Web viewWe cross mark work. We make use of data and information including attainment results,...

of 12 /12
1 STANDARDS & QUALITY REPORT School: Inverness High School Head Teacher: John Rutter Date submitted: June 2017 School Vision, Values and Aims: At Inverness High School we believe in the principles of social justice and the universal right of everyone to a high quality education. Our aim is to provide a curriculum which enables every single one of our pupils to survive and thrive in the 21st century and develops: a life-long love of learning high levels of achievement and attainment skills for life, skills for work and a thirst for knowledge a growth mindset encouraging resilient attitudes and 'stickability' a wide range of possible pathways for life after school and, the four capacities of Curriculum for Excellence. This will be done by increasing the opportunities for our young people and expanding the range of academic and vocational courses we offer throughout their school years. Context of the school: Inverness High School lies on the western side of Inverness with its catchment area completely enclosed

Transcript of Web viewWe cross mark work. We make use of data and information including attainment results,...

Page 1: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

STANDARDS & QUALITY REPORT

School: Inverness High School

Head Teacher: John Rutter

Date submitted: June 2017

School Vision, Values and Aims:

At Inverness High School we believe in the principles of social justice and the universal right of everyone to a high quality education. Our aim is to provide a curriculum which enables every single one of our pupils to survive and thrive in the 21st century and develops:

a life-long love of learning

high levels of achievement and attainment

skills for life, skills for work and a thirst for knowledge

a growth mindset encouraging resilient attitudes and 'stickability'

a wide range of possible pathways for life after school and,

the four capacities of Curriculum for Excellence.

This will be done by increasing the opportunities for our young people and expanding the range of academic and vocational courses we offer throughout their school years.

Context of the school:

Inverness High School lies on the western side of Inverness with its catchment area completely enclosed between the River Ness and the Caledonian Canal. The school therefore serves a completely urban population with the highest level of need in the Highlands. The school roll currently stands at approximately 500 pupils and is increasing at around five per cent per annum. The school serves the areas of highest deprivation in the Highlands with the highest level of pupils with Additional Support Needs.

1

Page 2: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Attainment, by national measures of five plus Highers at grades A to C are lower than our comparator schools to the end of S5 but are increasing by the end of the senior phase. Measures of one plus and three plus Highers are also on the increase. Initial positive destination figures are historically above the national and Highland average (reaching a high of 96 per cent in 2015) with pupils going on to college placements, apprenticeships, straight to work and into activity agreements.

Staff are very committed to the school, highly nurturing in their approach to the education and pastoral needs of our pupils and are responsible for remarkable success stories for many of our pupils. This success simply would not be replicated in many other schools. Over the next few years we intend to use the PEF to raise attainment and close the attainment gap and to increase the resilience, skills for life and work and life chances of our pupils. We will be doing this while under a very disruptive refurbishment programme which, ultimately, should bring us a school fit for 21st century learning and teaching.

What have we done to close the attainment gap?Strategies implemented and / or completed from 2016 SIP include:

Improved success criteria for S1 Nethybridge residential Introduction of mindset education in school for further development in session 2017 / 2018 Introduction of S1 Learning for Sustainability course as a mechanism for growth mindset / self-reflection Creative writing course at Moniack Mhor to increase contextual knowledge for pupils undertaking Higher English Use of Reading Wise software to improve literacy of pupils in SIMD 1 and 2 Targeted support for ESOL pupils from SIMD 1 and 2 Development, in collaboration with pupils, of new recipe booklets in Home Economics using locally sourced ingredients for improved HWB Increased extra-curricular provision and participation in sports classes and music including table tennis and xylophone Transition support work for maths teachers and primary colleagues Development of online numeracy course for school refusers and poor attendees Peer support in class from S6 pupils Equalities and diversity training for all staff Measurable data from Teens and Toddlers programme Maintaining high levels of initial positive destinations Increased working with Skills Development Scotland / REAL and other partners on opportunities for leavers and work experience New courses offered and high uptake in both academic and vocational courses Languages compulsory through Languages for Life and Work course in S3 Expansion of curriculum to include new courses e.g. Engineering Science for session 2017 / 2018

2

Page 3: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

This report summarises the strengths of our school, our recent improvements and what needs to improve further. We gather this information throughout the year in a variety of ways so we can make sure our report is as accurate as possible. We take time to compare what we do with national examples of best practice. We visit each others’ classes to share standards in learning and teaching. We look at children and young people’s work to see how they are progressing. We cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs. We assess using our own expertise, standardised testing, cross marking and results tracking. Children peer assess and self assess. We gather the views of children, parents, staff from our own and other schools, and partners in the local community and beyond. We use all of this information to arrive at our view of the quality of education we provide and our priorities for future development in the coming year and beyond.

