Peterhead Academy

WHOLE SCHOOL

Session 2011-12

Self Evaluation and Improvement Plan

How good are we now?

How do we know?

How good can we be?

The Six-Point Scale

LEVEL

Level 6	Excellent	Outstanding or sector leading
Level 5	Very good	Major strengths
Level 4	Good	Important strengths with areas for improvement
Level 3	Satisfactory	Strengths just outweigh weaknesses
Level 2	Weak	Important weaknesses
Level 1	Unsatisfactory	Major weaknesses

Quality Indicator: 1.1 IMPROVEMENTS IN PERFORMANCE

Last Updated: April 2012 Improvement Plan Ref: GIRFEC 3

Attainment and Achievement

Current Quality level: 3 (Satisfactory)

Comment: Overall levels of SQA attainment are below national averages and only ‘in-line’ with comparator school expectations in S4. There are notable exceptions to this assigned level, particularly in Mathematics, Business Education, Technology and some science courses. The school has focussed on improving teaching and learning and raising attainment. These include: Improved home-school communication established by the Head Teacher, clearly outlining standards and expectations of pupils at Peterhead Academy A revised Homework Policy introduced to standardise expectations across the school Following S4, S5 and S6 prelim SQA examinations, underachievement letters issued. Baseline assessment (CAT) and summative assessment information used to target particular pupils and set SMART expectations. Most departments and faculties offer lunchtime and after-school revision classes. In partnership with parents/carers and staff, the school identified particular S4, S5 and S6 pupils for additional after-school tutoring. This was delivered over a three month period. The school offered an Easter revision programme. This was well attended and valued by parents/carers and pupils. The school has developed a ‘broader’ senior school. Initial impressions are that this will improve the ‘stay on’ rate into S5 and S6. S1/S2 Attainment Wider aspects of learners’ achievements are very good and supported by a rich range of evidence. Recognition of achievement is an area for development which will be a key focus next year. Opportunities for all learners are being provided in terms of out of lesson activities. Improvement planning has been refined to focus on HGIOS Journey to Excellence and, more specifically, ensuring measureable impact for learners. The sharing of good practice is developing and assists in ensuring continuous improvement. Commitment to self-evaluation is seen in many areas and is an emerging school strength. Attainment by the end of S4 The % of pupils attaining Mathematics and English awards at SCQF Level 3 remained stable when compared with last year, and exactly in line with the comparator schools average. On all other end of S4 measures, attainment showed a notable improvement, meaning that levels were in line with the comparator school average across most measures. Attainment by the end of S5 Attainment levels at the end of S5 remained well below the national and comparator school averages in 2011. Some account must be taken of the fact that the S5 staying on rate at Peterhead Academy is well below the national average, which has a negative impact on attainment levels at S5. Attainment by the end of S6 As for at the end of S5, attainment at the end of S6 in 2011, remained well below the national and comparator school averages across most measures.

Theme 1.	Standards of Attainment
We have raised attainment over time. The attainment of individuals and groups compare well with similar schools and with national levels.
Evidence of impact	STACs analysis 10/11 – improved S4 results in all whole school measures S3: SG English – very good results. 82% candidates achieving Grades 1-2 S4: 5+ SCQF Level 5 increase of 6% on 2010 figures. CAT scores predicted 18.9, achieving 26%. Girls performing better than boys. Results still below national average. 5+ SCQF Level 4 increase of 7% on 2010 figure from 66% to 73%. Girls performing better than boys. 5+ SCQF Level 3 Highest figure since 2001 -91% S5: 5+ SCQF Level 6 and 3+ Level 6 Attainment below National pattern but in line with expectations based on 2010 results. 1+ SCQF Level 6 remained the same as 2010 but girls’ performance increased. 5+ SCQF Level 5 showed a slight increase overall. Girls are performing considerably better than in 2010. S6: 5+ SCQF Level 6 remained as 2010, below the National pattern but in line with expectations from 2009 S4. English and Maths Level 3 – steady at 91% for last two years. Staying on rate has risen. 2010-11 S5 62% S6 38%. 2011-12 S5 69% S6 42% Within the overall statistics there are many examples of very good levels of attainment: (Graphic Communication, Technological Studies, Practical Craft Skills, History (H, I1 &2) Modern Studies (I2), Administration and Accounts.

