Standards and Quality Report - thursohighschool.org.uk · Web viewThurso High School, built in 1958, is the most northerly secondary school on the Scottish mainland serving the coastal

SCHOOL STANDARDS AND QUALITY REPORT 2018/19

Standards and Quality Report

Context of the school: Thurso High School, built in 1958, is the most northerly secondary school on the Scottish mainland serving the coastal town of Thurso and the west of Caithness. We educate around 740 young people in a truly comprehensive environment and are proud of the social diversity of our catchment. We have 7 associated primary schools covering a wide geographic area. More than 50% of pupils use school transport with some pupils travelling up to 20 miles. Staffing continues to present a challenge and there is currently limited provision in some subjects due to problems recruiting staff. Despite this we continue to offer as broad a curriculum as possible using creative solutions to staffing issues and with a very strong partnership with our close neighbour North Highland College. We have excellent numbers of pupils moving into positive post-school destinations.

Inclusion is a strong feature of our school with all pupils welcomed and valued equally. We pride ourselves on our provision for pupils with difficulties accessing the curriculum or school life in general with a Nurture programme including a Softstart Base, a CSW base with excellent support for pupils and an Enhanced Provision base for pupils with severe and complex physical and learning difficulties. We aim to individualise all we offer where needed to support all pupils in the best way possible.

We have very good behaviour across the school in general, with staff and pupils working on agreed whole school and classroom procedures. Our work towards ‘Creating a Classroom Culture’ focuses on consistency of practice across the school with pupils and teachers working in mutually respectful and calm learning environments.

A visit from members of the Quality Improvement Team found the pupils of Thurso HS to be polite and helpful and obviously very proud of their school, with a warm, friendly atmosphere in the school. We have good parental support through Parent Council and good attendance at Parents’ Information Evenings and other school activities. All our staff, teaching and non-teaching, are valued members of our community and all are highly committed to providing the best for the pupils, who in turn contribute in many ways including through our recently established Prefect and House system which

School: Thurso High School

Head Teacher: Hannah Flavell

Date submitted:

promotes our recently refreshed and updated core values of Teamwork, Respect, Attainment, Commitment and Kindness.

Thurso High School Vision, Values and Aims:Vision‘For every pupil to achieve their potential in a safe, happy and caring environment in which all pupils feel valued’.

ValuesTeamwork, Respect, Achievement, Commitment and Kindness (TRACK)

Aims To set high expectations for attainment, achievement, behaviour, attendance and punctuality;

To provide quality learning and teaching experiences for all;

To provide an engaging, challenging and creative curriculum for all learners;

To create an ethos of kindness and respect so all pupils feel included, supported and valued.

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement detailsTeachers and other staff

Whole staff SIP evaluation 15.02.1019FH Meeting HGIOS4 19.03.2019FH meeting HGIOS4 discussions 21.05.2019Ongoing departmental discussions from March – May 2019SMT Link QA meetings evaluating improvement plan progress – March 2019SMT specific QI engagement May 2019Ethos Group, Nurture group, CSWs, Literacy Lead, Research lead – specific QI evaluation May 2019

Parents Parent Council meeting HGIOS4 QI 2.7 14.05.2019Parental surveys – Parents’ EveningsParents’ Information Evening presentation improvement priorities – 19.09.2019

Pupils House Council meetings - termlyFaculty (including PTPS) pupil surveys - ongoingPrefect review survey – March 2019

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)Other partners Highlife Highland school librarian meeting – 24.05.2019

Local Invest in Youth Group review – March 2019Annual North Highland College review meeting – Sept 2018CSW/ASN/PTPS/SMT review meetings – termly – see QA calendarSDS Strategic School Partnership meeting 12.06.2019

Associated Schools Group

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap? Relevant Improvement Priority title/ Pupil Equity Funding project: Improvement priority #1 - Improve social, emotional wellbeing of all pupils and narrow the attainment gap

Impact and data

Pupil Equity funds have been used to employ a full time PSA to backfill PSAs with the appropriate skills to staff the Softstart group and to engage in the Mentoring programme; we have also appointed a Softstart Nurture Lead who is responsible, along with SMT, for the planning of this programme, the evaluation of new participants, the daily running of the group and the evaluation of the impact on pupils’ through Boxall profiling and use of Goodmans Strengths and Difficulties Questionnaires. We have become more attuned to the needs of pupils that will best be met through attendance of this group and are therefore now better placed to select pupils for the programme. Parental involvement with this group has continued.

Our second Nurture Lead supports SMT with the Mentor programme and other nurture groups. The mentor programme has expanded to include more pupils and staff. Impact on pupils has been measured positively through evaluation surveys, with 23-25/27 evaluations responding positively to questions such as ‘talking with my mentor helps me think about the future, realise school is important, etc.’ with 26/29 saying that they enjoy school more since having a mentor. The other groups: Resilience, Relax kids, Breezy Croft, Friendship and Growing2gether have become an embedded part of our school with very positive impact from measures in Growing2gether (in the area of mental health and well-being, a 24% increase; 81% received an SQV qualification in Personal Development and 80% greed that Growing2gether made them aware of themselves and the consequences of their actions) and pupil surveys following attendance of the other groups.

S1-3 literacy support groups and the use of Literacy toolbox have been established; literacy Lead has been appointed – for all other Literacy developments see below.

For all Numeracy developments – see below.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title: Improvement priority #1 - Improve social, emotional wellbeing of all pupils and narrow the attainment gap

Impact and dataLiteracy:

Creation of PEF Literacy Lead role to enable greater focus on this expansive curricular area. Establishment of Literacy Working Group – staff from different disciplines working

collectively to target literacy priorities in the school. Joined up thinking with SMT/Learning support and Librarian involved. A positive and productive ethos forged and maintained.

Visibility/ dissemination of effective practice in literacy with regards to vocabulary building. INSET days disseminating literacy priorities to whole staff (explicit teaching of vocabulary)

and involving teaching staff in the process of creating vocabulary booklets for senior phase pupils.

Ongoing initiatives in registration time aimed at improving literacy via focus on bridging the vocabulary gap and presenting a whole school approach to literacy. Staff members/ pupils suggesting ‘Words of the Week’ engaging all in the process.

Paired Reading Scheme allowing individuals to build confidence in their abilities and develop their reading fluency with support from senior pupils. Targeted pupils involved after engagement with data and teacher reflections.

Professional Reading Group highlighting Literacy engaging whole staff in current research and engendering/supporting reflection on practice.

