Aith Junior High School Improvement Plan Standards and ......Aith Junior High School Improvement...

Aith Junior High School

Improvement Plan Standards and Quality Report

2016—2017

Contents

Page

1 Our School 3 School Aims 4 Review of the School Improvement Plan 2015-16 9 Audit – How Good is our School 10 Attainment

12 Agreeing Priorities for Improvement as a School

13 Target Areas for 2016-17

17 Three Year Priorities

18 Photos from 2015-16

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OUR SCHOOL Aith Junior High School is rural all-through school situated situated at the head of Aith Voe at the heart of the community on the west side of Shetland. It is a non-denominational school catering for pupils from Early Years to Secondary four. The primary department enrols pupils from the local catchment areas that include Sandsound, Bixter, Aith, Clousta, Gonfirth, East Burrafirth, Twatt, Tresta and Gruting. The secondary department enrols pupils from our associated primary schools of Happyhansel, Sandness and Skeld. At the end of S4 pupils move on to positive destinations including transfer to the Anderson High School for S5/6, go to college, enter training or employment. The West Mainland Leisure Centre, adjacent to the school provides PE facilities for pupils. The Aith Community Hall is located near the school. We hire space in the hall for exams, concerts, Christmas parties and services, specialist drama and music group visits and ‘Play van’ activities. The Aith church is next door and the school is encouraged to use it for any services throughout the year. We benefit greatly from these resources within the community. Currently the school has a roll of 190 pupils .There are presently 29 pupils in the Early Years with 14 in the morning session and 15 in the afternoon session. Pupils join the Early Years throughout the year following their third birthdays. There are 94 pupils in the primary, organised into four classes and 67 pupils in the secondary department. The school has 17.7 full time equivalent (FTE) teachers. Of these, 0.4 FTE is Early Years, 6.65 FTE in the primary and 10.55 FTE in the secondary department. The Early Years has a 0.4FTE teacher, an Early Years worker and an Early Years Assistant. The School Library is organised by a member of the Library Service staff. This service is also extended to the associated primary schools through regular provision of resources for specific topics. Other members of staff include clerical staff, janitors, canteen staff and visiting music instrumental instructors. Parent volunteers help with activities and there is an active Parent Council in place. The SIC provides a wide range of support services including science technicians who supply chemicals for topic kits, a technology technician who helps to maintain equipment in Craft & Design, an ICT technician who ensures that IT resources are up to date and working efficiently. Specialist support in aspects of learning and teaching or social, emotional or behavioural difficulties is also available. Aith Junior High School has a positive working relationship with many agencies throughout Shetland and has close links with other schools in Europe through the Modern Language department.

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The school has a very cohesive and effective staff who work tirelessly to deliver a high quality education following our mission statement to “provide a safe, caring, stimulating environment which will give pupils confidence to achieve their full potential”. We strive to treat everyone - pupils, parents and staff - equally and fairly. As part of pupil involvement in school aims the primary and secondary pupils chose words that mean the most to them in terms of education at the school. Those words were produced in a Wordle for the school, which is displayed in the school.

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SCHOOL AIMS

At Aith Junior High School we support the values underpinning the 3-18 Curriculum for Excellence. We aim to enable all young people to become:

Successful Learners Confident Individuals With With

enthusiasm and motivation for learning

determination to reach high standards of achievements

openness to new thinking and ideas

self respect

a sense of physical, mental and emotional wellbeing

secure values and beliefs

ambition

And able to And able to

use literacy, communication and numeracy skills

use technology for learning

think creatively and independently

learn independently and as part of a group

make reasoned evaluation

link and apply different kinds of learning in new situations

relate to others and manage themselves

pursue a healthy and active lifestyle

be self aware

develop and communicate their own beliefs and view of the world

live as independently as they can

assess risk and take informed decisions

achieve success in different areas of activity

Effective contributors Responsible citizens With With

an enterprising attitude

resilience

self-reliance

respect for others

commitment to participate responsibly in political, economic, social and cultural life

And able to And able to

communicate in different ways and in different settings

work in partnership and in teams

take the initiative and lead

apply critical thinking within new contexts

create and develop

solve problems

develop knowledge and understanding of the world and Scotland’s place in it

understand different beliefs and cultures

make informed choices and decisions

evaluate environmental, scientific and technological issues

develop informed, ethical views of complex issues

These aims are reflected in policies and procedures and further developed through both staff and school improvement plans and through consultation with our stakeholders.