We have evaluated our work using the Quality Indicators (QIs) in Education Scotland’s self-evaluation toolkit document, How Good is Our School? (4th Edition). Year by year we will address different QIs from this document.

QI 1.1 Self-evaluation for self-improvement

What is going well?Staff are engaged in self-evaluation activities for self-improvement

There are regular planned reviews of course materials and course planning

Staff engage in PRDs and CLPL opportunities

Principal teachers are familiar with INSIGHT and the use of AfE data to help identify gaps and drive improvement

Staff in departments engage in sharing standards and moderation activities

Staff involved in markers’ meetings and SQA nominee activities feed back to colleagues

3

Page 4: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Use of SEEMiS for tracking and monitoring

Departments using pupil voice for end of unit surveys

Pupils reflect on progress through profiles in S1 and S3 and self-evaluate and set targets in the senior school

Staff review and act upon key messages and course reports from SQA

Individual pupil needs are identified and met through work between SfL and departments and partner agencies

Pupils engaged in planning of future pathways

What will we work on in the coming year and beyond?Further develop use of Insight for future planning with training for principal teachers and cascading of information to classroom practitioners

Continue to develop the use of a range of data in planning for improvement

Look outwards to research, to visits to other schools and to collaboration with partners for ideas on how to improve self-evaluation processes

Increase use of risk matrix and AfE data to track individual pupils

Review and development of rewards systems for pupils in the BGE

Further linking of wider achievement awards to certification

Continue to develop partnerships through DSYW

Further development of parental information events by departments / faculties and on a whole-school basis

Expand the pupil voice with a full pupil council

Increase opportunities to share good practice in school calendar and provide opportunities for working groups to lead CLPL sessions

QI 1.3 Leadership of improvement

What is going well?Sharing of good practice at a number of different levels including departmental and faculty meetings and extended management team meetings

The development of shared vision, values and aims through engagement with staff, pupils and parents

PTs and subject staff kept up-to-date on national developments in course structure and curriculum

4

Page 5: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Development of initiatives including ReadingWise and paired reading schemes by both promoted and unpromoted staff

Reviewing schemes of work on an annual and ongoing basis by subject staff

Encouragement of all staff to engage in professional development and self-evaluation

Encourage all staff in the analysis of INSIGHT data

Active collaboration with community partners through, for instance, YPI and the work of The Edge group

As wide a range of pathways and course choices for senior pupils as is possible given budget restraints

What will we work on in the coming year and beyond?Develop better mechanisms for sharing good practice across school

Re-launch of values statements with pupils at the start of next session – values banners displayed both in class and throughout the school

Review use of learning logs and their effectiveness – discussion on the best ways of engaging pupils with homework and encouraging parental input into school work

Continued training in the use of INSIGHT data at a deeper level to encourage staff to really get to know the pupils and areas of development in closing the attainment gap

Further development of partnership working by staff at all levels as part of the DSYW agenda

Development of parental engagement through working group and work of SAC-funded Family Development Officers

Staff to engage with leadership opportunities, visiting other schools and taking part in local and national CLPL events

IHS@80 community event planned for school anniversary in new session

School to engage with, and act on, recommendations of school governance review expected in June 2017

Continuous review of curriculum and on number of subjects offered by departments

QI 2.3 Learning, teaching and assessment

What is going well?A concentration on high quality learning and teaching

5

Page 6: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Learning intentions and success criteria are embedded in course plans and materials

Involvement of pupils and partners in development of courses

Course development is ongoing taking account of pupil feedback and changes to SQA course requirements

All pupils in BGE phase access core course elements in all subjects with appropriate support

Effective use is made of the outdoor classroom, field trips and partnerships to enrich and contextualise learning and teaching and make links for pupils with the world beyond school

Digital technologies are increasingly used to enhance and support learning and teaching

Formative assessment, Peer and self-assessment feature in course programmes in BGE

SPP criteria used in reporting in BGE

Reports in BGE and senior phase focus on strengths and next steps for progression

Learning conversations help pupils to identify strengths and areas for development

What will we work on in the coming year and beyond?Look at improved methods of observation for improvement including peer observation in classrooms concentrating on specific methods of improvement

Revisit use of AiFL strategies and cooperative learning methodology through collegiate meetings

Investigate the development of building learning power as a philosophy of education

Revisit methods of feedback for improvement to pupils and targeted support for groups with low levels of literacy and numeracy

Development of pupil voice

Increase in parental engagement through work of the parental engagement working group and closer working with parent council and parent forum

Training for staff in effective use of assessment and feedback

Continue training for staff in the use of digital technologies to enrich learning and teaching

Create more opportunities for sharing of good practice in L,T & A across subject areas through collegiate time

QI3.1 Ensuring wellbeing, equality and inclusion

6

Page 7: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

What is going well?Staff have a very good understanding of their pastoral responsibilities, display a nurturing attitude and are vigilant in early identification of child protection / wellbeing issues

HWB working group to focus on pupil wellbeing

Local and national documents, guidance and priorities are released to staff and incorporated in school improvement planning

Most of our children and young people have a very strong community spirit within the school and take opportunities to display this in the wider community

Children and young people are often asked about their opinions on matters that concern them through informal discussion and, occasionally, more general open forum. PSE is used as a platform to allow pupils to express their opinions. We also have representatives at the highland Youth Voice.