Theme 2.	Overall quality of Learners’ Achievement.
We support and recognise the wider quality of learner’s achievement.
Evidence of impact	Parental surveys from S1-6 show that 85% parents either agree or strongly agree that their child finds school a positive experience. Pupil achievement is encouraged and celebrated via a range of systems: Praise Slips, greatly increased provision of display boards, foyer display, press coverage, Art Work of the Week. To increase publicity, a Press Coordinator has been appointed. The Press Gang which collects story ideas and writes stories for monthly newsletter has also been created. A Pupil Council has been created who have been fundamental in: improving school environment (toilets, bins etc); by surveying pupil needs; improving communication with other pupils; redesigning planners; creating page for new website; surveying pupil interest for lunch time and after school activity. Increased house activity is available in school (see list) which promotes achievement across a range of sporting and other events. Increased use of prefects around school both as monitors and ambassadors Three school trips introduced: one to France (MFL); one to Spain (Soc Subjects) and one to France to visit the Battlefields (History). Such opportunities provide a unique benefit for pupils’ experiential learning. S6 completed Youth Philanthropy Initiative during SE, thus learning much more about local needs and charities which support them £3000 won for Grampian Women’s Aid. Tree of Knowledge workshops taken part with S5 and 6. This promoted self-esteem and exam/study techniques. We have a variety of Arts extra curricular provision: drama club/art club, choir, orchestra, string group and film club. Our Drama pupils are involved with external theatre groups (S1, 2 and 3 with Theatre Modo; Higher with National Theatre of Scotland’s Men Should Weep). The Drama Club staged Ernie’s Incredible Illucinations to paying public audience. Music pupils are involved in an exchange with Irish pupils. S3-6 Art pupils experienced the Touring Gallery. English students have attended theatre performances of Journey’s End, Streetcar Named Desire and Lord of the Flies. Two authors have visited four S1 classes to promote writing skills. In MS, S4 students have visited the Sherriff Court and been involved in mock trials. We have reinstated Whole School Sports Day and the Authority Swimming Gala was held at school. This promoted our sports department across the authority and enhanced students’ self-esteem who took part. Enterprise activity is also vibrant. Senior Enterprise Group won award (see JS). Overall, Enterprise activities increased. These included PD base cakes sales, plant sales etc. Rock Challenge has been a key success at the school for many years. This year’s entry, South, won excellence awards in more categories than ever before (11 out of 13) We also won the following special awards (Award for Cultural and Educational Achievement; Award for School Community Support; Award for Press Coverage). The group were crowned Rock Challenge Northern Premier Champions in Grimsby in June. Later, in July, the Team travelled to Milton Keynes for the National Final of the competition. This is only the second time Rock Challenge has held a National Final with the top ten schools from the North and South regions competing against each other. 67 pupils from Peterhead were awarded overall 4th place along with "The Be Your Best Award for Stage Crew"; "The Be Your Best Award for Set Design" and "The Rock Challenge Award for Positive Inclusion". Fund raising has been at the highest level ever this year. Prefects have raised £2726.66. This has been distributed to charities identified by pupils such as Cancer Research, Children in Need and Fairy Box. Duke of Edinburgh – 68 pupils are working towards bronze award; 20 doing silver and 15 gold. This is our highest total yet. ASDAN Our Health Leaders were recognised for their hard work by being recommended for an award and were sent a certificate recognising their achievement from the Education across Scotland Group

Theme 3.	Impact of Improvement Planning
We pursue improvements that have a measurable impact on learners and their achievements.
Evidence of impact	There has been an increased use of CATS data by staff to aid target setting (CA, MFL, Sci, Tech). This has been largely due to the input of Shaun Conway who has visited 4 faculties as part of the RA committee push to share good practice in this area. Very positive feedback from faculty staff (MFL, CA) Monitoring and tracking procedures are being developed in a number of Faculties (Eng, Tech, SS, CA, Maths). Feuerstein training with Pupil Development staff has created units/lessons on thinking skills and problem solving. Alterations were made to the S5/6 Expectations Evening to ensure that a contract was re-established with S5 and one set up for S6 Prefects. This is to ensure that school procedures such as attendance, dress code and work ethic are reinforced. Homework has been given more systematically across the school. It is monitored by closer supervision of diaries and through LM/RA Comm (see policy/agendas). This has led to improvements in completion (see MFL; Art; Technical; Soc Sub) Homework clubs operate in most subjects. Many faculties report an increased use of school diaries both for entering homework and areas studied and for traffic light pages. (SS, CA, Sc, MFL). Art, for example, estimated 93% homework completion across S1-6. This increased use of diaries has been further supported by the blitzes on these (Oct-Dec 2011) School ICT hardware and software has been extensively upgraded. This has led to increased use in supporting learning (eg GLOW in MFL, smart boards in MFL and Soc Subs; Mac suite for Music Technology) Support classes have been created for borderline pupils in S4-6. These operated in Maths/Eng/Soc Sub/Langs/Science. Most subject areas (all except MFL) report good attendance.

Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategy to evaluate impact on learning and achievement.
Raise Attainment:
Improve performance of all S4-6 pupils and close gap between girls and boys in SQA exams.	By Aug 2013	All departments	Time via STACS meetings Staff meetings; revision sessions; mentoring time etc	Analysis of SQA results
Increase Higher Education uptake and greater publicity on positive destinations of our pupils.	2012-13	SMT Guidance	+ Destination figure
Coherent and rigorous monitoring and tracking in use with all teaching staff and Guidance (initially to focus on LAC, ASN, CP)	To be in place for start of next session	ER/ME/ Guidance/PD	Strategy day	Student attainment closely monitored; underachievement targeted quickly and results improving.
Further session with Gordon Lennon to promote use of CAT among teaching staff and further use of Shaun Conway to disseminate good practice among faculties.	First term next session	MOB and SMT/PTs	Gordon Lennon	Increased staff understanding and awareness of what pupil’s targets are.
Plan interventions for each PT to put in place to raise attainment	By Oct 2012	GW/PTFs/ MOB	Strategy day	Clear plans in place for each PT.
Maintain record of who attends after school and Easter revision session.	From Aug	PTFs/teachers	Robust data available to help with tracking and monitoring and QA.
Evaluate impact of revised homework policy	By Oct 2012	RA Group All Staff	Meeting time	Analysis of homework jotters Inclusion in next learners’ survey
Continued training (booster session) on Restorative Approaches	First day new session	ME	All new staff trained. Subsequent staff trained on termly basis. Existing staff booster annually.
Collation of Pupil Feedback opportunities from across departments	Ongoing. Complete by June	MOB	Clear shared awareness among all stakeholders of how we are talking to pupils about their learning. Opportunities to follow student preferences taken where possible.
Promote Achievement:
Consolidate use of display boards and set up system to facilitate regular change	Next session	MOB/EH raising attainment comm.	Better display of student work; student interest in this
Bring plasma screens on line	Before next session	TM/MOB	AC to priorities action
Extend radio infrastructure more widely across the school	By end of session	MOB/SC/TM	I Sutherland to check requirements	Regular broadcasts heard by majority of school; improved sense of belonging
Oversee use of press coordinator to ensure regular positive press coverage	Ongoing	MOB	Time	Regular positive press coverage. Increased positive views of school by stakeholders
Organise training session for prefects	June	MOB	Time and £200 for team building trainer	Prefects more aware of their role, responsibilities. Greater involvement in school life.
CFE committee to work on recognising wider achievement	Ongoing	ME and CFE committee.	Basic system to be in place for next session
Greater communication with parents to include website revamp.	By Christmas	SMT/PTs	More involvement by parents as evidenced by responses to letters, parents evening attendance. Improved positive responses to survey questions.
Review Prizegiving format	By June	TM/ME	Large scale celebration of achievement

Quality Indicator: 2.1 LEARNERS’ EXPERIENCES

Last Updated: April 2012	Improvement Plan Reference:

7 - Learning and Teaching

Behaviour and Relationships

Current Quality level: (3) Satisfactory

Comment: We have cemented practice in AIFL and the new behaviour policy and consolidated work on CfE in S1 and 2 and prepared for S3 next year. To this end, and as part of the QA system, a more consistent programme of observations have taken place which have been based on a new observation form. The quality of lessons observed has been at least satisfactory, with evidence of good or very good standards around the school.

