North East Fife Area Committee
Date: 8 June 2011
Agenda Item No. 11
School Performance, Attainment and
Achievement
Report by: Kenneth Greer, Executive Director Education
Wards Affected: 17, 18, 19, 20, 21, 22
Purpose:
The purpose of this report is to inform the North East Fife Local Area Committee about
2009-10 School Performance, Attainment and Achievement across the secondary and
primary schools serving the area.
Improving educational attainment and achievement is one of eight key priorities in the vision
for Fife set out in The Fife Council Plan. This report is intended to update elected members
on the progress made by schools in their area towards improving educational attainment
and achievement in line with the Fife Council Plan.
Recommendation(s):
The Area Committee is asked to:
(1)
(2)
Note the information provided in the enclosed secondary schools report.
Make arrangements, if appropriate, for members of the committee to visit
schools to further discuss aspects of this performance report.
Resource Implications:
N/A
Legal & Risk Implications:
N/A
Policy & Impact Assessment:
N/A
Consultation:
1.0 Background
1.1
Education Service Scrutiny
When scrutinising educational attainment it is best to look at trends over time.
There is a clear and demonstrable link between the educational attainment of young
people living in areas of recognised deprivation as defined by the Scottish Index of
Multiple Deprivation and lower attainment.
The Education Service Performance Team collects and analyses a wide range of
performance and other relevant data on all schools across Fife. This information is
updated regularly and is benchmarked nationally, locally and against comparator
schools. (Appendix 7 Education Service scrutiny)
2.0 Discussions over School Performance
2.1
Within the cycle of scrutiny regular discussions about school performance are
held between the Area Education Officer / Education Officer and each secondary
school. The annual Performance/ Attainment Review Meeting held with each
secondary school in October/November is the culmination of the scrutiny process.
This meeting has a clear agenda focused on identifying school strengths and areas
for improvement and how the Education Service might effectively support and
challenge the school to raise educational and achievement attainment. The outcome
of this meeting is agreed action and anticipated outcomes to improve attainment.
3.0 School Performance Reports
3.1
The enclosed school reports are the outcome of the performance scrutiny at Service
and school level described above.
3.2
School Performance, Attainment and Achievement Report - Secondary
The report contains the agreed outcomes of the review process and shows current
strengths and areas for improvement in whole school measures of attainment. It
shows how the school is performing in relation to agreed actions and outcomes from
prior Service and school scrutiny.
3.3
School Performance, Attainment and Achievement Report - Primary
The report contains the agreed outcomes of the scrutiny process and shows current
strengths and areas for improvement in the cluster of schools associated with the
secondary school in the area. It shows how the schools are performing in relation to
agreed actions and outcomes from prior Service and school scrutiny.
3.4
The reports for Bellbaxter, Waid and Madras High Schools and associated primary
schools are enclosed.
3.5
As appropriate, the Education Service welcomes visits to schools from
representatives of the area committee to discuss individual school performance in
more detail with the school’s headteacher, the school’s senior management team and
Area Education Officer / Education Officer.
4.0 Conclusions
4.1
It is hoped that these reports will provide area committee members with sufficient
detail for them to carry out their scrutiny function at a local level, to provide contextual
detail, to get to know the strength, the good practice of local schools and the
improvement challenges they face.
List of Appendices
Appendix 1 – Bellbaxter HS Whole School Attainment & Achievement Report
Appendix 2 – Bellbaxter HS & Associated Cluster Primaries – 5-14 Attainment
Appendix 3 – Madras College Whole School Attainment & Achievement Report
Appendix 4 – Madras College & Associated Cluster Primaries – 5-14 Attainment
Appendix 5 – Waid Academy Whole School Attainment & Achievement Report
Appendix 6 – Waid Academy & Associated Cluster Primaries – 5-14 Attainment
Appendix 7 – Education Service Scrutiny - Timeline
Appendix 8 - Attainment Information
Background Papers
Report Contact
Bryan Kirkaldy
Head of Education (North)
Rothesay House, Rothesay Place
Glenrothes, KY7 5PQ
Telephone: 08451 55 55 55 444207
Email – bryan.kirkaldy@fife.gov.uk
Appendix 1
EDUCATION SERVICE
WHOLE SCHOOL ATTAINMENT AND ACHIEVEMENT REPORT
2009-10
Bell Baxter High School
Whole School Performance and Achievement Report
School Context
Background
Bell Baxter serves the town of Cupar and a number of villages in North East Fife. Our nineteen
associated primaries share our vision for pupils : ‘To give them the best preparation for life’. Our
school’s values are rooted in: respect for self and others, tolerance and openness. Our vision
statement is displayed throughout the school.
We are one of the largest schools in Scotland with a roll of around 1800 pupils and 193 staff
including 142 teachers, and 51 full-time and part-time support staff which includes Pupil Support
Assistants, Administration staff, Technicians and Janitors, Librarian and Pupil Services staff. This
brings with it an almost unique set of challenges and opportunities to continue to deliver a first
class education for all our pupils. The new S1 roll is 340 with 12 classes and 17 practical
sections formed. Approximately 10% of our roll are here on placing requests.
We can trace our school’s origin back to the 13th Century but our culture, aims and strategies are
clearly focused on delivering a learning experience which will prepare all our pupils to participate
successfully in the 21st Century.
We are also supported by a wide range of services which include Integrated Community Schools,
Psychological and Health Services, Social Work, Police, Careers Service, Kilmaron School,
Friends of Bell Baxter, Cupar in Bloom and local sports clubs and businesses. The Parent
Council is now well established and is an active voice in support of the school.
Attendance rates are above the national average and exclusion rates below. The percentage of
pupils entitled to free school meals is 8.4% and is well below both Fife and National levels.
“Bell Baxter High School was given an outstanding report following the recent inspection by HMIe
(Her Majesty’s Inspectorate of Education).
Using the new inspection model, introduced last year, the school was rated as ‘very good’ across
all indicators. This report ranks Bell Baxter as one of Scotland’s top performing schools.”
(Fife Council Education Service, May 2009)
Areas of Strength by S2, S4, S5 and S6
By the end of S2
PIPs to SOSCA (comments are based on 2010 results and do not include trends from 2008)
Science
Science results are better than expectations from PIPs (P7) and are also better than other
SOSCA subjects.
Reading
Attainment in reading has improved significantly in recent years and although there is a
1% decrease this session we have been ranked 5 in our comparator schools for the last
three years and maintain our position in the top quartile.
Writing
Attainment in writing has improved significantly in the last year. With 68% now
achieving Level E by the end of S2 we are in the top quartile and ranked 4 in our
comparator schools.
By the end of S4
English at Level 3
In 2010, 97% achieved Level 3 which was well above national levels and has been
consistently high over a seven year period. Based on NCD the attainment of male
pupils is much better.
Maths at Level 3
In 2010, 98% achieved level 3 and this is well above national levels. This has been an
improving trend over the last five years and, overall, the school has performed better
than comparator schools. Again, the attainment of males is much better.
By the end of S4
Attainment at all levels is well above national levels.
5+ at Level 3
In 2010, 95% achieved Level 3 although we performed less well than our comparator
schools.
5+ at Level 4
In 2010, 84% achieved Level 4. This represents a 1% increase and is an improving trend.
For all candidates the value for this measure has increased each year since 2006. The
2010 value for boys is the highest since 2001.
5+ at Level 5
In 2010, 41% achieved Level 5. It should be noted that this is pre-appeal and likely to go
up to 42 or 43% which would be a further increase and an improving trend.
By the end of S5
1+ at Level 6
Although in 2010 only 48% achieved Level 6 compared to 52% the year before, the
overall trend over the last four years is very positive. The school performed well above national levels
(but less well than our comparator schools).
3+ at Level 6
In 2010, 33% achieved Level 6 an increase of 3% on the previous year. This is well above schools
nationally and overall we performed better than our comparator schools. It is
the highest level of attainment in seven years and represents a positive trend in recent
years. The 2010 value for boys is the highest since 2001.
5+ at Level 6
In 2010, 16% achieved Level 6. The highest level of attainment in seven years. This is
well above national levels and puts us in 7th place with our comparator schools. The
2010 value is the highest for all candidates since 2001. The 2010 value is also the highest
for boys since 2001 and the value for this measure has increased each year since 2008.
By the end of S6
3+ at Level 6
In 2010, 41% achieved Level 6 – an increase of 3% on the previous year. This is well
above national levels, in line with comparator schools and an improving trend.
5+ at Level 6
In 2010, 27% achieved Level 6 – an increase of 1% from the previous year. This is well
above national levels, in line with our comparator schools and an improving trend.
1+ at Level 7
In 2010, 20% achieved Level 7 - a 2% increase on the previous year and our highest level
of attainment in the last five years. This is well above national levels, in line with
comparator schools and an improving trend.
S4 Subject Attainment
Major strengths over time Standard Grade Art and Design, Biology, French, Modern Studies, Physics, RMPS, Intermediate 2
Spanish and Intermediate 1 Administration.
S5/S6 Subject Attainment
Major strengths over time –
Higher Art and Design, Biology, Business Management, English, and Graphic Communication.
Advanced Higher Modern Studies.
In the current year the newly introduced Science Baccalaureate was very successful.
Areas for Improvement by S2, S4, S5 and S6
SOSCA
Maths results are very much lower than expectations from PIPs (P7) and results are lower than
other SOSCA results.
By the end of S2
Maths
Attainment in Maths has declined over the last year and is much lower than other subjects.
By the end of S4
Standard Grade Computing and Intermediate 1 Maths.
By the end of S5
Intermediate 2 Computing
By the end of S6
Higher Product Design and Physical Education
Examples of Good Practice
The following, taken from Faculty Standard and Quality Reports, reflects some of the wider
achievements of Bell Baxter pupils.
Additional Support Needs