Vernon Spelling test and BPVS testing enacted for identified pupils. Results analysed and

reviewed throughout sessions. Learning Support tracking of Literacy Toolbox progress in Literacy Support classes. Tracking of levels at end of S3 - 3.6% more pupils achieved level 3 or4 in Listening &

Talking; 1.1% more in Writing; 7% more in Reading; more in Numeracy. BGE Benchmarking and improvement noted in English & Literacy tracking. Comparison/Analysis of BGE benchmark tracking with SNSA data. Attainment in National 3 Literacy/ National 4 Literacy/ National 5 Literacy (especially for

pupils identified as requiring further literacy support).Numeracy:

Testing of identified pupils using HNP test may/June 2019 – data for comparison next session.

Contact with Numeracy development officer and plan for coming session established.

Whole school: Appointment of Research Lead responsible for the research and delivery of a 6 session CPD

programme on ‘Becoming a more research informed teacher’ to focus on the use of scientifically proven effective teaching methods. These methods include knowledge based learning and introduction of Knowledge Organisers across the school, low stakes quizzing and retrieval and spaced practice, effective questioning strategies to test for learning and promote engagement, cognitive load theory and its impact on classroom practice. Staff are engaged and enthusiastic in their participation with this programme which will continue next session. Staff have responded positively to surveys on whether they have changed their practice in teaching.

Focussed interventions following prelims on groups of pupils at risk of not attaining target grades and introduction of subject specific study classes.

Productive joint working between FHs and SMT to set targets for improvement based around the results of Insight data analysis has allowed clear next steps and criteria for success for faculties to be identified.

Strong College links and use of HVA help to ensure effective attainment pathways for pupils with the school having a proactive approach to guiding pupils to positive destinations through the newly developed S1-S5 DYW programme in PSE. This information is shared with parents at Senior Phase Parents’ Information Evenings.

The school has introduced accredited courses where possible – Finance; First Aid; Mental health and wellbeing.

Some subjects now offer sideways and additional accreditation eg. Maths and Applications of Maths and additional Numeracy units.

Policies have been agreed and established to address the need to improve attendance and punctuality, both in school and within individual subjects.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project: Improvement priority #1 - Improve social, emotional wellbeing of all pupils and narrow the attainment gap

Impact and data

We have embedded further our vision, values and aims through the new House/prefect/merit system; staff promote an ethos and model behaviour in which children feel safe and secure; all pupils know who they could go to if they need adult help; a significant number of pupils in BGE have an adult mentor and accordingly a significant number of staff from all levels across the school are involved in mentoring; pupils have regular opportunities to reflect on their understanding of wellbeing in PSE; all pupils have daily contact with their Registration teacher who follows a Registration time programme that includes learning conversations, wider achievement, target setting, vocabulary improvement, etc.

Through discussion with staff and pupils we have established a clear set of classroom and whole school expectations/rules and have worked systematically at embedding these with consistency; we are promoting a culture of positive relationships and shared understanding of what a safe and positive learning environment should be through a ‘Creating a Culture’ CPD programme for teaching staff to ensure that all staff are aware that their own behaviour is of utmost importance in establishing this environment.

We now offer a wide range of support for pupils with barriers to learning through our Nurture (Pef) Programme. We have established Lead posts to support SMT in the daily running of and the embedding and reviewing the delivery of all Nurture groups. These Leads have been very involved in evaluation and planning processes around these groups. The mentoring programme has been expanded to include upwards of 40 pupils.

We have established a calendar of review meetings with SMT/ASN/PTPSs/CSWs to discuss and evaluate all pupils across the school and to plan interventions where necessary; as a result we have a greatly improved and shared knowledge of pupils.

We have reviewed and improved our P7/S1 transition process with a particular emphasis on pupils with anticipated difficulties in this area; in agreement with the ASG, PTPSs, ASN department and CSWs we have introduced a calendar that clarifies and formalises the transition process at this time. Pupils with identified needs are planned for much earlier allowing for improved individual provision.

PTPSs have started to review and evaluate their PSE curriculum (complete for DYW strand) to ensure progress, coherence and consistency across teachers. A LGBT unit has been written and incorporated.

Behaviour management in the school has been reviewed and clarified with clear policies for detention, overall attendance, subject attendance, lack of punctuality. A class transfer system has been introduced to support teachers and pupils to avoid extreme situations and all promoted staff engage with and facilitate this.

Parental involvement with the Softstart group has continued.

All pupils with physical support needs are catered for as far as we are able to within the school buildings environment we have; vigorous attempts to get improvements to the school in this respect have been made; not much progress has been achieved.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Relevant Improvement Priority title/ school project:

Impact and data

Careers Standards documentation have been used as a basis for DYW curriculum planning and development for S1-S5 courses which have been completed and are now being delivered within PSE core periods. Local practice and planning taken into account through liaison with North Developing the Young Workforce group at regular meetings. Support materials have been gained through the DYW working group including Skills Development Scotland training sessions and meetings to discuss available materials, shared materials through other schools.

We have worked with the employer resources we have to expand the opportunities for senior pupils with the greatest need to have Work Experience placements wherever possible.

We have developed and expanded opportunities for pupils to receive careers information from outside agencies by working with DYW Invest In Youth Group to produce a DYW Activity calendar for planned delivery of these events. This includes integrated DYW activities and engagement with local partners and has evolved alongside the PSE programme. Creative approaches have been taken to engage pupils at various stages of their school career using employer visits, mock interview opportunities, information sessions from university representatives, Modern Apprenticeships information sessions, college representatives and professionals from a variety of careers.

We have worked with North Highland College to offer more opportunities to pupils for Foundation Apprenticeships and to ensure that all pupils can take advantage of all school link courses by offering S3 Taster Sessions at College.

Our curriculum looks at different pathways and aims to support pupils in working towards

their preferred post school destination by offering the subjects pupils require, so that pupils access a curriculum which supports their choice of post school destination. Experiential opportunities such as Careers in Health days, work experience, Careers in Law opportunities for example allow for further insight into their individual pathways and improving their understanding of potential careers and what they involve at an earlier stage.

Training has been received by Pupil Support on updating 16+ regularly allowing better understanding of target post school destinations.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Comment: We feel that we have made a lot of improvement in this past session as a staff partnership across the school and that we are working as a team in many respects.

