Saint Ninian’s High School
School Improvement Plan
Audit 2014-15
Prayer for Teachers and Staff
As teachers and staff we are called to set an example of God’s love through educating and guiding those
in our care. Help us to continue to be open to learning and knowledge throughout our lives, and to teach
others with patience, love and respect.
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Dear Colleagues
We are now finalising our Improvement Plan for 2015-16. It is therefore a good time to look back over
what has been achieved. 2014-15 has been an exceptional year with success recognised across the full
range of school life. I know that as we finalise our strategies for the 15-16 Plan, we can do so with
confidence, as we build on our work to date and the enduring talent of our people.
From our audit that we can identify attributes that unite and drive us forward to achieve our goals: we
are passionate about what our school offers to our young people, professional in the way we work with
and for our pupils, parents and colleagues; innovative and progressive in our approach to whatever we
do, in the way we work with our young people, and in the manner we share our successes.
We are attentive of the many national and local challenges that we face. We recognise that we must be
focused on our key priorities, and show agility in the way we adapt to meet and influence everevolving circumstances, while enabling the talent of our young people and staff to flourish,
empowering them to take ownership of their work to realise our shared goals. It is our ambition to
create an exceptional learning environment, which puts our young people at the very heart of what we
do, along with a focus on the career long professional learning of colleagues.
The CLPL programme will be at the heart of our 15-16 Plan supporting, developing, and harnessing
the professional knowledge and skills of our talented colleagues from across the school. The
programme will aim to develop the capacity of our school to tackle some of the complex issues we
currently face – raising attainment, particularly those who experience disadvantaged, promoting the
spiritual, personal, social & emotional wellbeing of our young people, getting it right for every child.
Our recent review of learning & teaching and the pupil experience highlighted the high quality of
academic standards and the very positive learning experience. We received the highest possible ratings
from our young people, parents and teaching colleagues.
Nationally the school was recognised as the highest preforming secondary school in Scotland for
academic attainment by the end of S6, and was recognised as achieving the highest SLDR Positive
Destinations figures. Results across all national benchmark indicators are well above the national and
ERC average rates for attainment and destinations; a great outcome.
We are now in the process of developing our Plan for 2015–16, (Year 3 of our SIP), and several key
themes, which will underpin it, are aimed at building on all these successes. We will continue to be a
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school which puts the wellbeing of young people and the quality of learning and teaching at the heart
of all we do. We will aim to continue to develop excellent staff through our CLPL programme. We
will seek to further enhance the quality of learning through our work on teaching for effectiveness and
we will commit to improving the leadership of young people within a culture of service to others.
While detailed decisions have still to be taken, one important one is already in place. We will continue
to be a school that puts the Gospel at the heart of all we do.
2014-15
Our work this year has placed a strong focus on improving high-quality and equitable outcomes for all.
We have taken substantial action aiming to eliminate the inequity which exists amongst pupils from
different backgrounds. Our efforts to date have been directed at answering the following questions:
 How are we performing in terms of attainment? (Attainment refers not only to exam
performance, but also to key skills for life and work, including literacy, numeracy and other abilities
across the four capacities, according to evidence available).
 How can we improve attainment?
 How can we achieve more equitable outcomes across the social spectrum of our school?
The following illustrates the action being taken to deliver on our priorities:
Improving intervention
We have directed resources to support classroom practice. This has been critical in helping overcome
difficulties faced by many pupils. Key to success is a strong focus by teachers to intervene where
concerns have been identified and promoting classroom strategies that we know improve attainment.
There is a clear message that underachievement is not an option.
Promoting social and emotional wellbeing
There is a focus on improving the wellbeing and life chances of pupils. Ensuring pupils are included,
engaged and involved, promoting positive relationships and behaviour are evident in our work and
evidence shows that our actions clearly mitigate the effects of disadvantage.
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Promoting healthy lifestyles and tackling health inequalities
We have offered a wide range of physical, social, cultural and spiritual opportunities through our wider
achievement programmes which have involved large numbers of pupils and staff in activities that
promote healthy lifestyles crucial to tackling health inequalities.
Providing high quality learning and teaching
High quality learning and teaching has resulted in better outcomes for all young people, particularly