Vulnerable children and young people are always invited along to contribute to meetings which concern their health and wellbeing

All pupils regularly encouraged to take part in extra-curricular sport and other pastimes and clubs

Pupils are encouraged to take responsibility for their own wellbeing and homework to motivate them to build resilience

Regular updates on matters including child protection and equalities are offered as mandatory CLPL for staff

Analysis of INSIGHT data and information from SDS show improving levels of attainment and positive destinations for our young people

Inclusion is a major facet of the school and is demonstrated through the inclusion of children with ASN in all mainstream classes

Teachers are encouraged to address aspects of equality and diversity and to eliminate discrimination in all their lessons

PSE classes address issues of discrimination including LGBTI

In our dealings with the wider community and parents we always endeavour to promote understanding of other cultures and to eliminate discrimination

What will we work on in the coming year and beyond?Continue with Intensive Support Officer to ensure support for the most vulnerable pupils and their families in SIMD 1 and 2

Provide increased support for pupils in SIMDs 1 and 2 through additional principal teacher of guidance

Address issues of training in wellbeing indicators and the UNCRC through mandatory GIRFEC refresher CLPL

Expand staffing in guidance to ensure pupil wellbeing and early identification of problems for pupils

Continue to ensure staff have access to national and local guidance when available

Increase wider achievement opportunities for pupils to connect with the wider school community – including establishment of Mentoring Violence Prevention programme

7

Page 8: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Set up more formal fora for collation of the pupil voice

Work on sustaining positive destinations for pupils leaving school in order to avoid drop-off from initial high p.d.s

Improve our recording of incidents of bullying and other wellbeing indicators through SEEMiS and other forms of data logging

Investigate the possibility of setting up an LGBTI group for pupils within the school

Set up partnership school programme to ensure all pupils learn about disadvantage, deprivation and opportunity around the world

Parental engagement working group will explore ways of engaging parents/carers in pupils’ learning.

Personal Support classes in S1 will have an initial focus on resilience, building learning power and growth mindset – all staff will be made aware so lessons learned can be reinforced in other classes.

QI3.2 Raising attainment and achievement

What is going well?Attainment in literacy has shown improvement since 2014 (44% to 59% attained level 5 from 2014 to 2016) but is lower than our virtual comparator (70%)

Attainment in numeracy has shown improvement since 2014 (35% to 49% attained level 5 from 2014 to 2016) but is lower than our virtual comparator (56%)

Both these increases have been realised through a concentration on positive presentations and attainment of N5 literacy and numeracy unit passes

Attainment in 1+ and 3+ Highers is on the increase for S5 and S6 cohorts

Greater contextual analysis for pupils undertaking National English qualifications through increased collaboration with Moniack Mhor writers’ retreat

Reading Wise programme has been introduced and library resources have been increased (with funding for new age/stage appropriate books and graphic novels chosen by pupils) through SAC funding

The school has worked well with staff and external partners to increase options for pupils both within the school timetable and on college courses and work experience options (EGO Hair Design, Jacobite Cruises) thereby increasing personalisation and choice.

Provision of EAL tutor has led to improved levels of understanding of English reading and writing for targeted EAL pupils in SIMD1 and 2

All pupils are offered the same opportunities to attain in the school-based and extra-curricular options through the provision of zero cost activities

What will we work on in the coming year and beyond?

8

Page 9: Web viewWe cross mark work. We make use of data and information including attainment results, responding and adapting our teaching in line with children’s needs

Additional support for family learning in literacy and numeracy through appointment of a CSW

Increased targeted support for learners in literacy and numeracy with increase in PEF-funded teaching staff

Expand provision of Moniack Mhor opportunities for pupils and training for staff in creative writing techniques

EAL tutor for targeted support to pupils in SIMD1 and 2

Provision of coaches for extra-curricular activities (Dance Leadership and table tennis – links with QI1.3, 2.3 and 3.1)

Increase capacity of school to deliver both informal leadership training and formal awards including those from SQA and other organisations

Development of whole school homework policy and methods for increased parental engagement

Staff training in use of Google Suite in preparation for arrival of 1:1 devices

Redevelopment of S1 personal support curriculum centred around BrainWorks course and Learning for Sustainability

Staff identifying and sharing ideas of good practice with colleagues at whole school CLPL sessions

9