Contents - St Andrews & St Brides High School

St A’s and St B’s H S, S & Q Report 2014/15 and IP 2015/16

St Andrew’s and St Bride’s High School

Standards and Quality Report &

Improvement Plan

Session 2014-2016


Page

1. Introduction 3

2. Our Priorities 4

3. Aims of our school 5

4. How well do our children learn and achieve? 6

5. How well does our school support children to

learn and develop? 14

6. How well does our school improve the quality

of its work? 25

7. Improvement Plan Priority 1- Curriculum 28

8. Improvement Plan Priority 1 – Improvement 30

9. Improvement Plan Priority 3 –GIRFEC 32

Contents


St Andrew‟s and St Bride‟s High School is a six year Roman Catholic comprehensive school serving the East Kilbride area. Our school is part is part of a Learning Community with six associated primaries, St Hilary‟s, St Kenneth‟s, St Leonard‟s, St Louise, Our Lady of Lourdes and St Vincent‟s, and we work together with our primary colleagues to maintain an effective continuum of support and learning for our young people. Our school has a roll of 1,350 pupils and a full time equivalent staffing of 89.6 teachers and 14.7 Support Staff. Our current FME is 10.5% and the average Attendance Figure for session 2014/15 was 94%. Our purpose built school building was opened in August 2007 and is attractively placed close to East Kilbride Village. We have very good accommodation and all our classrooms provide a rich learning environment for pupils and throughout the school we have extensive provision to display examples of pupil work in order to celebrate their success and achievements. We have excellent provision for indoor PE facilities with a large Games Hall and two gymnasiums. The Headteacher is well supported by five Depute Headteachers, 15 Principal Teachers of Curriculum and 7 Pastoral Principal Teachers. As a school we aim to be a Catholic, Christian inclusive school community in which the Gospel values permeate all that we do. St Andrew‟s and St Bride‟s High School meets the needs of all pupils by providing a pathway for young people to achieve their potential through an inspiring environment, the provision of excellent learning and teaching and an ethos of hard work. It is a community in which everyone works in partnership to provide an education of the highest quality. Staff have very strong relationships with parents and are dedicated to ensuring that all pupils thrive in an environment which nurtures and supports while equipping them with the necessary skills for a full and productive life. The leadership of staff at all levels helps to ensure that all stakeholders feel valued and are encouraged to make full, worthwhile contributions, to the development of initiatives, policies and procedures. The school has a broad and balanced curriculum. In S1 to S3 pupils follow a Broad General Education programme of study that reflects the principles and practices of Curriculum for Excellence. Interdisciplinary Learning opportunities form a fundamental part of this curriculum with the Personalisation and Choice programme beginning at the end of S2. Students follow 8 subject choices in S3 leading to National Qualification courses at the end of S4. The curriculum then narrows in S5 with students following 5 courses, reducing to 4 in S6. In session 2014/2015 we successfully implemented the new National Qualification programme in all subject areas apart from Higher Computing and Business Management. In addition to being encouraged to achieve the highest standards in academic studies, St Andrew‟s and St Bride‟s High School pupils have the opportunity to participate in a wide variety of extra-curricular interests. More than 20 co-curricular activities are available throughout the year, spanning all stages within the school. We have a number of successful sports teams, dance groups, drama groups, creative writing, debating and public speaking, an orchestra, choir and range of bands. We provide many opportunities for our young people to go on a variety of trips and expeditions locally and abroad. At St Andrew‟s and St Bride‟s we believe that these leisure and school experiences make a very valuable contribution to a young person‟s education. Fiona Mullen Headteacher

Introduction


Our Priorities

Continued improvement of Learning and Teaching

Further develop the curriculum in line with Curriculum for Excellence

To promote an Ethos of Attainment, Achievement and Inclusion

Improve the Leadership of Staff and Pupils

Develop effective Partnerships and Involve Parents


Aims of our school 1. Key performance outcomes

We aim

to develop the physical, intellectual, moral and social well-being of all our young people

to encourage high expectations of academic and personal achievement 2. Impact on learners/Impact on children We aim

To respect the rights of the individual and to promote responsibility for self and others

To offer programmes of learning appropriate to the needs of the individual

3. Impact on staff

We aim to fully engage all staff in the life and work of the school

4. Impact on the community We aim

To involve pupils and parents in decisions which affect he individual and the community

To ensure that all who come in to our school are made welcome in a safe and caring catholic environment

5. Delivery of education/Provision of early education We aim

To offer programmes of learning appropriate to the needs of the individual

To offer the highest standard of teaching and to make the best use of all available resources

6. Policy development and planning We aim

involve staff, pupils and parents indecisions which affect the individual and the community To

7. Management and support of staff We aim

To offer the highest standard of teaching and to make the best use of all available resources

8. Partnership and resources/Resources We aim

to involve pupils and parents in decisions which affect the individual and the community

to offer suitable facilities, appropriate to the needs of all

9. Leadership We aim

to involve pupils and parents in decisions which affect the individual and the community

to provide leadership, vision and direction to enable pupils and staff to maximise their full potential


How well do our children learn and achieve?

Attainment The attainment of children and young people at St Andrew‟s and St Bride‟s continues to be a strength of the school. We are committed to raising attainment and recognising achievement, striving to provide high quality learning experiences at all times and in all contexts. We have maintained consistently high standards of attainment for learners in the majority of curricular areas and levels of presentation, with the attainment of individuals and groups improving over time. Attainment in the majority of measures is well above national levels and those indicated in our virtual comparator school, with our exit figures for S6 pupils being particularly strong. Our pupils and young people perform well when compared with children and young people in similar schools. Pupils also performed better than or equal to the national average relative to the SIMD with the exception of 2 pupils in decile 1. This may be attributed to increased stay on rates and a strong ethos in the senior school that encourages young people to be hardworking and ambitious.


