Queen Anne High School, Fife
Queen Anne High School was inspected in January 2013. Inspectors noted the following
features of improvement through self-evaluation which contributed to the school receiving an
evaluation of “very good” for Q.I. 5.9
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.
Improvement through self evaluation
A strong commitment to improvement through self-evaluation is evident amongst staff at all
levels across the school. A culture of professional dialogue and reflective practice is well
established within departments and increasingly amongst staff teams from across
departments. Almost all staff report regular discussions with others on how to improve
achievement for young people.
As a result of effective leadership, there is a strong sense of collective responsibility for
school improvement with a focus first and foremost on classroom practice. As a result,
young people’s learning experiences across the school have significantly improved in recent
years with subsequent improvements in attainment and achievement. Senior managers and
staff across the school know the school well and use this intelligence to plan appropriate
improvement priorities.
The school is data rich in relation to information about the impact of work to develop a
positive ethos and climate for learning. Through an extensive programme of visits to
classes, senior managers have collated a significant body of information which they use to
target successfully interventions which reinforce the school’s vision, values and aims.
DHTs effectively support self-evaluation at departmental level through their links. Regular
scrutiny of a range of departmental documentation enables them to know their link
departments well. Staff welcome this involvement and value the challenge which they often
bring to departmental meetings.
The schools’ wide range of self-evaluation processes are mapped out in a quality assurance
calendar. This clearly indicates the responsibilities of PTs and ensures a systematic
approach to gathering and considering evidence upon which to judge and plan
improvements at departmental level.
Staff at all levels are involved in a rigorous analysis of attainment data as part of the
comprehensive annual departmental reviews. The school’s robust systems for tracking and
monitoring progress are used well by the HT and DHTs to consistently address
underachievement and challenge staff to improve results.
Teacher learning communities are developing well in the school and having a very positive
impact on teaching and learning. The enthusiasm and sharing which has originated from
this initiative has increased the motivation of other members of staff who are now linking in
to discussions about how to improve their practice.
May 2013
1
The school values the views of young people and makes effective use of their feedback to
make improvements. The HT systematically meets with every young person in the school
over the course of each year through the Daily Dozen. This approach effectively supports
senior managers to know more about young people’s experiences across the school and to
ensure any emerging issues are followed up by an appropriate member of staff. Young
people feel valued and parents have confidence that staff know their children well.
In departments, staff effectively seek young people’s views through for example reviews at
the end of lessons, surveys of particular year groups and discussions with learners during
lessons. This range of approaches increasingly ensures that young people are involved in
improving the classroom experience and that their learning is stimulating and motivating.
Young people can describe how the school has improved as a result of their views having
been taken on board for example through the recent consultation on Curriculum for
Excellence, new sports kit, the selection of charities to support and importantly, changes to
courses and programmes within departments.
The school seeks the views of parents through the parent council, the PTA, well attended
parents evenings, surveys and parental information evenings to discuss aspects of school
life such as ICT developments, uniform and Curriculum for Excellence. As a result of
listening to parents the school has altered the structure of parents evenings and events to
suit working parents and increased efforts to publicise the school’s achievements through
the local press. Parents are better informed about their child’s progress as a result of the
introduction of additional progress updates. Through the departmental review process PTs
reflect on how well they are taking account of parents views. As a result of the school’s
extensive consultation, parents have confidence in the direction the school is taking with
Curriculum for Excellence.
May 2013
2