Fife Excellence Partnership Award for Inclusive Society, Making the Most of Your
Environment.
This collaborative project which has been running for six years involved Bell Baxter,
Kilmaron, St Columba’s pupils, Dalgairn Centre and Elmwood College students and staff, the
British Trust Conservation volunteers, Countryside Rangers, Cupar in Bloom and Community
Learning Development staff.

Pupils are involved in the John Muir Trust, Natural Connections, Youth Achievement and
ASDAN awards.

Additional Support Needs pupils participated in a successful ethos of work programme
involving Elmwood College and local employers.
Art and Design

One-hundred-and-thirty S3 pupils visited Gallery of Modern Art and Dean Gallery in
Edinburgh as part of their preparation for their SQA Critical Writing assignment.

Fourteen S3 pupils enjoyed the facilities of the late Sir Hew Lorimer’s studios when they
participated in a Sculpture Day at Kellie Castle.

Five S6 pupils from the S6 Portfolio Building course have gained places at higher education
institutions, a considerable achievement given that at any of the four Scottish Art colleges
there are over 1,000 applicants for 140 places.
Health and Wellbeing
PE

All weather pitch officially opened by Douglas Campbell, former Rector.

In our first attempt at Giant Heptathlon our S1/2 team was crowned Scottish Champions at
Grangemouth.

Gold and Silver awards in the Fife Schools’ Road Relay Championship.

Bronze and Silver awards in the Schools’ Cross-Country Championships

7 Gold, 19 Silver and 11 Bronze Awards at Fife Schools’ Track and Field events.

Ben Logan (S6) won two Silver medals in shot and discus at Scottish Schools’ Track and
Field Championship.

Sarah Kelly (S6) is Under-17 record holder for 800m and 1500m, Scottish Junior Athlete of
the Year.

Under-19 Girls’ singles and doubles champions at Fife Schools’ Badminton Championship.

April Wardlaw (S5) represented Midlands v Inter-District Hockey Indoor tournament and
received Dunfermline Ladies Hockey Club Young Player of the Year Award.

4 Gold, 7 Silver and 4 Bronze Awards in Fife Schools’ ‘A’ Swimming Gala.

1 Gold and 1 Silver for Roisin Donnelly (S5) in Scottish Schools’ and 2 Silver for Kirsty
Simpson (S2). Both girls represented their country at the Wise International Event v England,
Ireland and Wales.

Joanne Rearie, Laura Geyer and Francesca Hill selected to play for the GB Under-20
Championships in Heilbronn, Germany in August.

Pupils have participated in badminton, basketball, curling, dance, football, both girls and
boys, golf, hockey, rugby, swimming tennis and Ultimate Frisbee teams.
ICT and Enterprise

Young Enterprise Programme set up three companies involved in running football
competition, a poetry competition and production and party nights for junior pupils.

Team of S3 pupils from Accounting & Finance and Business Management classes won the
stock market challenge in Caird Hall, Dundee, competing against 24 schools across three
regions. The team started the day with £15,000 to invest and ended the day with a portfolio

of £115,000.
Sixty S2 pupils participated in the Food and Drink Challenge a collaborative event supported
by local businesses involving Maths, Art & Design, ICT & Enterprise, and Home Economics
departments.
International Languages & Culture

Carl Eadie, S6, won a grant to fund a Modern Language course in La Rochelle in June.

Brogan Sinclair, S4, selected as part of a small group of students to represent Fife at Chinese
Language course in China this summer.

Ben Leitch, S6, gained a place on UK German/Youth Council. Ben attended meetings of the
Youth Council in Germany and London and has a project with our associated Primaries to
develop their interest and enjoyment in the study of German.

Over 30 S4-S6 pupils participated in a multi-lingual debate at Heriot Watt University.

Advanced Higher German pupils attended a conference at St Andrews University celebrating
20th Anniversary of the Fall of the Berlin Wall.

S1 lunchtime club in Japanese was run by Ms Sumner who joined us from Australia for a
year.
English and Library Resource Centre

Increased number of community partners participated in our P7 Parents’ Evening in June.
Another addition to the programme was a presentation on e-safety by our school Librarian.

Issue levels in the library have risen from 11,000 to 12,000 over the session.

Scottish author Keith Gray visited the school to announce the winner of the S3 Book Awards
and chatted to pupils about the books they had been reading. The event had a higher pupil
participation rate than the previous year.

Pupils participated in the Royal Mail Award and Scots Language Poetry competition. Sarah
Atkinson’s poem was selected to be part of a new Learning and Teaching Scotland writing
module.

The library has fully supported the developments in the curriculum, eg S2 Geography pupils
worked and presented animations on landforms and the S1 Enterprise course used
podcasting to make radio advertisements with S1 pupils.

Live webcasts with BBC and Scottish Book Trust feature authors Michael Rosen and Michael
Morpurgo.
Maths

All of S1 participated in a new event which was an opportunity for pupils to use their
mathematical skills to negotiate their way around an orienteering course at Wetlands.
Department staff worked with our Active Schools’ Co-ordinator in preparing for the day.

Miss Guildea organised a successful S1 residential experience for over 90 S1/2 pupils.

School participated in the UK Maths Challenge with pupils achieving at Bronze, Silver and
Gold levels.
Performing Arts

Pupils participated in Fife Youth Orchestra, Youth Training Orchestra, Youth Strings
Orchestra, school orchestra, Youth Windband and school’s windband.

The string orchestra won the TSB Co Trust Trophy at the Fife Music Festival.

Rock Band ‘Mogleyz’ won the Rock Band competition. William Patrick (S4) was awarded
best bass guitarist at the Fife finals.

Ben Leitch (S6) won this year’s Centenary Competition, a prestigious annual competition
between the three North East Fife schools.

Callum Winter (S4) won the bagpipe section of the national Burns Competition.

Finlay Dick (S6) double bass player was invited to play with the Royal Scottish National
Orchestra as part of the schools’ Masterworks Concert.

S4/S5 pupils participated in a Drama workshop run by National Youth Theatre. This was
followed by very successful production of ‘A Midsummer Night’s Dream’.

Production of Pinocchio written and directed by Mr Robb, Drama teacher, with staff and
pupils participating in performance.
Religious Studies

India Experience 2009: In addition to taking in the religious, cultural and historical sights,
pupils raised over £500 for Indian charities. We are now planning for the next India trip in
October 2011.

Visit to Samye Ling Tibetan Buddhist Centre – 26 Higher and Intermediate 2 pupils visited the
monastery in September 2009 to support their learning about Buddhism as a World Religion.

James Gregory Lecturer visits – We have continued to benefit from visits by eminent
speakers in the field of Science and Religion over the past year including Professor Keith
Ward, The Reverend Dr David Wilkinson and Dr Bill Newsome, a neurobiologist from
Stanford University. The visits were shared between Madras College, St Leonard’s School
and Bell Baxter.
Science

Dr Jane Parker, PT Curriculum Science and Eilidh Johnston (S6) were invited to present at
SQA Science Baccalaureate conference in Stirling.

Ben Kerridge S6 pupil was one of 12 pupils to gain a place on Scottish Space School visit to
NASA.

Partnership grant of £3,000 from the Royal Society to fund our ‘Marvellous Microbes’ project
with Dr Stanley Wall of Dundee University (S2 – S6 pupils and associated Primaries)

A Bell Baxter High School team won at the Institute Faraday Challenge Day.