S4 Pupils 58% of our S4 pupils continued to achieve 5+ National Qualifications at level 5, and 34% achieved 8 National 5 awards (a gain of 4% on the previous year), of which 19 pupils attaining 8 Grade A passes.

By the end of S4 as % of S4 roll

2015

2014 2013 2012

8 @ Nat 5 34% 30% 23% 28%

5+ @ Nat 5 58% 58% 54% 55%

3+ @ Nat 4 94% 96% 94% 93%

This information highlights the increase in the number of students achieving 8 awards and the maintenance of those achieving 5 or more passes. For this coming session a particular focus will be on increasing the percentage of pupils in the level 4 and 5 categories. Gender Performance Over the past 4 years the girls have outperformed the boys. This will be a focus for attention in this session.


Early Presentations One S3 pupil achieved National 5 Spanish at A, presented early. Literacy and Numeracy There has been a significant increase in the number of S4 pupils achieving both literacy and numeracy at Nat 5 level over the last 4 years, above the levels indicated in our virtual comparator. Literacy figures are particularly strong, showing a rise of 20% since 2011 with Numeracy figures improving by 7%. However, with our Literacy Strategy now in place and Numeracy a focus of our attention for this session we hope to continue to improve further. S5 Pupils In S5 51% of students achieved at least 3 Higher passes (a gain of 5 % on the previous year), with 25% achieving 5 Higher passes (a gain of 3% on the previous year). 17 pupils achieved 5 Grade A passes.


2015

2014 2013 2012

5 @ Nat 6 25% 22% 28% 23%

3+ @ Nat 6 51% 46% 50% 42%

1+ @ Nat 6 73% 72% 70% 68%

Gender Performance Again, over the past 4 years the girls have outperformed the boys. This will be a focus for attention in this session.


S6 Pupils S6 pupils 60% accumulated at least 3 Highers with 41% amassing 5 Highers and 24% of pupils achieved 1 or more Advanced higher


2015

2014 2013 2012

1 @ Nat 7 24% 25% 26% 21%

5 @ Nat 6 41% 42% 39% 40%

3+ @ Nat 6 60% 59% 55% 52%

However, overall performance in S6 alone did see a drop in performance compared to the last 3 years.

To help address this we are looking to introduce a supported S6 Study Room that students will use during private study periods


Overall progress in attainment figures have been a results of a variety of strategies, including:

Support of Guidance Staff High quality teaching and learning

Continued ethos of high expectations across the school Effective tracking and monitoring Class Performance Letters

Robust analysis of Prelims and Interim Reports

Study skills programme – programme of visits by S6 pupils to S5 RMCE classes

Supported Study at targeted times of the session

HT has two meetings with S5 pupils in group situations (10 pupils per group) Careful monitoring of identified pupils most at risk from losing out Mentoring programme for targeted S4 students

Positive Destinations This session 94% of pupils leaving school found positive destinations which is above the national and SLC figures. However, a focus for next session is to develop stronger partnership working with local colleges and employers, coming more into line with our virtual comparator.

This is a result of a successful Work Experience Programme in S4, and close partnership working with Skills Development Scotland, local colleges and Higher Education establishments.

A comprehensive programme for University applicants was put in place linking with the University of the West of Scotland Step Up Initiative. This session 124 senior pupils successfully applied for university through UCAS.


Opportunities for Wider Achievement Children‟s achievements both within and out with the school are celebrated regularly at Assemblies, Year Group Commendation Ceremonies, our annual Prize Giving and the local and national press. Our TV screens are now also used to celebrate out pupils‟ successes in and out of school. Vocational Awards Dynamic Youth Awards with

31 students completing their awards, 5 students with 1 star, 11 with 2 stars and 9 with 3 stars. 6 students also achieved Youth Achievement Awards, with 3 bronze, 1 silver and 2 gold achieved.

Certificate of Personal Effectiveness (COPE)

15 pupils ASDAN Awards

9 S3 students achieved an ASDAN Bronze Award through the Core Vocational Skills programme What‟s with Work

11 pupils attained various awards through the “What‟s With Work” (WWW) programme in courses such as Beauty, Hairdressing, Hospitality, Early Education and Childcare, Construction Crafts and Performing Manufacturing Operations.

Saltire Awards

57 of our S6 pupils attained the Saltire Award as part of our S6 Volunteering Programme in the local community.

Extra Curricular Activities Our pupils were again very successful in a wide range of extracurricular activities –

Winners of the South Lanarkshire Mathematical Challenge competition. One of our S1 pupils won the Avant Pop Glasgow Kelvin Fashion competition. One of our S6 pupils went to the Euroscola event in Strasbourg in March 2015. She represented

the school and was sponsored by the EK Rotary Club. Runners up in the Scullion Law Society Debating Competition. Winners of 11 medals in a variety of titles at

the SLC Cross Country and Track and Field Championships.

Winners of the Microtyco charity event. Participants in the UDO Street Dance

Championships Finals. One of our S1 pupils competed in the Junior

Maths Challenge and the UK Mathematical Olympiad with the top 100 mathematicians in the UK scoring an incredible 114/135.

Six S2 pupils took part in the South Lanarkshire Go4SET Challenge where they designed and built an eco-friendly hotel and showcased their findings to a panel of judges.

Winners of the Under 18s Lanarkshire League. Runners up in the Under 15s Scottish Cup. In the UK Junior Maths Challenge we achieved 1 Gold Award, 6 Silver Awards & 16 Bronze

Awards. In the UK Intermediate Maths Challenge, we achieved 1 Gold Award, 9 Silver Awards & 24 Bronze

Awards.