those from disadvantaged backgrounds. High quality teacher dialogue and feedback has helped pupils
develop a better understanding of their learning and how to improve progress and attainment.
Providing focus and support targeted to needs and abilities
We have identified and addressed barriers to engagement and learning, in line with Additional Support
Needs legislation, and Getting it Right for Every Child, and our work has contributed enormously to
improving the life chances of our most vulnerable pupils.
Promoting the use of evidence and data to evaluate and improve closing the gap in educational
outcomes
We have used the wide range of evidence and data, emerging from Insight, the new online
benchmarking tool, and from ERC, to identify those young people not realising their full potential,
putting in place pastoral and subject strategies that make a tangible difference.
Evidence-based curricular change
Curriculum for Excellence, Getting It Right for Every Child, Teaching Scotland’s Future and the Post16 Widening Access agenda have provided the framework that has shaped our curriculum and focus
on closing the equity gap and raising attainment for our young people.
Our curricular changes have made a difference to improving attainment, social and emotional
wellbeing, professional learning, and self-evaluation. Evidence illustrates strong progress in improving
pupil performance, including literacy, numeracy, & equity of outcomes.
Engaging families and communities
Helping parents support their child’s learning and having shared ambition, aspirations and expectations
have been vitally important strategies in raising attainment. Working with our families we are
addressing the impact of deprivation through using local services that impact on the life of our young
people. Using ERC services and partners have been crucial in meeting individual needs. The work by
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pastoral and DHTs with families has clearly supported teachers in closing the equity gap. Examples
include:
1. Working with teachers to explore new and innovative approaches to tackling inequality
Innovative departmental approaches to learning and teaching and partnership arrangements
with Colleges have been shown to address inequality in education outcomes.
2. Promoting Professional Learning to address the equity gap
We have used research to provide succinct and easily accessible advice for teachers and
support staff, providing a platform for understanding the impact of deprivation, identifying
effective ways of minimising its impact.
Conclusion: What more can be done in our school?
We will continue to increase and maintain the focus on equity through appropriate curricular design
and high quality teacher practice. We will continue to utilise proven approaches that make a difference
to delivering better outcomes for young people experiencing disadvantage.
Improved school and departmental evaluation will help teachers distinguish between proven,
promising and unproven approaches and help us implement the curriculum design and planning
decisions that raise attainment for disadvantaged pupils.
Priority 1
Develop teacher knowledge, understanding & confidence in applying assessment approaches for
CfE & Qualifications (moderation, tracking, recording, profiling & reporting, quality assurance)
Robust assessment approaches continue to be developed within departments building on the excellent
standards previously developed through the national qualifications.
Departments are developing and applying assessment approaches in line with BtC 5 advice and SQA
guidance for new national qualifications. Assessments identify breadth, application & challenge in
each curricular area.
Teachers use a range of techniques to assess performance, track progress and moderate standards.
Departments are applying assessment approaches in line with SQA guidance for new qualifications.
Departments and SQA Nominees have worked collegiately supporting verification in all subjects.
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Verification has provided departments with a reassurance that they are successfully meeting the
national standard in the new qualifications for their subject.
Professional learning activity on verification has been provided to support the needs of staff.
Tracking continues to be refined further developing the programmes we use for the BGE (S1-S3) and
senior Phase (S4-S6).
Principal Teachers have been trained on the use of Insight and training was offered to all staff during
the session.
Principal Teachers have used data from Insight when assessing SQA performance within their Faculty.
This has enabled them to identify areas for improvement.
Insight has given a very positive picture across all 4 of the main national dashboard measures,
Literacy and Numeracy, Leaver Initial Destinations, Improving Attainment for All and Attainment
versus Deprivation. The school compares extremely well against the Virtual Comparator in all areas.
Using Insight, ERC data and school data we track attainment using the SIMD deciles to identify the
gap between advantaged and disadvantaged pupils.
New reporting system has been implemented for S2 tracking more effectively pupil progress through
the BGE. This new format will be introduced for all year groups as of the start of next session 15-16.
For S1-3 and S5, wider achievement profiles have been introduced in for use in discussion at parents’
evenings. These are being introduced for year groups this, and next, session. They have enhanced
discussions with pupils and parents with a focus on wider achievement as well as progress in learning.
Professional Learning has featured strongly in the work of teachers:

SQA NQ Internal Verification Toolkit being used within school & departments.

Attendance at Understanding Standards SQA Courses.

Understanding Standards course & unit specifications and PA Reports being used to develop
lessons, timelines, assessments and resources for use in the new courses.

Additional staffing being deployed to develop National 1 and National 2 courses.

Reporting being developed to reflect the advice in BtC5

Cluster working developing a shared understanding of quality assurance & moderation
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The ‘Assessment Working Group’ was tasked with providing advice that would help the school to
develop a framework to assess ‘Progress and Achievement’ and ‘Monitor and Track Progress in the
Broad General Education’.
The Assessment Working Group established had representation from all departments in the school.
The Group was led by Gerry O’Neil, DHT & Margaret Gorman, PT Development.
The Working Group discussed S2 Reporting and teachers revised the structure of S2 Reports
Gerry O’Neil & Margaret Gorman trained staff on the new Reporting system. A S2 Reporting
reference help sheet was produced for teaching staff to aid the introduction of the new format.
Tracking BGE was the focus of a presentation to all teachers on Inset Day 6 (May 2015)
We will continue to develop our understanding of assessing the BGE across all subjects in line with
teacher judgements and professional dialogue.
Pastoral staff continued to develop Profiling in S1-S3 with the introduction of Profiling Booklets for
GIRFEC( Health & Wellbeing) and Wider Achievement. These booklets will be used at key points
with pupils and with parents at our Year Parents’ Evenings.
The Confidential Overview has provided teachers with up-to-date information on pupils who have
recognised barriers to their learning. Through period by period registration teachers can access the CO
enabling the class teacher to target resources to address needs and improve outcomes for pupils.
Tackling Bureaucracy
We have regularly offered practical assistance to address unnecessary bureaucracy.
Our assessment advice, taking account of Education Scotland and SQA Guidelines, has provided
guidance to support teachers’ understanding and confidence in assessment.
Examples of good practice in teaching and learning, advice on monitoring and tracking progress, and
key messages on assessment are available to teachers.
We will continue to challenge evidence of excessive bureaucracy through our evaluation processesThe
weekly HT Bulletin regularly re-inforces the need for teachers to tackle any issue that would lead to
increasing bureaucracy.
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Priority 2
Improve teaching, learning and attainment in literacy & numeracy
We have enhanced the staffing in English and Maths at key times during the year to support literacy
and numeracy.
Standardised test data is used to identify the literacy and numeracy gap for pupils in S2 from the
lowest deciles. This data has identified pupils requiring support in literacy / numeracy.
We now have a S1/S2 database incorporating standardised test and subject assessment data. We
benchmark professional judgement to standardised test information and departmental assessment
evidence using Levels 2-4 / SCQF 4/5. DHTs discuss with PTs the standard of progress & attainment
being achieved. Teachers use assessment data to track, monitor and review pupil progress.
We are in the process of development the S1 tracking database based on both teacher judgements and
information previously gained from the primary school.
We have issued an S1 Advice Booklet to parent on developing skills in literacy.
Restructuring classes in S1 in English & Maths has supported pupil literacy as well as attainment.
We have increased reading engagement through the Paired Reading scheme for poor readers in S1
using S6 tutors.
S6 tutors have been used to help with learning and attainment across all subject areas.
Staff shared good practice on promoting literacy and numeracy.
The National Qualifications for Literacy and Numeracy will be used to track & measure pupil progress
and provide robust evidence of attainment in literacy and numeracy.
The PT Development, and colleagues in the Literacy Group and Numeracy Group, have worked with
colleagues to develop further our approaches to embedding Literacy and Numeracy Across the
Curriculum. The work has included:

Literacy, Numeracy and Health & Wellbeing Displays in all classrooms

Cluster Parent booklet produced (Numeracy)

CPD delivered on literacy and numeracy

All departments visited to discuss Common Language and Methodology (Numeracy)
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
Literacy Steering Group set up. It has been working on common approaches to assessing
literacy across the school. These have been trialled by the working group and are to be rolled
out to staff across the school.

