North East Fife Area Committee
Date: 22 February 2012
Agenda Item No 9
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
2010-11 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:
There are no resource implications
Legal & Risk Implications:
There are no legal implications
Impact Assessment:
An IIA is not required as this is a monitoring report and is for information and noting only.
Consultation:
There are no consultation implications. Consultation requirements in respect of any
proposed alteration to education provision are governed by the Schools (Consultation)
(Scotland) Act 2010
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 Bell Baxter, 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 – Bell Baxter HS Whole School Attainment & Achievement Report
Appendix 2 – Bell Baxter HS & Associated Cluster Primaries – 5-14 Attainment
Appendix 3 – Madras HS Whole School Attainment & Achievement Report
Appendix 4 – Madras HS & 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
Nil
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
2010-11
Bell Baxter High School
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 1750 pupils and 178
staff including 132 teachers, and 46 full-time and part-time support staff which includes
staff in Administration and Technical Services, Janitorial Support, Information Services
and Direct Curriculum Support 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 281 with 15 classes and 10 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 Family and Community
Support Teams, Psychological and Health Services, Social Work, Police, Skills
Development Scotland, 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 for last year are slightly below Fife and National averages. This reflects
a rise in our unauthorised absences. Our exclusion rates have been consistently low over
the last three years and in line with Fife and National averages which have seen a
reduction this year. Free School Meals registration has seen an increase from 5% to 10% of
the school population over the last three years. 91% of all our leavers have positive
destinations, above both Fife and National averages. Our staying on rates of 83% in S5
and 65% in S6 remain in line with national averages.
“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)
Progress is Attainment by the end of S2, S4, S5 and S6
By the end of S2
Curriculum for Excellence courses have been embedded in S1 and S2 and all S2 pupils
are experiencing enrichment courses. Pupil choice has ranged from running Premier
Events in the faculty of Health and Well Being to musical theatre in Expressive Arts
faculty to Rocketry in the Science faculty. Pupil Evaluations are very positive and staff
have noted increased level of motivation, pupil enjoyment and achievement.
In this the last year of 5-14 reporting the English faculty achieved their highest ever levels
of attainment in both reading and writing, 19% above Fife average in reading and 16%
above the Fife average in writing. Attainment in S2 ranks the school top among our
comparator schools and in Fife number one for reading and two for writing.
In Mathematics our S1 results have demonstrated improvement for previous years. By the
end of S1 our pupils had achieved 15% above the Fife average. After a disappointing dip
in S2 results into negative value last year, it is pleasing to note an improved picture where
71% achieved level E.
Science SOSCA results are in line with expectations from P7 PIPs scores.
Reading SOSCA results are in line with expectations from P7 PIPs scores.
Maths results are much lower than expectations from P7 PIPs scores.
By the end of S4
There has been a slight dip across all indicators of between 1-2%. Most disappointing is
the significant decrease in 5+ at level 5. The number of pupils with approved flexible
packages and their individual achievements are not reflected in these figures. However
the successful outcome of stage two appeals will impact on these figures.
Major Strength Over Time
Standard Grade Art & Design, Biology, Drama, English, Modern Studies, Physics,
Religious Moral and Philosophical Studies.
Intermediate 1 Administration, Intermediate 2 Physics.
Improved Performance from Previous Year
Standard Grade Chemistry, Standard Grade Craft & Design, Wood Working Skills.
English at level 3
95% of the cohort achieved at this level. The school is below other schools
nationally. Based on NCD, attainment of males and females is similar.
Maths at Level 3
97% of the cohort achieved at this level. The school is in line with other schools nationally.
Based on NCD, attainment of males and females is similar.
English and Maths at level 3
93% of the cohort achieved at this level. The school is below other schools nationally.
Based on NCD, attainment of males and females is similar.
5+ at Level 3
93% achieved at this level, an improvement in our ranking with comparator
Schools from 16-14. Based on NCD, attainment of males and females in similar. We are
ranked in the lower middle quartile of comparator schools.
5+ at Level 4
83% of our cohort achieved at this level, the school is above other school nationally. Based
on NCD, attainment of males and females is similar. We are ranked in the lower
middle quartile of comparator schools.
5+ at Level 5
Although there is a significant dip from 42% - 34% the school is in line with other school
nationally. Based on NCD, attainment of males and females are similar. We are ranked in
the bottom quartile of comparator schools.
Value Added PIPs to Standard Grade
Nine of our Standard Grade Subjects have added value with four losing 0.1 of a grade, one
subjects 0.2 of a grade and two 0.4 of a grade. This reflects a change from last year where
only two subjects did not add value.
Taking our pupils predictions into account the S4 Cohort have underperformed at 5+ level
3 and level 5 but exceeded their PIPs predictions at 5+ level 4. Between P7 and S4
performance fell by the equivalent of 0.9 SMID deciles with pupils in SMID deciles D8 and
D9 underperforming from PIPs prediction.
By the end of S5/S6
Overall, across all levels, the results in the upper school are excellent and demonstrate
sustained improvement. Stage two appeals will impact on these figures and reflect further
improvement.
Three Candidates passed their Baccalaureate in Science, two pupils achieved distinctions.
Major Strengths Over Time
Higher Art & Design, Biology, Business Management, English, Maths, Intermediate 2
English.
Improved Performance from Previous Year
Higher Drama, Physics, Product Design, Intermediate 2 Chemistry.
By the end of S5
1+ at Level 6
The overall trend over the last five years has been very positive with a further increase
from 49% - 56% this year. The school is above other schools nationally and in the upper
middle quartile of comparator schools.
3+ at Level 6
The school has maintained its improved performance at 33% above other schools
nationally. Based on NCD, attainment of males and females is similar. The school is
ranked at the upper middle quartile of comparator schools.
5+ at Level 6
The school has seen a 1% reduction from 18% - 17% but we are still performing well above
other schools nationally. Based on NCD, attainment of males and females is similar. The
school is ranked at the upper middle quartile of comparator schools.
By the end of S6
3+ at Level 6
There has been a dip of 3% from last year’s exceptional result of 43% maintaining us above
other school nationally. Based on NCD, attainment of males and females is similar. The
school is ranked in the lower middle quartile of comparator schools.
5+ at Level 6
Improvement has been sustained with a further increase of 31% from last years 28%
placing us above other schools nationally. Based on NCD attainment of males and females
is similar. We are ranked in the upper middle quartile of comparator schools.
1+ at Level 7
The school has sustained last year’s improvement with 20% placing us above other schools
nationally. Based on NCD, attainment of males is better. We are ranked in the upper
middle quartile.
Value Added PIPs to S5/S6
At every indictor, bar one our senior pupils outperformed their PIPs predictions. By S6
PIPs predictions at 3+ level 6 was 41.8% and our pupils achieved 40.1%.
Areas for Improvement by S2, S4, S5 and S6
By the end of S2
While Maths has improved the results are still lower than PIPs predictions when
compared with SOSCA results.
By the end of S4
Based on PIPs predictions and our ability to add value:
5+ at Level 3.
5+ at Level 5.
Maths and English at Level 3.
Standard Grade Computing, Geography and Maths.
Intermediate 1 and Intermediate 2 Maths.
By the end of S5/S6
Higher History
Intermediate 2 Admin, French, Maths and Physics.
Actions for Improvement to further raise Attainment

Continue to aspire to being a fully Restorative School with emphasis on building
relationships.

Specific Action Plan for S4 – discussed and agreed on 9th September (attached).

Pupil Services, Depute Rector and Admin Staff meet regularly to review attendance
procedures. Action points are being implemented and will take account of revised
Council Procedures.

Adjustment of staffing in Pupil Services, new post will replace First Aider with
additional School Support Officer.

All faculties to be rigorous in their monitoring and tracking, collegiate session on
Learning Together using quantative data planned for March 2012.

In addition to S5 Mentoring Programme forty S4 pupils and thirty S3 pupils have
been identified as underperforming and will now also be mentored (2/3 pupils to 1
teacher).

All S5 pupils will have two Tree of Knowledge presentations.

Faculties have welcomed the breakdown of component marks and visits to
comparator schools, who are performing better than us, are already underway.

Out of school learning information distributed to all S4/S5/S6 pupils and
information on Website for parents.

Easter Revision Programme has been expanded from last year’s provision.

Revision of standard letters to parents to ensure consistency and to ensure parental
support.

Increased use of Glow and Website to support pupils, being led by new post of
Support Services Co-Ordinator.

All of S1 have been trained to access their E-Portfolio to begin process of reflecting
progress and Wider Achievements.

In House CPD Programme to support staff as leaders of learning.

Support for staff to attend SQA courses to develop subject expertise.

Sharing of good practice across faculties built in to Faculty and SMT agenda.
Bell Baxter High School
Memorandum
To:
From:
Date:
S.M.T.
Mr. P. Black
9th September, 2011
Action Plan S4 – Confirmed Following Discussion at S.M.T. - Session 2011/2012
 Identify pupils “at risk” or “causing concern”: Year Head, Depute/C. Orkney – agree
action – share information with staff.
 Use S3 Reports, PIPS and SOSCA data to identify underachievers to be monitored: Year
Head.
 Introduce mentoring (possibly in groups): A. Buchanan/Year Head.
 Arrange an Easter revision school: D. Bain/Year Head.
 Implement a co-ordinated approach to Study Support across the school: S.L.T./S.M.T.
 Make early contact with parents regarding progress, attendance, punctuality, uniform:
Year Head/mentors/register teachers.
 Take account of pupil views from previous year’s cohort.
 Use website to provide parents and pupils with information about coursework deadlines,
homework, assessment dates and Study Support. (All Faculties)
 Careers/College Evening: Pupils and parents targeted and invited to attend. (Year
Heads)
 Peer support from S6 pupils. (Year Heads)
Take more opportunities throughout the year to celebrate success, and share with staff and
parents.
Wider Achievements
The following, taken from Faculty Standard and Quality Reports, reflects some of the wider
achievements of Bell Baxter pupils.
ADDITIONAL SUPPORT NEEDS
 Senior Personal and Vocational Group made a presentation to all year group
Assemblies about their trip to Iceland.
 A Japanese disaster fund raiser included Sushi tasting with all proceeds going to
The Red Cross.
 Senior DAS group successfully participated in Ethos of Work programme.
 Pupils participated in a Residential experience on the Island of Eigg as part of John
Muir Awards Trust Scheme.
ENGLISH
 A strong focus on the importance of reading has been developed through
continuing the personal Reading Programme in S1 and S2 with many pupils
achieving Bronze, Silver and Gold awards; and the Royal Mail Book Award.

S2 pupils have had the unique experience of taking part in the Scottish Book Trust
and BBC live author webcasts on six occasions throughout the year.

Pupils taking our English and Teenage Fiction Enrichment also had the chance to
visit The Fife Author Festival to attend a workshop with Michael Grant – one of the
authors they were studying.

The Bell Baxter Book Award which encourages critical reading, for S3 pupils,
moved into its third year. We maintained links with writer Keith Gray, as our
patron, who launched this year’s Award and also provided two inspiring creative
writing workshops. The Award this year was also supported by Waterstone’s in St
Andrews, The Parent Council and FP Association and JEM Computing, Cupar.
Chae Strathie (children’s author) was present when the winner was announced.

World Book Day was also celebrated with a community event Book Giveaway. In
all of the above the central role of the Library Resource Centre is acknowledged.

The theme of this year’s National Poetry Day “Home” was celebrated with an “At
Home” in the conference room for all pupils and staff. All guests were treated to
tea, cakes and poetry and wrote a quotation or an original piece of poetry on a
“brick” which was used to build the poetry “Home”.

Mrs Livingstone’s Burns’ Club went from strength to strength, with pupils from S1
to S6 competing at Fife and National levels, and achieving great success.

In January, Mrs Livingstone and Mr Thomson of the Social Studies Faculty were
responsible for the first Bell Baxter Burns’ Supper for many years. Pupils were
responsible for all parts of the organisation of the event from designing tickets,
waiting at tables and of course performing.

Mrs Kerr’s S1 class took part in the Courier Front Page competition and was
awarded second place winning £500 for the school. The pupils wrote and designed
a unique front page, using an interview with Dundee Rep actress and former pupil
Helen Darbyshire as the headline story.

Our S6 Publicity Group run by Mrs Martin and Mrs McIntyre continue to
contribute to the local paper in the Bell Baxter Diary.

Our collaborative S1 Fairtrade project ensures that our pupils gain insight and
understanding of the experiences of others in our world and the part they can play
in improving those experiences.

To support the study of literature in S5/S6, theatre trips to Dundee Rep to see
“Talking Heads” and “A View from the Bridge” at the Lyceum, enhanced pupils’
understanding of the texts.

