Aith Junior High School Improvement Plan Standards and ...€¦ · Standards and Quality Report 2014 ... S4 pupils achieved success in the 2014 national qualification diet with 100%

Aith Junior High School

Improvement Plan Standards and Quality Report

2014—2015

Contents Section 1 Our School

Section 2 School Aims

Section 3 Review of the School Development Plan 2013-14

Section 4 Curriculum for Excellence and the National Priorities.

Section 5 Audit – How Good is our School

Section 6 Agreeing Priorities for Development as a School

Section 7 Target Areas for 2014-15

Target 1 To continue the management, development and implementation of the Curriculum.

Target 2 Continue to develop citizenship through the school. Target 3 Sustain and enhance the culture of Self-evaluation for school improvement.

Target 4 Supporting Pupils Target 5 Schools Reconfiguration Project

Section 8 Three Year Priorities

SECTION 1 - OUR SCHOOL - Aith Junior High School is situated at the head of Aith Voe. The school provides nursery and primary education for children within the catchment area and beyond, if a specific placement request has been granted. The secondary department enrols pupils from Skeld, Happyhansel and Sandness Primary schools. These schools, along with Aith Primary Department, form an active learning group, sharing good practice and resources. The West Mainland Leisure Centre, adjacent to the school provides PE facilities for pupils. The Aith Community Hall is located near the school. We hire space in the hall for exams, concerts, Christmas parties and services, specialist drama and music group visits and ‘Play van’ activities. The Aith church is next door and the school is welcome to use it for any services throughout the year. We benefit greatly from these resources within the community. At present Aith has a role of 181 pupils – 37 nursery, 71 primary and 73 secondary. In primary there are 3 composite classes – P1/2, P3/4 and P5/6/7. In the Secondary department there are 9.4FTE teaching staff - full or part time, with some staff shared between other Shetland Schools. Through the school there are 2 learning assistants, 1 early years worker, 1 early years assistant. Instrumental instructors provide specialist teaching to enhance the music curriculum. The school management team is supported by a Quality Improvement officer who is based at Hayfield House in Lerwick. The School Library is organised by a member of the Library Service staff. This service is also extended to the associated primary schools through regular provision of resources for specific topics. The school has 1.7 janitors and 2 clerical assistants. Kitchen staff provide approximately 125 meals daily. Cleaning staff are employed between 3.30pm and 5.30pm daily. Parent volunteers help with activities and there is an active Parent council in place. The SIC provides a wide range of support services including science technicians who supply chemicals for topic kits, a technology technician who helps to maintain equipment in Craft & Design, an ICT technician who ensures that IT resources are up to date and working efficiently. Specialist support in aspects of learning and teaching or social, emotional or behavioural difficulties is also available. Aith Junior High School has a positive working relationship with many agencies throughout Shetland and has close links with schools in Europe through the Modern Language department. All of the above mentioned help to create the positive ethos at Aith School where pupils and staff are motivated to learn.

SECTION 2 – SCHOOL AIMS

At Aith Junior High School we support the values underpinning the 3-18 Curriculum for Excellence. We aim to enable all young people to become: Successful Learners Confident Individuals With With

enthusiasm and motivation for learning

determination to reach high standards of achievements

openness to new thinking and ideas

self respect

a sense of physical, mental and emotional wellbeing

secure values and beliefs

ambition

And able to And able to

use literacy, communication and numeracy skills

use technology for learning

think creatively and independently

learn independently and as part of a group

make reasoned evaluation

link and apply different kinds of learning in new situations

relate to others and manage themselves

pursue a healthy and active lifestyle

be self aware

develop and communicate their own beliefs and view of the world

live as independently as they can

assess risk and take informed decisions

achieve success in different areas of activity

Effective contributors Responsible citizens With With

an enterprising attitude

resilience

self-reliance

respect for others

commitment to participate responsibly in political, economic, social and cultural life

And able to And able to

communicate in different ways and in different settings

work in partnership and in teams

take the initiative and lead

apply critical thinking within new contexts

create and develop

solve problems

develop knowledge and understanding of the world and Scotland’s place in it

understand different beliefs and cultures

make informed choices and decisions

evaluate environmental, scientific and technological issues

develop informed, ethical views of complex issues

These aims are reflected in policies and procedures and further developed through both staff and school development plans and through consultation with our stakeholders.