A Bell Baxter High School team won a national first prize for their character design in
University of Abertay’s computer challenge.

Two S6 teams have been nominated for awards in the Planet Sci-cast competition and will be
attending a ceremony at the Royal Institute in London in July.
Social Studies

Annual Mock Election supported by local politicians resulted in five S1 pupils delivering their
speeches on Election Day.

S4 History pupils received a presentation from the Black Watch Museum highlighting the
contribution made to World War 1 by former pupils of Bell Baxter

Two teams participated in the Scottish Association of Geography Quiz
Trips Abroad

Sports tour to France

Ski trip to Italy

History Battlefields’ Tour to Belgium

Religious Studies trip to India

Drama trip to London

International Languages and Culture trip to Normandy and Paris

Music Department trip to Baltimore

World Challenge trip to China in the summer

Junior Ranger Conservation Trip to Iceland
Christmas Dances
Over 1,100 pupils attended our Christmas ceilidh dances.
Celebration of Achievement Assemblies
All year groups participate in Celebration of Achievement Assemblies which reflect achievements
both in and out of school and pupil performances in dance and music.
Duke of Edinburgh

Over 50 pupils have participated in the Duke of Edinburgh Award Scheme.
Action Plan Summary
Review of Action points for session 2009/10:
i.
Mentoring – extend programme to involve more pupils in S5.
We increased the number of pupils involved in the programme to 81 and were delighted to
have 25 staff volunteer for training. The results of individual pupils are evidence of the
success of the programme in addition to continuous improvement in results in S5.
ii.
Provide further advice in addition to appeals procedures/prelim evidence.
Additional information and advice was provided to all staff. In addition, one of the Deputes
ran an in-house CPD course on SQA procedures.
iii.
Review the information and advice provided in relation to course choice procedures for staff,
parents and pupils.
All documentation and the course choice procedures were reviewed. The course choice
sheet was further amended to support pupils being offered courses at an appropriate level.
Staff, pupils and parents were reminded of the importance of using predictions from reporting
to support appropriate levels of study.
iv.
Further refine the monitoring and tracking process to include all available data.
Monitoring and tracking procedures were integrated into e1 and aligned with reporting. Staff
and pupils are more confident in the value of taking time to agree and review targets as a way
of raising attainment.
v.
Make full use of PIPs and SOSCA data to support pupils and set appropriate targets.
Our first Collegiate session for all staff focused on using PIPs and SOSCA data to ensure
progression and raise attainment in S1/S2. SOSCA data, in relation to value added, PIPs SOSCA and SOSCA – Standard Grade, was used as part of our analysis of results.
Curriculum Leaders Maths, Science, English and Additional Support Needs had an additional
meeting to review results. An English teacher and a Maths teacher attended CEM training
and have fed back to the Performance Analysis Working Group.
vi.
Identify and track the group of pupils in S3 and S4 who are unlikely to achieve five standard
grades at Foundation level.
A group of Additional Support Needs pupils followed a Study Support class, two periods in the
week focused on support for subjects, the remaining period used to practice study skills. The
positive relationships engendered in the class led to an increased confidence in pupils’ ability
to succeed, grades improved and final results were very pleasing.
Year Heads targeted individual pupils, monitored progress and took appropriate action, such
as working with parents/carers, other agencies and using flexible timetables to support
improvement.
A number of pupils had individual, one-to-one support, to complete English folios. Our less
able groups in English and Maths were also supported by an ASN teacher who worked
alongside the class teacher to encourage a ‘can do’ approach.
Close liaison with Kirkgate and support for English staff to go to Kirkgate to assess talks
allowed pupils to achieve an overall award.
One Pupil who had been a victim of a traumatic incident was supported back into Support for
Learning achieved three Standards Grade results and was accepted into college. Another
pupils with attendance issues committed to completing Standard Grade Science in Support
for Learning, achieved a ‘3’ in the final exam, achieved 5 Standard Grades at General level
and is now at college.
The 16+ Group identified pupils and targeted support through ‘Ice-Breakers’ and ‘Work 4 U’
programmes.
vii.
Identify and track the group of pupils in S3 to S6 who are likely to underachieve as a result of
attendance issues.
A review of Pupils Services took place which included attendance, action plan for
improvement being implemented. e1 used to register classes period-by-period. Principal
Teachers ASN, Home School Link Officer and Year Heads worked closely with parents and
other agencies. Pupils Services contacted pupils during study leave two days before each
exam to remind pupils of timing and locations.
viii. Maintain our high expectations of pupils in the class at all stages.
Role of class teacher defined in Staff Handbook. Ethos visits at key times, transition, prelims
with consistent key messages. Continue to have high expectation of pupil behaviour by
implementing restorative approaches.
School Context
Bell Baxter HS
Attendance, Absence and Temporary Exclusions
The table below gives a summary of attendance, absence and temporary exclusion for the school in the year
through 2009. Also given, for comparison, is the figure for Scotland as a whole. Due to differences in reporting
of authorised and unauthorised absence across Scotland, the absence figure has not been broken down into
these categories. Figures are given as a proportion of possible half days attendance. Source: Attendance and
Absence in Scottish Schools, 2008-09 (Scottish Government).
Bell Baxter HS
Scotland
Attendance (%)
Absence (%)
Temporary Exclusions (%)
92.0
7.9
0.1
91.1
8.8
0.2
School Roll
S4
S5 Sept
S5 Jan
S6
S1-S6
2006
334
230
214
142
1752
2007
354
269
222
152
1776
2008
374
271
227
134
1756
2009
342
292
253
153
1778
2010
333
279
247
195
1765
Staying on Rates to S5 and S6
S5 Staying-on rates are based on the relevant S4 roll and S6 Staying-on rate uses the relevant S5 roll. Also
shown is the National Decile (decile 1 corresponds to schools with the highest 10% of staying on rates
nationally, decile 10 corresponds to schools with the lowest 10% of staying on rates).
Percentage
2006
2007
All
S5 Sept
S5 Jan
S6 Sept
Male
S5 Sept
S5 Jan
S6 Sept
Female
S5 Sept
S5 Jan
S6 Sept
2008
2009
2010
NCD
2006
2007
2008
2009
2010
69
64
59
81
66
66
77
64
50
78
68
56
82
72
67
9
6
5
4
5
3
6
6
8
5
5
6
5
5
5
65
61
63
83
68
65
73
58
49
73
60
55
81
72
64
8
5
3
3
3
3
6
7
7
6
7
5
5
5
5
73
67
57
79
66
67
80
70
50
86
80
58
82
72
71
9
6
6
7
7
4
7
5
8
3
3
6
6
6
5
Leaver Destinations
Destination of school leavers (%), compared with destination of leavers nationally.
Higher education
Further education
Training
Employment
Other known
Not known
School
2005 2006 2007 2008 2009
33
31
32
33
41
29
31
32
35
31
2
2
2
1
1
25
22
24
18
17
7
12
9
9
9
3
2
1
4
0
National
2005 2006 2007 2008 2009
31
30
30
31
35
21
23
23
25
27
5
5
5
5
5
27
26
28
25
19
13
13
11
13
13
3
2
1
1
1
Social Context
Bell Baxter HS
Two standard indicators of deprivation, or social context, give relevant information about individual pupils in a
school:
• Free Meal Entitlement (FME)
• Scottish Index of Multiple Deprivation (SIMD)
The information below provides a summary of the school context, as measured by these two indicators.
Free Meal Entitlement (FME)
Definition: the proportion of pupils in the school who are entitled to free school meals.
Advantage: relates directly to the personal circumstances of individual pupils.
Disadvantage: provides a crude (yes/no) measure of deprivation, or social context.
School
8.4
Free Meal Entitlement (%)
Fife
17.3
Scotland
14.4
The table above compares FME in the school and Fife, with the national rate of Free Meal Registration (FMR).
Due to a change in reporting, figures for FME are unavailable at national level for this year. However, there is
no significant difference between FME and FMR rates within Fife.
Scottish Index of Multiple Deprivation (SIMD)
Proportion of S4 roll (%)
Definition: an area-based measure of multiple deprivation, based on data about different domains of
deprivation (income, employment, health, education/skills/training, housing, access to services, crime).
Advantage: provides a fine-scale measure of social context for every pupil.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
60
50
40
30
20
10
0
1
2
3
4
5
SIMD 2009 quintile
Fife
more deprived
Bell Baxter HS
less deprived
The figure above provides a comparison of the deprivation profile for the S4 roll, with the deprivation profile for
the S4 roll across Fife generally. Each profile shows the proportion of S4 pupils living in each SIMD quintile.
Quintile 1 corresponds to the 20% most deprived areas in Scotland. Quintile 5 corresponds to the 20% least
deprived areas.
Bell Baxter Cluster 5 – 14 Attainments 2009 – 10
Reading
School
Auchtermuchty PS
Balmullo PS
Castlehill PS
Ceres PS
Craigrothie PS
Dairsie PS
Dunbog PS
Falkland PS
Freuchie PS
Gateside PS
Kettle PS
Ladybank PS
Letham PS
Newburgh PS
Pitlessie PS
Springfield PS
St. Columba’s PS
Strathmiglo PS
Bell Baxter HS Cluster
Fife Primary
Areas of Strength
Areas for Improvement
Examples of good practice
and achievements
08
Appendix 2
Writing
Maths
09
10
08
09
10
08
09
10
FME
Roll
100
96
94
95
100
86
89
89
92
17
171
89
89
94
86
90
91
90
91
94
3
130
85
78
87
83
88
80
79
86
92
15
476
91
91
99
93
94
93
92
93
97
11
134
75
75
75
77
71
62
57
69
93
26
23
85
80
100
93
90
97
86
97
95
8
41
94
94
97
100
97
89
90
89
100
10
57
97
96
100
93
95
90
93
90
95
9
124
94
83
87
90
89
69
81
88
94
16
88
93
93
93
86
100
86
100
86
100
9
32
93
87
93
89
84
92
89
92
90
15
110
95
93
92
79
91
75
93
79
90
5
116
90
86