Theme 1.	Motivation of Learners
Our pupils are motivated, contribute strongly and show commitment to learning.
Evidence of impact:	Staying on rate has improved for the last two years (see 1.1) Positive destination rate has improved from 89% to 92% Engagement with targets and working at grades has improved by staff and pupils. Visits to classrooms, records of observations, and feedback from staff confirm that levels of motivation and positive behaviour in class are generally very high. (Health, SS; CA; Tech; Bus/ICT; Maths) Levels of attendance are . Improved Homework completion rates (see 1.1) Pupils regularly show commitment by engaging with projects outwith school time (eg in Art BP Portrait award summer school; Maths Stem in the Pipeline and all others listed in 1.1) The work of the Tapestry Group, the work of the Behaviour Committee all contribute towards this aspect. Pupil Survey data confirms that learners contribute strongly to the life of the school (e.g. surveys on learning (May 2011 and 2012 92% Learners Agreed Very Strongly or Strongly that staff expect them to take responsibility for their own work). Pupil Council representatives have worked hard this year and have had significant impact on the school environment (see 5.9).

Theme 2.	Awareness of Progress, Strengths and Targets
Our pupils receive quality feedback which has impact on their learning.
Evidence of impact:	AIFL techniques operate in all faculties and are being consolidated and developed (see, for example, use of Learning Intentions, Traffic lighting, success criteria, questioning techniques, peer and self assessment evident in MFL, Soc Sub, CA, Health, Science, Technical, Eng). Written feedback in many subjects clearly outlines next steps (CA, Eng, SS, Tech, Bus/ICT) Classroom observations confirm that in many lessons learners receive appropriate, formative feedback that impacts on learning. Consistency across all lessons/ departments remains a target here. The sampling of jotters has begun in faculties (Soc subs) and will be extended across other faculties next year as part of the bid to increase consistency in quality feedback. Moderation of marking occurs in many faculties (Tech, Eng, CA, SS) and is a weekly feature in Art. Work on identifying success criteria at all levels in ongoing. Most subjects now go through SQA marking criteria with exam classes and use model answers (see SS, CA, Sci, Tech). Individual prelim analysis is given to pupils in most subjects (Health, Tech, SS, Eng). Mechanisms such as Concern Letters, Guidance interviews, Referral Forms all alert learners (and parents) to aspects of under-performance and failure to meet targets. Learners receive high quality information and targets via the writing of annual reports. The quality of reporting to parents has improved this year because of more rigorous Quality Assurance procedures involving the Faculty PT. Evidence from pupil surveys confirms that feedback is appropriate (May 2011/2). For example, there has been a significant increase in positive responses to the question Staff encourage me to do the best that I can (from 62% Strongly Agree or Agree to 74% in 2012.) However, work still needs to be done in this area. Evidence from Parental surveys is positive in this regard: 96% of parents surveyed felt that feedback provided at Parents Evenings is meaningful and clear. 64% of parents surveyed agreed strongly or very strongly that they received regular, accurate and helpful information about their child’s progress in school work. We have already attempted to improve this situation by a direct response to their views; further information about progress information and a FAQ section is being created for the website.

Theme 3.	Active Involvement in Learning
Our pupils take responsibility for aspects of their learning. They are given opportunities to be actively involved in lessons.
Evidence:	Evidence from the Teaching Staff survey shows that 68.6% feel that pupils take an active part in their learning. A reviewed classroom observation pro-forma supports the emphasis on active learning. An analysis of classroom visits shows this aspect is well-embedded in a number of departments (Technical, Drama, Social Subjects). In Technical, for example, all lessons observed demonstrated active learning of a very high degree. Pupils were committed to producing their best work and to helping their fellows do the same. Consistency in this area across the school is a goal for next year. Learners are given responsibilities throughout their wider experiences, e.g. Pupil Council representation, prefects, Comenius, Young Enterprise, Young Engineers etc. Further focus of learners is being directed to curriculum and learning and teaching issues (e.g. various subject area surveys of learners (Maths/Tech/Bus ICT/Eng SS, CA) May 2012) and through the Pupil Council. There is a well-established, high profile prefects system. The Tapestry Group promotes aspects of good practice across the school but a chance to reach more staff through inset time is a priority. Learners are actively involved in a very wide range of opportunities outside the classroom. Learning is supported in this way. (eg Trips, visits, speakers, work experience. See 1.1) In the senior school leadership awards are being pursued in Health & Well-being, and PE. S1 pupils are looked after by a Buddy System run by the Prefects. This helps to develop the people skills of both half of the partnership.

Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategies to evaluate impact on learning and achievement.
Raise Attainment by focus on high quality Learning and Teaching:
Review Learning and Teaching Policy	New Session	New DHT	Time	Policy in place which is evidenced in observations and leads to improvements in learning
Extend scope and effect of STLC group to include sharing practice through inset and other means	New session	New DHT	Planning and inset time. Lunch budget?	More awareness of techniques and effectiveness across staff as evidenced through observations and results
Increased focus in observations at all levels to identify quality of feedback and active learning	2012-13	PTs/SMT	Time	Clear understanding of quality of feedback and active learning across subjects
Extend AiFL practices	Ongoing	All Staff	DM/In-Service Time	Classroom observation and learners feedback confirms identification and meeting of pupil needs
Monitor jotters across subjects to see quality of feedback	2012-13	PTs/SMT	Time	As above
Ensure pupil survey material gives evidence on use of feedback and homework	New session	MOB/QI Comm	As above
Extend target-setting/ tracking. (see 1.1 for details)
Review Behaviour Policy and consistency of sanctions	Begin at PT strategy day May 2012. Completed by new session	ME/Behaviour committee	Time	All staff aware of procedures. See staff survey data responses.

Quality Indicator: 5.1 CURRICULUM

Last Updated: April 2012	Improvement Plan Reference:

Curriculum Planning

Current Quality level: (6-1) 3 (Satisfactory)

Comment: Significant improvements have been made in this area this year in line with the improvement plan. The curriculum was already supportive of most learners’ individual needs. However, embedding the S1 and 2 curriculum and developing the S3 one have added greatly to this. Strong links have been made with the future Senior Phase. The configuration of the school day has been greatly altered. The lesson length has moved to 50 minutes to allow a series of improvements both in teaching and learning terms and in economic ones. The structure of both S3 and the Senior Phase has been decided. A number of discrete and interdisciplinary projects within faculties have been piloted. In general terms, we are making increasing links with primary schools; the range of options in S3-4 is strong; and the choices for learners in S5-6 is broadening in response to meeting their ability range. The development of plans to implement A Curriculum for Excellence is very clear, principled and consistent with the school vision, values and aims. The issue of personalisation and choice within the emerging curricular delivery is a high priority.

Theme 1.	Our curriculum is based on a clear vision and specific principles
Evidence of impact:	The curriculum is very much based on existing local (Aberdeenshire) and national guidelines and principles. Our vision for the school curriculum has been clearly established in discussion with staff at all levels (see Curricular Plan documentation and Draft Policies). Draft CfE strategic document was created which has been widely consulted upon and curriculum decisions taken. (see doc; feedback; minutes from strategy days) The Curriculum is sustainable and balanced against allocated finances. Course choice was decided by faculty input and also in collaboration with pupils who had draft choice forms to complete which helped us formulate choices. Consultation on 32 period week was extensive and successful (various documentation). Pupils were widely consulted through assemblies; pupil council etc S3 curriculum also involved consultation on S2 Parents’ Information Evening. More rigorous standards have been set this year for S5 and 6 in terms of courses followed. 95% of S5 pupils followed 5 courses and 90% of S6 were following a complete timetable. More rigorous implementation of failed Prelim and NAB policy ensured consistency and that pupils are working at an appropriate level. Improvements were made in the reporting system to ensure appropriate progression for next course choices. We have widened the course choices at all levels to create a more appropriate diet for our pupils. (eg Maths, MFL, SS. See also 5.3). More development is needed in this area to ensure that lower level courses attract enough candidates. The principle of partnership working in curriculum planning is reflected not only in liaison with primary schools but also via working with MCMC liaison. Similarly liaison with Banff and Buchan College has seen a range of opportunities emerge for learners in S3 – S6. MS incorporates many agencies into its work with pupils, for example, both from the local community and from a National perspective.
Theme 2.	Our curriculum meets the needs of all learners and supports the wider implementation of A Curriculum for Excellence
Evidence:	All S1-3 courses are structured around Es and Os. An S1 Curricular Wall has been created to enable all staff to understand how the curriculum operates. CfE has been introduced successfully across the school. Staff awareness of Universal and Targeted Support has been raised. (see 5.3) A number of interdisciplinary projects have occurred. These include Creative Arts, Technology/English Literacy and Numeracy are written into courses in a number of Faculties (Health, MFL). Other subject areas will make this a focus next session. The English faculty are delivering a more skills based curriculum to S1-2 to facilitate stronger Literacy skills. The whole school 2 day Activity Programme promotes wider achievement and ‘sparkle’ in the curriculum and is an excellent example of CfE in practice. This work needs to be consolidated by ensuring the learning outcomes of activities are made clear. The flexibility of delivery is confirmed via: MCMC, college links, environmental work, timetable flexibility, SCHOLAR, John Muir, ASDAN (May 2012). These experiences develop soft skills and emotional intelligence which are so valued by employers. Work experience arrangements have been arranged flexibly to meet learners’ needs.