SECTION 3 - REVIEW OF THE SCHOOL DEVELOPMENT PLAN 2013-2014

Target 1 To continue the Management, development and implementation of the curriculum QI 5.1,5.2, 5.3, 5.4

Tasks

Success criteria, including what will be the impact on learners?

Evaluation of Progress

Further Actions to be taken

A Monitor, evaluate and develop the changes in the Nursery

Pupils experience a coherent curriculum based around Experiences and Outcomes. The increase in Nursery hours is planned for 2014-15

New Nursery planning format introduced which allows part time staff opportunities to have input. During the introduction of new pupils to the nursery, parents met the key workers. To enhance continuity, the early years worker attended both parents’ nights in order to meet all parents. An ‘evidence’ page for each child’s Learning Story was produced by the early years worker based on the National Care standards. Targets were completed in their Learning Stories. Nursery provision was designed to provide 600 hours for pupils.

During 2014/15, the 600 hours arrangement will be reviewed.

B To continue the development of Literacy across Learning.

Pupils will have an awareness of and a greater focus on their literacy skills throughout the curriculum. To raise the standard of literacy

throughout the school – cross-sector

and cross-subject.

Teachers are fully embedding literacy

across learning to widen pupils’

opportunities to develop relevant

skils.

Trial of fortnightly ASN spelling groups (quality rather than quantity). Liaison with Literacy group regarding moderation of talk and subsequent communication with associated schools . Moderation meetings with Primary & Secondary staff – to assess talk & moderation. Sharing of DVD of good practice demonstrating progression from Early to Third level in talking & listening. Material saved in folder on the pool. Termly meetings of Literacy development group.

Literacy bookmarks issued to S1 and S2.

Library work on research skills with S2 and S3.

Reading blog trailed with S2.

Draft literacy policy produced.

Literacy embedded in planning of all subjects.

Next steps – moderate talk in secondary.

C To continue the development of Numeracy across Learning.

Pupil numeracy skills are developed further. Teachers are fully embedding numeracy across learning.

Numeracy group has met termly. Numeracy is embedded in planning.

Development of a summary guide to numeracy for pupils, parents and staff.

D To continue the development of Health and Wellbeing across learning.

Continue to develop a structure for health and wellbeing across learning. Pupils will be aware of health and wellbeing across learning.

HWB group have met termly. Suzanne Hargreaves (Education Scotland) visited Term 3 to advise on HWB. Hot topic for the school during this session was Support. Planning sheets for HWB Hot Topic of “support” produced. Secondary pupils participated in an afternoon activity working in groups to produce our “Tree of Support”. Pupils discussed what support was, how they could be supported and the outcomes of the afternoon were displayed visually in the canteen. Liaison between secondary peer support group / PT pupil support and primary pupils to explain the “tree of Support” generated by secondary pupils during an afternoon of cross stage collaboration.

Following input from Susan Hargreaves, it is suggested that we continue with a Support theme in the coming session

The P1/P2 pupils took part in a Hands of support activity with links to home. Primary pupils have input into self-evaluation which included setting up new ‘task force’ groups and agreeing areas of responsibility as well as pupils able to share and suggest their own ideas Cycle Friendly School status was achieved during the session.

E To continue the development of Interdisciplinary working.

Pupils will experience curricular connections across the school.