86
95
89
79
83
89
89
8
37
78
82
80
89
76
81
71
79
77
8
134
93
93
100
93
100
93
100
86
100
13
31
86
88
88
88
92
85
87
88
90
26
63
85
89
85
85
83
93
79
85
85
14
187
98
91
98
100
94
92
92
94
92
14
96
88
87
91
88
87
85
83
87
92
12
2050
86
80
86
84
84
78
79
85
86
23
 Continuing strong and improving attainment performance over time
 All areas show improvement from last session
 Overall, Bell Baxter schools remain above or significantly above the Fife average
 Schools need to remain focused on attainment and achievement through the transition to Curriculum for Excellence
 In curriculum design, Bell Baxter schools show very good preparedness for the onset of Curriculum for Excellence
 All schools celebrate pupils’ collective and individual achievements
 Schools well represented in awards at Fife and national levels
Classes
8
6
18
7
2
2
3
6
4
2
5
5
2
7
2
3
8
4
Appendix 3
EDUCATION SERVICE
WHOLE SCHOOL ATTAINMENT AND ACHIEVEMENT REPORT
2009-10
Madras College
Attainment and Achievement Report 2009-10
Name of school
Madras College
School Context
Free Meal Entitlement in Madras this year is 11%. This has increased from 6% in 2009 and places us
in the 7th decile.
Overall performance in S2 has improved in mathematics, dropped slightly in reading and writing.
Our results however remain in the top quartile overall.
Overall performance in S4 is above and well above the national pattern for able pupils but in line with or
below the national pattern for lower ability pupils.
Overall performance in S5/6 is above or well above the national pattern in higher and advanced higher and
in line with the national pattern at other levels.
Areas of Strength by S2, 4, 5 and 6
By the end of S2:
Attainment in mathematics has increased by 5% from 2009.
By the end of S4:
5 or more awards at SCQF level 5, attainment in 2010 was above the national pattern and in most previous
years was well above the national pattern.
5 or more awards at SCQF Level 4 or better in 2010 was in line with the national pattern.
English and Maths award at SCQF Level 3 or better in 2010 and in most previous years was in line
with the national pattern. The 2010 value is the second highest since 2001.
By the end of S5:
5 or more awards at SCQF Level 6 or better in 2010 and in most previous years was well above the national
pattern.
3 or more awards at SCQF Level 6 or better in 2010 was above the national pattern and in all
previous years was well above the national pattern.
1 or more awards at SCQF Level 6 or better in 2010 was in line with the national pattern
5 or more awards at SCQF Level 5 or better in 2010 was above the national pattern and in all previous years
was well above the national pattern.
By the end of S6:
1 or more awards at SCQF Level 7 or better in 2010 and in most previous years was well above the national
pattern
Our two Scottish Languages Baccalaureate pupils were both awarded grade A.
5 or more awards at SCQF Level 6 or better in 2010 and in most previous years was well above the national
pattern.
3 or more awards at SCQF Level 6 or better in 2010 and in most previous years was well above the national
pattern.
1 or more awards at SCQF Level 6 or better in 2010 and in most previous years was well above the national
pattern.
5 or more awards at SCQF Level 5 or better in 2010 and in most previous years was well above the national
pattern.
English and Maths award at SCQF Level 3 or better in 2010 was in line with the national pattern.
S4 Subject attainment over time:
English, Mathematics, Computing Studies and Drama have a positive 5-year trend. Physics and Modern
Studies also show positive trends over 3 years with noteworthy results in Business Management and Home
Economics this year.
S5/6 Subject attainment over time:
English, Chemistry and Computing have a positive 5-year trend. Higher Music shows a positive 3-year trend
with noteworthy results in French, RMPS and Technical Studies this year.
Areas for Improvement by S2, 4, 5 and 6
By the end of S2:
Continue the improving trend in mathematics
Regain lost ground in reading and writing.
By the end of S4:
5 or more awards at SCQF level 5, attainment in 2010 is in the bottom 25% of comparator schools and in all
previous years has been in line with the middle 50% of comparator schools.
5 or more awards at SCQF level 4 in 2010 is in the bottom 25% of comparator schools and in all previous
years has been in line with the middle 50% of comparator schools.
5 or more awards at SCQF Level 3 or better by the end of S4 in 2010 was below the national pattern
By the end of S5:
3 or more awards at SCQF Level 6 or better in 2010, the value is the lowest since 2001. NCD values
indicate that the 2010 value for this measure is in line with expectations based on the value for 5+ Level 5 by
the end of S4 in 2009.
1 or more award at SCQF level 6 in 2010, the value is the lowest since 2001. NCD values indicate that the
2010 value for this measure is in line with expectations based on the value for 5+ Level 5 by the end of S4 in
2009.
S4 Subject attainment over time:
Intermediate1 Mathematics, Art & Design and Standard Grade Art & Design show a negative trend.
S5/6 Subject attainment over time:
Intermediate 2 Biology shows a negative trend.
Examples of Good Practice and Wider Achievement
Duke of Edinburgh Award scheme has had a successful year with 1gold, 12 silvers and 8 bronzes achieved.
21 bronzes, 16 silvers and 12 golds actively participated this year.
In Chemistry, 4 pupils went to Loughborough University for the British final of the Top of the Bench, finished
a creditable 10th, and were the top Scottish school.
Our two Scottish Languages Baccalaureate pupils were both awarded grade A. Two of our pupils have been
awarded Franco Scottish Society Bursaries to improve their French speaking skills in France
Five second year pupils and 1 pupil from Dept of Additional Support won prizes in this years MUSA art
competition run by St Andrews University.
Farzana Arshad was runner up in the Fife Chartered Management Institute Work Shadowing Scheme and
Elizabeth Thompson, Kirsty Peattie and Sarah Johnson raised over £300 for Sue Ryder Care.
Following on from the Fife Schools Burns Competition held at the end of March, winning Fife pupils took part
in the Robert Burns World Federation National Festivals and 1st in Bagpiping S1/2 was Ewan Cameron.
Tom Smout was selected as one of 5 Fife pupils to represent Fife in China last summer.
Our Saturday rugby list of 20 fixtures was completed for teams at S1, S2, U15, U16 and U18 with a very high
win ratio. 114 boys played school rugby over the season. Both the U15s and U18s enjoyed successful runs
in their Scottish Cup tournaments and our Seniors were deserved 7’s winners in the 50th year of competition
at Perth Academy. 10 Pupils represented Caledonia at U15/U16 and U18 level
In Girls hockey16 Saturday fixtures were completed over the season with much success at S1, S2, S3 and
2nd X1 and 1st X1 levels. In all, 85 girls played hockey over the season. The S3’s won the Fife Area
tournament and at U16 our team reached the semi-final of the Midlands Schools tournament losing out to a
strong Strathallan team.
Boys Hockey completed 5 fixtures over the season with over 20 boys involved.
In Netball Wednesday fixtures were successful at S1 to S6, with the highlights being the S1 Scottish Cup
quarter final match, the S2 Scottish Cup run to the Semi final and the winning of the Fife S1 and S2 Cup.
In Football, Wednesday fixtures were fulfilled at S1, S2, S3, and Senior boys. S3 made the semi final of the
Fife Cup, Senior Boys were runners up in the Fife Schools league and 3 boys made the Fife senior boys
squad.
In Athletics 110 pupils attended athletics club in the summer term with 315 pupils in S1, S2 and S3
volunteering to enter School Sports Heats. Senior Heats has attracted over 100 entries. Our Fife Schools
team of 50 pupils competed very successfully in the Inter Area Championships with 16 medal performances.
Five golds were won with Jon Price also picking up the most Meritorious Trophy for a superb high jump of
1metre 65cm. 4 boys represented the School at Scottish Schools Athletics Championships.
In Golf the School golf team defeated Carnoustie HS in the Headmasters Links Cup. The Junior Boys won
the Fife Schools Championships with Ewan Scott being the overall Champion golfer. The School Girls team
and the Senior boys team won their Fife Championships last summer and defend their titles next week.
In Tennis The Open School Championships have attracted over 50 entries with the matches now at the semi
final stages. The Junior girls team are in the middle of a Scottish Cup run, the Senior Girls left the Scottish
Cup in the 3rd round and the Senior boys in the Scottish Cup quarter finals.
In Swimming The School Championships attracted an entry of over 50 boys and girls and Matthew Charnley
won a bronze medal in the Scottish Schools swim gala.
In Basketball The School club has run on a Monday night with over 20 boys involved.
In Cricket, a new club has sprung up with over 30 boys and girls enjoying matches and practice on a
Monday night.
In Volleyball, another new club was established which ran for a term and attracted over 20 pupils.
In Badminton, the schools team competed with distinction at the Fife championships in February achieving 1
gold medal and 5 silver medals.
In Dance, a group of 54 pupils attended a weekly Dance club covering a range of different dance styles and
28 of these pupils travelled to the Rothes Halls to perform in the Fife Schools Creative Dance Festival.
Young Enterprise group Empresa won the Fife Finals and going on to the Scottish finals.
The ECO Club have designed and developed 2 new state of the art organic gardens which have enhanced
the appearance of the school and now provide an invaluable cross curricular resource. Our third and last
garden is twice the size of the 2 previous ones and even has a pond.
Maxine Latinis' poem won first prize in her category in the 'Show Racism the Red Card' competition.
Our Behaviour for Learning system has resulted in the award of 218 bronze, 117 silver, 54 gold, 9 double
gold and 3 platinum certificates.
Alice Tavakoli was selected by the St Andrews' Rotary Club to represent the school at Euroscola in the
