brenda HughsonLynsey IrvineClass Teachers

Brenda HughsonLynsey IrvineClass Teachers

Brenda HughsonEyvor IrvineLynne WilsonP7 Teachers

Staff take part in opportunity

Continuity of learning continues for pupils

Updated sheets produced

P7 Profile updated and used.

Pupils enjoy experience and are engaged in the ASDAN (or similar)programme

Feedback from Staff and pupils

Staff views gathered

Pupil needs met

Pupil Reflection

Pupils feel that they are prepared for world of work and future careers

2. BGE – Senior Phase

Evaluate use of Achievement mornings, folders and GLOW Blogs, so that young people are able to use the profiling process to support their choices for the senior phase

Audit of current practise

Staff Training on the use of GLOW to increase confidence

Implement updated procedures in Secondary

Eyvor Irvine

Brenda HughsonTeaching StaffParents

Brenda HughsonTeaching StaffParents

Young people make informed decisions and a smooth transition into senior phase

Staff and pupil views are gathered

Target 2 - Early Years Provision QI- 5.3, 5.8

Tasks Implementation Resources Success Criteria Monitoring and

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StrategiesLead Person(s) What will be the

impact on our learners

Evaluation

How do we know the impact on our learners

3. Introduce regular liaison meeting for Early Years Staff

Discussion with all Staff involved.

Schedule of meetings arranged, taking account of Staff working patterns

Brenda HughsonLynsey IrvineAnna-Marie Arthur

Staff are working together to support pupils

Self-evaluation and planning are in place

4. Implement guidance from Setting the Table

Staff are trained in this initiative

Nursery pupils given a balanced, varied snack which follow guidelines

Create a food and nutrition policy

Encourage physical activity on a daily basis

Early Years Staff Pupils are enjoying healthy snack

Pupils receiveregular physical activity

Food and nutrition policy created and followed

Staff attend training

Nursery snack menu reviewed

Nursery Plans

Discussions with pupils and parents

5. Implement and embed aspects of Building the Ambition document

Develop practice to promote the essential aspects which drive early learning- wellbeing; communication and creativity, inquiry and curiosity

Develop outdoor education provision

Adapt planning system using the wellbeing indicators of GIRFEC (SHANARRI)

Early Years StaffLynsey Irvine

Staff work together to offer range of resources linked to children’s interests, ask probing questions and encourage deeper levels of engagement.

Safe, stimulating outdoor play area accessible to all pupils.

Updated planning system created and accessible to all staff.

Discussions at nursery staff meetings

Observations

Staff evaluations

Discussions with pupils and parents

Outdoor area created

Planning system in place

Target 3- Assessment and Moderation in the Broad General Education QI- 5.2, 5.4

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Tasks Implementation Strategies

Resources

Lead Person(s)

Success Criteria

What will be the impact on our learners

Monitoring and Evaluation

How do we know the impact on our learners

6. Assessment approaches and Planning for Assessment in Primary and Secondary Departments

PIPS system reintroduced to Primary Department to supplement tracking evidence

Embed tracking sheets in Primary for each writing genre

Develop reading assessment in Primary

Update Nursery and Secondary assessment procedures to coincide with Primary system

Collaboration between Primary and Secondary staff to support numeracy

Lynsey IrvineASN TeachersClass Teachers

Lynsey IrvineClass Teachers

Lynsey IrvineClass Teachers

Lynsey IrvineSecondary TeachersEarly Years Staff

Brenda HughsonLynsey IrvineP6/7 Class TeachersSecondary Teachers

Pupils in P1, 3, 5 and 7 complete assessment

Pupils and parents given accurate report

Teachers have clearer understanding on pupil progress

Whole school approach

Support transition

Results monitored and feed into planning

Staff evaluationsPupils needs met

Staff evaluationsPupils needs met

Staff evaluations

Pupil needs met

7. Moderation Moderation opportunities planned for Staff meetings

Secondary staff to attend subject development meetings

Brenda HughsonLynsey Irvine

Secondary Teachers

Agreed judgements on level of work

Pupils and parents given accurate report

Pupil needs met

Staff discussions

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Target 4- 1 + 2 Modern Foreign Language Initiative QI- 5.1, 5.3, 5.7

Tasks Implementation Strategies

Resources

Lead Person(s)

Success Criteria

What will be the impact on our learners

Monitoring and Evaluation

How do we know the impact on our learners

8. Implement the initiative into the Primary Department

P1 Teacher will support other classes in Term 1

Staff will discuss & become familiar with PLPlatform at Staff Meeting in Term 1

Staff will use the platform themselves to increase knowledge and confidence

All pupils will begin French, from the p1 level.

Parents to be supported to help their child’s learning, through the introduction of a Homework passport

Support and Canteen Staff are involved in the project

Pupils will contribute to a social event, in partnership with Parent Council, in Term 4

Class Teachers

Lynsey IrvineClass TeachersPLPlatform

Class TeachersFrench TeacherPLPlatform

Class Teachers

Lynsey IrvineClass TeachersSchool WebsitePLPlatform

Lynsey IrvineSupport Staff

Brenda HughsonLynsey IrvineClass TeachersParents

Staff are familiar and confident in their use of resources.

Staff are familiar and confident in their use of resources.

Staff are familiar and confident in their use of resources.

All Primary Pupils have a basic knowledge of regularly used French words

Homework Passport sent home each weekParents complete tasks with pupils

French words and notices are in use throughout the School

Event organised, attended and enjoyed by the school community

Staff make use of the PLPlatform.

Pupils achieve expected outcomes

Parent views gathered

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Section 5 – 3 Year Priorities 2015-18

The next 3 years will continue to be a time of change, reflecting educational policy and strategies at both local and National level. Themes central to our schools development planning will include:

Whalsay School:

Homework in early Secondary

Pupil Voice both in the classroom and in the school as a whole

A new reading scheme/approach in middle/upper Primary

Outdoor Learning

Eco School Status

SIC Children’s Services:

Shetland Learning Partnership, School Comparison Project and School Reconfiguration Project

ASN Self – Evaluation Tool

National:

National Improvement Framework

HGIOS 4

1+2 Modern Foreign Language Initiative

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Confident Individuals -

The Ryder Cup visits Whalsay

Some Pupil experiences in 2014-15

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Confident Individuals -S2 adventure to Eshaness as part of their John Muir Explorer Award

Responsible Citizens -Tavish Scott, MSP,

answers P5/6/7 Questions

Primary Pupils entertain clients at

Successful Learner -S4 and Primary

Pupils make Coronation Tarts

during our Interdisciplinary Event for WW1

Nursery and P3 plant bulbs for Marie Curie

Successful Learner-S2 Quadrilaterals Presentations in Maths