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REVIEW OF THE SCHOOL IMPROVEMENT PLAN 2015-2016

Target 1 : Early Years

Tasks

Success criteria, including what will be the impact on learners?

Evaluation of progress Further action to be taken

A Define the curriculum for Early Years Childcare Centre.

A visible model, which provides clarity for the Early Years curriculum is produced. Parents, Pupils and staff are aware of the content.

Pictorial representation of curriculum design for our setting to share vision, values and aims of setting displayed in foyer – pupils, staff, parents and wider community consulted on content.

Review regularly to ensure information is current and relevant to children in setting.

B Strengthen the curricular transition from EY to Primary.

Curricular transition is in place. Primary pupils have a seamless curricular transition from EY to P1

Information about children’s learning progression and achievements in key areas of early literacy and numeracy ensuring continuity in learning across the curriculum.

Further development of health and wellbeing tracking (including shanarri wellbeing indicators).

C Implement guidance from-

Building the Ambition

Setting the Table

Nutritional guidance.

Planning of learning and teaching reflects the guidance, Pupil progression monitored and tracked through CfE levels.

All Early Years staff and P1 teacher attended recent Revisiting and Reconnecting BTA course with Lisa McCabe. Early Years staff been on training course re - setting the table (Ed Scotland). Both Setting the Table and Nutritional guidelines visible at snack area.

Continue to embed opportunities to monitor CFE curricular areas regularly at collegiate meetings (ongoing).

D Develop the pupil Learning Stories.

A learning story model is adopted which pupils can identify to and feel ownership of.

Learning story include clear focus on the development of children’s skills in early language and mathematics.

Further development of HNB (currently key focus) (See B).

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Target 2 : The Curriculum.

Tasks



A The school’s Aim, values and Curricular Rationale are tangible, visible and understood by all stakeholders.

All staff, pupils and parents are aware of the school’ aims, values and Curricular Rationale.

Wordle generated by school community.

B Review and develop the curriculum

Decisions taken as part of the development work have a positive impact on pupil learning. Significant Aspects of Learning are visible in teacher planning and assessment. Have in place a clear curricular pathway for numeracy from Early to Fourth Level.

Making good use of information, courses and support (local, national, international). Primary Pupil Profiles now have more choice/flexibility, more personalisation for learning. All Primary/Early Years curricular plans now using S.A.L to show skills developed progression within levels. Visible in planning folders. Clear numeracy progression pathway identified and implemented (Highland and Stranrar materials very useful). Numeracy moderation inset – Westside/Whalsay cluster.

C Develop the 1+2 initiative throughout the school

Staff will become more confident in their use French. Staff become more familiar with their use of resources. All pupils to have a knowledge of French appropriate to their level.

2 Primary and Secondary specialists attended Erasmus French course in Lille (March 16). All classes in Primary moving PL Platform progression framework to develop French, much input/support from French specialists. French also introduced in Early Years.

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D Develop Curricular transition from Primary to Secondary

Secondary teachers in identified subjects to work closely with Primary 7 teachers to develop curricular progression. Review how the transition days are operating across the associated primaries.

For young people to learn about change – (enhanced transition taking place (technology) Skeld pupils, Aith and Happy Hansel pupils on joint trip to Edinburgh). Planning meetings re English and Literacy.

Further develop other subjects.

E Develop Tracking and Monitoring across the school

Develop a tracking and monitoring sheet from 3-18. Information is included from class teacher and standardised tests. Professional dialogue to determine pupil level during the year.