European Parliament in Strasbourg in February and gave a talk about her experiences to the Rotary Club on
her return.
This session is the 54th successive year of the German Exchange.
Pupils from the whole school contributed to The Sew Arty exhibition got excellent feedback from parents and
we hope to make it an annual event
This session saw the re-introduction of prefects to Madras College and we appointed some 50 S6 pupils to
the post. The previous prefect structure ended in 1967. Our prefects have displayed initiative and
leadership and we look forward to developing this further next session.
Following consultation from staff, parents; pupils worked with House Teams to choose modern, fitted jackets
complete with the school crest and these are now being worn by the majority of pupils.
Our debaters have enjoyed phenomenal success this session at both junior and senior level. Our junior
teams have competed successfully in the East of Scotland competition, the International Competition for
Young Debaters which we hosted and a debating day in Robert Gordon’s in Aberdeen. Our seniors have
retained their title as Scottish winners of Debating Matters and compete in the UK final in London next month
and have again won their way through to the final of the Donald Dewar Mace to be held next week in the
Scottish Parliament.
Action Plan Summary
The development areas identified for session 2010-11 are:
 Attainment
 Curriculum for Excellence
 Care and Welfare
 Leadership
 Improvement Through Self-evaluation.
School Context
Madras College
Attendance, Absence and Temporary Exclusions
The table below gives a summary of attendance, absence and temporary exclusion for the school in the year
through 2009. Also given, for comparison, is the figure for Scotland as a whole. Due to differences in reporting
of authorised and unauthorised absence across Scotland, the absence figure has not been broken down into
these categories. Figures are given as a proportion of possible half days attendance. Source: Attendance and
Absence in Scottish Schools, 2008-09 (Scottish Government).
Madras College
Scotland
Attendance (%)
Absence (%)
Temporary Exclusions (%)
89.9
10.0
0.2
91.1
8.8
0.2
School Roll
S4
S5 Sept
S5 Jan
S6
S1-S6
2006
326
270
232
173
1636
2007
309
279
262
187
1666
2008
311
259
240
207
1638
2009
267
265
254
184
1610
2010
307
220
189
193
1482
Staying on Rates to S5 and S6
S5 Staying-on rates are based on the relevant S4 roll and S6 Staying-on rate uses the relevant S5 roll. Also
shown is the National Decile (decile 1 corresponds to schools with the highest 10% of staying on rates
nationally, decile 10 corresponds to schools with the lowest 10% of staying on rates).
Percentage
2006
2007
All
S5 Sept
S5 Jan
S6 Sept
Male
S5 Sept
S5 Jan
S6 Sept
Female
S5 Sept
S5 Jan
S6 Sept
2008
2009
2010
NCD
2006
2007
2008
2009
2010
81
69
69
86
80
69
84
78
74
85
82
71
82
71
73
4
4
2
2
1
2
3
2
1
2
2
2
5
6
3
80
68
72
86
81
67
80
74
72
78
75
68
79
67
75
3
3
2
2
1
2
4
2
1
4
3
2
5
6
2
82
71
67
85
80
72
87
81
77
94
90
74
85
74
71
5
5
4
4
3
2
3
2
1
1
1
2
5
6
5
Leaver Destinations
Destination of school leavers (%), compared with destination of leavers nationally.
Higher education
Further education
Training
Employment
Other known
Not known
School
2005 2006 2007 2008 2009
48
45
51
50
51
28
29
24
22
24
0
1
0
17
18
17
18
13
6
8
7
7
11
1
2
1
National
2005 2006 2007 2008 2009
31
30
30
31
35
21
23
23
25
27
5
5
5
5
5
27
26
28
25
19
13
13
11
13
13
3
2
1
1
1
Social Context
Madras College
Two standard indicators of deprivation, or social context, give relevant information about individual pupils in a
school:
• Free Meal Entitlement (FME)
• Scottish Index of Multiple Deprivation (SIMD)
The information below provides a summary of the school context, as measured by these two indicators.
Free Meal Entitlement (FME)
Definition: the proportion of pupils in the school who are entitled to free school meals.
Advantage: relates directly to the personal circumstances of individual pupils.
Disadvantage: provides a crude (yes/no) measure of deprivation, or social context.
School
10.5
Free Meal Entitlement (%)
Fife
17.3
Scotland
14.4
The table above compares FME in the school and Fife, with the national rate of Free Meal Registration (FMR).
Due to a change in reporting, figures for FME are unavailable at national level for this year. However, there is
no significant difference between FME and FMR rates within Fife.
Scottish Index of Multiple Deprivation (SIMD)
Proportion of S4 roll (%)
Definition: an area-based measure of multiple deprivation, based on data about different domains of
deprivation (income, employment, health, education/skills/training, housing, access to services, crime).
Advantage: provides a fine-scale measure of social context for every pupil.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
60
50
40
30
20
10
0
1
2
3
4
5
SIMD 2009 quintile
Fife
more deprived
Madras College
less deprived
The figure above provides a comparison of the deprivation profile for the S4 roll, with the deprivation profile for
the S4 roll across Fife generally. Each profile shows the proportion of S4 pupils living in each SIMD quintile.
Quintile 1 corresponds to the 20% most deprived areas in Scotland. Quintile 5 corresponds to the 20% least
deprived areas.
Appendix 4
Madras College & Associated Cluster Primaries – 5-14 Attainment
Reading
School
Balmerino PS
Canongate PS
Dunino PS
Greyfriars PS
Guardbridge PS
Kingsbarns PS
Largoward PS
Lawhead PS
Leuchars PS
New Gilston PS
Newport PS
Strathkinness PS
Tayport PS
Wormit PS
Madras College Cluster
Fife Primary
Areas of Strength
Areas for Improvement
Examples of good practice and
achievements
08
93
89
100
90
73
90
100
89
90
82
93
97
83
93
89
84
09
Writing
10
08
09
Maths
10
08
09
10
FME
Roll
Classes
92
93 92
93
90
93
93 86
10
70
4
85
87
87
88
81
83
85
91
26
206
9
100 75
90 100 100 100 100 50
38
16
1
93
89 93
90
88
91
94 97
16
195
7
89
84 96
64
81
64
86 93
11
46
3
65 100
89 78
65
84
95 87
12
30
2
59
94 88 100
94
92
89 76
18
33
2
87
82 91
80
78
90
88 82
10
180
7
72
83 85
78
79
83
87 84
10
218
10
55
100 82
59
92
59 100 64
16
19
2
85
94 96
83
87
94
94 94
8
181
8
97
94 97
94
91
97
97 97
9
71
3
59
85 75
74
72
85
85 75
14
251
10
95
94 95
87
96
95
97 99
3
153
7
84
91 89
81
86
87
93 86
14 1669
80
84 86
78
79
85
86 86
23
 Continuing strong performance across the cluster of schools
 Schools need to remain focused on attainment and achievement
through the transition to Curriculum for Excellence
 In curriculum design, Madras schools continue to show effective
collaborative practice across nursery, primary and secondary
stages
 All schools celebrate pupils’ collective and individual achievements
 Schools well represented in awards at Fife and national levels
200708
194
247
45
8
130
58
17
97
81
116
161
167
127
131
200809
172
279
50
18
137
52
13
94
68
105
161
156
120
151
200910
171
256
50
20
111
59
11
76
61
96
142
136
118
141
200708
194
247
45
8
130
58
17
97
81
116
161
167
127
131
Appendix 5
EDUCATION SERVICE
WHOLE SCHOOL ATTAINMENT AND ACHIEVEMENT REPORT
2009-10
The Waid Academy
Attainment and Achievement Report 2009-10
Name of school
The Waid Academy
School Context
The Waid Academy serves the coastal villages of the East Neuk of Fife. The Waid Academy is a nondenominational, co-educational, comprehensive secondary school with c750 pupils in session 2009-10.
Within the premises alongside teaching rooms there is a support base for learners experiencing
behavioural difficulties and the school is also open in the evenings and at weekends for Community Use.
Associated schools
The Waid Academy has 6 Associated schools in the session 2009-10
 Anstruther Primary School
 Colinsburgh Primary School
 Crail Primary School
 Elie Primary School
 Pittenweem Primary School
 St Monans primary School
Each community in the East Neuk is thus represented in the Academy which also serves as a Community
Education and recreation centre for people of all ages in the area.
Alongside the associated primaries the school takes learners from other schools outwith catchment as
placement requests. At present there are learners from 14 or more primaries. The school benefits from a
high number of placement requests.
Accommodation
There are several main blocks of buildings at the Academy, each of a different architectural style. The
oldest part, on the St Andrews Road, was opened in 1886 and houses school offices, Music, Library and
the Waid Hall. The largest building, built in the 1930s, houses Mathematics, English, Sciences, Technical,
Art, Religious & Moral Education and Physical Education. At South Waid - formerly the Junior School - we
find Home Economics, Chemistry and Business Studies. Modern modular accommodation houses
Computing, History, Geography, Modern Studies and Modern Languages. In Session 2003-2004, a new
Games Hall was opened for the school alongside new playing surfaces for hockey, rugby and football and
all-weather floodlit pitches for hockey and football.
Staffing
The school was staffed in line with the appropriate staffing formula.
Staffing was as follows :
 Teaching staff (59.6 fte),
 Admin/Clerical (8),
 Business Manager,
 Librarian,
 Technicians (4),
 Janitorial (4 + toilet attendant),
 Support Assistants (7),
 Teaching Auxiliary (1)
 and Visiting Specialist teachers in Music (8)
Broad School Aims
The school’s aims are reviewed annually. They are stated in the School Handbook which is issued to new
parents each year. They also form the focus of the annual School Improvement Plan. A copy of the
school’s aims is also posted in the reception area of the school.
The Waid Academy aims to -
1.
provide resources and learning experiences appropriate to the needs, abilities and interests of
individual learners to help them succeed to the maximum of their individual potential
2.
set appropriate targets for examination success for each individual pupil and to share those targets
with learners and their parents
3.
set attendance targets and provide ongoing monitoring of attendance
4.
provide continuous monitoring of classroom performance so that lessons taught aim always to be
of the highest standard
5.
develop in each pupil an understanding of social values and the moral obligations which we have to