Commonwealth Games/Queens Baton Relay Whole school event with input from Active Schools, Art, Drama and Music. Sporting activities done with peer age groups containing a mix between Aith JHS, Whalsay JHS, Happyhansel, Skeld and Sandness children. Opportunities for pupils from Nursery – S4 to take part in celebrations included activities such as a musical and representing various countries at the Queens Baton relay event in Aith. Primary pupils from P3-7 worked cooperatively on a Commonwealth games topic during term 4. The school was awarded a “Game on Scotland” plaque for the work done on the Commonwealth Games. Both the P3/4 and the S3 English class studied the same time period through working on the Titanic and “An Inspector Calls” by JB Priestly respectively. P3/4 invited S3 pupils into their ‘Titanic’ classroom and explained what they had learned about life at this time including the class system. S3 pupil + P1/2 rhyme project . S1 pupils + P1/2 pupils Story sacks unit. We had a successful road safety week . P1/2undertook a Chinese New Year topic and as P5/6/7 pupils had recently done China topic, they went into P1/2 class to help tutor pupils.. P5/6/7 organised Christmas party for primary pupils – covered 4 capacities eg buying ingredients, cooking, organisational skills, liaising with staff etc. P1/2 Viking topic – community links, trip to Lerwick, workshops in Museum P1/2 trip to bakery

P7 Pupils coached P1/2 pupils on ICT and Literacy skills.

Joint work on Shetland dialect

Foster more interdisciplinary opportunities in Secondary P3/4/5/6/7 to work collaboratively on topic to commemorate beginning of World War 1 – project called ‘100 years ago’ Dialect work to continue

H Continue to review our planning and tracking.

A manageable system is in place for staff. Pupils are fully aware of the learning intentions and success criteria.

Teachers continued to work with PIPS in P1, P5 and P7. P7 and S3 Pupil profiles were reviewed during the year. Tracking and evidence was the focus of the March INSET. From this a new recording grid was agreed on in Primary and implemented in Term 4. PLPs were used to keep evidence of learning linked to the four capacities.

Recording grid for evidence set up in 2014/15. To be shared initially with the focus Literacy group.

I Pupil Profiles.

P7 and S3 profile to represent a meaningful and relevant piece of work for the pupils and they have a good understanding of their strengths and development needs.

P7 profiles used as part of the transition into S1. S3 profiles for transition into senior phase.

Primary pupils to investigate e-portfolios and GLOW blogs

K New Qualifications.

Pupils will be successful with new National Qualifications in 2014. Following moderation activities staff will be more familiar with assessment criteria.

S4 pupils achieved success in the 2014 national qualification diet with 100% of candidates achieving at least 1 N4 and 92% (22/24) achieving at least 1 N5 award. In addition, 70.8 % of candidates achieved 5 or more N5 awards. Moderation work took place through local subject development groups and through individual arrangements. Feedback from local staff acting as SQA nominees also assisted teachers to better understand the new structures in place. SQA Verification rounds during the year required input from French, Music, English, Food & Health, Fashion and Textiles, Geography, Mathematics and Graphic Communications. Feedback from these verifications was mainly positive and individual subjects are now better informed on the standards required. The need for a whole school Internal verification Policy was identified and a whole school policy has been established. HT and DHT have been on training on “Insight”, the Senior phase benchmarking tool

Utilise the features of Insight to analyse the 2014 National Qualification results.

L Review and develop personalisation and choice in S3 and S4 for pupils currently in S2.

Parents are fully informed of the changes. A model is developed that suits the pupils needs.

A local decision on offering 11 subjects in S3 as part of personalisation has been taken. This was implemented in May 2014.

Liaison with other timetablers within the authority

M Plan primary classes for future composition.

A coherent structure in place for pupils taking into account the class changes.

P5/6/7 topic plan was adapted to cater for P5 pupils

P3/4 maths plans were adapted to fit AifL.

P1/2 maths plans were adapted to fit AifL better.