QI 1.3 Leadership of change

Themes Developing a shared vision, values and

aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and changeQuestion 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school?

a) Pupils, parents and staff are involved in the embedding and ongoing review of the vision, values and aims of the school, the House and Prefect system; we have appointed an ‘Ethos lead’ as part of our leadership at all levels intent.

b) We have established clear ‘Classroom and whole school procedures’ that we are embedding with consistency and support across the school. Also Attendance, Punctuality, Detention and Class Transfer procedures.

c) Work around ‘Creating a Classroom Culture’ that is in line with our vision, values and aims, allows us to define ‘this is how we do it round here’, and to create a mutually respectful learning environment consistently across all classrooms. This improvement is following staff feedback through behaviour survey Feb 2019 and staff survey June 2018.

d) We have established a Research Lead (leadership at all levels) to take responsibility for engaging with published literature, EduTwitter and the ResearchEd magazine to be abreast of the latest research into the most effective teaching methodologies and what these look like in the classroom; delivery of a whole school CPD programme of 6 sessions across the year, including sessions for reviewing and embedding. This includes delivering knowledge based learning including use of knowledge organisers across the school; strategies for effective learning such as retrieval practice, spaced practice, self-quizzing, ‘do now, activities; effective questioning for evaluating learning; cognitive load theory and its impact on teaching and learning. Staff have been very positive in their engagement with the CPD and in their follow up in faculty discussions and personal planning of teaching.

e) We have established new opportunities for staff to have leadership roles: Research Lead, Ethos Lead, Literacy Lead, Nurture Leads, House Leaders, Google Classroom training, Chromebook training, staff leading CPD on Creating a Culture, Virtual Learning responsibilities, delivering Study Skills sessions to pupils and parents, Library Group, Reading Ladder, etc.

f) Staff also lead many residential trips: Snowsports trip, Duke of Edinburgh, S3 London trip, S6 Berlin trip, etc.

g) Head boy/girl, House Captains, Prefect system offers leadership opportunities to senior pupils eg. Library/canteen monitoring, supporting younger pupils, House Improvement groups, leading assemblies.

h) The pace of change is planned carefully to ensure no workload issues and sufficient time for embedding.

i) We create collaborative time for staff to learn with and from others through whole school staff meetings, CPD, planned Inset days, Faculty meetings.

j) We have established a professional Reading Group which meets termly to discuss articles or book extracts on the latest pedagogical ideas.

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) House assemblies, House events, merit system. Survey of all teaching staff and PSAs on how well the school is meeting our aims. Work of the Ethos Group in developing these; remit of Ethos Lead in taking further; parental engagement in identifying the values; parental surveys regarding the aims.

b) Procedures, staff meetings to discuss, records of detentions, discussions at FH meetings, class observations, etc.

c) Staff feedback June 2018 and Jan 2019, FH meetings, staff meetings, ‘Creating a Culture’ document, staff led CPD sessions, Reading Group sessions.

d) Observations indicate that staff are taking on board research on questioning, that they are using low stakes quizzing, retrieval practice and knowledge organisers and sharing templates and resources; there is widespread pupil use of flashcards for revision; resources in faculties show a greater awareness of research findings e.g. Knowledge organisers and retrieval grids; almost all classes have and use Google Classroom; more pupils are aware that highlighting and re-reading notes is an ineffective revision strategy.

a) Leadership remits, Staff CPD, pupil assemblies (eg. Chromebooks, study skills, etc), House assemblies, parents training sessions, minutes of meetings, Registration time programme.

b) Trips – pupil and parent feedback.

c) Prefect calendar, House system documents, prefect feedback from survey, prefect interviews, House Improvement projects.

d) QA/SMT calendar.

e) QA calendar, LS calendar, SMT calendar; agendas for CPD, Staff meetings, inset days; DM minutes, WTA, link SMT discussions with FHs.

f) Attendance of group is usually in double figures and across a variety of faculties and staffing areas; staff engage well with discussion of ideas; meetings usually result in ideas for improvement that can be taken forward.

Question 3What could we do now? What actions would move us forward?

a) SMT continue work with Ethos Leads to establish and embed Prefect calendar and promote House system and through these our values and aims.

b) Continue to embed and review our new procedures, aiming for as much consistency as possible, through class observations, staff discussion, House Council discussions, sharing of information with parents and other partners, developing new Staff Information Handbook and Pupil/Parent Induction Handbook. Continue to monitor detention, attendance, punctuality, class transfer data and establish follow up ‘restore and repair’ practices following class transfer (or even exclusion). Establish teacher ‘walk round’ times for peer support over reinforcing these standards. Share our expectations with regard to school and classroom procedures with parents through newsletter, School Handbook, P7 Induction Booklet and Parents’ Information Evenings.

c) Continue the delivery of whole school CPD sessions on ‘Creating a Classroom Culture’ to actively establish the type of learning environment that we wish for as consistently as possible across the school; to ensure that all teachers have consistently high expectations of behaviour and attainment and build positive teacher/pupil relationships based on mutual trust and respect.

d) Continue with whole school Teaching and Learning CPD delivered by Research leads with planned focus on effective feedback, Rosenshine principles of instruction and a planned peer observation and support programme to embed what we have learned this session into our practice (see evidence regarding effective CPD in CLPL paper - J Vance) and support peer collaborative learning. More discussion required around evaluating and monitoring impact on pupil attainment. Also create our school ‘Teaching and Learning

guidelines’ from this.

e) Continue to offer leadership roles (possibly Attendance lead) where appropriate and support existing roles.

f) Work with Ethos leads and House Leaders to embed Prefect calendar.

g) Continue

h) Continue

i) Work with other partners to sustain our improvements built on the vision, values and aims of the school, eg Parent Council, a wider selection of parents eg. ‘drop in’ sessions, focus groups.

j) Ensure we make opportunities to discuss our collective strengths and areas for development with all staff.

k) Look at examples of how other schools nurture creativity and innovation; attend Creativity inset training.

l) Continue group encouraging more to attend and different staff members to choose reading material.