each other and to society
6.
encourage participation in extra-curricular opportunities which help develop the ‘whole person’
7.
provide at least one enterprise activity on an annual basis for every pupil at every stage, so that
learners develop an awareness of and are involved in a culture of enterprise
8.
develop and improve the physical environment of the school so that maximum use is made of
school buildings and grounds to further effective teaching and learning
9.
be a caring school which caters for the needs of each and every member of the school community
and involves the school community in decisions which affect the resourcing and management of
the school
10.
work with all sections of the community to ensure that the school is the focal point for education in
its widest sense and to further the aims of the school
School Roll
2006
155
127
108
92
809
S4
S5 Sept
S5 Jan
S6
S1-S6
2007
153
133
116
80
808
2008
159
122
110
95
809
2009
136
120
106
72
739
2010
160
119
118
79
752
Attendance, absence and temporary exclusions
Waid Academy
Scotland
Attendance (%)
Absence (%)
Temporary Exclusions (%)
90.8
9.1
0.1
91.1
8.8
0.2
Staying on rates
Percentage
2006
2007
All
S5 Sept
S5 Jan
S6 Sept
Male
S5 Sept
S5 Jan
S6 Sept
Female
S5 Sept
S5 Jan
S6 Sept
2008
2009
2010
NCD
2006
2007
2008
2009
2010
83
71
75
86
75
63
80
72
71
75
67
59
88
87
66
3
3
1
2
2
4
5
3
2
7
6
5
3
1
5
83
77
73
85
74
67
82
72
74
78
65
63
88
88
57
3
2
1
2
2
2
3
3
1
4
5
3
3
1
7
83
64
77
88
77
59
77
72
68
72
69
55
88
86
79
5
7
1
3
3
6
8
5
4
9
6
7
4
2
2
Destination of school leavers
Destination of school leavers(%) compared with destination of leavers nationally
School
National
2005
2006
2007
200
2009
2005
2006
200
2008
2009
Higher education
44
54
44
45
46
31
30
30
31
35
Further education
27
20
30
27
29
21
23
23
25
27
1
1
1
5
5
5
5
5
16
19
21
15
27
26
28
25
19
6
5
8
13
13
11
13
13
0
1
1
3
2
1
1
1
Training
-
Employment
Other known
Not known
16
7
-
-
0
Free Meal Entitlement
Free Meal Entitlement (%)
School
10.8
Fife
17.3
Scotland
14.4
Improvements
By S5 5+ at SCQF level 6 - Lower middle quartile and improving trend
By S4 English & Maths level 3 - Bottom quartile and improving trend
Areas of Strength by S2, 4, 5 and 6
By the end of S2:
Reading
In the period 2005 – 09 attainment in Reading has increased steadily to the current level of 80% achieving
Level E by the end of S2. The school has improved relative to comparator schools and is now well above
similar schools:
Writing
Attainment in writing has improved significantly in the previous 4 years 57% percentage achieved Level E
by the end of S2. The school is now well above similar schools.
Mathematics
In the current session there has been a 15% increase in the percentage of pupils achieving Level E in
Mathematics. Attainment in mathematics has fluctuated over the last 4 years. In the current year the
school has improved compared to similar schools and is now well above similar schools.
By the end of S4:
English @level 3. In 2009, 95% achieved this measure which was in line with national levels ( NCD 5) and
a slight improvement on the previous year.
Maths@level3. In 2009 there was an increase to 96% which was in line with national levels ( NCD 5)
English & Maths @Level 3. In 2009, 95% achieved this measure which was above national levels (NCD4)
5+@Level3. In 2009, 93% achieved this measure which was in line with national levels (NCD5)
5+@level4. In 2008, 81% achieved this measure which was in line with national levels (NCD5)
By the end of S5:
3+@ Level 6. In 2009, 23% achieved this measure which was in line with national levels and a notable
improvement on 2008.
By the end of S6:
3+@ Level 6. In 2009 23 % achieved this measure which was well above national levels.There has been
no significant trend since 2002. (NCD4)
5@level 6.In 2009 24 % achieved this measure which was well above national levels (NCD3) There has
been no significant trend since 2002.
1+@ level 7. In 2009 18% achieved this measure which was well above national levels (NCD3)
S4 Subject attainment over time:
Positive Trends - Biology, Business Management, English, French, History , Mathematics Int2
S5/6 Subject attainment over time:
Positive trends - Human Biology, Biology, Art and Design , Music
Areas for Improvement by S2, 4, 5 and 6
By the end of S2:
Continue to raise attainment in all three areas
By the end of S5:
1+@ Level 6. In 2009, 38% achieved this measure which was broadly in line with national levels (NCD6)
but a decrease on 2008. Decreasing trend over the past 4 years.
3+@ Level 6. In 2009, 23% achieved this measure which was in line with national levels and a notable
improvement on 2008. Decreasing trend over the last 2 years.
5+@ Level 6. In 2009, 10% achieved this measure which was above national levels (NCD 4) but a
decrease on the previous year. No significant trend.
Improvements in session 2009-10
 1+ at level 6 rose on the preceding year (to 45% from 38%).
 3+ at level 6 rose on the preceding year (to 27% from 25%).
 5+ at level 6 rose on the preceding year (to 14% from 10%).
S4 Subject attainment over time:
Computing Studies, Craft and Design, Graphic Communication, Mathematics, Modern Studies, Physicsnegative trends
S5/6 Subject attainment over time:
Administration, Geography, Graphic Communication-negative trends
By S4
By S5
By S6
5+ @ SCQF level 3
5+ @ SCQF level 4
5+ @ SCQF level 5
1+ @ SCQF level 6
3+ @ SCQF level 6
5+ @ SCQF level 6
3+ @ SCQF level 6
5+ @ SCQF level 6
1+ @ SCQF level 7
School
93%
75%
31%
45%
27%
14%
33%
24%
12%
Fife
92%
76%
31%
39%
22%
10%
29%
19%
15%
National
92%
78%
35%
43%
24%
11%
33%
22%
14%
While these figures generally match or are above Fife and National figures the school is aware that work
has to be done to ensure that the attainment agenda for improvement is kept at the forefront of the school
action plan and that areas of declining trends are addressed. Department action plans will reflect the work
which is required to be done.
Examples of Good Practice and Wider Achievement
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City and Guilds – Food preparation - 10 Awards
10 SQA Access 3 Employability awards
62 SQA Work Experience Access 3 Awards
Millennium Volunteers – 19 learners achieved 200+ hours, 13 learners achieved 100+ hrs and 1
learner achieved 50+ hrs
Young Enterprise Scotland Exam Awards- 16 learners passed and members were awarded the
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University of Strathclyde YES Business Certificate...and they also won the Regional "Best Trade
Display Award". Young Enterprise also won an award from Sue Ryder care charity
PC Passport – 6 candidates achieved Intermediate level
Sports Leadership Awards – 12 learners achieved Level 2 Community Sports Leadership
Natural Connections Awards – 7 learners
Traditional Boat-building in association with The Scottish Fisheries Museum. This new initiative
helped youngsters gain SQA Access 3 Employability awards.
Work in the local community – Murray Library and Cambo Estate.
48 successful appeals at SQA Higher and Advanced Higher level – these were for either improving
grade achieved or for candidates gaining an award. All candidates in Higher Graphical
Communication for example were successful changing 2 Awards and 5 no awards into 7 awards.
Project Griffin – 6 youngsters took part in this local based project linked with the RAF
Trinity Guildhall Music Examinations –
Grade 2 - 4 learners passed, 2 with distinction
Grade 3 – 9 learners passed, 3 with merit and 1 with distinction
Grade 5 – 3 learners passed, 1 with merit
Grade 6 – 1 learner passed.
2 learners were appointed as Active Schools Ambassadors
17 learners completed a 3 week trek to India and the Himalayas as part of World Challenge.
33 learners have embarked on the Duke of Edinburgh Award scheme.
An array of sporting achievements in school and at Fife and Scottish levels celebrated at The
Sports Awards Dinner.
Learners took part in the Model United Nations conference in Edinburgh.
The Sculpture workshop with sculptors from Kellie Castle for S3 youngsters produced some
outstanding pieces of work
2 senior learners were successful in gaining places on the Rotary Youth Leadership Awards
programme and one attended the European Parliament as part of Euroscola.
Waid Academy tennis team reached the quarter finals of the Scottish Schools Tennis Competition
Groups of 10 learners from both S3 and S4 attended the ‘First Chances’ programme at St Andrews
University where they took part in a week of workshops and completed research tasks that ran all
year. In the S4 group all 10 graduated, most with merit or distinction.
One learner reached the final of a Management Workshadow project run by the Chartered
Management Institute.
HMIe continued to link with both RMPS and History departments as examples of good practice.
A number of elements of the planning work being done for the Curriculum for Excellence has been
highlighted by Fife Council Education as good practice and has been disseminated throughout
schools in the authority.
Curricular and extra curricular trips have been taken to
international (China, USA(2), France, Holland, Belgium)
national
(Theatre visits, sporting visits, Orkney field visit, technology visits, etc)
local venues (farms, village studies, beach cleans, field studies, etc)
All of these help to expand the horizons of our learners.
These are only a summary of a number of the elements of the good practice and wider achievement over
the last year of the school calendar. More information is available on the achievements and experiences
which our learners have had.
Learners working together to achieve
 Eco-Schools Group achieved the second Green Flag
 Health Promoting Schools Group achieved Phase 2 status
 5 learners presented 2 petitions to the Scottish Parliament Public Petitions Committee which sat in
session in the school Assembly Hall.
 Senior learners successfully ran a Health day for S3 including physical, mental and social health.
 Literacy week, Numeracy week and Enterprise week logs for S1 proved successful in raising the
profile of these 3 areas within the curriculum.
 2 Young Enterprise companies initiated and ran the Talent showcase which was then developed