Maths, Numeracy and Science between cluster Primaries and Secondary taken place. Primary SEEMIS training May. Monitoring T&L year timetable produced and shared with EY/Primary Staff. Collegiate meetings – small scale moderation. Cluster numeracy moderation. Draft tracking grid generated. HWB tracking established for whole school.

Ongoing. Populating grid June & August/September.

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Target 2: Eco-School

Tasks



B. Renewal of Green Flag Award from Eco-Schools.

Green flag status is worked towards. The whole school community have an understanding of elements undertaken in the action plan. Wider school community are involved.

Soil association Scotland visit ‘Food For Life’. John Muir Scheme P7 and S2.

Eco School Programme.

Target 3 : Learning and Teaching

Tasks



A Enhance classroom pedagogy.

Staff have reflected upon their present teaching practice and developed some aspects to ensure effective classroom practice.

Refresh AIFL Strategies Learning and Teaching / Learner Progress set agenda items collegiate meetings Peer observations of lessons (staff)

Continue to measure with HIGIOSH / HIGELC

B Develop PLP’s in the primary .

PLP’s have evolved to meet pupil needs to show progression and targets.

Short term targets now displayed on classroom walls. When achieved target evidence added to PLP – extending personalisation and choice and shared understanding of progression

Review new system (staff, pupils, parents)

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Target 4 : Supporting Pupils

Tasks



A Nurturing community

Pupils gain a feeling of what inclusion looks lie like in school .

H&W tool evaluated in Term 1. Pupils rated themselves on SHANARRI wheel – discussions PSE lessons ongoing with inclusion then incorporated where appropriate.

Follow up – same activity to be undertaken this term to see if any progress

B Equality

Staff, pupils and parents are aware of the Equalities policy and how it supports the school.

Target 5 : Parental Involvement

Tasks



Review how we communicate with parents.

Questionnaire return rate to be high. Any comments from the questionnaire to be acted upon.

Questionnaire issued and returned. Processed – comments summarised and data converted to graphical form.

Early Years stories – adapted already. Primary PLP – being changed for content Secondary diary – to be investigated – consultation needed.

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Audit- How Good is our School

The table below lists some of the self-evaluation exercises undertaken during 2015-16

Self Evaluation Exercise Involvement

Progress with the school Improvement plan – feedback at Collegiate meetings

SMT and all school staff

Evaluation of course plans through planning/review sheets

All teaching staff

Learning and teaching in all departments

All teaching staff – included in year plans

Evaluation of pupil progress through staff meetings

SMT/PT curriculum/PT pupil support, teaching and auxiliary staff

Review of feedback from parental/pupil comment sheets

SMT and all teaching staff

Sharing good practice in classrooms All teaching staff and members of RLC groups for specific CDD meetings

Annual staff reviews and Classroom Observations.

SMT, PT curriculum and all staff

Review section of development plan

SMT and PTs

Nursery parental questionnaire Parents, staff (Evidence in Care Commission)

Parental Feedback (whole School)

Parental feedback through Parent Council. Parental Questionnaire.

Pupil Peer Support questionnaire

S1 and S3 pupils

QIO visits

SMT and learning visits to classrooms

Samples of pupils work – report for staff

SMT, PT curriculum

Standardised assessments

Teacher/pupils

Feedback from Pupil Council

HT and DHT meet regularly with the Pupil Council.

Termly Quality Assurance visits from Quality Improvement Officer

QIO and all staff in school. Pupil input is also asked for.

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Attainment Exam Results (SQA National / Standard Grade Examinations or Equivalent)

The graph below shows the attainment from the 2015 results. This shows the Aith pupils achieve better than the virtual pupils, Shetland pupils and National pupils. .

Year % S4 pupils achieving 5 or more passes at SCQF level 5

% S4 pupils achieving 5 or more passes at SCQF level 4

2016 67 95

2015 67 92

2014 71 100

2013 57 89

2012 61 96

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All teachers are aware of their responsibilities in relation to Literacy, Numeracy and Health and Well-being. The school has working groups in each of these areas who have set their priorities for the session.