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? good

QI 2.3 Learning, teaching and assessment

Themes Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoring

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school?

a) The ethos and culture of our school reflects a commitment to positive relationships and the best learning environment possible. In many classrooms there are positive, nurturing and appropriately challenging relationships which lead to good learning outcomes.

b) In many classrooms teachers motivate and engage learners through rigour and efficacy in their teaching and classroom management and through their positive and respectful dealings with all pupils leading to attainment for all pupils at every level.

c) Learners have access to digital technology through the Chromebook roll out which has been carefully planned with staff (teachers/PSAs/librarian) and pupil training.

d) Outdoor learning is accessed within a number of curricular areas- see 2.2.

e) Many teachers across the school have high expectations of pupils; there is CPD required on providing all classes with work at a high level and offering scaffolding and support to those that require it, ensuring effective challenge and support.

f) Questioning strategies in many classes are effective, giving stretch and challenge to pupils and providing teachers with feedback on learning. Quality of T&L in many classrooms is good with whole school CPD on making this more consistent across the school. Staff access and apply findings from educational research to improve learning and teaching through whole school CPD.

g) Assessment in SP is proportionate and matched to learners’ levels based on a quality

body of evidence that is moderated within faculties and sometimes across schools; work on improving assessment in BGE required.

h) We have very good, manageable processes for recording progress in SP and in BGE on a whole school level and within many faculties. These are analysed at a teacher, faculty and whole school level to ensure progress for learners. Interventions by Guidance following tracking are carried out where needed.


a) School Ethos Group; re-write of vision, values, aims; re-establishment of House and prefect system; prefect calendar; class observations; faculty discussions; CPD on establishing a ‘Classroom Culture’.

b) Class observations; Faculty discussions; attainment; FH feedback; whole school focus on ‘Creating a Culture’ and CPD programme.

c) Class observations; Chromebook training and rollout programme.

d) PE, Geography field trips, Enhanced provision, Duke of Edinburgh Award.

e) Class observations; FH meeting discussions around HGIOS4 (see FH meeting May 2019); staff CPD

f) Class observations; FH meeting discussions around HGIOS4 (see FH meeting May 2019); whole school CPD programmes on ‘Effective, Research based Teaching’ and feedback from this

g) Faculty Head meeting discussions around HGIOS4, QA calendar; SMT/FH QA link meetings (see QA calendar); BGE assessment review resulting in new S3 assessment period; proposed S1/2 assessment periods – see SSMT and FH minutes; English QAMSO sharing good practice.

h) Whole school tracking; faculty tracking; faculty meetings; SMT meetings; PTPS meetings and interventions.


a) Continue to embed vision, values & aims; continue to embed House and prefect system (see 1.3).

b) Deliver more whole school CPD sessions on ‘Creating a Classroom Culture’ to actively establish the type of learning environment that we wish for as consistently as possible across the school; to ensure that all teachers have consistently high expectations of behaviour and attainment and build positive teacher/pupil relationships based on mutual trust and respect – see 1.3.

c) Continue Chromebook training sessions for staff, ensuring all staff are aware of how to use this technology to enhance their teaching.

d) Build an outdoor ball court area so that more PE can take place outdoors and so that pupils can use the area at breaks.

e) Research into what has been demonstrated to be the most effective methods of differentiation; T&L CPD to work on providing classes with work at a high level and offering scaffolding and support to those that require it, as opposed to more traditional view of differentiation.

f) T&L CPD also to provide more work on embedding other aspects of effective teaching introduced this session: delivering knowledge based learning including use of knowledge organisers across the school; strategies for effective learning such as retrieval practice,

spaced practice, self-quizzing, ‘do now, activities; effective questioning for evaluating learning; cognitive load theory and its impact on teaching and learning. Introduce a planned peer observation and support programme to embed what we have learned this session into our practice (see evidence regarding effective CPD in CLPL paper - J Vance) and support peer collaborative learning. More discussion required around evaluating and monitoring impact on pupil attainment.

g) Carry out a whole school and subject (including EP and PSE) curricular review which will include assessment review; ensure EP curricular plans, assessment and tracking is in place.

h) SMT to add post prelim whole school review to QA calendar; review of report comment writing from point of view of value of comment and teacher work load; work on class teachers using more data analysis, eg Insight and SNSA.

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? satisfactory

QI 3.1 Ensuring wellbeing, equality and inclusion

Themes Wellbeing Fulfilment of statutory duties Inclusion and equality


a) Caring and positive relationships are evident across the school. Many staff are very aware of GIRFEC and the wellbeing indicators; all staff recognise that wellbeing underpins learners’ ability to achieve success and practise the principles in their work in the school but need refreshing on the frame-work; there are many different pupil needs being met through organised groups (see Nurture programme) and actions of staff.

b) Staff promote an ethos and model behaviour in which children feel safe and secure; all pupils know who they could go to if they need adult help; a significant number of pupils in BGE have an adult mentor; accordingly a significant number of staff across the school are involved in mentoring; pupils have regular opportunities to reflect on their understanding of wellbeing in PSE which includes a unit on LGBT issues and awareness; all pupils have daily contact with their Registration teacher who follows a Registration time programme.

c) We promote a culture of positive relationships and shared understanding of what a safe and positive learning environment should be in many ways including through a ‘Creating a Culture’ CPD programme for teaching staff to ensure that all staff are aware that their own behaviour is of utmost importance in establishing this environment; we have discussed and established whole school and classroom procedures and ‘rules’ to ensure there is consistency across the school.

d) All staff have had training about ACEs and the effects these can have on young people; some staff have had specific training in ACEs trauma and barriers to learning and other aspects of delivering Nurture groups and are responsible for running these.

e) We offer a wide range of support for pupils with SEBD through our Nurture (Pef) Programme.

f) We have review meetings with SMT/ASN/PTPSs/CSWs to discuss and evaluate all pupils across the school and to plan interventions where necessary; as a result we have a greatly improved and shared knowledge of pupils.

g) PTPSs know their caseload well and devote time to their individual care and support through regular meetings and discussions with parents and other partners; pupils attend partner agency meetings where decisions are made about their future; CSWs in the school also know their caseload pupils extremely well and offer many other types of support as well as weekly appointments, such as break and lunchtime support, clubs and after school activities, home visits, picking pupils up to take them to school.

h) All pupils with support needs are catered for as far as we are able to within the physical environment we have; vigorous attempts to get improvements to the school in this respect have been made; alternative curricula are designed to suit needs of individual pupils; Sixth year pupils are involved in supporting pupils through activities such as paired reading.