Ms Stuarts’ S1 Literacy Group organised a quiz for all S1 pupils in which their
learning in all areas was tested. All Faculties contributed questions with a literacy
focus to the “Extreme Team Challenge”, and pupils gained House points.
EXPRESSIVE ARTS
A key focus in Expressive Arts this session has been the preparation for a production of
Little Shop of Horrors. Director, Mr Richard Robb, and Musical Director, Miss Jillian
Spence, have worked with a cast drawn from S2–S6 pupils. Mr James Kidd has
choreographed movement for the show, and Mrs Kirsty Simcock is ‘on the book’. As I
write this, the cast are holding a weekend rehearsal to fine tune the different elements
and bring the show together. We wish them every success and are looking forward to
seeing the mysterious plant that has been gradually taking over Mr Robb’s room as the
summer goes by (I think it has been flourishing in the wet weather). Thank you to
retired art teachers Mr Harry Johnston and Mr Bill McSeveney for help with the design
and execution.
As usual, however, there have been many other productions and a large number of
‘friends and family’ have come into Bell Baxter to enjoy drama performances. Six
different S4 productions took place over evenings between September and February and
between them involved over 100 pupils as performers. Two Higher Drama and one
Advanced Higher Drama class also gave evening performances of their Investigative
and Devised pieces, and this involved around 50 pupils. Many of these productions
were very ably supported by S6 technical teams. Particular thanks to David Rees, Jamie
Blair, Sam Hardie, and Sophie Bartholomew for all the work they put in to support
pupils lower down the school and their drama teachers.
In October, Ms Kate McGladdery directed ‘Much Ado about Nothing’ at The Byre Theatre,
St Andrews, as part of the Schools’ Shakespeare Festival. Her production was widely
acclaimed as distilling the meaning of the play in an entertaining way. Her young cast
clearly had a thorough understanding of the words and meaning, and Ms McGladdery,
along with co-director Mr James Kidd, succeeded in bringing Shakespeare to life for cast
and audience.
A slightly different audience very much enjoyed a production directed by Mrs Kirsty
Simcock. Her audience was her colleagues – all of the teachers at Bell Baxter watched
the piece devised and rehearsed with her S5/S6 drama performance class about how not
to deal with behaviour management issues! All of the pupils were involved in deciding
how the issues would be portrayed, but particular mention must be made of S6 pupil
Lyndsey O’Donnell, who played a key part in directing the performance. Lyndsey will
be going on to study Drama at Napier University next year. There was a clear focus on
humour in the production, but the question and answer sessions afterwards clarified for
teachers how even small things can influence the outcomes and behaviours we see in the
classroom. It was also interesting that the senior pupils who took part said that they had
gained from seeing things from the teacher’s point of view. All agreed the job was much
harder than it looked.
Pupils were also involved in making two films this year. The first was a reflection of
their S6 experience and will form a valuable memento of this key year for them. The
second film reached a slightly larger audience: the famous S6 flash mob that swept the
world and even ended up on the BBC 9 o’clock news! Sophie Bartholomew, who played
a key part in making both films, is studying Media at Dundee University next year.
There were two major drama trips this session. Mr James Kidd again led the trip to enjoy
London’s theatre world last June, while Mr Eddie Gaines and Ms Kate McGladdery
organised a week-long visit to Italy in the Easter holidays, with pupils taking part in
drama workshops in the idyllic setting of Lake Garda. They had a number of excursions
to places associated with the theatre, and even got to see Juliet’s balcony.
There was as usual, an extensive programme of evening trips to theatres in Edinburgh,
Dundee, Glasgow and Glenrothes. These trips are organised to support Standard Grade
and SQA National Qualifications courses, and to add to the cultural experiences of
pupils in drama. Around 300 pupils have enjoyed such plays as Black Watch (twice, by
popular demand), Monster in the Hall, Beautiful Burnout, Sunshine on Leith, and The Cherry
Orchard. S2 pupils also had the option of spending a day on workshops at The Festival
Theatre Edinburgh before watching an evening production of Peter Pan.
Art and Design pupils were also out and about, experiencing Scotland’s culture. Onehundred-and-twenty-six S3 pupils over three days visited the gallery of Modern Art and
the Dean Gallery Edinburgh where they had an opportunity to see a whole range of
contemporary art for themselves. Mr Alan Watson organised the visit, which allows
pupils to prepare for their Standard Grade critical response assignment for their SQA
presentation.
Pupils really enjoy seeing the wide variety of work on show ranging from land art, and
numerous installations to paintings, sculptures and prints of all shapes and sizes. The
enthusiasm, good manners and hard work of Bell Baxter pupils was enthusiastically
commented on by visitors and Gallery staff. They were all a credit to the school and
themselves.
Miss Helen Silvera organised our annual Sculpture Day at Kellie Castle in Arncroach.
Ms Susan Forbes accompanied our 14 S3 participants to the wonderful educational
facilities of the late Sir Hew Lorimer’s Studio there, working with professional sculptor,
Kenny Munro, on large-scale portrait clay heads. The National Trust for Scotland runs
this venture, offering Bell Baxter, Waid and Madras a day each to enjoy workshops in
these glorious surroundings.
Very relevant to Curriculum for Excellence, this allows our youngsters to work as a
team, albeit on individual pieces, outwith the school setting in a studio-workshop
environment with a professional practitioner.
A popular new enterprise this year was a lunchtime club for S1-S4 pupils led by Ms
Susan Forbes and Miss Gillian McLaren. They used recycled materials to create new
fashion, and the designs were showcased at the Bell Baxter Enterprise group’s fashion
show. Pupils also had to set up fashion photoshoots, and the photographs were
published in the local papers.
At this stage in the session to date, from Mr Allan Watson’s Portfolio Building for Art
College S6 course, we have heard of the following successes so far:
Caitlin Bain:
Interior design at Napier University
Janet Cameron:
Foundation Studies for Art at Duncan of Jordanstone College,
Dundee
Rebecca McLachlan: Foundation Studies for Art at Grays School of Art, Aberdeen
Amy McLauchlan:
Film and Media Studies at Stirling University
This session began with a very exciting new initiative in Music. At the end of August we
had a visit from the Pipers Trail which is a community engagement project run by the
army in Scotland. The morning began with an introduction and live performance of the
Bagpipes and Drums which was enjoyed by various pupils from S1-S6. Following this
presentation pupils attended workshops for side/tenor drumming and chanter. These
workshops allowed pupils to experience Scottish culture and the instruments. Pupils
learned various skills including stick control technique, drum rolls and paradiddle
exercises and fingering for the notes of a scale on the chanter.
This experience was enjoyed by all who took part.
We again have many young people representing Bell Baxter in Fife Youth Orchestra,
Youth Training Orchestra, Youth String Orchestra, Schools’ Orchestra, Youth Wind
Band, and Schools’ Wind Band. These pupils show excellent commitment and
responsibility, not only for the public concerts throughout Fife, Edinburgh and Glasgow,
but also to the preparation, practice and training courses beforehand. On Saturday, 4 th
September, 19 pupils from Bell Baxter joined pupils from other Fife schools for another
of their summer concerts. There were two concerts, both taking place at the Royal
Scottish Academy of Music and Drama in Glasgow. The lunchtime concert was given by
Kingdom Fiddlers, Fife Youth Concert Band, Fife Youth String Orchestra and Fife Youth
Percussion Ensemble. The evening concert was performed by the Fife Youth Orchestra
conducted by Graeme Wilson and four of Bell Baxter’s pupils were sections leaders
within the orchestra. The standard of performance at both concerts was excellent and
they were enjoyed by all.
We Will Remember
On Thursday, 11th November three pupils joined with members of the community in a
service of Remembrance in the gardens of St John’s church. David Anderson, Adam
Bates-Gray and Cameron Thomson-Duncan played their part in the act of remembrance
by performing ‘The Last Post’ and ‘Reveille’ following the two minute silence.
On Sunday, 14th November pupils again joined with members of the community in the
Haugh Park for a service of Remembrance. The Brass Ensemble, led by Brass Teacher,
Mr James Chamberlain, led people in the ‘National Anthem’ and ‘The Lord’s My
Shepherd’. Following the two-minute silence Adam Bates-Gray and Cameron ThomsonDuncan again performed ‘The Last Post’ and ‘Reveille’.
The annual Fife Festival of Music took place from the 1st - 11th February and this year
proved to be another successful year for our musicians. Over thirty pupils took part
throughout the Festival, performing as soloists, duets and ensembles.
The String Orchestra, conducted by Mrs April Randall, retained the Secondary School
String Orchestras trophy for the fourth consecutive year. Calum Whytock (S6) and
Magnus More (S6) received the trophy on behalf of the orchestra. Despite tough
competition, the String Ensemble also won their ensemble class.
There was also success for pupils in individual classes:
Catriona Boardman (S5) (Advanced Brass on Baritone), James Lind (S3) (Intermediate
Solo Guitar), Callum Simpson (S2) (Elementary Solo Guitar), Brogan Sinclair (S5)
(Woodwind Advanced on Clarinet), Lewis White (S5) (Advanced Solo Guitar).
Throughout the week the high standard of musicianship associated with Bell Baxter was
both demonstrated by all performers and was recognised at the Fife Festival.
Congratulations to all pupils for their hard work and excellent achievements.
The Bell Baxter Dance Band, which is led by Miss Joyce Hutchison, travelled to St
Monans on Saturday, 5th February to perform at the village's annual “Senior Citizen's
Tea.” The band was very well received by a large audience who enjoyed tapping their
feet to the music. S1 pupil Kyle Innes delighted the audience with a selection of well
known Scottish pieces on the accordion.
On Thursday, 24th February several pupils took part in the Burns Competition and again
performed to an excellent standard winning 7 medals. There were three music
categories:
Vocalists:
1st Anna Whytock (S4)
2nd Ailsa Winter (S2)
3rd Sammi Denholm (S2)
Instrumentalists: 1st Claire Henderson (S4) Violin
2nd Margaret Mellon (S5) Violin
3rd Kyle Innes (S1) Accordion
Piper:
1st Calum Winter (S5)
Three S4 pupils, Claire Henderson, Anna Whytock and Scott Murray joined pupils at
Kilmaron and performed for them at their annual Burn’s Supper on 1st February.
Music was also delighted to receive the donation of an accordion from Mr D Pullar, a
collector and performer of the accordion. Pupils of the Scottish Country Dance took part
in a master class directed by Mr Bruce Lindsay, who performed with Sir Jimmy Shand. It
was a wonderful opportunity for both staff and pupils and we hope to continue this
partnership in the future which will include trips to Windygates to take part in further
Scottish Music workshops/sessions.
Musicians from Bell Baxter also did extremely well at this year’s Centenary Competition.
The competition between Bell Baxter, Madras College and Waid Academy took place at
the end of March at Waid Academy, Anstruther. Well done to Fiona Cuthill (S6) Claire
Henderson (S4) and Lewis White (S5) on their outstanding performances and special
congratulations go to Fiona Cuthill who won and also to Claire Henderson who was
awarded second place. Fiona was presented with her prize by Miss M Dymock, the
founder of the competition.
Congratulations also go to Claire, who has been awarded a place in the National Youth
Orchestra of Scotland Academy and the Edinburgh Youth Orchestra.
The Assembly Hall was alive with the “Sound of Music” on 30th March with our annual
Spring Concert. Over 100 pupils (S1-S6) took part in providing the evening’s
entertainment with a wide variety of performances, including Junior and Senior String
Orchestra, Junior and Senior Wind Band, Dance Band, Scottish Country Dance Band,
Rock Band, Guitar Ensemble, plus many solo items. Congratulations to all performers on
their excellent performances.
A large Bell Baxter support, all dressed as cowboys and pirates, travelled to the Rothes
Halls on Thursday, 28th April for the annual Fife Schools’ Rock Band Competition.
Bell Baxter was represented by “Ginge and the Red Neck Honky Tonks,”
(Calum Barclay, Innes Christie, Jordan Maciver, Callum Rearie, David Rees, and Calum
Whytock) The band, also dressed as cowboys and pirates, played a mixed programme of
cover versions and two of the band’s original songs. Well done to the band on an
excellent performance and congratulations to Jordan Maciver and Calum Whytock who
shared the prize of ‘Best Guitarist’.
As we moved into May, and senior pupils focused on their SQA examinations, S1/S2
pupils had the opportunity to take part in a new music initiative, DJ Mixing. These
workshops were led by Ben McCluskey. The ASN Department also took part in a
ukulele workshop provided by Norma Gourlay and Billy Muir from ‘Music in Print’ in
Dundee.
Teachers across the Expressive Arts would like to thank all our community partners,
including the many parents, carers and friends, who have supported our work with
young people at Bell Baxter. As teachers, we are all committed to the work we do to
support the wider achievements of pupils across the faculty. However, we could not do
it without you!
HEALTH AND WELLBEING
Home Economics

Thirty S3 pupils have been involved in the ‘Future Chef’ competition and three
pupils will be selected to work with Elmwood in the next stage of the competition.
Sports Results

