Whalsay School
School Improvement and
Development Plan
Session 2015-16
AND
Standards and Quality Report for
Session 2014-15
1
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
Emotional, Social and Academic

Setting realistic and achievable targets
2
pupil’s
development:
Physical,

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
3
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 NEEDS
Mrs D. Johnson
Mrs A.M Arthur is supporting
Primary 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. Arthur
Miss A. Jamieson
Miss J. Stewart
Mrs L. Shearer
CLASSROOM ASSISTANT
Mrs A. Pottinger
JANITORIAL
Mr L. Eunson
LIBRARY ASSISTANT
Mrs E. Nisbet
SUPERVISORY ASSISTANTS
Mrs L. Leask
Mrs A. Gaines
INSTRUCTORS
Mrs M. Poleson – Piano
Mrs E. Henderson – Fiddle
Mr P. Wood - Accordion
LEARNING SUPPORT WORKERS
Mrs L. Polson
Mrs V. Sandison
Mrs L. Shearer
Mrs S. Simpson
4
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.
5

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.
6

RME overview has been created to ensure there is a greater balance of world religions
taught.

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
7

Termly Achievement periods in Secondary.

Pupils have input into their topics and what they would like to learn.

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.
8
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
Evaluation of course plans through feedback from
DHT
Professional Practice and Development
SMT and all school staff
Evaluation of Pupil Progress
Weekly Support for Learning Meeting attended by
SMT and ASN Teacher
SMT and all Teaching Staff
All Staff through PRD, GTCS Professional Learning and
the ERD process
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.
9
Attainment
S4 Attainment, 2007-2014:
Prelim
No. obtaining 5 or more at
SCQF Level 5
SG/NQ
Results
Prelim
No. obtaining 5 or more SCQF
Level 4
SG/NQ
Results
Prelim
SG/NQ
Results
No. obtaining or more 5 at
SCQF Level 3-5
2007
2008
2009
2010
2011
2012
2013
2014
36%
75%
24%
30%/25%
29%
69%
24%
58%
57%
75%
29%
38%/31%
57%
69%
35%
75%
86%
88%
94%
69%/56%
80%
100%
88%
75%
100%
100%
88%
92%/80%
100%
92%
88%
83%
100%
100%
100%
100%/50
%
100%
100%
88%
100%
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.
10
All Teachers are aware of their responsibility with regard to Literacy, Numeracy and Health &
Wellbeing.
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.
11
Section 4: The Target Areas for Session 2015-16
Target 1- Transitions
Tasks
1.
QI- 5.1, 5.4, 5.8
Implementation
Strategies
Resources
Success Criteria
and
Lead Person(s)
What will be the
impact on our How do we know
learners
the impact on our
learners
Secondary Staff to
be given opportunity
to team teach or
peer observation
with P7 Teachers in
Term 4.
Brenda Hughson
Lynsey Irvine
Class Teachers
Staff take part in
opportunity
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
Brenda Hughson
Lynsey Irvine
Class Teachers
Cross curricular
project in Term 4 –
introduction to
ASDAN (or similar)
for P7 pupils,
working with S1.
Brenda Hughson
Eyvor Irvine
Lynne Wilson
P7 Teachers
Pupils enjoy
experience and are
engaged in the
ASDAN (or
similar)programme
Pupil Reflection

Audit of current
practise
Eyvor Irvine
Staff and pupil views
are gathered

Staff Training on the
use of GLOW to
increase confidence
Brenda Hughson
Teaching Staff
Parents
Young people
make informed
decisions and a
smooth transition
into senior phase

Implement updated
procedures in
Secondary
Brenda Hughson
Teaching Staff
Parents
Primary 7 – S1


Strengthen links
between P7 and
S1 to ensure
Teachers are
well informed
about pupil
needs

Review
Transition
Information and
P7 Profile



2.
Monitoring
Evaluation
Introduce cross
curricular
project

Feedback from Staff
and pupils
Continuity of
learning continues
for pupils
Updated sheets
produced
Staff views gathered
Pupil needs met
P7 Profile updated
and used.
Pupils feel that they
are prepared for
world of work and
future careers
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
12
Target 2 - Early Years Provision
Tasks
3.
4.
Implementation
Strategies
Introduce regular
liaison meeting for
Early Years Staff