All departments making use of a consistent Literacy label for correction of written work. Visits
to departments to discuss literacy across the curriculum.
Priority 3
Continue to develop the Broad General Education for pupils in S1-S3
Pupils continue to experience a broad general education appropriate to their needs with clear evidence
of pupil progression through S1-3. CfE principles permeate courses and promote coherence, continuity
and progression, challenge and application in learning.
Coverage of experiences and outcomes is consistent with prior achievements & future learning needs
& aspirations.
The school timetable delivers a comprehensive broad general education appropriate to the needs,
aspirations and choices of the pupil.
Learner Pathways allow breadth, choice, progression & personalisation through BGE up to, and
including, the 3rd level. 4th Level Experiences and outcomes are incorporated into subject courses.
Pupils progress to 4th Level before the end of S3, laying the foundations for learning and qualifications
in the Senior Phase.
We continue to discuss with PTs the validity and reliability of assessments used in S1/S2.
DHTs and PTs have discussed the ‘Evaluating and Improving our Curriculum S1-S3’, ‘toolkit’ helping
to evaluate our curriculum. The publication and associated professional learning papers have provided
a framework for further discussion ascertaining our understanding of the purpose and features of BGE.
We will update the audit of experiences and outcomes across all curriculum areas discussing with PTs
& teachers how the experiences and outcomes are planned across all curriculum areas through to the
end of S3.
We are using the Education Scotland ‘Professional learning resource: Assessing progress and
achievement,’ as a starter paper designed to support professional practice in assessing progress and
achievement of a level within the Broad General Education. It will be used in future discussions with
DHTs and PTs when reviewing current practice.
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The current Year Head devised S1/S2 database is identifying pupils who are under-achieving.
Scrutinies of pupil work and analysis of attainment data continue to feature in discussions with PTs
teachers, pupils and parents.
Continuity and progression from P7 to S1 has been developed further through Cluster working, and P7
curricular involvement.
The P7 Whole Year Group Day activities further developed and promoted skills for learning and skills
for life, leadership skills, communication skills, etc.
A P7 Profile for those pupils transferring to Saint Ninian’s in August 2015 will be developed to
support our S1 Profile of Attainment.
Priority 4
Develop the transition from Broad General Education curriculum to Senior Phase
The curriculum from S1 provides a highly effective foundation for progression to the Senior Phase
with clear evidence of a very smooth transition for pupils.
The school plans, supports and delivers a wide range of opportunities and experiences to enable pupils
to make informed choices through the Options programmes.
Parents are fully involved in all curricular decision making activities from S1 onwards. Parent
Questionnaires, Parent Focus Groups, Report evaluations, Information Evening Evaluations confirm a
very high level of parental satisfaction and trust.
The BGE offers pupils the opportunity to experience specialisation and choice which is facilitated
through effective timetabling
The flexibility of our curriculum offers pupils a wide range of options for choice of qualifications on
entry into the senior phase.
Choice and personalisation promote breadth, challenge, application and depth of learning.
Pupils experience appropriate progression routes across a wide range of options.
There are three reviews of progress and attainment for each year group. Year Heads, PTs curriculum
and pastoral, and classroom teachers monitor and discuss progress with pupils.
Observation of classroom experiences and scrutinies of pupil work are a key element of our approach
to improve pupil attainment.
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In-Service Day 6 (May 2015) provided a professional learning opportunity with teaching colleagues to
discuss the meaning of the BGE as it pertains to the young people of our school.
Priority 5
Develop the Senior Phase curriculum offering opportunity and access for all
The school offers an extensive range of 16+ learning opportunities through all subjects.
Very effective partnerships have been developed with HE/FE, training providers & employers.
The recent publication Education Working for All Report from the Commission for Developing
Scotland’s Young Workforce, has shaped further the curriculum we offer.
We are implementing the recommendations relevant to Secondary schools and delivering a wide range
of popular vocational courses which align with advice contained in the Report.
Developing employability skills and improving positive and sustained destinations has been a priority,
preparing young people for the world of HE, FE, training and work, ensuring pupils leave with a firm
foundation for their future. Our work in this area is a model of excellent practice, with outstanding
participation in post-school learning, training and employment.
We work in close partnership with SDS and ERC officers to deliver on the outcomes identified in the
School-SDS Agreement.
Careers Education programmes for specific year groups continue to be developed and further success
is recognised in the ever increasing attendance at the Careers Evening
The use of the careers website has increased with more employment opportunities being posted and
advertised on twitter.
A group of S5 pupils are currently engaged in a LinkedIn Pilot Scheme related to career CVs and
recoding of achievements.
The S4 Work Experience programme has seen increasing numbers of pupils taking part in rich
experiences at home and abroad travelling as far afield as Hong Kong, USA, Dubai.
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We continue to identify approaches that have the greatest impact on pupil destinations. The work with
pupils from the lowest deciles and those with additional needs has been exceptional.
The curriculum provides progression routes from BGE through to the Senior Phase & qualifications
framework. The curriculum for our Senior Phase offers wide-ranging opportunities for pupils and these
have been published in a Review of the Senior Phase issued to all staff in 2014.
Our School Circular, A Curriculum for Excellence was issued to teaching staff in August providing a
rationale for the curriculum we offer from S1-S6. It incorporates:

The faith rationale for our curriculum

S1-3 experience BGE

aspects of the curriculum that are the ‘responsibility of all’ staff

monitoring and tracking progress

universal support for young people

transitions from primary and post 16

Senior Phase

key features of effective curricular provision

The relationship of self-evaluation to school improvement
Through regular whole school and departmental discussions, teachers have a clear understanding of the
progression pathways from BGE into the Senior Phase.
The timetabled pathways provide an all-encompassing framework for progression for our pupils.
Principal teachers and colleagues are preparing national qualifications Route Maps for Higher which
are outlined in the very comprehensive Senior Phase pathways booklet. Departments have created
detailed guidance covering course outlines, unit content, and over-arching information on progression,
assessment, and verification.
Pupil work scrutinies are evident in departments. Year Heads & PTs work closely reviewing
appropriates of courses, classroom standards, learning & teaching, pupil progress.
Health & wellbeing, physical activity, opportunity for personal achievement, service to others & world
of work are all incorporated very successfully into our Senior Phase Curriculum.
Reviews of pupil options, progress and wider achievements, confirm the effectiveness of the
curriculum, which meets the needs of all learners.
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Success is confirmed in our exceptionally positive destination statistics and outstanding S6 leaver
attainment.
Additional resources have been provided to departments to support the development & implementation
of the new qualifications.
A series of parental Information Evenings are held for Year Groups offering information and advice
about the new qualifications. Pupils and parents are aware of the new courses, the curricular pathways,
attainment levels, timelines, assessment and reporting procedures within the qualifications framework.
Parents are fully involved in the evaluation of these evenings. Parent questionnaires, Parent Focus
Groups, Report evaluations, all provide valuable feedback to teaching staff.
We have seen increased participation and stay-on rates over the last 5 years and this has led to
improved figures for positive destinations for pupils in the lowest 20%,
The DHT (S5) has developed a register of Senior Phase opportunities. This provides a summary of
wider involvement appropriate to each pupil and specific to post school aspirations. The intention is to
promote healthy lifestyles and tackle educational and wider opportunity inequalities.
Departmental timetables include cooperative teaching/additional staffing and access to rooms which
meet pupil & departmental needs in areas such as ICT and exam accommodation. The impact of this
has been to provide a focus on providing high quality learning and teaching in a school with very tight
accommodation.
In the Senior Phase, Parents’ Evening Staff Briefings now include a ‘curriculum summary’ ensuring up
to date accurate reporting of each subject to parents. This information includes general structure of the
all courses, deadlines and course assessment criteria (including SQA internal / external weighting).
This ensures parents are aware of course demands and are able to support pupils at home. The impact
of this has been to improve our school’s approach to closing the gap in educational outcomes.
Priority 6
Promote Inter-Disciplinary Learning within the S1-S3 Curriculum
Time was allocated during Term 3 for departments to update departmental practice and identify future
opportunities associated with IDL.
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Catherine McCrea, PT Pastoral, with a number of teaching colleagues convened a Short Life Working
Group collating a register for ‘Learning for sustainability’ as part of our contribution to the national
‘opening up great learning’ programme’.
This information will update the audit that exists of current IDL activities covered in the BGE.
References to Literacy, Numeracy and Health and Wellbeing experiences and outcomes are identified
in subject courses. The audit of subject course coverage of EST and So for Literacy, Numeracy and
Health and Wellbeing will be updated in 2015.
Pupils are encouraged to make connections in their learning through exploring relevant links across
RE, PSHE, Health & Well-Being, Literacy, Numeracy, and collaborative activities which promote
Creativity.
The IDL Briefing Papers have been used to evaluate practice.
IDL is being used to promote the development of higher order skills in, and across, subjects. A
summary document of key, skills covered from S1 to S3 is being developed.
Literacy and numeracy posters for all subjects have been posted in classrooms.
IDL is evident in the learning opportunities offered in/out of class, through the ethos and life of the
school and through contexts for personal achievement.
The school will promote the understanding and value of IDL with parents through Parent Focus
Groups, briefing papers, and Information Evenings.
Health and Wellbeing has been further enhanced through:

Development and introduction of the S1 Health and Wellbeing Certificate.

Development and introduction of the GIRFEC Health & Wellbeing Booklet for S1-3

Development and Introduction of Health and Wellbeing posters for every subject posted in all
classrooms and social areas

A remit for the S6 Health and Wellbeing group who produced and delivered anti-bullying
lessons during PSHE to S1-3.

Highly successful Health and Wellbeing Evening was modified to involve more pupils
including the associated primary schools
Higher Order Thinking Skills will be a focus for professional learning 2015-16.
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Priority 7
Promote, recognise and celebrate attainment and the wider achievement of pupils
Using Insight has strengthened teacher understanding of issues affecting attainment, with departments
able to compare the performance of pupils in each docile, 1-10.
The Year Heads for S1 and S2 analyse information from the Standardised Tests (P7 and S2) and
identify the strengths and weaknesses of the pupils in Literacy and Numeracy. This has enabled the
DHT to work with PTs English, Maths and Learning Support, to put in place a support programme for
pupils at risk of underachieving.
Pupil Progress can be tracked using the ST Data and anomalies identified. This data is shared with the
PTs of all other subjects allowing teachers to develop strategies which best meet the needs of pupils.
Using national data on average tariff scores and the SSLN we compare the performance of pupils
living in the most deprived areas with their peers living in less deprived areas. Concerted action is
being taken by to close the gap between the most deprived 20% and least deprived 20%.
Average tariff scores are used as an overall measure of attainment calculated for each pupil based on
their total attainment at the end of S4, S5, and S6. Performance across all defiles is exceptional when
compared to the virtual comparator school. Improved attainment and a closing of the attainment gap
are clearly evident.
DHTs and PTs continue to the use national and ERC data and published research to support their
current work. During the course of the school year DHTs and Pastoral PTs scrutinise Interim Reports
and Full Reports. This is to ensure that all pupils are working and attaining to the best of their ability.
Teachers and support staff are conscious of the complex nature of breaking the link between poverty,
deprivation and educational outcomes. Descriptions of the action we are taking to address identified
concerns are outlined below:
We improved pupil-teacher class ratios ensuring that young people are supported in small groups, oneto-one teaching, and peer tutoring, co-operative learning.
The Year Head for S4 provided outstanding support for all departments introducing the new National
Qualifications (N4 and N5) for the first time
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Working with partners in ERC Education Department, Further Education and SDS the school has
introduced an outstanding Study Leave Development Programme for S4 pupils who are sitting none
and /or very few National 5 SQA Examinations.
Pupils and their parents have responded well and praised the programme seeing it as an excellent
stepping stone into the school’s vocational curriculum pathways programme.
We have reviewed school and departmental initiatives and identified approaches that successfully
close the gap and an evaluation has been issued to all teaching staff.
We have increased teaching support for pupils experiencing social, emotional & behavioural issues.
The impact on the attainment for such pupils has been excellent.
We have promoted a very wide range of co-curricular activities and monitored the uptake from pupils
from low-income households.
‘Study support’ in its various guises has made a significant impact on attainment across all subjects,
and in literacy and numeracy e.g. S6 mentoring.
Year Heads, pastoral and subject PTs, and teachers, recognise and celebrate the achievements of pupils
from S1 – S6. Good use is made of the advice contained in School Circular DR 15. We structure a
range of award categories using defined criteria for recognising achievement.
The most recent review of pupil, teacher, staff and parent views carried out by Jonathan Cumming
highlighted high levels of pupil, parent and teacher satisfaction.
We continue to direct time and effort to the following areas:

collate and analyse attainment data to identify wider involvement, offering recognition across a
range of indicators

the use of departmental ‘Recognising Achievement’ guidelines and the promotion of pupil
involvement in departments and school life (see School Circular)

Pupil Council meetings and focus groups to discuss and review pupil engagement

improve parental awareness of the range of awards and criteria for pupil success

use the regular reviews of S1/S2 and S3-6 SQA attainment data to track improvement for those
with the fewest UPS points

give SQA recognition to pupils with additional needs for the curriculum they follow
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
promote further opportunities for pupils to exercise leadership and responsibility

use the structure of the e-portfolio to help pupils capture their best achievements to date and
use this information as a focus for discussion at parents’ evenings.

develop pupil knowledge & understanding of higher order skills, and identify ways pupils can
demonstrate these skills in their review of attainment and wider involvement.
The PT Development has promoted the Recognition of Wider Achievement through

School website/Twitter

Organising Peer Awards/Diana Awards/Convenor Awards/Saltire Awards

All pupils in S6 Programme recognised for voluntary work with a Saltire Award (to be given at
Graduation)
The DHT for S6 has further enhanced student opportunities:

Identified and introduced further means of supporting pupils in their learning:

Timetabled tutorials for Advanced Higher were introduced providing additional support

Organised application and interview preparation classes for Oxbridge candidates

Developed the Medic Interview prep programme introducing an Interview Workshop evening

Modified the S6 Diploma to allow for more personalisation and inclusion of skills

S6 pupils received training to become paired readers for S1 pupils as well as visiting one of the
associated primaries for World Book Day