Athletics
Fife Schools’ Cross Country Championships
Bronze S4-6 Girls (Sarah Dawson, Lucy Duff, Kirsty Orr, Emma Logan)
Fife Schools’ Multi-Event Championships
Gold
Ross McFarlane (S1 Boys)
Gold
Emma Logan (Senior Girls)
Silver
Shannon Almond (S1 Girls)
Silver
Harry Winter (S3 Boys)
Bronze
Natalie Guy (S3 Girls)
The Bell Baxter Boys’ Team won the C & G Shield for the Best School and the Girls’
Team were one point away from winning the equivalent Girls Shield.
Fife Schools’ Track and Field Championships
Gold
Emma Logan (‘A’ Girls Discus)
Gold
Ross McFarlane (S1 Boys’ 70m Hurdles)
Gold
Ewan Simpson
(‘B’ Boys’ High Jump)
Gold
Ross Hunter (‘A’ Boys’ High Jump)
Gold
Ross Hunter (‘A’ Boys’ Javelin)
Gold
Shannon Almond (S1 Girls’ 200m)
Gold
Group A Girls’ Relay
Gold
S1 Boys’ Relay
Gold
Group C Boys’ Relay
Silver
Emma Logan (Girls’ 200m)
Silver
Ross McFarlane (S1 Boys’ 200m)
Silver
Kai Francis (S1 Boys’ Shot)
Silver
Mark McNair (‘C’ Boys’ High Jump)
Silver
Cameron Thomson-Duncan (‘A’ Boys’ 100m)
Silver
Cameron Thomson-Duncan (‘A’ Boys’ 200m)
Silver
Natalie Guy (‘B’ Girls’ Long Jump)
Bronze
Ross Hunter (‘A’ Boys’ 400m)
Bronze
Shannon Almond (S1 Girls’ 70m Hurdles)
Bronze
Rebecca Workmaster (‘B’ Girls’ Discus)
Bronze
Fiona Cooper (‘B’ Girls’ Javelin)
Bronze
Keiran Bremner (‘C’ Boys’ 200m)
Bronze
Callum Stuart (‘C’ Boys’ Shot)
Bronze
Callum Stuart (‘C’ Boys’ Discus)
Bronze
Jill Geyer (‘B’ girls’ 200m)
Bronze
Group C Girls’ Relay
Scottish Schools’ Under-15 Inter-Area Championships
Three Bell Baxter pupils were selected to represent Fife at these Championships.
They were:
Keiran Bremner (100m Relay)
, Mark McNair (High Jump) and Callum Stuart
(Shot, Discus)
Congratulations to Keiran and Mark who both achieved Personal Best
performances.

Badminton
The Badminton Club ran weekly on Thursday after school and due to its popularity
a Monday lunchtime club was started. The club regularly had around 40 pupils
attending from all year groups. Twenty-two pupils competed at the Fife Schools’
Championships where Bell Baxter won one gold and four silver medals. Victoria
Baird and Fiona Cooper beat Jennifer Patrick and Caitlin Brown in an all Bell Baxter
final, whilst Liam San Roman won three silver medals for boys’ singles, boy’s
doubles with Murdo Sinclair and mixed doubles with Caitlin Brown.

Curling
The school team was entered in the Hay Trophy at Perth Rink and played
extremely well to finish in 3rd place.

Dance
The Junior Dance Club has run all year on Thursday lunchtimes and has been
attended by over 30 pupils on a regular basis. They performed at year group
assemblies a dance choreographed by the Dance Captains. Some senior pupils
(boys and girls) joined them in their next two performances at the school’s Burns
Supper in January and at Kilmaron School.
They performed a contemporary
Scottish dance to help raise money for the café at the Adamson Hospital in Cupar.
Both dances were performed at the Fife Schools’ Creative Dance Festival at the
Rothes Halls in Glenrothes in March.

East Fife Council Sports Awards
James McKeown (S3) and Mhairi Roberts (S4) well deserved winners at the
Ceremony.
James won the Junior (under-16) category for his outstanding achievements in
Kayaking. Mhairi was part of the Tiggers Trampoline Club which won the Team
of the Year category.

Equestrian
The school Equestrian Team performed admirably at the Scottish Schools’
Equestrian Championships on Sunday, 8th May at Gleneagles. The 12-and-under
team consisting of Louise Howat, Louise Finnie and Kelly Jack finished 5th in the
overall combined event championship. The 14-and-under team of Sula Powell,
Nicola Howat, Naomi Middleton and Katie Stenhouse also finished 5th. Each team
was also the highest placed state school.

Football
Senior Football
As a result of some fine form, Bell Baxter finished as runners-up in their league
section, with just one defeat, to eventual winners, Madras College.
The boys also reached the semi-finals of the Fife Cup, only losing out to Kirkland
High School after a penalty shoot-out.
Team captain, Rory Kirkwood, was a regular in the Fife team which won its way to
the final of the National Trophy. For the final itself, Bell Baxter’s top goal scorer,
John Nelson, joined Rory in the squad.
Girls’ Football
The Girls’ Football Club ran weekly on Wednesday after school and was attended
by girls from S1-S6. The Club received coaching from a qualified SFA coach
through the year.
Two S4 pupils, Jemma Corcoran and Mhairi Roberts, were selected after rigorous
trials to represent the region at the Fife Olympiad in July.

Golf
Junior Boys’ Handicap Champion:
Runner-Up:
Senior Boys’ Handicap Champion:
Runner-Up:
Best Overall Scratch:
Runner-Up:
Gregor Bousie (69)
Lorne Christie (71)
Ian Dawson (67)
Robbie Docherty (69)
John Nelson (77)
Robbie Docherty (79))
Fife Schools’ Junior Boys’ Championships
The team of Lorne Christie, Gregor Bousie, Ben Storie, Glen Gardiner, produced
some excellent performances to finish Runners-Up to St Leonards in the Team
Handicap Competition by one stroke.
Fife Schools’ Senior Boys’ Championships
The team of Robbie Docherty, Ian Dawson, John Nelson and Ross Christie
produced some superb golf to win the Team Handicap Competition and Robbie
Docherty won the Individual Handicap by five shots.

Hockey
Congratulations to Megan Pass, Rachel Burgess and Nicola Howat who were
selected for the Midlands Under-14 hockey squad after a very rigorous selection
procedure lasting many weeks. Megan and Nicola were then selected to represent
Midlands at the Inter-District Tournament.

Rugby
Congratulations to Angus Guthrie, Murdo McAndrew and Stephen Martin who
were all selected to play for the Caledonia U-17 team in the Inter-District
Tournament. Murdo has also been selected to attend the National U-17 Training
Camp. Congratulations also to Cameron Fenton who was selected to play for the
Caledonia U-16 team in the Inter-District tournament.

Swimming
Fife Schools’ Swimming Championships
Gold
Ross Hunter (100m Breaststroke)
Ross Hunter (100m Freestyle)
Ross Hunter (200m Freestyle)
Owen Greene (100m Butterfly)
Owen Greene (200m Butterfly)
Silver
Kirsty Simpson (100m Backstroke)
Kirsty Simpson (100m Freestyle)
Kirsty Simpson (200m IM)
Ruairidh Haig (200m Breaststroke)
Bronze Ruairidh Haig (100m Breaststroke)
Owen Greene
(100m Breaststroke)
Ewan Simpson (100m Freestyle)
Scottish Schools’ Swimming Championships
Gold
Ross Hunter (17-19 yrs 100m Freestyle in a new PB of 54.32)
Silver
Ewan Simpson (15-16 yrs 100m Freestyle
International Selection
Ross Hunter (S5) was selected to be part of the Scottish Schools’ Team for the Wise
(4 Nations) Swimming International in Dublin from 25th – 27th March.
Kirsty Simpson (S3) has been selected to swim for the Scotland East/South Team at
the UK School Games in Sheffield in September.

Ultimate Frisbee
Frankie Hill, Laura Geyer and Joanne Rearie were selected for the GB Under-20
team for the World Championships in Heilbronn Germany.
Caio Ledingham, Fraser Simpson and Jack Potter and Callum Rearie participated in
the Strathclyde University Christmas Cone tournament with Caio and Jack
finishing on the winning team and Caio receiving the MVP award. Caio also
played with Abstract this year, a senior team of players based north of the Forth.
INTERNATIONAL LANGUAGES AND CULTURE

In July 2010 Brogan Sinclair set off on the trip of a lifetime to Beijing, China, as one
of five Fife representatives on Learning and Teaching Scotland’s Chinese
Immersion course. Following an exacting selection process, Brogan was picked as
one of fifty Scottish S5 and S6 pupils who were to participate in an intensive threeweek programme of Chinese language and culture. She attended three hour
Mandarin lessons each morning in the Beijing Foreign Studies University, usually
followed by various culture classes such as calligraphy, tai chi and ancient Chinese
painting. Excursions were organised which took in well known places such as the
Great Wall, Tiananmen Square, The Forbidden City and the Beijing Olympic
Stadium.

Closer to home, 45 of our S5/S6 pupils went to a Multi-Lingual Debate at Heriot-
Watt University. The event takes the form of a formal debate with two multilingual
teams arguing for and against a motion of topical interest in a range of languages.
The teams deliver their views in their various native languages (French, German,
Spanish, English, Chinese, and Arabic) the undergraduate students showcase their
interpreting skills. This year the motion debated was “This house believes that
endangered languages should be kept alive at all costs”. After the debate there
was a chance for staff and pupils to ask questions and we were the only school
where a pupil ventured a question in Spanish. It was a very enjoyable and
informative event that really tested the pupils’ linguistic skills.

This year, the faculty has organised a few challenges to provide a wide range of
achievement opportunities for our pupils. Our S1 pupils enjoyed our poetry
competition in French and German, with a selection of poems by Jacques Prévert,
Paul Fort and Heinrich Heine. Our department also organised a dictation
competition, a vocabulary challenge contest and a presentation award for the best
jotter for our S1 pupils. The languages faculty was also represented in the S1
Extreme Challenge Competition, organised by the Literacy Group of the school.

Another new initiative that has links with the faculty of International Languages
and Culture is the school’s Interact Club. Interact is Rotary International’s service
club for young people ages 12 to 18. As one of the most significant and fastestgrowing programmes of Rotary service, with more than 10,700 clubs in 109
countries and geographical areas, Interact has become a worldwide phenomenon.
The new Bell Baxter Interact Club is sponsored by the Howe of Fife Rotary club,
with Mrs Moffatt as the school facilitator.

Each year Interact clubs complete at least two community service projects, one of
which furthers international understanding and goodwill. Through these efforts
Interactors develop a network of friendships with local and overseas clubs and
learn the importance of:
Developing leadership skills and personal integrity
Demonstrating helpfulness and respect for others
Understanding the value of individual responsibility and hard work
Advancing international understanding and goodwill
Although the Bell Baxter Interact Club was only chartered in March, they have
already started working locally on a project involving Ceres Primary School
Nature Garden and have made plans for an international project which will start
after the summer holidays.






Finally, Mrs High created a French drama club which put together a play called
'Café de Paris'. A group of S2 pupils entered the nationwide French drama
competition for Scottish Schools - Les Rencontres Théâtrales - organised by the
Institut Français d'Ecosse. The pupils travelled to Edinburgh for the competition
and were delighted to win the prize for 'meilleure mise en scene' (best staging).
Congratulations to them all!
LIBRARY RESOURCE CENTRE

Miss Doig alongside Mr Lamb is organising an oversea expedition to Peru in 2012.



Both staff also manage the Duke of Edinburgh Award Scheme.
Miss Doig was a group leader in our Sponsored Walk during Health Week.
Miss Doig is also supporting the Senior Phase Physical Activity Programme by
offering self defence classes.
The LRC plays a central role in supporting learning and the promotion of wider
achievement across the school.
MATHEMATICS
 Senior UK Maths Challenge
Gold Certificate:
Catriona McBride (best in school)
Silver Certificate:
Magnus More, Iain Anderson, Jessica Bennett, Angus
Macgregor.
Bronze Certificate:
Robert Paisley, Callum Rearie, Jack Potter, Chris Wilson,
Gregor Strang, Penny-May Johnston, Jenifer Southcott,
Yvonne Howat.
UK Senior Maths Challenge had over 65,000 entrants with the top 6% receiving
gold, the next
13% silver and the next 21% bronze.

Intermediate UK Maths Challenge
Gold Certificate:
Norman Macgregor (best in school) S3, and Hannah
Greenlees S4.
Silver Certificate:
Scott Smith, Abby Spowart, Greg Douglas, Claire Henderson,
Holly Jones, Mhairi Roberts, Kirsty Orr, Catherine Brearley,
Anna Whytock, Scott Wilkie (all S4) and Kenneth ThomsonDuncan, Liam Turner and Aidan Walker (all S3)
Bronze Certificate:
Nicola Howat (2.12), Samantha Sloan (2.16), Calum Heggie
(2.05), Jack Tufft (2.04), Euan Robertson (2.15), Sarah
O’Donnell (2.10), Liam San Roman (2.02), Sean Morgan (2.07),
Alex Strachan (2.02), Kieran Brough (2.07), Jack Richardson
(2.15), Chloe Rawcliffe (2.01), David O’Connor (1.10), Robin
Shears (1.06), Angus Evans (1.04), Ben Guthrie (1.09).