Question 2How do we know? What evidence do we have of positive impact on our

learners?

a) PTPS practice; Nurture programme; staff interest and participation in Nurture programme; staff care for pupils; behaviour across the school is calm, most pupils are polite and respectful.

b) Re-design of school vision, values and aims, staff promotion of these through House Leaders, assemblies, class work, merits, etc.; extensive mentor system and pupil and staff engagement with this; very good PTPS support for pupils and pupil and parent engagement with this; PSE course outlines; Registration time programme.

c) Creating a Culture programme has been well received by staff and there is evidence already through informal observations and discussions of more consistency of classroom practice.

d) Inset training; staff Nurture leads running Softstart, resilience, relax kids, mentor system, Friendship groups, Growing2gether etc.; improved behaviour, attendance, attitude, self-esteem for many pupils taking part; decrease in exclusion rates.

e) We evaluate the impact of our nurture interventions through Boxall profiling and use of Goodman’s Strengths and Difficulties Questionnaires, pupil Mentor evaluations, mentor logs, strength and difficulties questionnaires, individual discussions with pupils, overall observations of behaviour, attendance, attitude, self-esteem, check ins for pupils who have finished groups, etc.

f) Minutes of meetings; more informal discussion and sharing of information.

g) PTPS activities leading to very good support for pupils; CSW base activities and pupil engagement with these.

h) Support for pupils with different needs from PSAs to get around school, in classes, to go to College, etc; adapted and specialised timetables where required; support in CSW base, in E20 base, specialised small classes.


a) RE-visit Girfec and SHANARRI forms with all staff; redesign of Form 1 to suit our school; Audit of school practice against H&WB indicators.

b) Appointment of an ‘Ethos Lead’ to support SMT with the promotion of the House and Prefect system and alongside this the school vision, values and aims; follow planned programme of improvements to new prefect/House/merit system, including drawing up of a ‘Prefect Calendar’ (see attached); revisit the curricular PSE structure to ensure consistency and coherence across teachers and year groups; LGBT group to be established; further work on developing and embedding Registration time programme.

c) Continue with CPD sessions on Creating a Culture and develop peer observation programme to support staff with embedding this in classroom practice.

d) Update on ACE awareness; Boxall profile learning report for pupils in soft start to inform teaching staff; share more information with staff on pupil circumstances to allow better understanding; staff to be more informed of groups and pupil participation; look at using the Edinburgh/Warwick scale of wellbeing to carry out a bi-annual wellbeing check of pupils parents and staff.

e) Improve and embed Nurture support through the following:Look at ways to offer more parental nurture and guidance – staff to attend training in Parenting Classes; increase parental engagement in Nurture groups; improve the structuring of programmes offered in Softstart; develop mentor pack for new mentors and review the use of mentor logs; selected staff to be trained in Mental health first aid; S4-6 pupils to have training as mental health ambassadors; S6 pupils involved more in younger pupil support; Mental Health & Wellbeing award for all S4 pupils progressing to them working towards a mental health Ambassador training in S4/5 and then pupils

undertaking mental health support for junior school years throughout the school perhaps running drop in clinics and mentoring support for pupils with anxiety coming into high school, etc.; senior pupils to help organise a Health and Wellbeing cross curricular day/week/assemblies for junior pupils; look at possibilities of appointing an attendance Lead to help monitor attendance and support pupils and families into improved attendance.

f) Develop system of pupil profiling in order to communicate information with parents/staff about pupils more widely and effectively; formalise referrals to Nurture groups and other support using Shanarri referral form; possible termly newsletter.

g)

h) Increase sixth year volunteer activities in the school.

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? good

QI 3.2Raising attainment and achievement

Themes Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners


a) The school has a commitment to careful analysis of data in the SP and all subjects contribute to this work. Good use is made of Insight by SMT and FHs to explore different aspects of attainment in the SP. Prelim and SQA results are examined at classroom level and points for action agreed. Productive joint working between FHs and SMT to set targets for improvement based around the results of Insight data analysis has allowed clear next steps for faculties to be identified. There is a commitment by SMT, FHs and CTs to focus on tracking of individuals and groups. PTPSs follow up on the progress of individuals.

b) Target setting in the SP is aspirational and forms basis for tracking and learning conversations. Tracking is strong in the SP and improving in the BGE.

c) Strong College links and use of HVA help to ensure effective attainment pathways for pupils with the school having a proactive approach to guiding pupils to positive destinations through the newly developed S1-S5 DYW programme in PSE. This information is shared with parents at SP Parents’ Information Evening. The school offers accredited courses where possible – Finance; First Aid; Mental health and wellbeing, etc to improve overall tariff points. Some subjects offer sideways and additional accreditation eg. Maths and Applications of Maths and additional Numeracy units.

d) The school offers supported study classes for identified groups of SP pupils at risk of not attaining with specific subject focus.

e) Current S4 Lit/Num slightly below Highland; current S5 all good; current S6 Literacy L3 below, Numeracy L3 & L4 below.

f) S4 overall attainment an improving picture but with areas for improvement; S5 areas for improvement; S6 areas of strength but with areas for improvement – see Insight report for details.

g) The school has targeted some of Pupil Equity Funding on addressing the barriers to attainment of young people at risk of not achieving through a planned nurture programme including widespread mentoring activity by staff of vulnerable pupils, Softstart run by Nurture Lead and PSAs, Resilience groups, Relax kids, Friendship groups, Seasons for Growth, Yoga, Growing2gether, etc. which is helping to address the attainment gap.

h) Literacy Lead through Pef running working group and improvement programme – see section on ‘What have we done to raise attainment’.

i) Numeracy work in Maths department – see section on ‘What have we done to raise attainment’

j) All courses linked to benchmarks/national guidelines; faculties involved in moderation/QA procedures.

k) Use of FB/website to celebrate successes.

l) Policies have been agreed and established to address the need to improve attendance and punctuality, both school and classroom.