into a commercially produced CD and also produced a Calendar for sale in the local area.
The shoe-box appeal run for the Troops in Afghanistan and for the New Hope Trust which delivers
them to an orphanage in Romania raised 72 filled shoeboxes.
Action Plan Summary
Improvements in Attainment
 Stronger monitoring of specific Departments highlighted as concerns in attainment reviews.
 All departments with clear targets in raising attainment following review meetings
 More rigorous tracking calendar to be introduced at all levels.
 Raising Attainment Mentoring group to be established for S5/6
 Classroom observation policy to be reviewed and changes put in place.
 Use of RATE package for target setting, tracking and report writing from November 2010.
 Targetting attainment across faculties through DHT.
 SMT tracking interviews for education planning.
 Focus on improving attendance figures. Review role of Home School Link Officer and associated
processes.
Improving Learner’s Experiences
 Further embedding of Literacy, Numeracy and Health and Wellbeing across the curriculum
 Strengthen links with Colleges (Elmwood and Adam Smith) to provide wider experiences within the
curriculum
 Learning and Teaching working group taking forward structure of effective lessons with whole staff.
 Development of learner choice through Electives.
Meeting Learner’s needs
 Full integration of all Support Services within school.
 Adoption of Staged Intervention and Single Agency Plan
 GIRIF pilot - Development of multi-agency partnerships through data sharing in e1 (Health, ICS,
Police, Social Work, Educational Psychologist)
 ‘Cause for Concern’ pilot
 East Area Pupil Support Services access to e1 system
Improvement through self-evaluation
 Regular cycle of self-evaluation to be put in place at all levels.
Policy review and development
 Particular focus on Homework and Raising Attainment policy development and implementation of
changes.
Partnerships with Learners and Parents/Carers
 Peer Support group to be set up for S1 – S4 led by senior learners.
 Consultation on areas of the Curriculum. In particular, Curriculum for Excellence developments,
Electives, Senior phase developments, homework.
 Development of ParentMail, introduction of focussed curricular parent information evenings
Evaluation and Development of the Curriculum
 Full audit of year one of CfE developments
 Re-assessment of Curriculum map for CfE
 Development of second phase of CfE course planning
 Focus on progression routes in learning
 Development of Skills for Work courses
Expectations and promoting Achievement
 Health Promoting Schools – achieving Phase 3
 Eco Schools maintenance of second green flag and working towards 3rd
 Fair Trade status pursued and achieved