UK Team Challenge at Edinburgh University
The school was represented by two teams:
S1/S2 Ben Guthrie, Christopher Cockburn, Eilidh Byer and Chloe Rawcliffe.
S5/S6 Lesley-Ann Collins, Andrew Steven, Tom Collins and Brogan Sinclair.

Orienteering afternoon for all S1-S3 pupils over three days as part of the school’s
health promoting week.
Pupil participation in Scrabble Club and Chess Club.
Mr Wheadon organised a revised activities programme over three days for S1-S3
pupils.
RAF visit to Standard Grade pupils - team building and problem solving.
Babcock visit to S3 and S5 pupils – putting maths in a real life context.




RELIGIOUS MORAL AND PHILOSOPHICAL STUDIES
 India Experience 2011: Our fourth journey to India is scheduled for October 2011.
Twenty-seven pupils have been getting ready by learning about Indian culture and
religion and raising funds to support the trip and Indian charities. We are planning
to visit Delhi, Bodhgaya, Varanasi, Agra, and Jaipur. Mrs Munro has organised the
trip and will be accompanied by Mr Temby, Mr Robb (Drama) and Miss Melville
(Pupil Support).

Visit to Samye Ling Tibetan Buddhist Centre – 30 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 David Myers, and Professor Colin Humphries. The visits were shared
between Madras College, St Leonard’s School and Bell Baxter.

Mosque trip – A group of second year pupils visited the Edinburgh Mosque to
develop cross cultural understanding and a deeper understanding of the
curriculum.

Links have been established with St Andrews University Philosophy department
which enrich our development of pupils’ experiences at all levels.
SCIENCE
 Several S1 and S2s attended St Andrew’s University’s Saturday Science
Masterclasses, and were assistants at the P7 open evening.

A chemistry team entered ‘Top of the Bench’ competing against teams reaching the
Fife Final.

Some classes used video filming in lessons and this led to three teams. Two S6
teams entered the Planet Scicast competition and won best engineering video
category and a special award category at an awards ceremony at the Royal
Institution in London in July. They came second in the best overall video category.
Following our success this session with two students reaching the Scottish Space
School and one qualifying from there to reach the ten who visited NASA’s Johnson
Space Center, two S5 students have attended this year’s Scottish Space School. We
wait to hear how successful they have been.


CSI Bell Baxter this year involved 45 S1 and S2 learners as peer tutors, mentors and
technicians working with 200 P6/7 forensic investigators over six days. As ever
evaluation from investigators and their teachers was extremely positive. This year’s
celebration event focused on rewarding the hard work of our S1/S2 learners with
an amazing display and handling session in the school grounds with “Falconry
Scotland” allowing those of us that dared a close encounter with Xena the Eagle
Owl.

The faculty is proud that so many of our members are selected to work for SQA
and Learning and Teaching Scotland.
SOCIAL SUBJECTS
 Participation and individual prize for highest personal score in Fife School’s
History Competition – Ailsa Winter (S1)

S2 pupils visited the Scottish Jacobite Exhibition in Edinburgh.

Black Watch interactive talk to S4 pupils on impact of World War 1 on local
community.

Advanced Higher History pupils took part in lectures and seminars on Russian
Revolution at Strathclyde University.

St Andrews University students of international relations worked in school with S2
enrichment pupils on Middle East topic.

Advanced Higher Modern Studies pupils visited Fife Drugs Court and Perth
Prison.

S3 Geography pupils participated in field work in Cupar town centre.

S5/6 Travel & Tourism pupils visited St Andrews to visit attractions, interview
tourists and observe the impact of tourism on the local area.

Visiting speakers to classes included the Parole Board, SACRO, St Andrews
University to name but a few.
ICT AND ENTERPRISE - TECHNOLOGIES
 Young Enterprise
The Young Enterprise Company Programme continues to be a popular choice for
our senior cohort and this year we ran two companies - Ragbags and Inspire. The
YE programme allows our youngsters to gain valuable experience of setting up and
running their own company in school. They elect a board of directors from
amongst their peers, raise share capital and market and finance a product or service
of their own choice, in doing so learning about all aspects of business. This year our
companies have provided a range of products and services to the school – a charity
fashion show, bags made from re-cycled clothing and materials, football
competitions, Christmas decorations, tea and coffee facilities for school events, an
S1 welcome party and various other school events. All students have the
opportunity to sit the University of Strathclyde’s Young Enterprise exam and we
are delighted to report that excellent results were achieved by all students who
entered the examination this session and a special mention to one of our S6 girls,
Georgina Rintoull, who received the highest mark in the exam across Scotland, an
outstanding achievement!
The companies also get the chance to enter into local and national competitions and
17 teams from throughout Scotland will be competing against each other at the
Scottish finals for the chance to win a place at the UK Company Programme
finals. Our Ragbags Company, with the support from Mrs Mitchell, have made it
through to the final, good luck!


Stock Market Challenge
A team of pupils from S3 Accounting and Finance/Business Management
participated in the “Stock Market Challenge” held in the Bonar Hall, Dundee, in
November competing against 24 schools from across three regions. The pressure
was on, as our team from last year “wiped the floor” to win the coveted trophy.
The team were given £15,000 to invest in the stock market game and ended the day
with an investment portfolio of £56,000. We are delighted and proud to report that
our team came first (again!) and retained the trophy – an outstanding result for our
Bell Baxter financial whiz kids! The team comprised: Jamie Laing, Natalie Guy,
Deniz Gunes, James Sedgwick and Kerry Johnstone.
Arnold Clark Competition
A new and exciting competition to design a storyboard for an Arnold Clark based
computing game was launched in 2010. A team of four girls from S6 worked hard
to create an innovative and artistic storyboard based on a minibus named “Arnie”
touring around Scotland. The girls’ efforts were rewarded with a highly
commended prize of £500 for the school and £100 each in vouchers. This was a
tremendous achievement from the team and another example of the dedication and
innovation of our young learners. Well done to Laura Geyer, Laura Colford,
Sophie Bartholomew and Joanne Rearie.
CRAFT, DESIGN AND TECHNOLOGY
This session, a group of forty S3 pupils studying Craft and Design and Graphic
Communication had the opportunity to participate in “Engineering for Life” workshops,
organised and sponsored the Institution of Civil Engineers. As well as taking part in
activities putting technical knowledge into context, pupils were also able to explore
potential careers.
Following an initial participation last session, CDT staff have helped in facilitating
conservation workshops during the health promoting activities week. A number of
pupils across S1, S2 and S3 used basic craft skills in the context of a large project to
manufacture bird feeders for use in the school grounds. So positive has feedback been
from both learners and teachers, that consideration is being given to how this work can
be extended beyond this annual one-off arrangement.
DUKE OF EDINBURGH AWARD SCHEME
Approximately 40 pupils are registered for the Duke of Edinburgh Award.
TRIPS ABROAD
October 2010:
October 2010:
October 2011:
Easter 2012:
Summer 2012:
French trip to Normandy and Paris
History Battlefield tour to Northern France and Belgium
Modern Studies planned trip to New York and Washington DC
International Language & Culture staff planned trip to Spain
The Librarian and a member of the English staff are leading 21
pupils in an overseas challenge expedition to Peru.
SCHOOL COLOURS
Seventy-nine pupils were awarded School Colours.
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.
Social context
Bell Baxter High
This page presents a range of statistics relating to the social context of the school and its pupils.
Each of the statistics presented is a robust and nationally accepted measure of social deprivation.
Each correlates with pupil behaviour and educational outcomes at cohort/school level (i.e. for groups of pupils).
Free school meal registration (whole school)
Definition: the proportion of pupils on the school roll who are registered for free school meals (FMR).
Advantage: a direct measure of the household circumstances of pupils within the school.
Disadvantage: provides a crude yes/no measure of social deprivation.
Bell Baxter High
08/09
FMR (%)
09/10
6.9
Fife
10/11
8.4
10.0
08/09
09/10
13.2
17.2
National
10/11
08/09
17.5
12.3
09/10
10/11
14.4
15.2
Note: eligibility for free meals was extended in August 2009
SIMD profile (S4 cohort)
Proportion of S4 roll (%)
Definition: proporton of S4 pupils living within each decile of the Scottish Index of Multiple Deprivation.
Advantage: provides a fine-scale measure of the social context within which pupils live.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
Bell Baxter High
40
Fife
30
20
10
0
More deprived
D1
Bell Baxter High
Fife
Less deprived
D2
D3
D4
SIMD decile
D5
D6
D7
D8
D9
D10
0
3.7
1.7
4.3
6.8
15.7
31.9
17.4
10.8
7.7
6.7
12.2
10.8
9.6
11.7
9.4
9.6
9.5
14.1
6.5
Note: proportions have been suppressed when pupil numbers are less than 5.
SIMD employment deprivation (school catchment)
Definition: proportion of working age population who are employment deprived (e.g. unemployed).
Advantage: measures the strength of the local economy and labour market which school leavers enter.
Disadvantage: relates to labour market conditions for all working ages, not just school leavers.
Bell Baxter High
08/09
Employ. deprived (%)
7.4
09/10
8.4
Fife
10/11
-
08/09
11.6
09/10
13.2
National
10/11
-
08/09
11.6
09/10
13.1
10/11
-
School outcomes
Bell Baxter High
This page presents a range of statistics about educational outcomes for pupils at the school.
Each of these outcomes is known to be influenced by the social context of the school.
Attendance, Absence and Temporary Exclusions (whole school)
The table below gives a summary of attendance, absence (authorised or unauthorised) and temporary
exclusions; these are shown as a proportion of possible half days attendance.
Further details can be found in: Summary Statistics for Schools (Scottish Government, Dec 2010).
Bell Baxter High
07/08
Attendance (%)
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
92.8
92.0
89.5
90.1
90.3
90.3
90.9
91.1
91.2
Absence (%)
7.1
7.9
10.4
9.7
9.5
9.6
8.9
8.8
8.7
Temp. exclusions (%)
0.1
0.1
0.1
0.2
0.2
0.1
0.2
0.2
0.1
Staying on rates
S5 staying on rates represent the proportion of the relevant S4 roll who were on the S5 roll in September.
S6 staying on rates represent the proportion of the relevant S5 roll who were on the S6 roll in September.
Staying on rates have been taken from STACS, published by the Scottish Government in August 2011.
Bell Baxter High
08/09
09/10
Fife
10/11
08/09
09/10
National
10/11
08/09
09/10
10/11
S5 September
78
82
83
76
75
78
78
81
83
S6 September
56
67
65
58
61
64
45
50
54
Leaver destinations (all leavers)
The table below shows initial destinations on leaving school for all leavers in the years ending 2008, 2009 and
2010. Data is taken from the initial School Leaver Destination Return, collected in the September of each year.
Further details can be found in: School Leaver Destination Report (Skills Development Scotland).
Bell Baxter High
07/08
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
Number of leavers
314
315
336
4,120
3,888
3,979
58,844
53,532
54,097
Positive destination (%)
87.6
90.8
91.1
86.2
85.7
86.6
86.4
85.6
86.8
Higher Education (%)
33.1
41.3
44.3
29.7
31.9
32.8
31.1
34.9
35.7
Further Education (%)
35.0
30.8
30.7
34.2
37.0
37.1
24.8
27.0
27.1
1.3
1.3
1.8
4.0
3.8
4.5
4.9
5.1
5.2
18.2
17.5
14.3
18.2
12.9
12.0
25.3
18.4
18.5
Training (%)
Employment (%)
Unemployed (%)
8.9
9.2
8.9
12.1
13.7
13.0
12.4
13.1
12.6
Seeking work (%)
8.0
8.6
7.1
10.8
12.1
11.7
10.9
11.5
11.3
Not seeking work (%)
1.0
0.6
1.8
1.3
1.7
1.3
1.5
1.6
1.3
3.5
0.0
0.0
1.7
0.6
0.5
1.1
1.2
0.6
Unknown (%)
Bell Baxter Cluster 5 – 14 Attainments 2010 – 11
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
Appendix 2
Writing
Maths
11
11
11
09
10
09
10
09
10
FME
Roll
Classes
95
86
88
100
100
89
96
92
94
17
177
7
90
93
93
90
89
90
89
94
94
9
135
6
80
77
76
88
85
79
78
92
87
15
465
21
98
93
93
94
91
92
91
97
99
11
122
6
86
86
93
71
75
57
75
93
75
16
26
2
97
84
90
90
85
86
80
95
100
11
44
2
97
93
90
97
94
90
94
100
97
4
51
3
95
95
93
95
97
93
96
95
100
5
127
6
96
85
94
89
94
81
83
94
87
12
93
4
95
95
95
100
93
100
93
100
93
6
37
2
86
87
92
84
93
89
87
90
93
14
110
5
83
86
95
91
95
93
93
90
92
9
110
5
100
100
100
89
90
83
86
89
86
7
45
2
83
83
89
76
78
71
82
77
80
8
138
6
95
95
90
100
93
100
93
100
100
18
33
2
88
84
84
92
86
87
88
90
88
25
59
3
88
89
86
83
85
79
89
85
85
13
204
8
90
96
90
94
98
92
91
92
98
16
78
4
88
89
88
85
87
82
88
86
88
14
557
85
80
86
84
86
79
80
86
86
23
 Across all disciplines, Bell Baxter Cluster schools have continued to improve or maintain previous high attainment results
 Schools, at a time of transition to the new Curriculum for Excellence, have maintained their focus on raising attainment
 Bell Baxter Cluster schools have maintained outcomes for pupils which are above or well above the Fife average