Question 2How do we know? What evidence do we have of positive impact on our

learners?

a) Insight reports – whole school and Faculty; Faculty minutes; QA calendar; THS Whole School and Faculty actions and targets document; Tracking spreadsheet interventions tab.

b) Target setting process and forms; Registration time programme including learning conversations; whole school and Faculty tracking.

c) School subject choice booklets, option forms and pathway documents; SP Parents’ Information Evening presentation; PSE DYW programme; improvement in tariff points

d) Supported classes arrangements – see results in August for review

e) Insight report

f) Insight report

g) See Pef evaluation

h) Vernon Spelling test and BPVS testing enacted for identified pupils; results analysed and reviewed throughout sessions; Learning Support tracking of Literacy Toolbox progress; tracking of levels at end of S3, BGE Benchmarking and improvement noted in English & Literacy tracking; comparison/Analysis of BGE benchmark tracking with SNSA data; attainment in National 3 Literacy/ National 4 Literacy/ National 5 Literacy (especially for pupils identified as requiring further literacy support).

i) Numeracy diagnostic testing - completed tests – ongoing work – see next section.

j) Subject documentation; QA Calendar; QA procedures.

k) FB/website engagement; parental survey on communication indicated that parents were satisfied that the school kept them well-informed

l) Attendance and punctuality policies – too early to measure impact over any period of time but initial signs are positive.


a) Continue with rigorous analysis and target setting with earlier focus on measuring impact leading to earlier identification of pupils at risk of not attaining targets and therefore individual intervention.

b) Look at effective means of target setting in the BGE at Faculty level which will tie in with increased pupil participation in planning pathways – links also to DYW plans and profiling plans; pupils engaged in planning pathways earlier – again links to DYW programme and profiling.

c) Continue to focus on offering appropriate courses where possible (constrained by staffing issues); in particular lower level courses and vocational subjects. Groups of pupils to be identified in S5 and given active support in preparation for following their desired career pathway – see DYW forward plan in

d) Evaluate the success of this initiative and set up again.

e) SMT and FHs to create opportunities for planned engagement with SNSA and BGE data; encourage class teachers to be more involved in data analysis individually – SNSA, BGE data.

f) Identification in SP of those groups of pupils at risk of not achieving their target grades at an early stage and applying appropriate interventions including involving parents; improved recording and celebration of pupils’ attainment and wider achievement through school prize giving evening and assemblies – see Prefect calendar;

g) The school has targeted some of Pupil Equity Funding on addressing the SEBD needs and barriers to attainment of young people at risk of not achieving through a planned nurture programme including widespread mentoring activity by staff of vulnerable pupils, Softstart run by Nurture Lead and PSAs, Resilience groups, Relax kids, Seasons for Growth, Yoga, Growing2gether, etc. which is helping to address the attainment gap.

h) Continue to evaluate Literacy classes – use testing measures to track initial literacy levels and therefore measure progress; more rigorous tracking of individual pupil’s progress with tangible targets being agreed upon and met; greater liaison with Learning Support and English Department/Librarian through shared Faculty meetings and dissemination; adopting more effective practices in reading time – DEAR initiatives (with teacher reading with pupils highlighting the importance of fostering a reading habit); explicit teaching of word roots being embedded into English and Literacy Curriculum; purchasing of more current audio books for the library; purchasing of ‘Fresh Start’ Reading pack for struggling readers; focus on phonics for identified individuals; create planned times in calendar to study and share SNSA data.

i) Use Pef funding to allow time for a teacher to go into Primary schools to test P7 pupils using HNP diagnostic testing; this group is currently identified by Primary teachers and using SNSA data; use Pupil Equity funding to buy Numeracy Development officer time to study diagnostic test results (new S1/2/3) and identify numeracy areas in need of addressing; purchase resources to fill the gaps identified; NDO to run training sessions for Maths/ASN/PSAs in use of resources; build more focused programme of work for this group of pupils (approx. 15 in each year group) that will replace some of current Maths curriculum for BGE; check for other pupils in new S1 not initially identified by Primary schools; continue testing process throughout the session recording progress; share information on Numeracy levels with all staff; create planned times in calendar to study and share SNSA data.

j) Carry out BGE curricular review – see 2.3

k) Finalise new website; launch and share with all partners; promote its use as main method of communication; link to FB feed.

l) Embed and review policies on attendance and punctuality; survey pupils, parents and other partners in their efficacy; carry out research into other effective ways of improving attendance – consider a Pef funded staff member to act as attendance lead.

m) Set up a Library group to ensure that we make the best use of everything that our school library and librarian has to offer, eg. Study classes, promoting of study skills and study materials (flashcards, etc.), paired reading sessions with S6 volunteers and younger pupils Paired Reading Scheme allowing individuals to build confidence in their abilities and develop their reading fluency with support from senior pupils, promoting and enhancing the Reading Ladder programme, board game clubs at lunch time, use Prefects to cover Library at lunchtime so that it can be open for longer, craft clubs for all pupils including Nurture groups.

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? satisfactory

KEY THEME from QI 2.2 Curriculum

Theme 3

Learning pathways


a) Our curricular pathways from BGE through SP are planned to be as versatile as possible and to offer as many opportunities for success and equity of opportunity to all pupils with possibilities to achieve over varying timescales; teachers have a shared understanding of progression through BGE and SP; this information is shared with parents at SP Parent Information Evenings; progression through the CfE levels in BGE is clear through use of Faculty and whole school tracking and how a pupil will then progress into SP is also clear through tracking and reporting; pupils build on prior learning as they move through the school.

b) Strong College links and use of HVA help to ensure effective attainment pathways for pupils with the school having a proactive approach to guiding pupils to positive destinations through the newly developed S1-S5 DYW programme in PSE; this programme also helps them to recognise the skills for life and work they are developing; engagement with local Invest in Youth Group to plan calendar of engagement activities with local businesses and support from businesses within the school in the form of preparing for Apprenticeship classes, etc.

c) The school offers accredited courses where possible in SP – Finance; First Aid; Mental health and wellbeing, etc to improve overall tariff points. Some subjects offer sideways and additional accreditation eg. Maths and Applications of Maths and additional Numeracy units.

d) We work towards equity and raising attainment for all through adapted timetables for individual pupils with different needs; adapted classes for those not able to attend mainstream classes; supported study classes; literacy enhancement classes; offering awards that are more accessible to lower attainers; flexible learning pathways; 1-1 sessions; Airport House.

e) Learner conversations in registration time help pupils to develop their awareness of themselves as learners.

f) FHs lead curricular development within subjects according to National guidelines and based on experiences and outcomes and benchmarks; in many classes pupils are offered breadth, depth and challenge in their learning.

g) Outdoor learning is accessed within a number of curricular areas – see 2.3.

h) All staff take responsibility for developing literacy, health and wellbeing and digital literacy across the curriculum.


a) Option forms are built around pupils’ needs following extensive surveying of pupils and draft option forms – pupil satisfaction in choices is usually over 95%; Curricular pathways document demonstrates range of levels and pathways available; SP Parent Information Evenings presentation; Faculty and whole school tracking and reporting and use of this information by pupils, staff and parents at subject choice times.

b) 16+ data; post school destinations data; engagement with and uptake of North Highland