Implement guidance
from Setting the
Table





5.
Implement and
embed aspects of
Building the
Ambition document



QI- 5.3, 5.8
Resources
Success Criteria
Lead Person(s)
What will be the
impact on our How do we know
learners
the impact on our
learners
Discussion with all
Staff involved.
Schedule of
meetings arranged,
taking account of
Staff working
patterns
Brenda Hughson
Lynsey Irvine
Anna-Marie
Arthur
Staff are working
together to
support pupils
Self-evaluation and
planning are in place
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
Staff attend training
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 Staff
Lynsey Irvine
Pupils receive
regular physical
activity
and
Nursery snack menu
reviewed
Nursery Plans
Food and nutrition
policy created and
followed
Discussions with
pupils and parents
Staff work
together to offer
range of resources
linked to children’s
interests, ask
probing questions
and encourage
deeper levels of
engagement.
Discussions at
nursery staff
meetings
Safe, stimulating
outdoor play area
accessible to all
pupils.
Updated planning
system created
and accessible to
all staff.
13
Monitoring
Evaluation
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
Tasks
6.
7.
Assessment
approaches and
Planning for
Assessment in
Primary and
Secondary
Departments
Moderation
Implementation
Strategies
QI- 5.2, 5.4
Resources
Success Criteria
Monitoring
Evaluation
and
Lead Person(s)
What will be the
impact on our How do we know
learners
the impact on our
learners

PIPS system
reintroduced to
Primary Department
to supplement
tracking evidence
Lynsey Irvine
ASN Teachers
Class Teachers
Pupils in P1, 3, 5
and 7 complete
assessment
Results monitored
and feed into
planning

Embed tracking
sheets in Primary for
each writing genre
Lynsey Irvine
Class Teachers
Pupils and parents
given accurate
report
Staff evaluations
Pupils needs met

Develop reading
assessment in
Primary
Lynsey Irvine
Class Teachers
Teachers have
clearer
understanding on
pupil progress
Staff evaluations
Pupils needs met

Update Nursery and
Secondary
assessment
procedures to
coincide with
Primary system
Lynsey Irvine
Secondary
Teachers
Early Years Staff
Whole school
approach
Staff evaluations

Collaboration
between Primary
and Secondary staff
to support
numeracy
Brenda Hughson
Lynsey Irvine
P6/7 Class
Teachers
Secondary
Teachers
Support transition
Pupil needs met

Moderation
opportunities
planned for Staff
meetings
Brenda Hughson
Lynsey Irvine
Agreed
judgements on
level of work
Pupil needs met
Secondary staff to
attend subject
development
meetings
Secondary
Teachers

14
Pupils and parents
given accurate
report
Staff discussions
Target 4- 1 + 2 Modern Foreign Language Initiative
Tasks
8. Implement the
initiative into the Primary
Department
Implementation
Strategies


P1 Teacher will
support other classes
in Term 1
QI- 5.1, 5.3, 5.7
Resources
Success Criteria
Lead Person(s)
What will be the
impact on our How do we know
learners
the impact on our
learners
Class Teachers
Staff are familiar and
confident in their
use of resources.
Staff are familiar and
confident in their
use of resources.
Staff will discuss &
become familiar with
PLPlatform at Staff
Meeting in Term 1
Lynsey Irvine
Class Teachers
PLPlatform

Staff will use the
platform themselves to
increase knowledge
and confidence
Class Teachers
French Teacher
PLPlatform

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
Lynsey Irvine
Class Teachers
School Website
PLPlatform

Support and Canteen
Staff are involved in
the project
Lynsey Irvine
Support Staff
French words and
notices are in use
throughout the
School

Pupils will contribute
to a social event, in
partnership with
Parent Council, in
Term 4
Brenda Hughson
Lynsey Irvine
Class Teachers
Parents
Event organised,
attended and
enjoyed by the
school community
Class Teachers
15
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
week
Parents complete
tasks with pupils
Monitoring
Evaluation
and
Staff make use of the
PLPlatform.
Pupils achieve
expected outcomes
Parent views gathered
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
16
Some Pupil experiences in 2014-15
Responsible Citizens
-Tavish Scott, MSP,
answers P5/6/7
Questions
Confident Individuals -S2 adventure to Eshaness as part
of their John Muir Explorer Award
Confident
Individuals The Ryder
Cup visits
Whalsay
Effective Contributor -Primary Pupils entertain clients
at Fernlea Care Centre
Successful Learner-S2 Quadrilaterals Presentations in Maths
Responsible Citizen -Nursery and P3 plant bulbs for Marie Curie
17
Successful Learner S4 and Primary
Pupils make
Coronation Tarts
during our
Interdisciplinary
Event for WW1