A further focus on numeracy/mathematics outcomes will benefit pupils at a time of transition to CfE
All Bell Baxter Cluster schools use performance information to track pupil progress and to intervene early to affect outcomes for
pupils
Achievement is celebrated very well in each school and schools are beginning to develop systems to track pupils’ achievement
more systematically
Appendix 3
EDUCATION SERVICE
WHOLE SCHOOL ATTAINMENT AND ACHIEVEMENT REPORT
2010-11
Madras College
School Context
Madras College is located on two sites in St Andrews, serving S4 to S6 in the South Street building and S1 to
S3 in the Kilrymont Road site. In August 2011, the pupil roll stood at 1440. There are three playing areas and a
small all-weather area at Kilrymont Road, while the main playing fields are at Station Park at the main approach
to St Andrews from the North West. A six-year comprehensive, the school serves a catchment area of 180
square miles with many villages and small towns each with their own distinctive character.
In recent years the proportion of pupils from St Andrews has dropped to one third, with two-thirds
bussed daily. The range of communities and the different sizes of the 15 associated primaries make
inclusion a crucial element in the transition period. The RAF base and the University create a population
of pupils who arrive throughout each session. These pupils enrich an already cosmopolitan pupil body.
The Parent Council is very active in support of the school and the pupil body.
We are committed to ensuring that our school is a community based on these shared values:
 accepting everyone with consideration, tolerance, courtesy and respect;
 honesty, fairness and openness in our dealings with everyone;
 accepting responsibility for ourselves, our actions and developing a sense of self worth;
 caring for each member of our school community and helping those in need;
 working hard, being positive about our life and learning and committed to education in its widest sense.
Free Meal Entitlement in Madras this year is 10%. This has increased from 6% in 2009 and places us in
the 7th decile.
The split site requires teachers to travel between buildings on a regular basis. Our timetable is
constructed in such a way as to accommodate most of the travelling, but there are still a significant
number of journeys that require teachers to leave classes 10 minutes before the end of a lesson. In
these circumstances, another teacher will be timetabled to cover the class for this time, but not
necessarily a subject specialist. Over an academic year this will amount to 6 hours of teaching time lost
per timetabled journey.
Overall performance in S2 has improved in reading and writing and dropped slightly in mathematics.
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.
In 7 out of the 9 measures our results are close to or have overtaken those predicted from P7 PIPS data.
Destination Analysis 2010-11 for 247 leavers is as follows:
Higher Education
45%
Further Education
31%
Training
2%
Employment
16%
Other Known
6%
TOTAL
100%
This compares very favourably figures from Fife and Scotland.
Absence rates for 2010-11 are below the Fife average and show a reduction on the previous year.
Raising Attainment
The following strategies are in place to raise attainment:
 Classroom visits programme
 QI Calendar – whole school and Faculty
 QI evidence gathering
 Faculty links / Faculty Reviews