Citizenship Our charity work and fundraising grows from strength to strength with pupils and staff raising in excess of £12,000 for a range of charities including SCIAF,

Microtyco, MacMillan Cancer Support, Scottish Mental Health Charity, Poppy Appeal, St Andrew‟s Hospice, East Kilbride Food Bank, Emergency Nepal Tsunami Appeal, Orphanage in Nicaragua, Shoe Box Appeal, Pro Life

Spiritual Development CARITAS The S6 Caritas group ran very successfully and this year 12 pupils volunteered to participate in this timetabled national award. The young people volunteered their time to serve their local school and parish communities through faith witness activities. They deepened their knowledge and understanding of the connection between faith and life. All 12 candidates received their Caritas Award in a special national ceremony in June, 2015

Catholic Education Week Again this year, a significant number of pupils from across year groups participated in Catholic Education Sunday by participating in 6 Sunday Masses in their Parishes as Readers, S6 pupils explaining the role of the Catholic school, being involved in the offertory procession and the distribution of leaflets. There is a very active Pro Life group in St Andrew‟s and St Bride‟s, they were involved in various charity initiatives including attending the School Fayre and similar events in local shopping malls (East Kilbride and Cumbernauld). A very pleasing development was the consolidation of the success of last session‟s strategy to improve attendance at daily Mass during Lent; the daily average attendance was over 50 pupils at every Mass.


Areas for development

To continue to enhance the wider achievement opportunities through increasing the number of pupils presented for Youth Achievement and Dynamic Youth Awards and the introduction of Saltire, VASLAN, John Muir, Duke of Edinburgh Awards IP Priority 1.8

To closely monitor or S6 cohort as they are presented for the first National Qualifications

Examinations in the New Advanced Higher programme. To introduce study area for S6 pupils during private study periods. IP Priority 2.1

To consolidate and improve attainment in S4 - S6 IP Priorities 1.7, 2.2, 2.3, 2.4, 2.7

To further publicise pupil achievements throughout the school and local community. IP Priority

2.8

To monitor gender issues in the S4 – S6 SQA Examinations. IP Priority 2.1

To implement „Excellence in Teaching and Learning‟ as a working policy IP Priority 2.9


How well does our school support children to develop and learn?

Learning Environment In St Andrew‟s and St Brides‟ High School our values and aims help to create a learning environment which promotes

faith and learning in an atmosphere which is happy, disciplined, purposeful and productive excellence and academic achievement in all areas of the curriculum a community which recognises and celebrates the wider achievements of all its pupils the holistic development of all pupils, allowing them to develop intellectually, spiritually and

personally, whilst safeguarding their health, safety and well being an inclusive atmosphere based on our Gospel values of respect, dignity, honesty, integrity,

equality and equity and a belief that our talents and gifts should not only be used for ourselves but also in the service of

others.

Our building is conducive to a focused learning environment. Teaching areas are bright with many displaying stimulating examples of pupil work and commercially produced materials, helping to create a classroom climate which is motivational for students. Each of the six wings has access to 20 portable netbooks, allowing access to digital research materials and online study support via the wireless network. Each classroom is also furnished with digital projectors allowing a variety of media to be used within lessons. Throughout the school positive relationships are evident between pupils and staff, working very well with each other in an atmosphere of mutual respect. Pupils learn through the use of discussion and demonstration, sharing ideas, focusing on solutions and problem-solving approaches.

The whole school benefits from a very close professional working relationship with the school‟s Chaplain and Lay Chaplain. Our Chaplains provide invaluable support to our pupils, staff and their families, particularly at times of family stress and bereavement. The work of our Chaplains is a key feature of the work of the school

Structure of the school week The school operates on 33 periods, with 2 longer days, facilitating periods 1 -7, and 3 shorter days, with periods 1 – 6. Each day begins with 10 minutes registration. The relationship between the Registration teachers and their pupils is central to the success of the Pupil Support system. Where possible, the Registration Teacher moves with the class throughout their time in the school providing not only continuity but depth of understanding of the pupils and their needs. Curriculum The school‟s Curriculum for Excellence (CfE) programme is a forward looking, coherent, flexible and enriched curriculum that provides our young people with the knowledge, skills and attributes they will need if they are to flourish in life, learning and work, now and in the future. .


Broad General Education All pupils in S1 – S3 follow a Broad General Education (BGE), covering 8 curricular areas including Expressive Arts, Health & Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Subjects and Technologies. Across the school, we have used CfE Experiences and Outcomes (Es and Os) effectively to improve many programmes and learning approaches. As a result, children receive a broad and balanced curriculum which not only develops their skills and increases their knowledge but promotes understanding. In Social Subjects pupils in S1 and S2 follow a common course taught on a rotational basis to ensure specialist teaching. Personal and Social Education is integrated into the Religious and Moral Education. Subjects are allocated and delivered as follows:

Subject S1 S2

English 4 5

Maths 5 4

Modern Languages 3 3

Social Subjects 3 3

Sciences 3 3

Music 2 1

Drama 1 1

Art 2 2

Home Economics 1 2

Technical 2 2

Business Education and Computing 1 1

Physical Education 2 2

Religious Education and PSE 3 3

To provide greater depth to learning pupils follow a Personalisation and Choice programme narrowing their curriculum in S3 to 11 subject areas at the end of S2. This session an audit of the BGE took place showing that all level 3 Es and Os were being covered across the curricular areas. S3 Curriculum Programmes of work within S3 have been designed to

address any key Level 3 Es and Os not already covered in S1/2

ensure coverage of relevant Level 4 E and Os

introduce appropriate elements of National 4 and 5 units/courses both to ensure articulation with these courses and to assess each pupil‟s capacity to respond to these challenges

continue to develop skills for learning, life and work provide a smooth transition from the BGE into the Senior Phase

Vocational Opportunities Additional curricular inserts have been added to enhance the curriculum and ensure the needs of all pupils are met. „What‟s With Work‟ (WWW) and „Core Vocational Skills‟ (CVS) programmes help to ensure greater opportunities for vocational skills to be experienced.