The predicted Primary role for 2015/16 indicates that 4 classes will be required. Maths timetable for P3/4 & P5/6/7 running in tandem to support all pupils appropriately

Target 2: Continue to develop citizenship through the school. QIs 8.1, 9.1

Tasks




A Continue to develop an understanding of a Rights Respecting School

Revisit the Positive Behaviour Policy, and the Code of Conduct. Wide range of school staff/Parent Council aware of scheme and have clarity of the purpose. All staff should have a confident knowledge and understanding of the United Nations Convention on the Rights of the Child (UNCRC) with the purpose of supporting rights-based values, attitudes, skills and practices.

Code of Conduct was reviewed RRS is on the backburner at present.

Launch YPI initiative to S3 pupils in coming session.

B. Renewal of Green Flag Award from Eco-Schools.

Pupils have an understanding of elements undertaken in the action plan. Parents are involved. Green flag status is achieved.

An eco-school committee was organised with pupils from P4 to S4, consisting of 15 pupils. An environmental review was completed and summarised. An action plan was created. This includes “Food and the Environment” and “Sustainability”, which incorporates fair-trade. P3/4 received an Amenity Trust Environmental Award (Nov 2014) for their ‘Dunna Chuck Bruck’ stop motion animation. Green flag expired May 2014

Restart formal Eco programme in Jan 2015 Poly tunnel project is ongoing with funding being sought from Parent Council.

Target 3 : Sustain and enhance the culture of Self-evaluation for school improvement.

QI’s 5.4 5.9, 6.1, 6.2, 6.3

Tasks




A Review professional review and development (PRD).

The review process will be relevant to staff and they will reflect on their own practice within the culture of self evaluation. Input of the PRD process to influence the school improvement plan.

Staff meetings to discuss the new PDR process took place in term 1. Further meetings have been made available to all staff by the Education Department, which is being led by staff from GTCS. Introduction of PRD documentation produced by the local authority working group. Some local and national practice has been looked at and will be adapted for this year. Staff meetings – info from local authority working groups and some PRD to be carried out.

MyGTCs becomes operational next session.

B Staff have termly evaluations of their planning completed and feedback from line managers.

Continuing improvements to learning and teaching and achievements of all learners. Staff have plans developed which allow for National Qualifications to be completed within the timescale. Plans in designated folders in pool.

Review previous audit of S1-S3 CFE L &O’s to ensure coverage by end of S3 Secondary timelines have been discussed with all staff and slight changes to the timetable have taken place to ensure all courses will be finished on time. Review in January.

C Staff engage in joint professional learning with partners.

Planning and development of course material are discussed and produced for the senior phase. Staff are confident of the standard of work required to meet a level within CfE framework. Continuing improvements to learning and teaching and achievements of all learners

All secondary staff are part of Subject Development Groups. National Verification will continue to assist remaining subjects with meeting the standard. Subject development groups are, on the whole, working well and moderation takes place within these groups. Some staff are working closely with other teachers throughout Shetland.

Staff have plans developed which allow for National Qualifications to be completed within the timescale. Staff continue to moderate work with other staff within the school and at cluster level.

D Pupil input into self-evaluation.

Pupils are included in discussions about their learning and provide helpful feedback on strengths and areas for improvement. Focus groups have been trialled with S3, but the format should be changed slightly. Pupil council led changes to the tuck-shop resulting in turnaround to projected annual net profit of £1800. Pupil council input into the new portable device policy.

New Primary taskforce groups were set up for working at playtimes & areas of responsibility agreed. Discussions were undertaken with pupils regarding indoor playtimes – areas , rules etc. Pupil council have been leading the changes to the tuck-shop, deciding on the facelift, stock and interviewing the workforce. The pupil Council had a significant input into the new Portable Device Policy and this was put in place across the school and distributed to parents.

Target 4 : Supporting Pupils QI’s 5.3 5.6 5.8

Tasks




A Embed the revised GIRFEC process

All pupils have a Chronological record. GIRFEC procedures are followed with all new referrals from October 2013.