Active Schools Ambassadors role extended and peer mentoring system introduced
Introduce learner driven profiles on achievement across the curriculum
Engagement of staff in the life of the school
 All staff on working groups to take forward whole school plan (Curriculum, Learning and Teaching,
Literacy, Numeracy, Health and Wellbeing, Enrichment, Support, Mentoring S4, Restorative Practices,
Ethos, CPD, Supporting Learners Attainment S5/6 and Tracking)
 Roles of House leaders and House staff reviewed
 Development of Study Support and Out of Schools Hours Learning programme to be extended
Staff development and review
 Ongoing CPD & Review cycle to be completed for all applicable staff this session
 New in-house CPD programme created to reflect development needs linked to improvement plan
 Cluster CPD programme to be in place for joint working with all associated primary schools.
 Joint Inset planned with associated primary schools on common areas for improvement
Leadership of Improvement and change
 Increase in leadership opportunities within working groups and in whole school initiatives
 Extended SMT led workshops focussing on change.
School Context
Waid Academy
Attendance, Absence and Temporary Exclusions
The table below gives a summary of attendance, absence and temporary exclusion for the school in the year
through 2009. Also given, for comparison, is the figure for Scotland as a whole. Due to differences in reporting
of authorised and unauthorised absence across Scotland, the absence figure has not been broken down into
these categories. Figures are given as a proportion of possible half days attendance. Source: Attendance and
Absence in Scottish Schools, 2008-09 (Scottish Government).
Waid Academy
Scotland
Attendance (%)
Absence (%)
Temporary Exclusions (%)
90.8
9.1
0.1
91.1
8.8
0.2
School Roll
S4
S5 Sept
S5 Jan
S6
S1-S6
2006
155
127
108
92
809
2007
153
133
116
80
808
2008
159
122
110
95
809
2009
136
120
106
72
739
2010
160
119
118
79
752
Staying on Rates to S5 and S6
S5 Staying-on rates are based on the relevant S4 roll and S6 Staying-on rate uses the relevant S5 roll. Also
shown is the National Decile (decile 1 corresponds to schools with the highest 10% of staying on rates
nationally, decile 10 corresponds to schools with the lowest 10% of staying on rates).
Percentage
2006
2007
All
S5 Sept
S5 Jan
S6 Sept
Male
S5 Sept
S5 Jan
S6 Sept
Female
S5 Sept
S5 Jan
S6 Sept
2008
2009
2010
NCD
2006
2007
2008
2009
2010
83
71
75
86
75
63
80
72
71
75
67
59
88
87
66
3
3
1
2
2
4
5
3
2
7
6
5
3
1
5
83
77
73
85
74
67
82
72
74
78
65
63
88
88
57
3
2
1
2
2
2
3
3
1
4
5
3
3
1
7
83
64
77
88
77
59
77
72
68
72
69
55
88
86
79
5
7
1
3
3
6
8
5
4
9
6
7
4
2
2
Leaver Destinations
Destination of school leavers (%), compared with destination of leavers nationally.
Higher education
Further education
Training
Employment
Other known
Not known
School
2005 2006 2007 2008 2009
44
54
44
45
46
27
20
30
27
29
1
1
1
16
16
19
21
15
7 6
5
8
0
0
1
1
National
2005 2006 2007 2008 2009
31
30
30
31
35
21
23
23
25
27
5
5
5
5
5
27
26
28
25
19
13
13
11
13
13
3
2
1
1
1
Social Context
Waid Academy
Two standard indicators of deprivation, or social context, give relevant information about individual pupils in a
school:
• Free Meal Entitlement (FME)
• Scottish Index of Multiple Deprivation (SIMD)
The information below provides a summary of the school context, as measured by these two indicators.
Free Meal Entitlement (FME)
Definition: the proportion of pupils in the school who are entitled to free school meals.
Advantage: relates directly to the personal circumstances of individual pupils.
Disadvantage: provides a crude (yes/no) measure of deprivation, or social context.
School
10.8
Free Meal Entitlement (%)
Fife
17.3
Scotland
14.4
The table above compares FME in the school and Fife, with the national rate of Free Meal Registration (FMR).
Due to a change in reporting, figures for FME are unavailable at national level for this year. However, there is
no significant difference between FME and FMR rates within Fife.
Scottish Index of Multiple Deprivation (SIMD)
Proportion of S4 roll (%)
Definition: an area-based measure of multiple deprivation, based on data about different domains of
deprivation (income, employment, health, education/skills/training, housing, access to services, crime).
Advantage: provides a fine-scale measure of social context for every pupil.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
60
50
40
30
20
10
0
1
2
3
4
5
SIMD 2009 quintile
Fife
more deprived
Waid Academy
less deprived
The figure above provides a comparison of the deprivation profile for the S4 roll, with the deprivation profile for
the S4 roll across Fife generally. Each profile shows the proportion of S4 pupils living in each SIMD quintile.
Quintile 1 corresponds to the 20% most deprived areas in Scotland. Quintile 5 corresponds to the 20% least
deprived areas.
Waid Academy Cluster 5 – 14 Attainments 2009 – 10
Appendix 6
Reading
School
Anstruther PS
Colinsburgh PS
Crail PS
Elie PS
Pittenweem PS
St. Monans PS
Waid Academy Cluster
Fife Primary
Areas of Strength
Areas for Improvement
Examples of good
practice and
achievements
08
09
Writing
10
08
09
Maths
10
08
09
10
FME
Roll
269
48
90
52
96
108
663
Classes
10
3
5
3
5
5
81
77
83
82
75
72
72
84
79
14
84
73
84
86
64
79
80
79
76
15
94
66
89
88
86
74
77
95
98
2
95
92
95
100
100
89
90
100
100
9
83
73
83
90
93
82
82
88
84
14
80
68
77
61
84
69
76
77
87
23
85
76
85
84
86
78
79
87
88
14
86
80
86
84
84
78
79
85
86
23
 Reading and mathematics results remain strong, though behind Fife’s average
 In curriculum design, Waid schools are well prepared for the onset of Curriculum for Excellence
 Writing remains a key area for improvement across most schools
 There is a strong need to remain focused on attainment through the transition to Curriculum for Excellence
 Overall, attainment is behind the Fife average
 All Waid schools celebrate achievement very well and some have been represented at national level as examples of very good
practice
 HMIe reports within the cluster remain very strong
Appendix 7
Education Service Scrutiny
Timeline
Timetable
Jun
Aug
Sept
Actions
5-14 attainment data sent by schools to central education team (Communications and
Information Team-CIT)
SQA send examination results to schools
Attainment analysis is sent to schools
Evaluation and review of examination performance in secondary schools begins
CIT team send information on national assessment results in reading, writing and
mathematics to schools for analysis and review.
Government statistical data on performance in SQA examinations sent to schools
(STACS) issued to schools. Specific performance issues are addressed.
Comprehensive analysis of benchmarked examination performance sent to schools
(Fyffe Technologies). Schools gather evidence from reviews and analysis to support
their evaluation of improvements in performance in the Standards and Quality Report
Central education performance team issue a School Performance Report to all
secondary schools. The report is used to provide the agenda for the Secondary
Attainment Review meeting and assist schools in preparing the evidence to support their
evaluation of Improvements in Performance (1.1) in the Standards and Quality Report.
Attainment report to the Education and Children’s Services Committee
School’s Standards and Quality Report and Improvement Plan (SQIP) submitted to
Education Officer for scrutiny and moderation
Oct
Secondary and Primary Attainment Review meetings are held in schools to review
performance attended by Headteacher, Head of Education and Area Education Officer,
Areas of strength and areas for improvement agreed.
School and the Area Education Officer complete an action plan following Secondary
attainment review meeting.
Nov
Feb
Subject analysis/review by Quality Improvement Networks. Course comparison reports
provided by CIT
Reports to Local Area Committees
Analysis of school Preliminary Examination results by Education Service Team in
accordance with the school assessment calendar
Review targets and progress an action plan with school Education Officer.
Mar
Examinations start and national assessment information gathered from schools.
Apr-Jun
Appendix 8
Attainment Information
The Scottish Credit and Qualifications Framework (SCQF) Levels
SCQF levels show all qualifications in a single framework in ascending order of difficulty:
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SCQF Level 3 = Standard Grade at Foundation / Access 3
SCQF Level 4 = Standard Grade at General / Intermediate 1
SCQF Level 5 = Standard Grade at Credit / Intermediate 2
SCQF Level 6 = Higher
SCQF Level 7 = Advanced Higher
National Comparison Deciles (NCD)
NCDs place all schools in a rank order in 10 bands known as national comparison deciles NCDs:

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
NCD 5 or 6 = Performance in line with national average
NCD 3, 4, 7 or 8 = Performance above/below national average
NCD 1, 2, 9 or 10 = Performance well above/below national average
An NCD value of 1 means the school is in the highest 10% of schools in Scotland,
while an NCD value of 10 means the school is in the lowest 10%.
National Assessment Levels for the 5-14 age group
Levels are determined by teachers and confirmed by national assessments
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Level A = Should be attainable in the course of P1 – P3 by almost all pupils
Level B = Should be attainable by some pupils in P3 or even earlier, but certainly by most in P4
Level C = Should be attainable in the course of P4 – P6 by most pupils
Level D = Should be attainable by some pupils in P5 – P6 or even earlier, but certainly by most
in P7
Level E = Should be attainable by some pupils in P7 – S1 but certainly by most in S2
Level F = Should be attainable in part by some pupils, and be completed by a few pupils, in the
course of P7 – S2