Theme 3.	Our curriculum supports learners in their education in making effective transitions from Primary School and at later times
Evidence of impact:	All feeder Primaries are visited by Guidance staff to encourage effective transfer of information and allay student fears. Transition from primary school is increasingly supported due to joint projects in various areas. This is particularly strong in MFL where termly meetings with two primary specialists take place and a faculty member delivers French to primary pupils every week. Maths has piloted a joint project with two primaries which has moderated attainment standards. Health and CA have run a joint Health project with 2 primaries. This is to be extended next year. SS and Bus/ICT will begin a project next year also. Transition from S2 and from S4 is generally effective and is based on an extended, engaging and inclusive approach (e.g. ‘dummy run’, parental engagement, Guidance support, flexibility, use of external providers including college links). Transitions to work are well supported. The Careers’ Convention was offered this year for S3-6 pupils and parents. S4 work experience offered for the first time this year. It will run annually now. 211 of 240 pupils benefited from this. A number of pupils have received part time work opportunities as a result. Very positive returns from companies and pupil work logs. It boosted confidence and was a positive PR opportunity for the school. We have developed a link with Arnold Clark for work experience to promote clerical as well as mechanically related jobs. Links have been developed with SCORE regarding engineering opportunities. Extended work experience placements offered for S5/6 to generate useful experience for their college/university applications. Links with other providers are well supported also. A new programme has been created by S Tulloch (Careers’ Advisor) for Exceptional Entrants which is tailored to their needs. Links have been made with Aberdeen Uni for Law Ambassador scheme. As a result, a number of pupils have realised the breadth of job opportunities in law and confirmed their wish to work in that field. We are developing a medical mentoring scheme with Aberdeen University. Blended learning opportunities are to be investigated next session, especially in Science. Transition into the workplace/place of further study is supported by a wider sense of learners being encouraged to take responsibility and leadership in a range of areas of school life. YPI and Young Enterprise events are two which contribute to this. Prior to UCAS/College application a range of talks/taster sessions/visits are arranged. We are the only school in the authority to organise a led visit to Aberdeen University and RGU’s open day.

Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategies to evaluate impact on learning and achievement.
Consolidate the revised curriculum structure.	From Aug 2012	HT/EH
S1 passports to be developed	From Aug 2012	ER/Guidance	Time	Passports in place; as above
S3 Profile to be developed	From Aug 2012	ER/Guidance	Time	Profile in place; being used effectively by pupils, staff and parents
CfE moderation activities	Through- Out 2012-13	All Faculties	Time	Confident and accurate use of new levels/awards
Align Activity Days more closely to CfE by listing learning outcomes on Activity description	From Jan 2013	JR/DR Activity Day Comm	Activity day outcomes more easily quantifiable.
Introduction of N4/5 qualifications
Development of N6 qualifications
Implementation of whole school Literacy and Numeracy strategies
Further development and monitoring of IDL activities and faculty links
Development of P6-S1 curricular links through such means as transition projects, IDLs and targeted use of collegiate time.	Throughout 2012-13	ME/PTFs/Primary colleagues	Time	Links between more faculty areas; cross moderation of standards; pupils more confident upon arrival at S1.
Investigate Blended Learning opportunities with universities especially in Science.	Aug-Sept 2012	MOB/ vac	Time; meetings with Ellon and univ colleagues	Students involved; adopting more independent learning strategies and gaining further qualifications

Quality Indicator: 5.3 MEETING LEARNING NEEDS

Last Updated: May 2012	Improvement Plan Ref:

GIRFEC – Attendance

GIRFEC (3) – Attainment and

Achievement

Current Quality level: (6-1) 3 (Satisfactory)

Comment: Significant improvements in this area are noted over recent years. The meeting of learners’ pastoral needs is a key strength across the school. The GIRFEC agenda remains a priority. Some issues recently identified with regard to attendance will be responded to in session 2012/2013. A sense of responsibility to meet learners’ needs is more evident from all staff. However, differentiation, pace and challenge are to be targeted next session as part of our strategy to improve attainment. The target of all learners’ needs being met by all staff at all times is something we continually work towards.