Attainment / Monitoring and Tracking Calendar
Findings from two school reviews
Senior electives programme
Attendance procedures
Improvement Plan
In-House continuous professional development
Leadership at all levels
Appropriate coursing linked to in-house monitoring and tracking
Meeting Learning Needs, including the provision of new courses
House structure – supporting the raising attainment agenda
Curriculum for Excellence Structure
Afterclass study support
We now need the promised target setting, monitoring and tracking elements of e1 to enable us to develop these
strategies fully.
Areas of Strength by S2, 4, 5 and 6
By the end of S2:
In reading we are placed 2nd and in writing 1st within our group of comparator schools.
By the end of S4:
5 or more awards at SCQF level 5, attainment in 2011 was above the national pattern.
By the end of S5:
5 or more awards at SCQF Level 6 or better in 2011 was well above the national pattern.
3 or more awards at SCQF Level 6 or better in 2011 was well above the national pattern.
1 or more awards at SCQF Level 6 or better in 2011 was above the national pattern
5 or more awards at SCQF Level 5 or better in 2011 was above the national pattern.
By the end of S6:
1 or more awards at SCQF Level 7 or better in 2011 was well above the national pattern.
Our Scottish Languages and Science Baccalaureate pupils all performed well.
5 or more awards at SCQF Level 6 or better in 2011 was above the national pattern.
3 or more awards at SCQF Level 6 or better in 2011 was above the national pattern.
1 or more awards at SCQF Level 6 or better in 2011 was above the national pattern.
5 or more awards at SCQF Level 5 or better in 2010 was in line with the national pattern.
English and Maths award at SCQF Level 3 or better in 2011 was in line with the national pattern.
S4 Subject attainment over time:
English, Mathematics and Computing Studies have a positive 5-year trend. Spanish, Physics and Home
Economics show positive trends over 3 years with noteworthy results in Craft and Design and Graphic
Communication.
S5/6 Subject attainment over time:
English, Chemistry, Computing, Drama and Music have a positive 5-year trend. Modern Studies and RMPS
show a positive 3-year trend with noteworthy results in German and Technical Studies this year.
Areas for Improvement by S2, 4, 5 and 6
By the end of S2:
Continue the improving trend in reading and writing
Improve mathematics results by 2%.
By the end of S4:
5 or more awards at SCQF level 5, attainment in 2011 is in line with the middle 50% of comparator schools.
5 or more awards at SCQF level 4 in 2011 is in the bottom 25% of comparator schools. Pupils undertaking
courses at Elmwood College did not gain course awards.
5 or more awards at SCQF Level 3 or better by the end of S4 in 2010 was below the national pattern,
although showing an improving trend since 2009.
By the end of S5:
3 or more awards at SCQF Level 6 or better in 2011, 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 2010. The 2011 attainment
was in line with the middle 50% of comparator schools.
1 or more award at SCQF level 6 in 2011, NCD values indicate that the 2011 value for this measure is in line
with expectations based on the value for 5+ Level 5 by the end of S4 in 2010. The 2011 attainment was in line
with the middle 50% of comparator schools.
S4 Subject attainment over time:
Art & Design shows a negative trend, however standard grade results show a significant improvement.
S5/6 Subject attainment over time:
Intermediate 2 Biology shows a negative trend.
Examples of Good Practice and Wider Achievement
Successful Learners
In academic terms we were the only Fife school to be mentioned in 2 national newspapers in their lists of the
top 50 state schools in Scotland.
Our Duke of Edinburgh Award scheme has had a successful year with 14 silver and 15 bronze awards
achieved and all expeditions went very well. The Eco-Club in January gained CSV Action Earth National
Award 2nd Place in the UK for Best Bio-diversity Project; in Feb St Andrews Young Citizen of the Year was
Finlay Williamson and in May we achieved the Eco-Schools National Award.
In debating, our junior team took part in the St Andrews University debate and out of the 4 final teams we
made up 3 of them and were the eventual winners. Our team also made it to the final of the East of Scotland
debating competition. The seniors got into the semi-final of the ESU and the Law Society debates. The
most memorable event was the visit from the Canadian national team where we had a 'friendly' competition
and who have invited us to go and debate in the Celtic Cup in Nova Scotia in October.
Lewis Crawford and Will Hulme won first prize in the UK Schools Computer Animation Competition.
We had an excellent result from four pupils in the national final of Top of the Bench Chemistry competition,
where they finished 6th.
This year once again Madras College presented pupils for the Scottish Languages Baccalaureate, again the
only school in Fife to do so. The three 6th year girls, Louise Black, Millie Crocker and Alice Stewart produced
excellent Interdisciplinary Projects, with two Grade As and one Grade B. For the first timer this year we
presented pupils for the Scottish Science Baccalaureate with successful outcomes.
The sporting year at Madras has been full and fulfilling. On a National level Lauren Whyte and Ewan Scott
won Scottish Schools golf caps, Craig Wallace a squash cap, Mathew Charnley a Scottish Schools silver
medal and Jacob Brown fenced for Scotland with great success. Stewart Addison is the Scottish U16
champion for trampolining and Ruaridh MacLeod is now ranked number 2 in Scotland for tennis at U14 level.
It was pleasing to see over 130 boys represent Madras College in rugby playing on Saturdays with
commitment, pride and skill. Both the U16 and U18 teams made the last 16 of their Scottish Cups, the only
state school to achieve this feat. Pleasingly over 15 girls now play the game competitively, making Madras
won of the few SRU Gold Medal Schools.
In Hockey, there was over 100 girls and 20 boys who wore the Madras colours and completed a challenging
and rewarding Saturday programme. The 1st XI proved to be particularly capable and the dynamic duo of
Ruth Reid and Kirsty Duncan deserved their Midlands Schools Caps in the Scottish Districts U18 tournament.
At U15 level, Amy Reid shone at both school and regional level and the team recorded many wins.
The Madras footballers again played with distinction with the senior boys earning a well deserved victory in
the Fife Schoolboys League and a run to the last 16 of the Scottish Schools Shield. Jordan Davidson and
William Finlay both represented Fife U18's.
Our netballers enjoyed a very competitive season with mid week matches for S1 to S3 with a hard fought win
in the S3 Fife Cup.
In athletics, over 100 athletes from S1 to S6 trained after school and 55 made the team which brought back a
record 13 gold, 10 silver and 15 bronze medals from the Fife Schools Championships, easily the best haul of
any Fife School. During preparations for our traditional sports day over 500 pupils voluntarily entered Heats to
win house points as well as win a place on the big day next Wednesday.
The summer also saw the cricketers flourish with over 20 Juniors develop their potential at the crease and
some fine play from our new S1 players in particular.
In golf, there are over 8 players in the golf club who have handicaps of less than 10. The Junior and Senior
boys and girls teams all won their events at Fife Schools level.
Over 20 players participated in our tennis championships and there were fine performances in a competitive
programme.
It is always pleasing to see new sports flourish and the Senior boys basketballers have greatly impressed in
their first competitive season, winning more games than losing but always displaying sporting conduct and a
noticeable desire to improve under the leadership of Calum Grewar.
A new cycle club also emerged with trips out to Tentsmuir and other surrounding tracks on our 16 new school
mountain bikes.
Confident Individuals
This session as part of our Behaviour for Learning strategy we have awarded in S1 - 201 Bronze, 146 Silver,
98 Gold certificates and in S2 - 77 Bronze, 29 Silver, 17 Gold certificates
The London trip in September saw 30 pupils from S5 and S6 on a whistle-stop tour of the theatre and historic
sights of the metropolis. The Rivals drama production was performed in March to great acclaim and the
Drama department also took part in a Shakespeare competition. Finlay Paul in S3 was the winner and he will
go forward to the regional heats along with Lydia Upton Jacob Brown.
In April our Ski Trip took 71 pupils to Winter Park, Colorado
The first of our two exchanges took place in June with us hosting our French friends from Poitiers. The group
of 39 pupils and three staff will be here until 23rd June. The 54th year of the German exchange began on 20th
June.
Modern Studies senior pupils visited the Scottish Parliament in to meet MSPs and attended a revision
conference at Edinburgh University. S3 pupils took part in 'Food for the Elderly' in December at Scoonie
sheltered housing.
Higher Geography pupils went on the annual residential fieldwork course to the Yorkshire Dales and
undertook urban fieldwork in Edinburgh. Third year Geography pupils took part in the annual day's fieldwork
trip to the Southern Highlands.
Responsible Citizens
Madras was well represented at the Royal Wedding Celebrations in the University Quad: Our Charities
Committee supported the Prince's Charities and helped raise nearly £1900; our pupils entertained the 2000
guests with folk, dance, rock and operatic items.
Sixth years spent term-time afternoons in the local hospital playing games with the residents and we held a
local Care Homes concert in organised by S3-6 charities committee members.
The numerous fundraising events such as non-uniform days, house colours days, bake sales, open mic
musical events and the Talent Show have raised a total of £4000 In March, Mr Crone, Mr Reid, Max Chase,
Zak Maas and Tom Smout completed a march along the Antonine Wall raising funds for the Namibia trip.
They covered 40 miles in 16 hours and raised over £1000.
The S3 Princes Trust XL group have run very successful enterprise projects this year such as; the 'Top of the
Class Bulb Project', making and selling bird boxes & feeders and recycling aluminium cans in aid of the
schools Namibia project. 3 of the boys also participated in the week long Diversifire project with Fife Fire &
Rescue.
Effective Contributors
Our second Sew Arty Exhibition was a great example of Curriculum for Excellence working between the
creative arts departments in Madras.
Kellie Castle Sculpture Trip is a junior school outing to promote art work in 3D funded by the National Trust
that gives pupils the opportunity to work with the Scottish sculptor Kenny Munroe. Our S1/2 weekly Clay Club
have been promoting 3D work while our S4 Art History Gallery trip was used to advancing the written element
of S4 Art courses. In S6 pupils have enjoyed visits to the local St. Andrews Museum. S1/2 art pupils have
worked with Leuchars Primary School designing and making symbolic visuals that were used in the production
of a play.
The professionalism of the Madras College Diary Team has again provided a high quality, regular page in the
Citizen.
In January, two pupils were supported by the Rotary Club to attend Euroscola in the European Parliament in
Strasbourg. The two pupils, Katie O’Donnell and Alice Stewart were a credit to themselves and the school.
Alice led discussion groups and Katie was chosen as the ‘porte parole’ for the Scottish group. She addressed
the parliament in excellent French. Katie was also chosen to represent Fife as one of six pupils visiting China
this summer. The Modern Languages Department has been liaising effectively with the University of St
Andrews. Our sixth year pupils attended Master-classes in French, German and Spanish.
Music Department outings this session have included trips to see;
Carmen and Oliver
S3 Standard Grade Music pupils attended in their words ‘ an awesome’ event as part of the Love Music
Festival in November, featuring contemporary and world music and S5/6 pupils took part in composing
workshop.
A choir from Madras joined with associated primary schools for a St Andrews Festival Concert under the
superb direction of guest composer Michael Kibble White.
Senior pupils sang Christmas songs in the foyer of the new St Andrews Hospital. Higher and Advanced
Higher pupils provided an afternoon of entertainment for a senior citizens group in Hope Park Church Hall,
while S3/4 pupils provided entertainment for a Scots night.
The Rotary Concert in younger Hall was supported by Madras Senior Wind Band.
In the Fife Schools Burns Competition Madras had winners placed in almost every class, while in the National
Burns Competition 2 pupils won Scottish prizes; Ewan Cameron for piping at S1/2 level and Joanna Stark in
S2 for being the best instrumentalist in the whole competition.
The Pipe Band programme was as busy as ever with the band playing at St Andrews University Alumni Ball,
Dunhill Links Golf Championship Prize Giving Ceremony, St Andrews Festival Torchlight Procession, Birthday
Celebration Events , International Conferences at the Old Course and Fairmont Hotels, The Royal Wedding
Breakfast and The University of St Andrews Midsummer’s Ball.
Action Plan Summary
The development areas identified for session 2011-12 are:
 Attainment
 Curriculum for Excellence
 Improvement Through Self-evaluation.
Social context
Madras
This page presents a range of statistics relating to the social context of the school and its pupils.
Each of the statistics presented is a robust and nationally accepted measure of social deprivation.
Each correlates with pupil behaviour and educational outcomes at cohort/school level (i.e. for groups of pupils).
Free school meal registration (whole school)
Definition: the proportion of pupils on the school roll who are registered for free school meals (FMR).
Advantage: a direct measure of the household circumstances of pupils within the school.
Disadvantage: provides a crude yes/no measure of social deprivation.
Madras
08/09
FMR (%)
4.3
09/10
10.5
Fife
10/11
10.1
08/09
09/10
13.2
17.2
National
10/11
08/09
17.5
12.3
09/10
10/11
14.4
15.2
Note: eligibility for free meals was extended in August 2009
SIMD profile (S4 cohort)
Proportion of S4 roll (%)
Definition: proporton of S4 pupils living within each decile of the Scottish Index of Multiple Deprivation.
Advantage: provides a fine-scale measure of the social context within which pupils live.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
Madras
40
Fife
30
20
10
0
More deprived
D1
Madras
Fife
Less deprived
D2
D3
D4
SIMD decile
D5
D6
D7
D8
D9
D10
0
0
0
7.6
2.7
12.7
10.7
35.4
16.2
14.8
6.7
12.2
10.8
9.6
11.7
9.4
9.6
9.5
14.1
6.5
Note: proportions have been suppressed when pupil numbers are less than 5.
SIMD employment deprivation (school catchment)
Definition: proportion of working age population who are employment deprived (e.g. unemployed).
Advantage: measures the strength of the local economy and labour market which school leavers enter.
Disadvantage: relates to labour market conditions for all working ages, not just school leavers.
Madras
08/09
Employ. deprived (%)
4.4
09/10
4.9
Fife
10/11
-
08/09
11.6
09/10
13.2
National
10/11
-
08/09
11.6
09/10
13.1
10/11
-
Attendance (%)
91.3
89.9
89.4
90.1
90.3
90.3
90.9
91.1
91.2
Absence (%)
8.5
10.0
10.5
9.7
9.5
9.6
8.9
8.8
8.7
Temp. exclusions (%)
0.2
0.2
0.1
0.2
0.2
0.1
0.2
0.2
0.1
Staying on rates
S5 staying on rates represent the proportion of the relevant S4 roll who were on the S5 roll in September.
S6 staying on rates represent the proportion of the relevant S5 roll who were on the S6 roll in September.
Staying on rates have been taken from STACS, published by the Scottish Government in August 2011.
Madras
08/09
09/10
Fife
10/11
08/09
09/10
National
10/11
08/09
09/10
10/11
S5 September
85
82
85
76
75
78
78
81
83
S6 September
71
73
72
58
61
64
45
50
54
Leaver destinations (all leavers)
The table below shows initial destinations on leaving school for all leavers in the years ending 2008, 2009 and
2010. Data is taken from the initial School Leaver Destination Return, collected in the September of each year.
Further details can be found in: School Leaver Destination Report (Skills Development Scotland).
Madras
07/08
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
Number of leavers
331
283
307
4,120
3,888
3,979
58,844
53,532
54,097
Positive destination (%)
90.9
88.3
89.9
86.2
85.7
86.6
86.4
85.6
86.8
Higher Education (%)
49.8
51.2
45.6
29.7
31.9
32.8
31.1
34.9
35.7
Further Education (%)
22.1
24.4
29.3
34.2
37.0
37.1
24.8
27.0
27.1
0.9
0.0
1.0
4.0
3.8
4.5
4.9
5.1
5.2
17.8
12.7
14.0
18.2
12.9
12.0
25.3
18.4
18.5
Training (%)
Employment (%)
Unemployed (%)
6.6
11.0
8.8
12.1
13.7
13.0
12.4
13.1
12.6
Seeking work (%)
6.0
9.9
6.8
10.8
12.1
11.7
10.9
11.5
11.3
Not seeking work (%)
0.6
1.1
2.0
1.3
1.7
1.3
1.5
1.6
1.3
2.4
0.7
1.3
1.7
0.6
0.5
1.1
1.2
0.6
Unknown (%)
School outcomes
Madras
This page presents a range of statistics about educational outcomes for pupils at the school.
Each of these outcomes is known to be influenced by the social context of the school.
Attendance, Absence and Temporary Exclusions (whole school)
The table below gives a summary of attendance, absence (authorised or unauthorised) and temporary
exclusions; these are shown as a proportion of possible half days attendance.
Further details can be found in: Summary Statistics for Schools (Scottish Government, Dec 2010).
Madras
07/08
Attendance (%)
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
91.3
89.9
89.4
90.1
90.3
90.3
90.9
91.1
91.2
Absence (%)
8.5
10.0
10.5
9.7
9.5
9.6
8.9
8.8
8.7
Temp. exclusions (%)
0.2
0.2
0.1
0.2
0.2
0.1
0.2
0.2
0.1
Staying on rates
S5 staying on rates represent the proportion of the relevant S4 roll who were on the S5 roll in September.
S6 staying on rates represent the proportion of the relevant S5 roll who were on the S6 roll in September.
Staying on rates have been taken from STACS, published by the Scottish Government in August 2011.
Madras
08/09
09/10
Fife
10/11
08/09
09/10
National
10/11
08/09
09/10
10/11
S5 September
85
82
85
76
75
78
78
81
83
S6 September
71
73
72
58
61
64
45
50
54
Leaver destinations (all leavers)
The table below shows initial destinations on leaving school for all leavers in the years ending 2008, 2009 and
2010. Data is taken from the initial School Leaver Destination Return, collected in the September of each year.
Further details can be found in: School Leaver Destination Report (Skills Development Scotland).
Madras
07/08
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
Number of leavers
331
283
307
4,120
3,888
3,979
58,844
53,532
54,097
Positive destination (%)
90.9
88.3
89.9
86.2
85.7
86.6
86.4
85.6
86.8
Higher Education (%)
49.8
51.2
45.6
29.7
31.9
32.8
31.1
34.9
35.7
Further Education (%)
22.1
24.4
29.3
34.2
37.0
37.1
24.8
27.0
27.1
0.9
0.0
1.0
4.0
3.8
4.5
4.9
5.1
5.2
17.8
12.7
14.0
18.2
12.9
12.0
25.3
18.4
18.5
6.6
11.0
8.8
12.1
13.7
13.0
12.4
13.1
12.6
Seeking work (%)
6.0
9.9
6.8
10.8
12.1
11.7
10.9
11.5
11.3
Not seeking work (%)
0.6
1.1
2.0
1.3
1.7
1.3
1.5
1.6
1.3
2.4
0.7
1.3
1.7
0.6
0.5
1.1
1.2
0.6
Training (%)
Employment (%)
Unemployed (%)
Unknown (%)
Appendix 4
Madras College Cluster 5 – 14 Attainments 2010 – 11
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
09
93
88
100
89
84
89
94
82
75
92
94
94
85
94
87
84
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10
92
85
75
93
96
78
88
91
85
82
96
82
75
95
87
86
Writing
11
90
84
80
85
100
77
63
86
74
50
95
98
72
98
84
85
09
90
83
100
88
81
84
72
78
71
69
87
91
72
96
82
79
10
92
87
100
93
89
65
59
87
72
55
85
97
59
95
81
80
Maths
11
88
89
80
83
87
73
50
88
71
25
94
88
60
92
80
80
09
93
91
100
94
86
95
89
88
63
62
94
97
85
97
87
86
10
86
87
50
97
93
87
76
82
84
64
94
97
75
99
87
86
11
86
86
100
93
80
85
81
88
79
38
95
95
76
98
86
86
FME
16
26
0
10
14
15
22
8
10
17
11
10
9
4
12
23
Roll
Classes
78
215
8
195
32
40
27
188
226
13
182
72
240
151
1667
In Writing and Mathematics, Madras College Cluster schools have maintained previous high attainment results
Schools, at a time of transition to the new Curriculum for Excellence, have maintained their focus on raising
attainment
Some schools are subject to large fluctuations in attainment due to the very small sample of pupils involved
Areas for Improvement