Introduced the Human Body Structure and Function programme for S6 pupils in partnership
with West College Scotland. Pupils participating in the programme have seen an increase in the
applications to Medicine/Dentistry/Science and a high success rate in the number of pupils in
being offered a place in these areas of study. All students who participated in the Course
passed at SCQF Level 8.
The DHT reviewed and further enhanced the P7 Transition Course with the addition of further
opportunities in Home Economics, PE, Technical, Maths, Music, and Science.
P7 Induction day was modified to allow assessment of literacy skills. This will assist in early
identification of the lowest 20%, allowing further support to be put in place when the pupils enter S1.
Working closely with departments the ambition is that data is recorded and that S1 tracking
spreadsheet is produced ensuring that that first year pupils are supported immediately in their studies.
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The development of a Wider Achievement Booklet and PowerPoint lesson by DHT allows pupils to
reflect on, and record, wider involvement (to include all extra-curricular opportunities, Faith life), and
the higher order skills developed. This has encouraged pupils to be pro-active in seeking opportunities
and informs parents of progress and successes.
Wider Achievement Booklet is now used as part of the parents’ evening discussion.
The introduction of the wider achievement booklet along with the parental report has been introduced
to promote further parental and pupil discussion about the holistic development of our young people.
Through assemblies, pupils are actively encouraged to seek out opportunities for wider achievement.
This has led to an increase in the number of pupils involved in the Saltire Award.
Within PSHE, PTs Pastoral have established a programme for pupils to maintain their e-portfolio.
Priority 8
Continue to develop and promote the ethos of our school
Central to our vision and mission has been preparing pupils spiritually to face the challenges of society
through being a caring, supportive and prayerful school community with Christ at the centre of all we
do.
Pupils are encouraged to lead and participate in activities that promote the religious & spiritual life of
our school. The Catholic Leadership programme for pupils has been a very successful development
and one where we can build further opportunities for young people to put their faith at the service of
our school community.
We have introduced a number of pupil faith development initiatives ranging from the caritas award,
worship group, and music at St. Cadoc’s Parish. Our Faith Report provides detailed information on the
extensive range of work we do.
We are reviewing the aims of the Catholic school and identifying its distinctive characteristics
associated with pupils, parents, staff, and our parish communities. We are offering in-service for staff
on this particular theme.
The school continues offer an excellent range of experiences to develop pupils’ talents by challenging
them to give of their very best in all they do.
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Pupils achieve great academic success recognised in ERC & national data as measured against
comparator schools and the virtual comparator.
Through assemblies, the groundwork is put in place preparing pupils spiritually to face the challenges
of society.
Through the recent Diocesan Lenten Catechesis pupils have had the opportunity to both share and
celebrate their faith with other young people of the Diocese.
S1 pupils actively encouraged to attend Mass with Friday being a main focus. Pupils have taken up the
opportunities of being readers and altar servers
Pupil encouraged to be involved in school life by volunteering in a number of roles i.e. visiting
primary schools, helping at information nights etc.
We have improved the attainment of the lowest performing 20%.
The level of attainment of pupils at SCQF levels 4, 5, 6, and 7, is exceptional.
We have increased pupils gaining 5 awards at SCQF levels 4, 5, 6 & 1 Award at Level 7.
We continue to take action to help those individuals who are underachieving
Our analysis of pupil performance is evidence-based, contextualised, & incorporates the systematic
monitoring of impact and continued support for the pupils. We pay particular attention to: SIMD
index, looked after, carers, additional needs, gender, ethnic, difficult family circumstances, social,
emotional, personal concerns.
When reviewing data we identify ways to make the marginal gains that make a difference to the life
chances of each pupil.
A S5 target setting exercise by the DHT saw 33% of year group having an additional individual
interview with the Year Head (using Full report/prelim results and tracking data) to focus on individual
targets/SQA exam preparation to ensure each individual fulfilled their potential and maximised
personal success. Targets were signed off by parents. The impact of this work has been very positive
with departments providing focused support and help targeted to identified needs.
Attainment reviews are carried out each time a Report is produced (x3) developing a pupil action plan
that is monitored closely by the Year Head, and responsible PTs, Pastoral and Curriculum, and class
teacher. PSAs provide valuable support for those most in need.
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The action plan identifies the small meaningful improvements that if taken can add up to a remarkable
improvement for each pupil. We identify areas where the pupil requires making the changes and
through monitoring knowing if the gains are being made.
We offer an extensive range of religious, social, academic, sporting & cultural activities with very high
pupil and staff participation rates.
With the support of our Community Learning Partners we have seen an increase in the number of
pupils participating in Bronze, Silver and Gold the Duke of Edinburgh award programme. 2015-16
will see the DofE programme being offered to S3 and S4.
We continue to strengthen collegiate working, engaging staff in professional learning, building a
skilled and confident profession and workforce.
Our teachers make a major contribution to the Career Long Professional Learning (CLPL) programme
with high participation in activities which enable staff to develop their leadership skills.
Attendance at In-Service programmes, whether in school or external, is very high.
The CLPL programme is updated each term and developed in response to school priorities and the
priorities of teachers identified through the PRD programme.
Leadership and empowerment are seen as central to education quality and our commitment to tackling
inequality, promoting professional values and personal commitment to social justice.
Pastoral support remits & professional review and development discussions have focused on pupil files
review and year group responsibilities.
National developments are raised at DMs and a PLA programme continues to develop the skills of the
pastoral team and which also articulates with the GTC Standards. The impact of this work is to ensure
good practice and consistency in the pastoral team and that every pupil is known and fulfils their
potential at each stage thereby improving their social and mental wellbeing.
Teacher education is recognised as fundamental to improving outcomes and the high levels of
participation in professional learning and commitment to developing classroom practice has
undoubtedly helped make a major impact on improving outcomes for pupils.
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We continue to take forward the recommendations of Teaching Scotland’s Future: A Review of
Teacher Education in Scotland. We have brought to the attention of teachers the current guidance and
advice from the Scottish Government, the General Teaching Council for Scotland, the Scottish
Teacher Education Committee, the Scottish College for Educational Leadership, and ERC.
Our professional learning programme is focused on supporting teachers at different stages of their
careers. We provide resources, advice and guidance on professional learning and extensive leadership
opportunities, constantly improving our capacity building and professional engagement across the
school.
The capacity of staff has been enhanced by offering a wide range of opportunities to exercise
leadership in the life of the school, in departments and in pastoral care. Our programme of career-long
professional learning builds on the current strengths of our CPD programme and extends the concept
of the reflective and enhanced professional.
DHTs have participated in the national Flexible Routes to Headship programme. A number of PTs
have participated in the ERC Leadership programme.
Teachers have engaged with colleagues across ERC in an extensive array of ERC Authority activities
and national engagement events.
PT Development has been engaged in:

restructuring the CLPD Programme for 2015-16 to allow staff greater ease of access to
opportunities linked to their targets arising from the PRD & Professional Update process.