Interdisciplinary Learning To ensure that all Es and Os are experienced by all students within the BGE a programme of Interdisciplinary Learning Challenges (ILC) for year groups 1 - 3 has been created and inserted into the school calendar. This session we successfully launched our whole school S2 IDL Challenges on „Enterprising EK‟ and „Disaster Challenge‟. The evaluation from both staff and pupils was very positive. Although connections in learning are becoming clearer across curriculum areas this is an area which still requires further development into S3. 4 Interdisciplinary Learning Challenges now exist ensuring that the majority of Experiences and Outcomes are overtaken by all students before leaving the BGE Phase. This year a fifth project is being implemented to ensure These projects include:

Taste of Scotland Fit for Life Enterprising EK Disaster Challenge S3 E-profiling

Pupils enjoy participating in the ILC projects as evidenced by completed, feedback evaluation sheets. They were particularly enthusiastic about being responsible for their own learning with many showing leadership qualities through taking ownership of presentations to their year group. Cross cutting Themes Literacy, Numeracy and Health and Wellbeing are recognised as whole school responsibilities. This session Literacy was our focus with a Literacy Working Group set up and Lead Learner appointed. This group was charged with carrying out a whole school audit of Literacy Es and Os as well as a survey of how staff felt equipped to cope with the challenges of satisfying these requirements. As a result, a whole school „correction code‟ was produced, now visible in every classroom, in the school homework diaries and on the school website. For this coming session Numeracy will be the focus with the aim of auditing Numeracy Es and Os across the whole curriculum, facilitating the opportunity to showcase examples of Numeracy in action in all subject areas during an inset day and supporting the introduction of a Numeracy File. This session Health and Wellbeing audit and supports will be updated.

Senior Phase In S4 all pupils study 8 National Qualifications with an Options Programme narrowing their curriculum in S5 to 5 subject areas and 3 – 5 in S6. Next session private study periods will be supported by staff from all curricular areas, with two designated study areas identified. In S5 English and Mathematics continue to be compulsory for all students. Next session alternatives to Mathematics will be offered, widening the options available to senior students. A „mock‟ options programme will used to judge interest in other curricular areas.


Leading Learning Young people make a huge contribution to the life of the school and the wider community by taking roles of responsibility in leading assemblies, raising money for charity, delivering club activities and promoting the health and wellbeing programme in school. Some pupils gave presentations on mental health awareness as part of promoting health and well being. Senior pupils assist with the delivery of sport education in our partner primaries and the local community assisting at a number of South Lanarkshire Council sporting events. Within the curriculum a large number of sixth year students lead learning through the Ideas Explorer initiative within the S1 PSE programme, act as Curricular Ambassadors, providing in-class support for younger year groups and students with specific learning issues, and take on the responsibility of Buddy‟s to some of the most vulnerable students in S1. Learning Outside the classroom

Across the whole school students are encouraged to learn out with the normal classroom environment.

For example, in Geography and Science regular field trips facilitate enjoyable learning in real and relevant contexts. In English, History, RMCE, Art, IT and Business, Drama, Music, Modern Languages, visiting speakers and trips to museums and book launches help bring what is being taught in class to life. Transition Primary/Secondary Liaison The evaluation of our primary/secondary transition programme is very good and we continue to ensure effective transition through a continuum of experiences for each child, based not only on an understanding of pastoral need but guaranteed curricular continuity and progression. Curricular programmes in Social subjects, Home Economics and Science were extended with input from Modern Languages now being explored. A very successful „Welcome Lunch‟ for some of the most vulnerable S1 pupils is celebrated in the month of September, organised completely by a group of fifth year students involved in the Core Vocational Skills initiative. To enhance this programme and ensure that all S1 pupils are settling an initiative known as „Pupil of the Week‟ will be implemented next session. This will take place over a five week period, beginning at the start of September.


Broad General Education (BGE) to Senior Phase In S3 students move from the BGE into the senior phase with programmes of work slowly transferring from level 3 and 4 Es and Os over to the National Qualifications. During May of next session all S3 students will complete their S3 e-portfolio during an ILC day, recognising their achievements within the BGE. Post 16 Programme Our S5/6 pupils participate in a rigorous induction programme to ensure that they are being coursed properly for higher and further education, and employment. Each pupil has to study a minimum of 4 timetabled classes. Staff, pupils and parents comment positively on this arrangement which impacts positively on results each year. The Head Teacher and Year Group Heads for S5/6 SMT take responsibility for our S5/S6 pupils and monitor their progress through interviews, encouragement and advice on how to improve grades. The SMT also assist the Pupil Support team in completing the UCAS programme.