All Nursery and Primary pupils have a chronology. Secondary pupils chronologies are kept in SEEMIS. GIRFEC Key staff in both the primary and secondary departments have had training.

DHT plus other key staff to attend any relevant training available in 2014/2015

B Equality

Staff and pupils are aware of the Equalities act,

HT has attended training session on Equality Act

Information from the presentation will be shared with staff.

SECTION 4 - National Priorities

The five National Priorities in Education are reflected throughout our school’s work.

They are:

1. Achievement and Attainment To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy to achieve better levels in national measures of achievement including examination results.

2. Framework for Learning

To support and develop the skills of teachers, the self discipline of pupils and to enhance the school environment so that they are conducive to teaching and learning.

3. Inclusion and Equality

To promote equality and help every pupil benefit from education, with particular regard to pupils with disabilities and special educational needs and to Gaelic and other lesser used languages.

4. Values and Citizenship

To work with parents to teach pupils respect for self and one another and their inter-dependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a democratic society.

5. Learning for Life

To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition.

Section 5 - Audit- How Good is our School

The table below lists some of the self-evaluation exercises undertaken during 2012-13

Self Evaluation Exercise Involvement

Progress with the school development plan – feedback at Collegiate meetings

SMT and all school staff

Evaluation of course plans through planning/review sheets

All teaching staff

Learning and teaching in all departments

All teaching staff – included in year plans

Evaluation of pupil progress through staff meetings

SMT/PT curriculum/PT pupil support, teaching and auxiliary staff

Review of feedback from parental/pupil comment sheets

SMT and all teaching staff

Sharing good practice in classrooms All teaching staff and members of RLC groups for specific CDD meetings

Annual staff reviews and Learning visits

SMT, PT curriculum and all staff

Review section of development plan

SMT and PTs

Nursery parental questionnaire Parents, staff (Evidence in Care Commission)

Pupil Peer Support questionnaire

S1 and S3 pupils

Termly QIO visits

SMT and learning visits to classrooms

Samples of pupils work – report for staff

SMT, PT curriculum

PIPs assessments

Teacher/pupils

Feedback from Pupil Council

HT and DHT meet regularly with the Pupil Council.

Termly visits from QIO

QIO and all staff in school. Pupil input is also asked for .

Attainment Exam Results (SQA National / Standard Grade Examinations or Equivalent)

The chart below shows the attainment from the 2014 results. The examination results at Aith Junior High are very good.

Year % S4 pupils achieving 5 or more passes at SCQF level 5

% S4 pupils achieving 5 or more passes at SCQF level 4

2014 71 100

2013 57 89

2012 61 96

2011 59 96

2010 61 96

2009 68 97

2008 63 90

2007 55 90

All teachers are aware of their responsibilities in relation to Literacy, Numeracy and Health and Well-being. The school has working groups in each of these areas who have set their priorities for the year.

The chart shows the performance of a school in terms of pupils' attainment in Literacy and Numeracy (i.e. both of them together) at SCQF Level 4 and above and at SCQF Level 5 and above.

All Secondary staff review and evaluate the exam results, with discussion from a member of the SMT. There is a comparison with predicted grades, a discussion focusing on relative ratings and comparisons with virtual schools in Scotland. Nursery and Primary

In the Nursery and Primary the pupils are assessed by their class teacher using a wide range of assessment tools and strategies. This could be classwork or specific tests involving self, peer or group assessment and a judgment is reached taking into account everything the pupil has done relating to the outcome or subject area. The principle is to engage pupils in assessment and to have an ethos of continuous assessment. The primary staff are involved in cluster moderation allowing them to ensure their judgments are accurate. The school uses PIPS in P1,3,5 and 7, which presents assessment information that is helpful to supplement tracking evidence. Pupils set themselves school based targets and use a star system to monitor their progress. Home targets are also set, which alongside the school based targets are evaluated and shared with parents. These are kept in their personal learning plan folders. In nursery, pupils also have home and school targets as well as an evaluation sheet, which is kept in their learning stories and shared with parents. Pupil profiles/folders/portfolios contain samples of pupils work, their comments, as well as comments from their teacher and parents.