Examples of good practice and
achievements


A renewed focus on reading outcomes will benefit pupils at a time of transition to CfE
All Madras College schools use performance information to track pupil progress and to plan interventions
appropriately
Individual and collective pupil achievements are celebrated by each school and there have been notable
4
10
1
7
2
2
2
7
10
1
8
4
10
7
successes recorded by pupils throughout the cluster.
Appendix 5
EDUCATION SERVICE
WHOLE SCHOOL ATTAINMENT AND ACHIEVEMENT REPORT
2010-11
The Waid Academy
The Waid Academy
Whole School Performance and Achievement Report
School Context
The Waid Academy serves the coastal villages of the East Neuk of Fife. This year the school celebrates
125 years since its opening to learners although the school itself was established earlier than that and
the original funding for the foundation of the school goes back to the early 19th century. We are a nondenominational, co-educational, comprehensive secondary school with c735 pupils in session 2010-11.
Within the premises alongside teaching rooms there is a support base for learners who for a variety of
reasons are experiencing difficulties in accessing learning. The school is also open in the evenings and
at weekends for Community Use.
Associated schools
The Waid Academy has 8 Associated schools in the session 20010-11 benefitting from the re-zoning of
Lundin Mill Primary School and Kirkton of Largo Primary School
 Anstruther Primary School
 Colinsburgh Primary School
 Crail Primary School
 Elie Primary School
 Pittenweem Primary School
 St Monans primary School
 Lundin Mill Primary School and
 Kirkton of Largo 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 has benefitted
from a high number of placement requests over recent years.
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. 14 core teaching rooms are
accommodated in hutted accommodation: Computing, Chemistry, 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 (57.8 fte), Admin/Clerical (8), Business Manager, Librarian,
Technicians (4), Janitorial (3 + toilet attendant), Support Assistants (7), Teaching Auxiliary (1) and
Visiting Specialist teachers in Music (8)
The school has strong links with external organisations and agencies such as Skills Development
Scotland , Pupil Support Services, Social Work, Educational Psychology, Police, Health Services,
Elmwood College and has extensive links with businesses in the local area.
Staying on rates are very healthy and the school is in the strong position of having an exceptionally
high percentage (96.1% of leavers) attaining positive destinations on leaving school. This is well above
the Fife and national averages. Exclusion rates are minimal and have been reduced dramatically in the
last 2 years.
Broad School Aims
The school’s aims are reviewed annually. They were created in consultation with parents and are
stated in the School Handbook. They also form the focus of the annual School Improvement Plan. A
copy of the school’s aims values and vision is also posted in the reception area of the school and in the
main corridor
By S4
5+ @ SCQF level 3
5+ @ SCQF level 4
5+ @ SCQF level 5
By S5
1+ @ SCQF level 6
3+ @ SCQF level 6
5+ @ SCQF level 6
By S6
3+ @ SCQF level 6
5+ @ SCQF level 6
1+ @ SCQF level 7
Areas of Strength by S2, 4, 5 and 6
School
89%
77%
35%
40%
24%
12%
39%
29%
21%
Fife
92%
76%
32%
42%
23%
10%
31%
21%
16%
National
93%
78%
35%
44%
26%
12%
35%
23%
15%
By the end of S2
Reading - By the end of S2
In the period 2007-11 attainment in reading has increased steadily to the current level of 83% achieving
Level E by the end of S2. The school has improved relative to comparator schools and is now well
above similar schools. Top quartile
Writing - By the end of S2
Attainment in writing has improved since 2007 with 72% achieving level E by the end of S2. The school
is now well above similar schools.
Reading and Science results by the end of S2 are in line with expectations from PIPS P7 and other
SOSCA subjects. Top Quartile
By the end of S4
5+ @SCQF Level 4 has increased by 2%
5+at SCQF Level 5 has increased by 4% and is above Fife and in line with National figures.
By the end of S5
1+ @ level 6 although down 4% from last year is still above the PIPS predictions for this level (NCD 6)
3+ @ Level 6 is above Fife figures and 7% above PIPS predictions and is sitting in the middle of our
comparator schools at NCD 5
5+ is above Fife and in line with national figures and is sitting in above the middle of our comparator
schools at NCD 4
By the end of S6
3+ @SCQF Level 6 has increased by 6% and is well above Fife (8%) and above National (4%) NCD 4
5+ @ SCQF Level 6 has increased by 5% and is well above Fife(8%)and above National (6%) NCD 4
1+ @SCQF Level 7 has increased by 9% and is above Fife (5%) and above National (6%) NCD 3
S4 Subject attainment over time:
Positive trends –
5 Year: Int 2 Mathematics and biology, SG Biology, Int 1 Biology 3 or 4 year: SG English, Int 1
Mathematics. Current year SG Administration
S5 Subject attainment over time:
Positive trends –
3 Year: H English, H French. Current Year: H RMPS. Change: H PE
S5/6 Subject attainment over time:
Positive trends –
5 Year: H Art and Design. 3 or 4 Year: H French. Current Year; H RMPS. Change: H English
Leaver Destinations (positive) 96.1% - This is the highest in Fife and sits very high nationally.
Departments at NCD 1, 2 or 3 against comparator schools nationally
13 new SCQF Level 3 and 4 Employability Awards
12 Young Enterprise Awards
7200 hours of Millennium Volunteers Awards
3 National Progression Awards
Areas for Improvement by S2, 4, 5 and 6
By the end of S2
Maintain levels in English Reading and Writing, improve Mathematics by 2%
By the end of S4
Secure 5+ @ SCQF level 3 for all learners
5+ @ level 4 - Although in line with Fife and National levels we would aim for some improvement in
to be in line with PIPS predictions for this level.
By the end of S5
Attainment at each level (1+ @ level 6, 3+ @ level 6 and 5+ @ level 6) while above PIPS predictions will
be focussed on.
By the end of S6
Attainment at each level (3+ @ level 6, 5+ @ level 6 and 1+ @ level 7) while above PIPS predictions will
be focussed on.
S4 Subject attainment over time
Standard Grade - Craft and Design, Graphic Communication
S5/6 Subject attainment over time
Higher - Geography
Examples of Good Practice and Wider Achievement
 S3 learners submitted 2 video presentations as part of the Radiowaves ' Light, Camera,
Parliament' National competition.
 S3-S6 learners participated in the Model United Nations Weekend Conference in Edinburgh
which recreates the United Nations committee structure and gives each school a specific
country to debate on behalf of.
 A number of S3 Art and design pupils attended an Artist study day. Second place gained in the
MUSA Young Artist Award at the Museum of the University of St Andrews
 'Outstanding' Advanced Higher Work identified by SQA. This was put on show at an exhibition
of work to inspire others. .
 Achieved Fair Trade Status by a number of initiatives including putting on a Fashion Show,
talking to the community (local businesses) about the importance of Fair Trade, running a stall
on Fridays, having a 'Go Bananas' Day, taking part in the schools annual Christmas Fair and
creating cross curricular links with other subjects such as Home Economics and RMPS.
 S5/6 PSHE class successfully held a Holocaust Memorial Evening following a visit to
Auschwitz by two learners.
 Rev. Arthur Christie visited to talk to S1 pupils about Christianity in the local area.
 ‘Big Bang and Belief’ The Higher and Intermediate RMPS class had a visit from Dr Rachel
Gilmore from the Observatory in Edinburgh. Discussion of how faith and scientific research can
work together took place.
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Girls Junior and Senior Dodgeball competition ran for the first time with S4 boys as referees.
This event being run by peers gave leadership roles and expanded the opportunities available.
1st/2nd year netball lunchtime club initiated for the first time in a number of years
Christmas Fayre – organised by enhanced curriculum group. Stalls identified and craft work
done in preparation. Promotion of the employability skills which they have been working on.
Work with Fife Rangers engaged in cleaning and repairing Fife Coastal path.
Diversify - With Fife Fire service. Group involved in looking at the work of Fire Officers and
Fire prevention.
Estate management – Cambo. Working in partnership with the Erskine Estate to develop a
variety of land based skills.
Steps to work - 4th years working with Anstruther Nursery - Christmas show put on for the
toddlers group at Anstruther Primary. Organised by s4 learners in conjunction with the Nursery
Steps to work - 4th years engaged over a term with Ladywalk care home.
National Gallery Trip, Edinburgh for S4-S6, Nov 2010 This was to develop the skills of critical
analysis in major works of art.
Kellie Castle Portrait Sculpture Trip, May 2011
Scottish Food and Drink Challenge Interdisciplinary Project, June 2011. Carried out with S1
learners involved in 4 subject departments producing and marketing a product which was
assessed by employers, Skills development consultants, external agencies, etc
Christmas Card Design Competition held for all S1 learners with successful candidates work
being produced for sale and for distribution.
Activities week, 'Withie' Sculptures. Learners given experience in a new art form producing
sculptures for display in school
Anstruther Fisheries Museum Art Competition 2011, Senior category – Waid Academy, 1st, 2nd
& 3rd prize winners.
S6 Education Conference at the Rothes Halls. All S6 involved in this conference raising
aspirations and providing information.
AWARE placements giving a one week work experience - positive comments all round from
pupil visits
Skills for life courses in early education, beauty therapy and practical cookery are going well
with positive pupil feedback
Safe Drive Stay Alive road show for senior learners to learn about the issues regarding young
drivers.
S1/2 Talk competitions - All S1/S2 learners took part in the annual talk competition with the
winners from each class going forward to the public final
Donald Dewar memorial debating Tournament – debating team won through to the second
round of this prestigious debating competition.
Pushkin Writing competition – run by the English department for junior learners
Novelist Michael Grant - question and answer session as part of a visiting author initiative
'The P Word' – S1 question and answer with the cast of the play in association with the Byre
Theatre.
S3/4 - Theatre trips - 'Journey's End' and 'Romeo and Juliet' , S5/6 - Theatre trip - 'Othello',
Rotary debate – Inter House debate run in partnership with Anstruther Rotary Club. External
judges with teams linked to member of English Dept staff. Teams made up from S3 – S6
debaters.
Music trip Holland 2010 – learners visited Holland during first week of the summer holidays
and performed in community venues.
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Success in exams of the Associated Board of the Royal Schools of Music. Numerous learners
passed these examinations at a variety of levels.
Success in the exams of Trinity Guildhall College of Music: Numerous learners passed these
examinations, some at very high levels
2011 Fife Festival of Music - Winners of Piano Duet Class, guitar class and the Woodwind
Ensemble won their class and the David Reid Memorial Trophy
Learners took part in Summer concert, inter school musician of the year, Fife Youth Orchestra
concert, school awards ceremonies, inter-house debating competition, East Area String
Orchestra and Windband concert, Fife Schools String Orchestra, , Fife Schools Windband
Concert, Fife Youth Wind Band, Kingdom Fiddlers concert, Voicebox concert, Concert party for
Elie ladies group, French exchange ceilidh, Fife Schools’ Burns competition and National
Schools’ Burns Competition. The Waid Singers, were awarded the Senior Cup in the East Neuk
Emergency Trust's Last Choir Standing Competition.
The P7 Maths Road Show. Maths department workshops run by senior learners for all the
primary 7 pupils from associated primaries.
UK Maths Challenges. In the Junior and Intermediate events we were successful in all three
categories achieving Gold , Silver and Bronze Awards. The Senior Challenge saw Bronze.
Learner invited to take part in a Maths Challenge Day at Stirling University as a result of her
score in the Intermediate Challenge.
RYLA Camp – 2 learners (one male, one female) from S5 selected by interview by Rotary to
attend a leadership camp in Aviemore
Euroscola – Candidate from Advanced Higher French sent to Strasbourg to attend a European
Youth Parliament with students from a number of European countries.
Litter picks – Organised by Eco Schools Group as part of the Keep Scotland Tidy campaign. S2
litter picks in local area.
Scotland in Bloom – Group from Support identified to develop the front garden areas and to
establish a ‘garden in a boat’.
Scottish Fisheries Museum Art Competition – the Art department entered young artists into this
competition with considerable success.
Pittenweem Gala – senior learners helped in the organisation of the input to the festival from
young people in the Pittenweem community.
French/PE cross curricular theme – S1 Physical activity (Petanque) run by the PE dept with
scoring and instruction in French.
Active Schools Ambassadors – 2 Active Schools Ambassadors were identified and trained. They
later trained other Ambassadors in schools across Fife. This scheme is to be expanded to 14
Ambassadors in the next session.
Sports Awards Dinner – The achievements of team players throughout the year were celebrated
at an official function with guest speaker and parents. Awards were voted for at both Teacher
level and Player level.
Dalguise PE Trip organised for those learners who train and perform regularly in school teams.
Aim was team building and to build on the strengths of individuals.
School Garden – work is ongoing by the Support department with individual learners to
tr5ansform the overgrown school garden into a planned sensory garden This has required
extracting concrete and back-filling and re-seeding grass areas, moving the pond and planning
the pathways. Learners involved in this would be entered for SQA Employability Awards
Geography/Biology trip to May Island Social Subjects cross-curricular local study – This event was jointly planned by each of the social
subjects departments to give a broad understanding of the local environment, historically,
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geographically and socially.
Science Fair – organised by the Science department for all Higher candidates in the sciences. In
partnership with St Andrews University a number of internationally renowned scientists gave
practical demonstrations and talks to outline possibilities of taking scientific studies further.
Buddy Training – All S6 candidates who volunteered were given training in ‘Buddying’
younger learners with support needs