College school link courses and HVA; data from local Invest in Youth Group; PSE DYW programme outline; DYW calendar; UCAS track data indicating number of pupils who have received offers for further/ higher education places; high uptake and good level of engagement in experiential learning opportunities including Careers in Health and Construction, Medicine career events such as Doctors at Work, ‘So you want to be a doctor?’ days in Raigmore and Law events through Reach.

c) School curricular structure and use of core time; option forms; +1 programme in S5.

d) Pupils with adapted timetables; non mainstream curricula in EP; improved attendance for those at risk of not engaging; decrease in exclusion rates; evaluations from Nurture programmes.

e) Registration time programme.

f) Faculty curricular plans and timelines.

g) See 2.3

h) Literacy working group, creation of PEF Literacy Lead role to enable greater focus on this expansive curricular area; establishment of Literacy Working Group – staff from different disciplines working collectively to target literacy priorities in the school; visibility/ dissemination of effective practice in literacy with regards to vocabulary building; INSET days disseminating literacy priorities to whole staff (explicit teaching of vocabulary) and involving teaching staff in the process of creating vocabulary booklets for senior phase pupils; ongoing initiatives in registration time aimed at improving literacy via focus on bridging the vocabulary gap and presenting a whole school approach to literacy; staff members/ pupils suggesting ‘Words of the Week’ engaging all in the process; professional Reading Group highlighting Literacy engaging whole staff in current research and engendering/supporting reflection on practice; digital literacy for both staff and pupils improved through Chromebook rollout with twilight training for all staff including PSAs and e-safety for all pupils.


a) Carry out review of whole school curricular structure following information that Highland Council are no longer mandating schools to offer only 6 choices in S4; research other school curricular structures in other authorities for information and ideas; possibly reinstate Curricular Architecture Design WG.

b) Increased knowledge and understanding of the DYW curriculum and Career Standards at a department level across the whole school- moving on to integrating DYW into all subject areas and building on partnerships through these subject areas using DYW links and our STEM ambassador. Further develop our PSE programme to support pupils in their planned destinations including PSE classes for Modern Apprenticeships, Further and Higher Education and Employment. CV feedback sessions following mock interviews for S4 pupils in November to be held. Through reviews of current PSE curriculum in S5, with a more targeted approach to supporting pupils’ intended post school destinations, college and university link visits to be more tailored.

c) Continue to engage in discussion across faculties as to how to offer as versatile a range of pathways as possible given staffing constraints and recruitment issues; involve pupils more in curriculum planning and development where possible.

d) Continue to offer personalised adaptations to timetables and support; review and improve EP learning programmes; continue to be as creative as possible in utilizing local expertise in offering specialised individual or small group classes – eg. Yoga, drama, cooking, mountain biking, car maintenance.

e) Review, embed and move forward with the Registration time programme to tie it in with the revised PSE programme, Ethos, Teaching and Learning and Nurture initiatives, etc.

f) Carry out a detailed subject curriculum analysis in BGE in order to recognise areas of

connection and valid opportunities for IDL and to ensure knowledge and skills are built overtime and that there is coherence in the curriculum, that appropriate timelines and assessment are built in and that staff and pupils/parents have whole school overview of BGE.

g) Build an outdoor ball court area so that more PE can take place outdoors and pupils can use this outdoor area at breaks.

h) Develop the curricular plan for the literacy support classes; review H&WB across school to ensure in line with benchmarks; focus on increasing Numeracy skills – see 2.3; e-safety classes for parents; ensure all staff have access to e-safety training.

i) Learning for Sustainability and ‘Future Lab’ learner engagement document to be reviewed.

KEY THEME from QI 2.7 Partnerships

Theme 3

Impact on learners (focus on parental engagement)


a) Parents feel very welcome in the school and consider the staff to be open and

welcoming; parents feel that staff know their children well and that they get good communication from the school.

b) Parents’ Evenings are well supported as are the three Parents’ Information Evenings (P7/BGE/Senior Phase) and parents value the opportunity to be more informed; parents are also kept informed through the use of texts, email, newsletters, Facebook, website, letters, phone calls.

c) Some start in family learning has taken place by offering Parental Study Skills classes.

d) Parents are invited into the school when possible eg. Softstart parent events, Debating, Rock Challenge previews, Growing2gether awards, etc.

e) Google Classroom and now all the GSuite apps through the Chromebooks give parents the opportunity to have an overview of their child’s work.

f) The Parent Council is made up of a wide ranging group of parents representing all year groups and is very supportive of the school.

g) Parents are involved in a wide range of meetings around the needs of their child where appropriate, through SMT and guidance.

h) Use of Knowledge Organisers allows more parental support over homework and revision.

i) Pupils benefit from the school engaging effectively with partners in many ways: North Highland College, Parent Council; Fundraising Group; FM staff; Canteen staff; CSWs; volunteer minibus drivers; High life Highland school librarian; Rotary Interact; North Area Invest in Youth Group; Befriending; police and fire brigade; school nurse; Youth Development Officer; etc.


a) Parent’s Evenings surveys; QIV visit feedback.b) Communications survey.c) Classes offered were very well received anecdotally.d) .e) Communications survey.f) .g) .h) .i) Uptake of NHC courses; positive relationship with Parent Council; engagement with and

fundraising activities of Fundraising Group; FM staff support of the school in many ways: driving minibus, overseeing buspark, building and transporting set for Rock Challenge, positive relationships with canteen staff and support these staff offer to pupils, CSW Base and the huge amount of support offered by CSWs including after school activities, weekend outings, Transition Group, etc., volunteer minibus drivers stepping in to allow teams to travel when no drivers are available, school librarian offering lunchtime clubs and craft clubs and engaging with school literacy initiatives, Rotary Interact involvement with S5/6 pupils through fundraising and interview support, IYG support with identifying

business partners and help with work experience insurance checks, S6 pupils volunteering through the Befriending charity, YDO input to Highland Youth Parliament participation and other activities, etc.


a) Update pupil/parent enrollment booklet to ensure all information on classroom procedures, school ethos, our teaching and learning approaches, parental expectations, etc are available to all parents; discuss parental expectations with focus groups of parents; establish a regular ‘drop-in’ session for parents with SMT; establish methods to communicate more over awarded merits and achievement and attainment.

b) Work to have the new website fully functional as soon as possible; work on ensuring all parents are on email address groups.

c) Offer Parenting Classes; literacy/numeracy support classes; share information on improving skills for all in literacy and as part of new reporting review and approach share examples of ways to improve in different subjects at different levels.

d) Use parent focus groups or drop in sessions to engage parents more in the evaluation process and to get more direct feedback from parents.

e) Look at how parents can be invited to join Google Classes to have more direct involvement and knowledge of when homework, assessments are due, etc.

f) Canvas new P7 parents for a new Parent Council member.

g) .

h) Embed use of Knowledge Organisers across subjects and levels where appropriate and include information about these and about quizzing at Parents’ Information Evenings and on website; have access to these on website as well as to other revision materials; ensure that all subjects are using Google Classroom for a minimum of homework, course outlines and assessment dates/revision materials.

i) Establish Library Group to ensure best use of this facility; improve tracking and reporting alignment with North Highland College; offer canteen staff an annual partnership meeting.