Section 6 - Agreeing Priorities for development as a school

The priorities in our 2014/15 School Development Plan have been decided using information from the following sources:

2013 – 2014 School Development Plan and review

Aims of the school

National Priorities

The Journey to Excellence

Self evaluation procedures

Collegiate time meetings with staff

Parent Council Input

Pupil Council Input

Consultation with all stake holders through discussion, questionnaires,

suggestion boxes

Consideration of SIC Schools Service Improvement Plan 2014 – 15 and the

Shetland Children and Young People’s Service Plan

Equality Act

Inspection Advice note – 2014/15

CfE Implementation plan – 2014/15

Report of the working group on the first year of the National Qualifications

Tackling Bureaucracy working group document.

Care Commission self evaluation

Classroom observations that were carried out

Consultations with pupils, staff and parents that were carried out and the information received was analysed, responded to and acted upon.

PRD Reviews

Pupil progress was reviewed at all stages by staff.

SQA results were reviewed and analysed. Prelims and assessment data were analysed.

Regular reviews of school improvement plan took place.

SMT met regularly.

Section 7

Aith Junior High School

Targets

2014-15

Target 1 : To continue the management, development and implementation of the Curriculum.

QI 5.1,5.2, 5.3, 5.4

Tasks

Implementation strategies

Resources and who will lead developments?


Monitoring and evaluation, including how do we know the impact on learners?

A New Qualifications.

National courses to be fully reviewed for certification in 2015. Material to be moderated at local and National level. Staff to use INSIGHT to analysis pupil’s results

All secondary staff. Local Authority subject development groups. Education Scotland. M Spence and J Garrick to liaise closely with staff.

Pupils will be successful with National Qualifications in 2015. Following moderation activities staff will be more familiar with assessment criteria.

Class teachers to monitor and evaluate courses. Local authority subject development groups to develop, evaluate and moderate course. Pupils asked their opinion on the new courses. Teachers and SMT to monitor pupil achievement and attainment. Education Scotland moderation exercises are discussed at school level. INSIGHT is used to analyse pupil achievement.

B Review and develop personalisation and choice in S3 and S4.

4 periods per week implemented for S4 subjects for May 2015. Staff review of the S3 courses during 2014-15.

M Spence/ J Garrick Pupil Support input with pupils. All Secondary staff.

Parents are fully informed of the changes. A model is developed that suits the pupils needs.

Within the resources of the school, pupils have selected subjects which offer meaningful personalisation and choice. Pupils will evaluate with input from Pupil Support.

C Plan primary classes for future composition.

There will be an increase to 4 Primary classes from August 2015. Planning of topics to ensure no duplication of material when class composition change.

M Spence S Clifton Primary class teachers

Resources are in place for all primary classes. A coherent structure in place for pupils taking into account the class changes.

Feedback from staff + parents. The school will monitor the plans.

D Monitor, evaluate and develop the changes in the Nursery

Review the 600 hours arrangement and staffing in the Nursery during and after the implementation year.

M Spence S Clifton

Learners experience a coherent curriculum in Nursery

Nursery staff consultation. Questionnaires to parents.

E Review and develop the curriculum

Staff to become familiar with Evaluating and Improving our Curriculum. Toolkits from Education Scotland. Primary document – for Nursery and primary staff. S1-3 document – For Secondary staff. John Muir awards to be introduced in P7 and S2.

School Management team Ginny Hunter

Decisions taken as part of the development work have a positive impact on pupil learning. John Muir award to be issued to pupils and relevant skills are developed by pupils.

Consultation with staff. Pupil Questionnaire.

Target 2: Continue to develop citizenship through the school.