Additional Support Needs (ASNs) The school is well supported by our Support for Learning Team of 2.8 FTE classroom teachers and 7 FTE School Support Assistants. This session approximately 235 young people had a recorded additional support need covering all aspects of potential barriers to learning. Of this group, 23 required additional support planning to detail and coordinate the support required. Within the total of 235 young people with ASNs

6 are Looked After and Accommodated

1 pupil has a Co-ordinated Support Plan

5 young people have English as an additional language

2 has Cerebral Palsy

23 have an Autistic Spectrum Disorder

69 have dyslexia or dyslexic-type difficulties

5 have dyscalculia

7 have dyspraxia or verbal dyspraxia

4 have a visual impairment

3 have a hearing impairment

15 have social, emotional and/or behavioural difficulties

13 have significant global learning difficulties

3 have ADHD As well as supporting all young people with an ASN the team also:

Co-ordinated a multi-sensory phonics-based programme for pupils mainly in S1 and S2

Provided a „Staged Intervention File‟, in the form of a „Red Folder‟, with individual pupil detail and strategies for staff to support those young people

Used the SEEMiS „red flag‟ system to identify pupils with ASNs quickly

Provided intensive classroom-based support for 83 young people: 28 in S1, 16 in S2, 19 in S3, 14 in S4 and 6 in S5.

Provided and co-ordinated readers and scribes in all prelims and SQA examinations for pupils who have this entitlement. Pupils entitled to alternative arrangements for assessments for SQA


exams stood at 51 in 2011-12, 44 in 2012-13, 46 in 2013-14 and 46 in 2014-15.

Provided interval and lunchtime support for vulnerable pupils

Offered extensive support, advice and consultation for all teaching staff on supporting pupils with ASNs

Provided one-to-one specialist support for 10 pupils

Run workshops in spelling and paired reading for S1 pupils to improve literacy skills Within the setting of the JAT linked with other agencies including health, social services and

psychological services to share information and put into place a cohesive support plan

Liaised with Pupil Support and Skills Development Scotland to improve flexibility in the curriculum and identify opportunities for training and education thereby supporting pupils in achieving a positive destination beyond school

Worked closely with all associated primary schools, attending review meetings for P6 and 7 pupils and gathering information to aid a smooth transition

Both the numbers of pupils entitled to additional support arrangements and the complexity of needs arising has seen a significant increase from previous years with 47 in 2011-12, 59 in 2012-13, 68 in 2013-14 and 83 in 2014-15. Within the classroom we continue to improve differentiation, particularly through learning tasks and

activities, to meet the needs of all learners. Teachers use a variety of creative and stimulating approaches to cater for different learning styles, including the use of ICT. We also continue to improve the pace and challenge of the BGE through the development of higher order thinking skills.

Partnership Working Our partnerships are based on a shared vision for the school, placing our young people at the core of everything we do. Staff work closely with parents and partners to ensure that barriers to learning are addressed and strong collaboration exists. Clear communication, the sharing of information and expertise and joined up working with partners allows us to improve the outcomes for our pupils, helping us to be effective. Partnership with Parents and Carers The school has a very active Parent Council which meets on a monthly basis and contributes positively to the life of the school. Through the council parents and carers engage with the school helping to shape policy and improve the impact the school community has on the learning of our young people. Through a variety of media the school communicates regularly with parents, keeping them up to date with what the school is doing and trying to achieve. Some of these methods include

Introduction of a new school website

Newsletters

Group call

Reports

Homework diaries

Parent information evenings

Next session we will introduce a new school prospectus to replace the traditional handbook.


Partnerships with other agencies As GIRFEC is increasingly prioritised in schools, we have made more use of INSET training for staff. Our GIRFEC partners are represented on our JAT and it is our main forum in ensuring that our partnership and interagency working meets the needs of all learners. Our partners include

Psychological Services

Social Work

CAMHS

Youth Services

Inclusion

Young Carers

Community Police

Fire and Rescue

Skills Development Scotland

Allied Health Professionals eg occupational health, physiotherapy, speech and language, visual and hearing impairment and dietetics

Chaplaincy Team

St Andrew‟s and St Bride‟s has a very strong and positive Chaplaincy Team. Our Lay Chaplain, Mr John Russell, and School Chaplain, Fr Owen Ness worked closely with an extended Pastoral Team to

support Liturgy, prayer and the spiritual life of the school

help the school to be a community of faith

encourage the pupils to live their faith in daily living

develop good relationships within and beyond the school community

involve pupils in fundraising for charities

continue to develop strong links with our associated Parishes

support the school in its Mission Statement

On Monday, Wednesday and Friday Holy Mass is celebrated in the school oratory. In August our new school Chaplain, Fr Bill Bergin, was appointed. Father Bergin continues to work very closely with pupils and staff to support the work of the school.

Tracking and Monitoring We are highly committed to improving our school. As part of a systematic programme, teachers are encouraged to regularly discuss progress and next steps with pupils. At various times of the year all year groups have a quality feedback discussion with each of their subject teachers. Each pupil has to enter this “quality feedback” into their pupil planner. The quality feedback comments are then the subject of a discussion between each pupil and their Pupil Support Teacher. This motivates the pupils, enabling them to identify relevant ways to set targets and improve their learning. Across all stages within the school pupil progress is formally tracked through the reporting procedures on 3 separate occasions, including two tracking reports and one full report. Year group results are then analysed to help identify pupils at risk of underperforming. Pupil Support staff then work closely with parents and students.


Individual departments use extensive tracking and monitoring systems which include homework, end of unit assessments and class tests, as well as National Qualification information such as NARs, prelim results and predictions. Examples of good practice have been shared amongst Heads of Departments. Supported Study Programme Prior to prelim and SQA examination diets an extensive programme of supported study across all curricular areas was facilitated. This was attended by a large majority of students who reported that it was very worthwhile. Next session this will be extended to include National Qualification „catch up‟ weeks in November and March. Mentoring Following the 2014 S4 prelim results and subsequent report cards, 77 pupils from this cohort were identified as requiring extra support to boost their confidence and maximise their attainment. 26 teachers volunteered to assist with the Mentoring Programme, each being allocated up to three students. Each pupil was issued with a booklet which included a comprehensive programme to support them in Self Evaluation, Target Setting, Time Management and Study Skills. Feedback from mentors suggested that 62 students fully engaged with the programme, 8 pupils partially engaged and the remaining 7 chose not to accept the support offered. Of the 70 pupils who engaged with the programme, 69 improved their academic attainment in the 2015 Examination Diet compared with their Prelim Performance. The vast majority of these pupils‟ performances improved significantly, suggesting a direct link between the mentoring programme and their attainment. Consequently, confidence has grown and those involved have entered S5 with self-belief that should promote success in this academic session.