reviewing with NQT/Student mentors on In-Service Day 6 the current value of the CPD
programme aiming to further improve the CLPL Programme

inviting staff to identify the training they would like to see included in the programme
(leadership opportunities etc.)

developing CPD for 2015-16 on Higher Order Thinking Skills and Learning and Teaching
National support materials are regularly drawn to the attention of teachers through the School Bulletin,
e.g. SQA News and ES website. Staff make use of the ERC Intranet and Education Scotland online
service to further their professional knowledge and understanding.
The school provides a comprehensive programme of professional guidance and support for PGDE
students and Newly Qualified Teachers.
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Teachers are working within the ERC framework to improve their knowledge and understanding of the
Revised National Guidance on Professional Review and Development.
The DHT with responsibility for CLPL has:

Created a Professional Update folder on the All Staff Shared Area with relevant
documentation which is refreshed with new GTC information.

Presented on Professional Update by visiting departments offering a “walk through” of the
procedures on the ERC CPD Manager and outlining the “sign off” procedures.

Led workshop(s) on the completion of the online Plans and Records explaining to teaching
colleagues the process and what it entails.

Liaised closely with NQTs and mentors to discuss progress and areas of development,
ensuring all NQTs were consistently receiving the expected level of support.

Convened a series of meetings with NQTs, to discuss progress and any needs, arranging
and reporting on an observed lesson.
PT Development is developing a programme for colleagues that supports CLPL and Professional
Review and Development, and which will also complements the GTC Professional Update process.
The evaluation of teacher experience of the CPD is done through formal and informal discussions with
teaching and support staff.
The school is working with ERC to implement the seven year national ‘Developing the Young
Workforce Programme’.
Staff have been issued with an A4 Summary outlining how our work is fully aligned to this
programme developing skills for learning, life and work within school with a focus on enhancing work
experience and careers education programmes, improving opportunities for those in Deciles 1-3 and
other who experience disadvantage. The ambition is to achieve a positive destination for all leavers.
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We have used CPD programme to further discussions with colleagues on the effects of poverty and
disadvantage on attainment and wider achievement and how the attainment gap might be addressed.
We are using the Education Scotland ‘Health and Wellbeing: Responsibility for all’ Booklet to develop
our staffs understanding of the links between Health & Wellbeing and GIRFEC. We are currently
evaluating our practice with PSAs.
The Inspection Advice Note 2014-15, updated expectations for the curriculum and improvement
through self-evaluation is being used to review current practice.
DHTs and PTs have been taking a closer look at QIs 1.1 (Improvements in performance) and 5.9
(Improvement through self-evaluation, Theme 1- Commitment to self-evaluation, Theme 2 Management of self-evaluation, and Theme 3 - School Improvement).
Summary
Improvement Plan 2015-16 (Year 3)
The 15/16 Plan focuses on the following key strategic priorities:

Progression in learning and evaluating achievement 3-18

Supporting Improvement

Literacy and Numeracy

Career Long Professional Learning

Support for engaging parents and carers

BGE & Senior Phase Pathways

Employability and skills (DYW)

Using data to support improvement

Tackling bureaucracy

Supporting the new National Qualifications

A community of faith, love and learning
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Icon
Christ the Teacher
As we all have different gifts, we
all have different methods and
ways of understanding and
interpreting the word of God.
Icons can be a useful way of
receiving God’s teaching, and are
often thought of as “theology in
line and colour.”
According to the Jesuits, for
whom Christ the Teacher is an
important image, “the icon speaks
the Word afresh when we gaze
and meditate upon it.” The icon
of Christ the Teacher depicts
Christ in a traditional teaching
stance, with a scroll in his left
hand and his right hand facing outwards, signalling to the people to be silent and listen. He is
surrounded by the saints, who have been painted to represent people of all ages, races and genders.
Christ’s inclusivity of all people is recounted throughout the Gospels, from women to the disabled to
the sinners – there is nobody that Christ refused to teach. In the diversity and plurality of today’s
society there is no better demonstration than this for showing the importance of inclusive and lifelong
learning for all. The icon shows how diversity and mutual respect can build communities through
learning, strengthen human relationships and foster love. The open space at the front of the image
invites and welcomes us to join this family and community of learners, and to enter into a personal
relationship with Christ as teacher.
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