QIs 8.1, 9.1

Tasks





B. Renewal of Green Flag Award from Eco-Schools.

Eco-school committee are active. Take forward the action plan. Encourage involvement of parents and wider school community.

J Garrick. Pupils. Parents Wider community Parent Council - Polycrub

Green flag status is worked towards. The whole school community have an understanding of elements undertaken in the action plan. Wider school community are involved.

Monitor and evaluate the action plan. Revisit the environmental review to assess the impact. Feedback from pupils + wider community.

Target 3 : Sustain and enhance the culture of Self-evaluation for school improvement.

QI’s 5.4 5.9, 6.1, 6.2, 6.3, 7.3

Tasks





A Implement to council policy on Professional Review and Development.

PRD procedures are being followed by all staff

Line managers. All staff.

The PDR process is used to influence the school improvement plan.

Staff and Line managers will monitor and evaluate the practice carried out in school.

D Pupil input into self-evaluation.

Pupils are included in the self-evaluation of the school. Pupils take part in “focus groups” or “learner conversations” to discuss their learning. Pupil council take part in a self-evaluation exercise, with a focus on Learning and Teaching.

M Spence J Garrick S Clifton

Pupils are included in discussions about their learning and provide helpful feedback on strengths and areas for improvement.

Discussions with pupils.

Target 4 : Supporting Pupils

QI’s 5.3 5.6 5.8

Tasks





A Continue to embed the revised GIRFEC process

Implement the outcomes from the GIRFEC review.

Participate in Quality Assurance of GIRFEC

M Spence S Clifton ASN staff Pupil Support Staff

GIRFEC procedures are followed.

Reviewed and monitored by SMT during the year,

B Equality

Review our responsibilities under the Equalities Act. Develop an equalities policy.

SMT Input from Pupil and Parent Councils.

Staff, pupils and parents are aware of the Equalities act and how it affects schools.

Views are gathered and shared.

Target 5 : Schools Reconfiguration Project

QI’s 5.3 5.6 5.8

Tasks





To engage and participate in the Schools Reconfiguration Project.

Participate in the consultation on Aith Junior High School Secondary department from August 2015.

M Spence J Garrick S Clifton

All people have the opportunity to be involved and have their voice heard. No negative impact on staff or pupils.

Staff and pupils views are gathered.

Section 8 - Three year priorities 2014-17

The next three years will continue to be a time of change reflecting educational policy and strategies at National and local level. The themes central to our school’s development planning will be:

Curriculum for Excellence/new national qualifications

Reviewing provision in the Broad General Education

Curriculum architecture, working with SIC Children’s Services to implement the agreed structure.

Evaluate and review the new National qualifications

SIC Children’s Services:

Schools Reconfiguration Project - Decisions arising from this will be discussed and implemented, as led by SIC Children’s Services.

Other Priorities

Moderation, assessment and reporting

Tracking and monitoring of pupil’s progress and wider achievements

Cross curricular and inter-disciplinary working

Embedding active learning and co-operative learning/teaching strategies

Curriculum planning and new resources as finance allows

Listening to the views of Pupils and Parents and acting upon these.

These are a selection of Photos from 2013-14. More details can be found in the school newsletters, which can be found on the website.

P6/7 – Winners of the Primary Classroom Group 1-3 Teacher School category

Musical

Musical

Queens Baton Relay

Musical

Celebration of Success

Opera

Trip to the crofthouse Sports day

Coaching P1

Celebration of Success

School Trip

Visit to bakery Tree of Support

MSP and MSYP visit S3 and P4/5 Titanic

Athlete visit

Road safety week

Volunteers

Children in Need

Edinburgh Trip

Road safety week

Edinburgh Trip

Visitor from Japan

Reading to the Nursery Leadership

Pizza Night

Tea at the Ritz

Documents

Aith Junior High School Improvement Plan Standards and ...€¦ · Standards and Quality Report 2014 ... S4 pupils achieved success in the 2014 national qualification diet with 100%