Beauty Therapy course- Delivered in partnership with Elmwood College as an increase in
curricular options available to S4 learners
S2 Enterprise activity with St Andrews University – 6 Advisers from St Andrews University
worked with all of S2 in developing a ‘Design a mobile phone’ initiative which took place over a
full day
Waid Academy Recordings – Young Enterprise group organised and ran 2 highly successful
Band evenings
That’s so crafty – second Young Enterprise team worked on craft items for sale
New York trip organised by Business Education Department including visit to hear of the work
of the United Nations and visit to ground Zero to look at effects of terrorism.
Blue Light Disco – organised in partnership with CLD, Police and other agencies at 3 times
throughout the year.
Waid Academy Girl’s Group – Developed through Active Schools to provide activities which
would encourage more girls to be involved in physical activity
World Aids Day – organised by the Health Promoting Schools Group to raise awareness of the
plight of those suffering from AIDS on a global scale.
East Neuk Emergency Trust – 2 senior learners sat on the Trust group and organised a coffee
morning for the elderly in Pittenweem with entertainment to raise the profile of the work of the
Trust
Scottish Government Focus Group met with learners to take their views on issues for young
people.
S5/6 organised a walk to raise money for LoveOliver childrens charity
Traditional skills – boat-building carried out in conjunction with the Scottish Fisheries Museum
leading to an Employability Award.
GLOW training – carried out for all learners to demonstrate the uses of GLOW and access to
this incredible online resource for learning.
CEOPS training- All S1 learners given instruction in internet safety and child protection online.
Primatologist visit – all Biology and Human Biology SQA candidates were given presentation
by a working primatologist.
Port Edgar sailing trips – developing sailing skills for all age groups in summer term.
Love Oliver fund-raising, Blythswood Care Buckets of Love, Breast cancer fund-raising and
White Ribbon Campaign put forward by learners as worthy recipients of extra fund-raising.
RNLI SOS day – Charities committee organised this event bringing RNLI members in to present
4 different workshops on the work that the local lifeboat does.
Learners from the school entered for Fife Schools cross country, Fife schools multi-event,
Gymnastics (Bronze medallists), Road relay and other sporting events.
King Creosote concert organised by the Young Enterprise Company to raise awareness of the
developments and necessary upkeep of the Hew Scott Hall in Anstruther.
Inter house golf, swimming, tennis, football, rugby, hockey, netball, badminton competitions all
took place with high participation.
Drama Class after school run by two members of Adam Smith College Theatre group. Open to
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all years
Fair trade go bananas – Initiative led by the Fair Trade group using bananas as the central
theme.
Kids of Steel Triathlon – 10 S1 learners took part in this as part of a taster of different sports
organised by Active schools
S1 cake decorating competition – run by the Home economics department with all S1 learners.
Judged by Teaching staff and External partners.
Black Watch visit organised for all S3/4 learners studying history. Presentation followed the
involvement of the Black watch in the First World War as part of the Standard Grade
curriculum.
S1 China week – Cross curricular theme week where departments across the school looked at
some aspect of China appropriate to their curriculum. Chinese society, Chinese New year,
writing, numbers, language etc.
S3 Health day – organised by 17 senior group through Health Promoting Schools aimed at
promoting healthy bodies and minds. The days activities spanned Physical, Social and mental
Health with very positive feedback from learners.
Talent show – organised by the Young Enterprise Committee with all auditions, organisation,
marketing and technical support being organised solely by learners
Business Dynamics – S5/6 Business Education learners took part in a two day workshop
dealing with business roles and organisation with practical workshops in marketing and
management.
Tobacco Issues Conference – run by the health promoting Schools group for all S1 to raise
awareness of effects of overuse of tobacco
Positive Behaviour Awards – over 400 learners received Gold Awards for positive behaviour
throughout the year. They were given options during the activities week
Family Ceilidh organised by Music department and Enhanced curriculum group. All
organisation carried out by learners.
Advanced Higher French Paris Trip to immerse learners in the French language as part of the
course.
Advanced Higher History Orkney Archaeological Field-Trip – Numerous sites in Orkney linked
specifically to the Advanced Higher course were visited with input from Ranger Service and
Historic Scotland
S1 Literacy day for all learners. Log books being kept for a week to show literacy across the
curriculum to highlight that literacy skills are developed in subjects other than English.
Planetarium visit as part of the S1 science elective a group of learners was arranged to study
‘Communication in Science’
First chances St Andrews University – S3 and S4 high achievers linked to St Andrews University
for residential week and for year long project resulting in graduation ceremony. Projects on
original pieces of research with link tutors
Perth Prison visit – group of learners identified by support staff visited Perth Prison and had
talk from inmate about making choices.
The school allotment has been developed by Support Services in the school giving learners the
chance to develop practical skills and an understanding of self-sufficiency.
Business Partnerships – an extensive list of partners who help provide a wealth of experiences
for our learners has been created.
8 learners completed the World challenge trip to Morocco including trek, community work in a
school and rest and recreation.
Eco braid was awarded to those who had shown long term commitment to the Eco Schools
working group.
 Arts ties and braid were awarded to those that represented the school or had given a high level
of commitment to music.
Action Plan Summary
 Improvement in attainment
Widening of mentor system; further development of RATE within E1; provide curricular areas
identified in attainment reviews with support to improve; introduction of attainment referrals.
 Improving learner’s experiences –
Departmental focus on active learning and engaging all learners. Create challenges based on higher
order thinking skills. Provide more choice in curricular areas. Audit of formative assessment
approaches across the curriculum. Development of learning opportunities linked to Experiences and
Outcomes of CfE and to need across all learning areas. Development of Learning and Teaching toolkit.
 Meeting learning needs –.
Further development of Restorative Approaches with appropriate CPD provided in school CPD
calendar. Further development of courses for specific groupings e.g., Natural Connections. Develop
stronger links with CLD partners e.g. Project Griffin, ice-breakers, etc.
 Improvement through self-evaluation –
Agreed programme in place. Develop method of presenting and retaining evidence.
 Policy review and development –
Evaluation of homework policy, Primary/Secondary transition policy, quality assurance calendar and
self-evaluation policy.
 Evaluation and development of the Curriculum –
Curriculum task group to take lead in CfE developments. Attainment, Assessment and Achievement
secondment post to produce plan for each area. Further development of Curriculum for Excellence
plans in all departments and faculty areas; Further extension of enhanced curriculum provision.
Introduction of more choice and personalisation. Development of new electives. Development of
progression routes. Audit staff awareness of responsibilities within outcomes and experiences for
literacy, numeracy and Health and wellbeing. Audit of Outcomes and experiences across school within
new courses. Major development of new National courses for S3-S6. Links with FE Colleges to be
enhanced to provide greater choice and experiences. Assessment of distance learning courses for
senior learners.
 Expectations and promoting achievement.
Exploration of ePortfolios through GLOW and similar exploration of the use of the monitoring module
in e1 to identify best practice.
 Engaging with local community
Increase in links with local businesses in particular with work experience
 Teaching for effective learning
Appropriate CPD to develop this to be put in place. Teacher Learning Community set up. New
classroom observation policy to be implemented. Secondment post in ‘Leading learning’ to produce
improvement plan and CPD programme
 Staff development and review –
HT PRD to be completed. CPD & Review cycle to be completed for all staff. In-house CPD programme
introduced. Cluster CPD developed. Staffwise survey developments identified.
 Leadership of improvement and change –
development of leadership opportunities within the school community. Clarification of leadership
roles.
 Managing and use of resources and space for learning
Continue to work with Education Department and building Services to improve the physical
environment. Business Resilience Plan
Social context
Waid Academy
This page presents a range of statistics relating to the social context of the school and its pupils.
Each of the statistics presented is a robust and nationally accepted measure of social deprivation.
Each correlates with pupil behaviour and educational outcomes at cohort/school level (i.e. for groups of pupils).
Free school meal registration (whole school)
Definition: the proportion of pupils on the school roll who are registered for free school meals (FMR).
Advantage: a direct measure of the household circumstances of pupils within the school.
Disadvantage: provides a crude yes/no measure of social deprivation.
Waid Academy
08/09
FMR (%)
8.1
09/10
Fife
10/11
10.7
08/09
11.1
09/10
13.2
17.2
National
10/11
08/09
17.5
12.3
09/10
10/11
14.4
15.2
Note: eligibility for free meals was extended in August 2009
SIMD profile (S4 cohort)
Proportion of S4 roll (%)
Definition: proporton of S4 pupils living within each decile of the Scottish Index of Multiple Deprivation.
Advantage: provides a fine-scale measure of the social context within which pupils live.
Disadvantage: relates to the area where a pupil lives, rather than individual/household circumstances.
Waid Academy
40
Fife
30
20
10
0
More deprived
D1
Waid Academy
Fife
Less deprived
D2
D3
D4
SIMD decile
D5
D6
D7
D8
D9
D10
0
-
-
8.5
13.4
12.7
30.3
10.6
21.1
0
6.7
12.2
10.8
9.6
11.7
9.4
9.6
9.5
14.1
6.5
Note: proportions have been suppressed when pupil numbers are less than 5.
SIMD employment deprivation (school catchment)
Definition: proportion of working age population who are employment deprived (e.g. unemployed).
Advantage: measures the strength of the local economy and labour market which school leavers enter.
Disadvantage: relates to labour market conditions for all working ages, not just school leavers.
Waid Academy
08/09
Employ. deprived (%)
8.3
09/10
9.1
Fife
10/11
-
08/09
11.6
09/10
13.2
National
10/11
-
08/09
11.6
09/10
13.1
10/11
-
School outcomes
Waid Academy
This page presents a range of statistics about educational outcomes for pupils at the school.
Each of these outcomes is known to be influenced by the social context of the school.
Attendance, Absence and Temporary Exclusions (whole school)
The table below gives a summary of attendance, absence (authorised or unauthorised) and temporary
exclusions; these are shown as a proportion of possible half days attendance.
Further details can be found in: Summary Statistics for Schools (Scottish Government, Dec 2010).
Waid Academy
07/08
Attendance (%)
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
91.6
90.8
90.9
90.1
90.3
90.3
90.9
91.1
91.2
Absence (%)
8.2
9.1
9.0
9.7
9.5
9.6
8.9
8.8
8.7
Temp. exclusions (%)
0.2
0.1
0.0
0.2
0.2
0.1
0.2
0.2
0.1
Staying on rates
S5 staying on rates represent the proportion of the relevant S4 roll who were on the S5 roll in September.
S6 staying on rates represent the proportion of the relevant S5 roll who were on the S6 roll in September.
Staying on rates have been taken from STACS, published by the Scottish Government in August 2011.
Waid Academy
08/09
09/10
Fife
10/11
08/09
09/10
National
10/11
08/09
09/10
10/11
S5 September
75
88
79
76
75
78
78
81
83
S6 September
59
66
65
58
61
64
45
50
54
Leaver destinations (all leavers)
The table below shows initial destinations on leaving school for all leavers in the years ending 2008, 2009 and
2010. Data is taken from the initial School Leaver Destination Return, collected in the September of each year.
Further details can be found in: School Leaver Destination Report (Skills Development Scotland).
Waid Academy
07/08
08/09
Fife
09/10
07/08
08/09
National
09/10
07/08
08/09
09/10
Number of leavers
166
130
142
4,120
3,888
3,979
58,844
53,532
54,097
Positive destination (%)
94.0
91.5
90.1
86.2
85.7
86.6
86.4
85.6
86.8
Higher Education (%)
45.2
46.2
41.5
29.7
31.9
32.8
31.1
34.9
35.7
Further Education (%)
26.5
29.2
30.3
34.2
37.0
37.1
24.8
27.0
27.1
1.2
0.8
2.8
4.0
3.8
4.5
4.9
5.1
5.2
21.1
15.4
15.5
18.2
12.9
12.0
25.3
18.4
18.5
Training (%)
Employment (%)
Unemployed (%)
5.4
7.7
9.2
12.1
13.7
13.0
12.4
13.1
12.6
Seeking work (%)
4.8
6.9
8.5
10.8
12.1
11.7
10.9
11.5
11.3
Not seeking work (%)
0.6
0.8
0.7
1.3
1.7
1.3
1.5
1.6
1.3
0.6
0.8
0.7
1.7
0.6
0.5
1.1
1.2
0.6
Unknown (%)
Waid Academy Cluster 5 – 14 Attainments 2010 – 11
Reading
School
09
10
Appendix 6
Writing
11
09
10
Maths
11
09
10
11
FME
Roll
Classes
Anstruther PS
75
81
86
72
77
70
79
83
85
14
269
10
Colinsburgh PS
64
84
89
80
73
84
76
84
86
19
51
3
Crail PS
86
94
91
77
66
70
98
89
87
9
82
4
Elie PS
100
95
100
90
92
100
100
95
100
4
54
3
Kirkton of Largo PS
95
94
90
79
94
85
100
94
90
8
36
2
Lundin Mill PS
93
96
93
81
89
91
92
94
92
5
133
6
Pittenweem PS
93
83
86
82
73
76
84
83
86
14
78
4
St. Monans PS
84
80
87
76
68
80
87
77
92
26
99
5
Waid Academy Cluster
84
87
89
77
78
79
87
86
89
13
802
Fife Primary
84
86
85
79
80
80
86
86
86
23
Areas of Strength
Areas for Improvement
Examples of good
practice and
achievements
Cluster schools continue to perform near or above the Fife average in all key areas, all of which show an improving trend.
Collegiate working practices are strong and schools collaborate effectively to support improvement.
Transition links are effective and supported through a well established programme with The Waid Academy.
Writing remains a priority for improvement.
Rights respecting and eco initiatives are well established in the cluster.
Cluster schools continue to celebrate children’s wider achievements in both school and community.
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:





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:



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






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