ADDITIONAL QI 1.1 Self-evaluation for self-improvement

Themes (complete as appropriate) Collaborative approaches to self-evaluation Analysis and evaluation of intelligence and

data Impact on learners’ successes and

achievements


a) All staff understand their responsibility in improvement through SE and all are familiar with HGIOS4 document; some staff have responsibility for aspects of whole school evaluation; FHs engage throughout year in SE through data analysis and HGIOS engagement as well as Faculty SE through surveys, focus groups etc.; this responsibility is shared with CTs at DMs and in faculty SE activities and QA procedures; there is a responsibility across all staff to engage.

b) Pupils are engaged through Faculty survey/focus groups, House Councils; how much are they engaged in classes?? Parents are engaged to an extent through Parents’ Evenings surveys but this doesn’t reach enough parents; SIP shared with parents at Parent Info Evenings.

c) We engage annually in review meetings with NHC to discuss improvements.

d) Inset day staff engagement in SIP evaluation.

e) Individual staff members and staff groups engage with HGIOS evaluation, eg Literacy WG, Ethos WG, Research and Nurture Leads, etc., as well as teaching staff, CSWs/PSAs/Parent Council engage in HGIOS evaluation.

f) We meet regularly with CSWs and FM staff to discuss their views and ideas for improved practice; PSAs are consulted on their views.

g) Circumstances affecting pupils’ lives are shared with staff to a certain extent; PTPSs/CSWs are very aware of these; staff are aware of the theory surrounding ACEs and their impact.

h) Pef programme takes actions to remove barriers to success – see separate document; we interrogate data eg. Risk Matrix, SNSA, SPP, Insight, BGE, AA needs to form overall profile of pupil but this needs improvement; we use data and surveys to evaluate the success of Pef initiatives.

i) All Faculties have planned targets for improvement in attainment through Insight analysis; individual targets for attainment are set across SP; effective T & M with whole staff discussion over work load surrounding report writing.

j) Some staff have visited other schools for ‘outward’ focus; also SQA marking; FB groups; influx of probationers; subject forums; twitter.

k) Many staff lead aspects of school improvement.

l) CPD for staff linked to results of staff and behaviour surveys. Staff are encouraged to reflect on and share practice through whole school CPD programme ‘Becoming more research informed teachers’; effect on learning , teaching and attainment seen through class observations and hopefully Insight data next session.

Question 2 How do we know? What evidence do we have of positive impact on our learners?

a) All teaching staff issued with copies of HGIOS4; Faculty minutes of HGIOS4 review; document detailing staff involvement in whole school HGIOS4 evaluation; Faculty Insight and HGIOS review and targets setting; DM minutes; Faculty surveys.

b) Pupil surveys; House council meetings; parental surveys; Parental surveys are fed back to parents in form of ‘You said…, we did…’ document; Parent Council mins; Parents’ Information Evening presentations.

c) North Highland College review meeting minutes; improved working of liaision between school and

college.

d) Collation of evaluation; staff had better understanding of progress in meeting SIP requirements.

e) CSW/PSA/Parent Council HGIOS evaluations and other staff group evaluations are fed into whole school evaluation.

f) Minutes of meetings with CSWs and FM staff; QA calendar; collated feedback from PSAs; actions taken as the result of these activities.

g) Staff updates on individual circumstances at Newsmart where appropriate; Staff info on Nurture groups shared at Staff meetings by Nurture lead. ASN spreadsheet available to all staff; ACE awareness inset; CSW and PTPS emotional literacy when dealing with pupils.

h) Pef programme pupil evaluations, eg. Mentor evaluations, Boxall profiles, Growing2gether review, etc.

i) Faculty Insight target setting documents with clear indicators of how success will be measured and evaluation of these – see QA calendar; target setting for senior phase pupils including learner conversations around these in Registration time programme; Faculty tracking systems; whole school tracking and reporting; evidence of follow up interventions.

j) .

k) Research lead, Ethos lead, Literacy lead, Nurture leads, Library Group, Reading Group, A2.2 development, Rock Challenge, Duke of Edinburgh, CSW groups, GSuite training; Google Classroom introduction, mentoring of student teachers, etc.

l) Staff survey; effect of changes seen through attendance data, class transfer and exclusion data, detention data, 16+.


a) Spread HGIOS4 evaluation out across year and identify these points in QA calendar clearly.

b) Ensure that all survey findings and subsequent actions are fed back to the stakeholders; tighten up on systems for pupil feedback through House Councils; look to ways of engaging a wider cross section of parents to obtain feedback, eg. Focus groups or ‘drop in’ sessions; share ‘parent friendly’ version of SIP shared with parents at Parent Info Evenings.

c) Continue NHC engagement, eg. Working together to solve staffing issues in school and student numbers in College.

d) Simplify inset day staff engagement in SIP evaluation.

e) Continue.

f) Continue.

g) Look at better ways to ensure that teaching staff are aware of circumstances of some pupils where appropriate in order to have a better understanding of these pupils.

h) Profiling of all pupils (including Pef pupils) required – research needed to decide on best method.

i) Ensure all points of evaluation of progress towards Insight targets are in QA calendar; carry out review of work load and efficacy surrounding report writing.

j) Continue where possible.

k) Continue with these lead posts and to offer other forms of leadership opportunities wherever possible, eg. Attendance lead.

l) Review whole school CPD programme ‘Becoming more research informed teachers’ both by obtaining the views of teachers and by measuring the effect on learning, teaching and attainment seen through class observations and Insight data.

What is your current evaluation of this QI using the How good is our school? (4th edition) six-point scale? Choose an item.

Documents

Standards and Quality Report - thursohighschool.org.uk · Web viewThurso High School, built in 1958, is the most northerly secondary school on the Scottish mainland serving the coastal