Next session this initiative will be extended into S5, targeting students aiming for 3 or more highers. For S4 pupils the softer mentoring approach will be replaced with a more robust „Assertive Mentoring‟ programme. End of BGE e-portfolio S3 profiling has provided opportunities for pupils to review, evaluate and direct aspects of their own learning. Next session this process will be facilitated through an interdisciplinary approach. Enterprise and Employability Microtyco In addition to the block of Business Education and promotion of Global Citizenship through RMCE all S1 pupils engaged in Microtyco during the month of November, winning a top award for the school. Coordinated by the Lead Learner this was supported by S1 Form teachers and staff across the school. S6 pupils also supported this venture as part of their voluntary citizenship work.


Work Experience Almost all S4 pupils took part in a successful work experience, supported by local businesses and employers. The positive links between the school and industry in the local community have been evidenced by our continued participation in the Year in Industry Programme - two pupils were offered placements on the programme. This partnership supported the S6 Mock Interview Programme again this session with 58 pupils taking part. Recorded feedback from visiting employers was overwhelmingly positive with many praising the enthusiasm, attitude and preparation of our young people. Feedback from pupils and parents was also very positive and, hopefully, they have gained in confidence from an experience which helped them prepare for the „real thing‟. We are grateful to the many interviewers / employers from the local area who gave their valuable time in order to make the programme such a success. This demonstrates the strong links which are prevalent in the wider community of the school. We also have our annual Business Lunch with local employers.

Careers Event A successful Careers Fayre was held on 5 February 2014, for parents of S2, S4, and S5 pupils. The purpose of the evening was to provide career advice and support prior to the school‟s option programmes in February/March. There was a range of Colleges, Universities and training providers on hand to give advice and information on courses and careers. As a result of the evaluations we will make some minor adjustments to sequencing of the evening with different year groups being allocated different times. Extra-Curricular Activities In St Andrew‟s and St Bride‟s we believe that these leisure and school experiences make a very

valuable contribution to a young person‟s education. Excursions in Session 2014 -15 included: S6 visiting Rome, S1-S4 skiing in the French Alps, Music trip to Belgium. There were residential visits to Manchester City Football Team, London and Liverpool. There were also day visits to Bannockburn, Alton Towers, and Blackpool Pleasure Beach. The drama and musical life of the school continues to flourish. This session we three sell out evenings of our School Musical

(Wizard of Oz).In addition the Music Department organized their annual Christmas and Summerfest music concerts showcasing the talents of our S1-S3 pupils. All of these numerous high profile events were performed to capacity audiences showcasing our dramatic and musical talent.


A large number of lunchtime and afterschool clubs are offered for all year groups and include

S1 Film Club Drama Music Computer programming Computer games design Fair Trade Eco group Science club Debating and public speaking Writing club Pro-Life group Jewellery club Engineering group Chess club

Next session we are hoping to introduce a school newspaper and robotics club. We also continue to support those pupils who show outstanding potential in a range of sports including

Football (both boys and girls) Cycling Netball Dancing Volleyball Golf Athletics Gymnastics Martial Arts Handball Swimming

Next session we hope to introduce a boxing club.


Areas for development

To undertake a thorough audit of Numeracy and Health & Wellbeing within the BGE programme to ensure that we are fully covering the Outcomes and Experiences IP Priority 2.3

Further embed Inter Disciplinary Learning in S3 IP Priority 1.5

To continue addressing QI 5.3 - to increase our curricular provision in the upper school – NPA

awards IP Priorities 1.6 and 1.7

To further enhance our primary/ secondary transition programmes through introducing two further curricular inputs i.e. Modern Languages and Physical Education, as well as introducing the „Pupil of the Week‟ initiative

To introduce Assertive Mentoring into S4 and extend mentoring programme into S5 IP Priority 2.1

To introduce a new school prospectus


How well does our school improve the quality of its work?

Our school community has high aspirations and expectations for all staff and students. We engage regularly in quality improvement and moderation activities and increasingly have agreed standards and expectations. We regularly analyse data to make judgments about the quality of learning and teaching and the impact this has on the progress of our students, taking steps to ensure that planning, implementation, monitoring and evaluating is manageable and effective. Continuous Professional Learning All our staff are engaging in a range of professional learning opportunities in order to build capacity and capability across the school so as to support the highest quality of learning and teaching. Professional learning activities are linked to the results of self evaluation and identified areas for improvement. This session all staff engaged in training to

support the implementation of the National Qualifications at National 6 level, including local moderation and verification procedures

the use of the INSIGHT benchmarking tool Next session we hope to introduce a programme of twilight workshops addressing the professional learning needs identified by the staff. Professional Update All 23 staff identified for „sign-off‟ during session 2014-15 were successful. A comprehensive system of Professional Review and Development was used to support staff and identify professional development needs. Self Evaluation Self evaluation is an integral part of the day to day practice of the school focusing on the key aspects of our pupils‟ successes and achievements. Self Evaluation and Improvement Working Group

This session two existing Self Evaluation and Improvement Plan groups were merged to form the Self Evaluation for Improvement working group. Other staff were invited to join creating a group of 20 members from most departments in the school. Those departments not represented were allocated a link person. The following priorities were undertaken

an audit of the Curriculum Experiences and Outcomes (Es & Os) of the Broad General Education.