The graph shows the performance of a school in terms of pupils' attainment in Literacy and Numeracy (i.e. both of them together) at SCQF Level 4 and SCQF Level 5.

All Secondary staff review and evaluate their subject exam results, with discussion from a member of the SMT. There is a comparison with predicted grades, a discussion focusing on relative ratings and comparisons with virtual schools in Scotland. Nursery and Primary In the Nursery and Primary the pupils are assessed by their class teacher using a wide range of assessment tools and strategies. This could be classwork or specific tests involving self, peer or group assessment and a judgment is reached taking into account everything the pupil has done relating to the outcome or subject area. The principle is to engage pupils in assessment and to have an ethos of continuous assessment. The primary staff are involved in cluster moderation allowing them to ensure their judgments are accurate. The school uses PIPS in P1,3,5 and 7, which presents assessment information that is helpful to supplement tracking evidence. Pupils set themselves school based targets and use a star system to monitor their progress. Home targets are also set, which alongside the school based targets are evaluated and shared with parents. These are kept in their personal learning plan folders. In nursery, pupils also have home and school targets as well as an evaluation sheet, which is kept in their learning stories and shared with parents. Pupil profiles/folders/portfolios contain samples of pupils work, their comments, as well as comments from their teacher and parents.

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Agreeing Priorities for Improvement as a school

The priorities in our 2016/17 School Improvement Plan have been decided using information from the following sources:

2015 – 2016 School Improvement Plan and review

School Inspection from September 2015

Aims of the school

National Priorities

The Journey to Excellence

Self evaluation procedures

Collegiate time meetings with staff

Parent Council Input

Pupil Council Input

Consideration of SIC Schools Service Improvement Plan 2016/17 and the

Shetland Children and Young People’s Service Plan

Equality Act

Tackling Bureaucracy working group document.

Care Commission self evaluation

Classroom observations.

Consultations with pupils, staff and parents that were carried out and the information received was analysed, responded to and acted upon.

PRD Reviews

Pupil progress was reviewed at all stages by staff.

SQA results were reviewed and analysed. Prelims and assessment data were analysed.

Regular reviews of school improvement plan took place.

SMT met regularly.

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Section 7

Aith Junior High School

Targets

2016-17

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Target 1 : Early Years

Tasks

Implementation strategies

Resources and who will lead developments?


Monitoring and evaluation, including how do we know the impact on learners?

A Develop tracking, monitoring and assessment of HWB

Liaise with Primary to discuss how the SHANARRI indictors are used to track and monitor in the Primary. Devise a strategy suitable for Early Years to use.

PT Early Years Staff

HWB tracked and monitored throughout EY and used as part of the transition process. Staff will know what the pupils feelings towards themselves are and develop strategies to target individual pupil needs.

Feedback from staff. Evidence of pupil HWB and the progress of pupils.

B Become familiar with HGIOELCC document and begin to use this for Self-evaluation in the Early Years,

A staff session to become familiar with document. Teacher self-evaluates the work of the Nursery using the HGIOELCC document.

PT Early Years Staff

Staff are confident in using HGIOELCC to self-evaluate. Evidence of Self-evaluation, which will effect improvement in planning learning activities and reflection.

Feedback from staff. Evidence folder.

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Target 2 : The Curriculum.

QI 5.1,5.2, 5.3, 5.4

Tasks





A Raising Attainment in Literacy.

Participate in local pilot project for Primary 1 pupils. Review existing material for literacy development in primary. Analysis of the literacy data for the school. Moderation activity on writing within the cluster.

Michael Spence Class teachers

Progression shown in pupils during primary 1 using data from PIPS and standardised tests. There is suitable material for all pupils to develop t heir literacy skills. Staff sharing professional dialogue on writing levels across the curriculum. Pupils are achieving in Literacy, monitored through the tracking system.

