Queen Anne High School, Fife
Queen Anne High School was inspected in January 2013. Inspectors noted the following
features of the Improvements in performance evaluation which contributed to the school
receiving an evaluation of “excellent” for Q.I. 1.1
Evaluations take account of the context of the school and these features are just part of the
overall approach the school takes to improving young people’s learning experiences and
achievements.
Improvements in performance
The school has systematically set about increasing young people’s achievements through
raised expectations of what young people can do and through effective promotion of the
importance of values, skills and attributes for success in life and work. The school’s
consistent celebration of young people’s achievements has created a climate which further
nurtures the potential of all young people to achieve widely and highly.
The Reach for Excellence class competition aims to raise attainment and create a positive
ethos. There has been a positive impact with high numbers of pupils receiving positive
referrals. The number of pupils late for school decreased by 11% and those achieving 100%
attendance increased by 62%.
The Achievement Awards are helping pupils and staff to recognise and celebrate success
both in and out of the school. The system is well received by staff, pupils and parents. The
school has developed a comprehensive tracking and monitoring process and is beginning to
build up a very helpful picture of achievement. These new and innovative achievement
awards recognise young people’s achievements in four different categories: Active, Altruism,
Ambassador and Additional Commitment. There are opportunities for self and peer referral.
This session 147 young people have achieved active awards; 102 additional commitment
awards; 53 altruism awards; and 33 ambassador awards. These awards are highly valued
coveted by the young people.
Over the last 2 years, 197 young people achieved school colours. Over the last 2 years,
approximately 60% of young people have received a positive referral from school and just
over 70% of young people have received praise awards. This has a significant impact on
improving the environment for learning and enabling young people to achieve success in
their learning.
A large number of young people achieve in a wide range of sporting and cultural activities.
They compete successfully, develop team-working skills and a range of personal skills by
participating in sports such as basketball, hockey, gymnastics, netball, football, rugby and
athletics. Notable achievements include young people from S1 and P7 developing a range of
social skills during the Cluster Olympics transition programme.
Through strong links with China and The Gambia, a few young people develop a range of
skills associated with global citizenship. These young people find their views and values
challenged and develop a better understanding of different cultures. Other young people
have benefitted from this work through developing a wider understanding of global issues.
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Musical skills, team working, social skills and confidence in performing in front of an
audience are developed through participation in the wide range of musical groups. These
include a full orchestra, string group, jazz band, choirs, guitar group and unusually, the
handbell group. They play in a range of settings throughout the year and in doing so develop
strong organisational skills and a sense of pride in their achievements. They participate very
well in a range of school activities, including the Christmas service and school shows.
Over the last three years, 94 young people have been successful at different levels of the
Associated Board music examinations. A few young people recorded a CD of their own
music which helped them to understand the recording and advertising process. A few
developed their creativity further by producing a music video. The music produced on the CD
is of a very high quality.
Many young people gain resilience and critical skills by exhibiting their work in the school art
gallery and in public places across the school. They also exhibit their art work in a local
residential home and helped to produce a large mural for the local first division football club.
Through the school’s Art in Public Places project young people successfully explore their
potential as artists and develop skills of reflection, working with others and enhanced
creativity.
Through the school’s Confucious Classroom initiative, fourteen young people are sitting the
HSK Chinese Proficiency Examination and eight are involved in British Council Mandarin
Chinese speaking competition.
The school uses a small range of accredited awards to recognise wider achievement. Over
the last 5 years 94 young people gained a Duke of Edinburgh’s award (6 gold, 45 silver, 43
bronze). Over the last 3 years 32 young people gained Saltire awards for volunteering. The
majority have gained certificates for 100 hours or more of voluntary work.
Over the last five years, staff have worked to raise the attainment of young people in a
number of areas and maintain a high level of attainment in others.
Over the last 3 years, young people’s performance in external examinations is significantly
above the national average on most measures. Most trends are consistent with national
patterns and the number of young people gaining 5+ level 6 by the end of S6 has improved
significantly more quickly than the national average over the past 5 years.
By the end of S4, young people perform in line with or above national averages and better
than comparator schools at 5+ levels 3, 4 and 5. The school has added value from PIPS
predictions to national qualifications at 5+ level 5 in the last two years.
By the end of S5, young people perform above the national average and much better than
comparator schools at 1+, 3+ and 5+ level 6. The school consistently adds value from
standardised test predictions to national qualifications at 3+ and 5+ level 6.
By the end of S6, young people perform well above the national average and much better
than comparator schools at 1+ level 7. The school consistently adds a great deal of value
from standardised test predictions to national qualifications at 1+ level 7.
Most of those young people who experience difficulty with their learning achieve well and
leave school with a range of useful academic qualifications. Staff take great care to ensure
that those who are disengaging receive accreditation in core skills.
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