The results confirmed that all Experiences and Outcomes are being covered across the school. All departments produced a document on „Excellence in Learning and Teaching‟ highlighting the key

aspects and structures of an excellent lesson The aim of this is to:

o improve consistency in teaching approaches across the school o be used as a self evaluation and reflection tool o be used by all staff when giving feedback after classroom visit

The group worked with departments to produce departmental Improvement Plans and evaluate the priorities from session 2013-14


Next session the group will work much more closely with Pupil Councils to ensure a greater understanding on what the improvement plan is and how students can influence it.

Quality Assurance Stewardship Meetings Each session every Curricular Principal Teacher has two dedicated SQA stewardship meetings with their link DHT and the Head Teacher. Using the Fyfe analysis materials each dept constructs an SQA Action Plan with specific reference to improving/consolidating SQA attainment. This evaluation is an increasingly rigorous and detailed discussion culminating in a dept action plan. The agreed action plan is then monitored and reviewed after the S4 and S5/6 Prelim Diets. The SQA action plans are detailed documents. Classroom Observations The number of classroom visits increased last session to over 60, with a focus on consistency of approach in the use of learning intentions, success criteria and quality feedback. These visits confirmed that the vast majority of children are very enthusiastic and motivated to learn. This conclusion is supported by the data that was collected during the classroom visits. Staff were commended on their efforts to ensure that pupils learn well in an environment that is stimulating and active. An increase in the use of a variety of AifL techniques and Cooperative Learning Strategies were evident in line with the new „Excellence in Learning and Teaching‟ initiative. Pupil Voice Pupil Councils and Forums Learner Voice was re-launched this year with every year group electing two representatives from each class. During each term these representatives met as a year groups, supported by a member of staff, to share and discuss issues raised at meetings with their respective classes. Many of the issues raised by pupils were brought to the attention of staff and directly contributed to many significant changes across the school. These include changes to the canteen system, seating areas in the school, extra curricular activities, clubs and excursions. Several other requests have been included in next years improvement plan. Learner‟s Voice input and ideas was central in designing the new school website which was launched this year. The school diary/ study planner was evaluated by pupils across the school and their suggestions were central in designing the layout of the new versions for this year. Next session the agenda and minutes of these meetings will be publicised on a Pupil Council Noticeboard. Questionnaires Questionnaires are regularly used to evaluate impact of initiatives, events and parent information evenings. Results are analysed and discussed at SMT and used to inform changes and improvements. Next session the results of these surveys will be publicised on the school web site and newsletters.


Areas for Improvement

To complete an audit of the Health and Wellbeing and Numeracy Es & Os. This will identify any

Es & Os which pupils may not be experiencing. Targets will be set from the results of theses

audits. IP Priorities 1.2 and 1.3

To compile a working policy for Excellence in Learning and Teaching based on departmental Excellent

Lesson returns. IP Priority 2.9

This policy will give teachers confidence to reflect and evaluate on their teaching, aid the feedback process after classroom visits and will help to achieve consistency of approaches to teaching and learning. IP Priority 1.9

To re-establish the departmental and whole school Monitoring and Evaluation Calendar of Events (Quality Assurance Calendars). This will raise the profile and enhance the culture and ethos of self evaluation IP Priority 1.5

To implement departmental Standards and Quality reports IP Priority 1.4 To involve pupils in improvement planning process from the very beginning. Last session we

identified that we need to educate the children in the process so that they can fully influence the Improvement Plan. IP Priority 2.11

To improve the participation of the Pupil Year Group Forums and Pupil Council. IP Priority 2.10

To evaluate the Quality Feedback programme for all year groups. IP Priority 2.10

To further develop the ethos of self evaluation. To increase the number of evaluated classroom

visits. IP Priority 2.5

To enhance the Professional learning opportunities for staff through the introduction of a twilight

programme of personal learning activities IP Priority 2.12

To introduce all staff to the 4th edition of How Good Is Our School IP Priority 2.6



Improvement Plan Session 2015/16

Priority 1 - Curriculum

Implementation and further consolidation of Curriculum for Excellence (CfE)

Skills for Life, Learning and Work

Developing Scotland‟s Young Workforce priorities

Target(s)

1. Implement National 7 in a number of departments 2. Evaluate Broad General Education (BGE) 3. Further develop focus on Literacy and Numeracy across the curriculum 4. Embed Skills for Life, Learning and Work (SfLLW) in all areas of the curriculum 5. Enhance Interdisciplinary Learning (IL) provision 6. Implement Scottish Studies in English and Social Subjects as a SCQF Group Award 7. Continue to identify courses which offer greater opportunities for vocational learning 8. Recognise wider achievement through the introduction of Saltire, VASLAN, John Muir, Duke of

Edinburgh Awards 9. Liaise with South Lanarkshire Council (SLC) to re-establish links with South Lanarkshire (SL)

College to broaden curriculum 10. Increase the quantity and quality of partnerships and links with local businesses and industry

Success criteria (Outcomes related to impact and benefits for learners)

1. Where appropriate, course plans, materials and assessments developed for the delivery of National 7 qualifications

2. BGE courses modified to ensure closer articulation with the Senior Phase, with particular focus on the development of skills