Progress of pupils

B Develop tracking, monitoring and moderation using the Shetland Strategy document.

Staff aware of tracking and monitoring council strategy document. SEEMS set up for primary. Staff in Primary trained to use SEEMIS. Staff participate in moderation activities at school, cluster, local or national level.

James Garrick All staff

Consistent strategy used within the school and locally. Agreed standards shared. Increase in staff confidence.

Staff feedback

C Staff beginning to use Benchmarks to plan and assess pupils.

Staff familiar with Benchmarks. Staff to use Benchmarks in their planning, assessment and tracking,

School Management team All Staff

Clear planning and assessment. Pupils needs are met.

Staff feedback.

D Review assessment within the National Qualifications

Teachers become aware of and implement the changes within their subject areas. SQA unit on Developing Young Workforce researched by Pupil Support Staff Implementation of Language for life and work units in Secondary 3.

James Garrick Secondary teachers

Pupils are assessed using the most recent National qualification assessment criteria.

Staff feedback SQA verification

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Target 3 : Self Evaluation

QI’s

Tasks





A Use HGIOS4 in Self-evaluation

Staff to become familiar with HGIOS4 and use the document for Self-evaluation

HT All Staff

The School has reflected upon our own current practice through HGIOS4 and used the outcomes to plan for improvement,

Staff feedback/audit

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Three year priorities 2016-19

The themes central to our school’s Improvement planning will be:

School

Development of Curriculum

Tracking and monitoring of pupil’s progress and wider achievements

Learning and Teaching

Pupil Voice

SIC Children’s Services:

Quality improvement Framework

National How Good is Our School 4 - HGIOS4 National Improvement Framework

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These are a selection of Photos from 2015-16. More details can be found in the school newsletters, and blog, which can be found on the website.

The Young Ambassadors have input into lunchtime clubs and whole school activities.

Pupils take pride in working with the

vegetable plot

The pupils run a healthy tuck shop

P6/7 – Winners of the Primary Classroom Group 1-3 Teacher School category

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The pupils organised a “big

breakfast” for charity

Pupils work in task force groups

of mixed ages.

The secondary school trip was

skiing in the Italian Alps.

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We had a trip out to see a local

croft in action.

And the local spinning mill.

All S3 pupils were successful in

gaining their food Hygiene

certificates.

Some pupils were successful at

the inter schools badminton.

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We had a fund raiser for the

refugee crisis.

The pupils held a Ready Steady

Cook competition.

The pupil council set up a food

bank in the school in partnership

with the Salvation Army.

The pupils continue to learn rural

skills such as peat casting, raising

and selling their peats.

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Some pupils took part in the

Shetland schools bowling

competition

P2/3 visited the power station as

part of their class project.

Primary 1 spent Up-Helly-Aa day

in Lerwick seeing the Jarl Squad.

Pupils took part in the Inter

schools netball competition.

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Pupils took part in the Inter

Schools football competition.

Pupils visited the met office to

help learn about the weather.

All Secondary 3 pupils took part in

the Youth Philanthropy Initiative.

The winning team presented their

cheque to the lifeboat.

The library is always a popular

place for pupils. Our Librarian

was in the top 3 school librarians

in Britain.

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Some pupils went to Glasgow to

take part in the Junk Kourture

Scottish Finals.

All S2 pupils were successful in

achieving John Muir Explorer

awards.

The Primary 7’s all worked hard

and received their John Muir

Discovery awards

We had a visit from the Gritter to

share their information with us

about what they do in the winter

months.

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We had a visit from a Science

show who taught the pupils about

sound.

P6/7 went on a school trip to

Edinburgh.

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We had a visit from the “Dogs

Against Drugs” Dog to tell us what

they do.

The pupils organised a fund raiser

for Children in Need.

Lunchtime clubs include the

chess club.

We had an afternoon teas as a

fund-raiser for the school.

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We took part in an Art project at

Bonhoga Gallery.

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