3. BGE audit of cross-cutting themes completed. Whole school Literacy and Numeracy support files produced

4. Pupils aware of SfLLW being developed through day to day learning experiences. 5. IL Challenge designed and implemented to further support S3 curriculum and S3 E-Profile 6. Scottish Studies delivered in session 2015-16 in English and Social Subjects. Opportunities

created for other departments to contribute to its delivery 7. Suite of vocational learning courses expanded for session 2016-17 8. Achievement Awards developed and ready for implementation in session 2016-17 9. Courses at SL College identified for pupils to begin in session 2016-17 10. Closer partnerships established with companies and industries through STEM and Micro-tyco

relationships

Audit/monitoring/evaluation of impact and benefits (Methods used/to be used)

SMT and departmental minutes, departmental returns, audits produced, staff and pupil evaluations


Timescales (Including progress/success checks, dates)

1. August 2015 to June 2016 2. August 2015 to June 2016 3. August 2015 to June 2016 4. August 2015 to June 2016 5. August 2015 to December 2015 6. August 2015 to June 2016 7. August 2015 to June 2016 8. August 2015 to June 2016 9. August 2015 to June 2016 10. August 2015 to June 2016

Resource allocation (Implementation group/personnel)

Training where appropriate, time for meetings, photocopying budget, additional finance. „Middle leader‟ identified to oversee wider achievement opportunities. Developing Scotland‟s Young Workforce agenda to be highlighted on identified DHT remit.

Staff development/external support requested/planned

As appropriate


St Andrew’s and St Bride’s High School Improvement Plan Session 2015/16

Priority 2 - Improvement

Raise attainment and recognise wider achievement

Enhance self-evaluation procedures at whole school and departmental levels

Encourage leadership at all levels within the whole school community

Enhance professional learning opportunities

Target(s)

1. To continue to raise attainment and address the gender attainment gap 2. To take account of the updated expectations issued by HMIe 3. To further develop the use of INSIGHT benchmarking tool 4. Review and implement departmental Standards and Quality reports across the school as part

of the Quality Assurance (QA) calendar 5. To raise the profile of departmental Quality Assurance calendars 6. School taking account of new HGIOS documentation 7. To enhance current moderation and verification procedures 8. Broaden the celebration of wider achievement 9. To develop the Excellence in Learning and Teaching strategy into a working policy 10. To further develop learner voice opportunities – specific feedback on teaching and learning 11. Develop opportunities for staff and pupils to lead school improvement 12. To identify areas of expertise within the staff in order for them to lead in-house C.P.D.


1. Strategies identified and implemented to support the attainment of pupils in S6 and in boys in general. Private study area identified. Gap in attainment reduced.

2. All teaching staff aware of updated expectations in relation to QI 5.1(Curriculum) and QI 5.9 (Self Evaluation). Illustrations of „very good‟ used to evaluate practice and influence improvement.

3. Greater confidence across all teaching staff in the use of the INSIGHT benchmarking tool. All staff involved in the evaluation of departmental SQA results using INSIGHT and a departmental report produced. Report used as part of the discussion at „Stewardship‟ meetings with the Head Teacher.

4. Departmental Standard and Quality reports produced 5. Departmental QA calendars articulating with whole school QA calendar. QA calendar regular item on

agenda of SMT and departmental meetings 6. All teaching staff aware of developments in educational policy and changes in legislation. SMT and

Departments using new documentation when planning for self evaluation and approaches to school improvement

7. Focussed departmental, cross-curricular and cross-sectoral moderation and verification meetings taking place. Examples of best practice shared

8. Wider achievements recognised and celebrated through year assemblies, Awards ceremonies, S3 E profiles, school Newsletters and website. Whole school achievements advertised in local press and Council correspondence.

9. Policy produced, implemented and evaluated as part of the routine self-evaluation programme 10. Calendar of learner‟s voice meetings produced and implemented. The first meeting to focus on

excellence in learning and teaching 11. „Shadowing‟ opportunities created at middle and senior leadership levels. Whole school initiatives and

working groups led by staff from different disciplines. Pupils leading learning 12. Database of skills and expertise produced. Programme of twilight professional learning opportunities

offered and led by staff.



Departmental minutes, departmental returns, quality calendars produced, minutes of learner voice meetings, P.R.D. and C.P.D. records, departmental standards and quality reports, staff and pupil evaluations


1. August to June 2016 2. August to June 2016 3. September to November 2015 4. August 2015 to October 2015 5. September 2015 to June 2016 6. September 2015 to June 12016 7. August 2015 to June 2016 8. August 2015 to June 2016 9. August 2015 to October 2015 10. August 2015 to June 2016 11. August 2015 to June 2016 12. September 2015 to October 2015


Training where appropriate, time for meetings, photocopying budget, additional finance. A drop-in service to consolidate the INSIGHT training in February 2015 to be scheduled for twilight session in October 2015.


As appropriate



Improvement Plan Session 2015/16

Priority 3 - Getting It Right For Every Child (G.I.R.F.E.C.)

Pupil Voice

Rights Based Learning

Named Person legislation

Equality and Inclusion

Target(s)

1. Pupil voice opportunities enhanced 2. To raise awareness of the SLC „Making Rights Real‟ framework 3. To implement the Named Person legislation 4. To review procedures for Equality and Inclusion


1. Pupil council and learner voice feedback used to inform and modify school practice School mission statement

amended and re-launched

2. Staff and pupils aware of the ‘Making Rights Real’ framework. Working group established to work towards

achieving the Rights Respecting School Award

3. All staff aware of the Named Person legislation and guidance from SLC. Strategy implemented and overseen by

D.H.T.

4. Working group established to review procedures for equality and inclusion across the school. Curricular audit

completed.


Curricular equality audit Working group minutes, Rights Respecting Schools lessons evaluated, School mission statement produced


1. August 2015 to June 2016 2. August 2015 to June 2016 3. August 2015 to June 2016 4. August 2015 to June 2016


Training where appropriate, time for meetings, photocopying budget, additional finance


As appropriate

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