Theme 1.	Our tasks, activities and resources are matched to the needs of individual learners
Evidence of impact:	In classrooms there is evidence of good practice with regard to individual learners’ needs being met (classroom observation). Many observations demonstrated that relationships between staff and pupils are good and many classrooms provide a welcoming learning environment. However, consistency in this area is a priority as is making sure resources are regularly updated in some subjects. The AiFL agenda will be further pursued. Significant resources are in place to support learners’ experiencing low motivation and at times challenging behaviour (e.g. Behaviour Support base, Behaviour Support staff, and reintegration following any exclusion). The exclusion rate has declined since ???. SfL Auxiliaries, Behaviour Support and SfL teachers are well used in both meeting legal requirements and in ensuring flexibility of task and approach is applied (eg use of Behaviour support staff to train MFL in additional behaviour methods; document which collates good practice in collaboration with support staff)The support from and engagement with Guidance staff is a strength to learners (ex parental feedback/S6 Exit questionnaires). Procedures supporting Child Protection are strong. A presentation is given to all staff by ER at the start of each session. All staff aware of who CP Officer is. Guidance team have regular CP training which is shared across the team. Clear systems are in place to protect vulnerable pupils. These include IAF 2/3 meetings and LAC reviews. Children’s hearings are in place to maximise support for identified pupils. In-school reviews also take place on a regular basis for pupils with identified needs. The emotional wellbeing of various identified pupils has improved by the above means. They are engaging more with the school, attending, seeming more positive etc. (see SEEMIS/ER for evidence source?) Good relationships are forged with parents. 86% of parents surveyed agreed or strongly agreed that they knew that if their child was having difficulty he/she would be helped. We provide extensive support for pupils with behavioural or other needs. We do this through Pupil Development including IEPs, CSPs, modified timetables, skills for learning, life and work and use of Off-site provision. EAL provision is improving with the introduction of an induction programme. The MCMC group is established and regularly reviewing pupils at risk of NEET. The planning for strategies such as the Exceptional Entrants course and modified work experience for those who did not get placements, took place during these meetings. A Buddying system is in place for S1. The MOT system is rigorous in presenting pupils causing concern to Guidance staff. Feuerstein training has been undertaken with Pupil Support staff which has created units/lessons on thinking skills and problem solving. Liaison takes place regularly with outside agencies such as Aberdeen Foyer, Social Work, Barnardos, Ed Pyschs, School Doctor and Nurse, Police Liaison Officer to support pupils. The Health Committee promotes Healthy Lifestyles across the school. This year it has supported a group of S4-6 in being Health Leaders. This group identified alcohol abuse as a significant local problem and worked with Buchan Alcohol Project and Police to address the issue. They held a ‘Party at the Palace’; they have created a leaflet which has been praised as excellent practice by our QIO and will be issued to all students in Aberdeenshire schools. A new programme created by S Tulloch (Careers’ Advisor) for Exceptional Entrants which is tailored to their needs. Resources have been extensively upgraded this year both in terms of ICT and classrooms. (See 6.4 for details)

Theme 2.	We identify, share and respond to individual learners’ needs
Evidence:	Better information is now shared with teachers regarding new classes and individual needs (S1-S6) (May 2012). This involves CAT data; Working At Grades and AAA information. Teachers are more confident in using this material (see 1.1) This process needs to be further developed, particularly in terms of monitoring, tracking and ASN profiles. The subject option choice system in S3 and S5/S6 is very flexible in aiming to meet individual learners’ needs (e.g. ‘dummy run’ selections, draft choice form, engagement with Guidance staff). For example, in S3 only 7 pupils did not get their first choice of only one subject. Specific plans re particular pupils are in place (May 2012). For example, within English EAL pupils’ English language needs are supported by after school classes. New induction programme created for use in the next session with S4-6. New pupils to these years will feel included and confident in the settling-in process. All Faculties run support classes for students. In some areas provision extends to one to one support. In Music, for example, one-to-one rehearsal time is offered to students in preparation for performance. Easter Revision programme ran for S4-6. This has promoted increased attainment in the subjects studied. Relationships between staff and pupils is good (see observations). This allows for the building of trust and honesty which supports progress in subjects. 7 Habits of Effective Teenagers Programme introduced into S1 PSE and run jointly with Behaviour Base staff. Units have been shared with other subject colleagues to ensure transfer across subject areas. This has promoted student self-esteem and sense of self-control. This strategy needs to be promoted further across other subjects. S6 PSE programme rewritten to include wider awareness of issues facing their age group such as internet safety; debt; study skills. The parental survey evidenced that 77% of parents felt confident that if they raised a matter of concern the school would try to do something about it. The average of 51% attendance at parents’ evenings assists in sharing learners’ needs with their parents. Improving attendance at parents evenings is an aim for next session. Prefects and other senior pupils take a buddying role to support S1 and other vulnerable pupils. The school library is a flexible resource in meeting both learning and social needs of a wide range of young people. Overall the commitment by SMT (Year Heads), Guidance Staff and Pupil Development staff to support individuals is impressive, consistent and effective. Time allocated to this is very high and seen as a priority.

Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategies to evaluate impact on learning and achievement.
Monitoring and tracking in place for LAC and widening group. (See 1.1 for details.)
Review pace and challenge in lessons by observation focus/line management	Next session	SMT/PTs	Time for observation and feedback	Observation data to formulate new courses, teaching strategies.
Increase attendance at parents’ evenings	Over next session	MOB/SMT/PTG	Texting, website, time	Higher attendance figures.
Further development of policy and procedures for tracking attendance and punctuality	Aberdeenshire Council advice CSN input	Analysis of attendance % indicates improvement
Extend AiFL practices (see 2.1)	Ongoing	All Staff	DM/In-Service Time	Classroom observation and learners feedback confirms identification and meeting of pupil needs
Create Guidance/Pupil Development shared working and development plan	May 2012	ER/MOB	Creation of development plan and review of this in 2012; better working environment as evidenced by surveys, feedback etc
Development of PT Faculty Pupil Development	By Dec 2012	ER/DHT/PD	Time	More unified approach to meeting learners’ needs and in particular ASN.
Measure impact of Motivational Plan.	By Dec	ME	Time/SEEMIS	Clear data on incidence of referrals, TO, exclusions.
Review effectiveness of individual planning and IEPs across the school	Next session	PT PTs, DHT and PTFs	Time	Review with all partners including pupils, teachers, agency reps and parents
Revise and implement Anti-Bullying Policy	Dependent upon authority guidelines	ER/Guidance Short term working group Pupil Council Parent Council	Use new Authority guidelines; consultation time	Logging of incidents to confirm use Pupil feedback
S3 CfE pupil profile created	Aug 2012	ER/Guidance	Time	Profile in place: staff, pupils and parents familiar with it. It communicates achievements effectively.

Quality Indicator: 5.9 IMPROVEMENT THROUGH SELF-EVALUATION

Last Updated: May 2012	Improvement Plan Ref:

Self Evaluation

Leadership

Current Quality level: (4) Good

Comment: There has been a focus this year on improving self-evaluation across the school. Our objectives were to: develop the framework; train PTs and faculty staff; establish the QI committee; implement and monitor the framework through SMT/PT links. Much work has been done and we have come a long way. We are conscious, though, that much remains still to do.. This focuses particularly on leadership, pastoral development and issues of consistency in teaching and learning. Staff and pupil surveys evidence improvement in some key areas against last year’s views. There is much good practice in this area with a growing professional commitment evident. A range of procedures support self-evaluation and more consistent now is the aspect of ensuring impact in the classroom ensues. This is progressing.

Theme 1.	All our staff and learners are included in self-evaluation
Evidence:	Launch of new QI system in which all teachers now based improvement planning on Learners' Experiences and Meeting Learners' Needs. Staff have been trained extensively in the system. The system was viewed positively both during LfL visit and by HMIE. All departments/faculties have pursued a similarly focussed procedure. Additionally, department meetings have seen agendas move forward on sharing good practice, It is hoped such practice will improve experiences and outcomes for learners (evidence ex learning visits and classroom observations). The feedback so far has been positive. Faculty returns highlight honest appraisal of where we are and weaknesses which need addressing (see forms). All teaching staff have been trained. PTs have attended 4 training sessions. Individual sessions have been given to depts/facs who asked for it. Separate training has been given to Pupil Development and Guidance. This has included support by HMIE. Guidance have had 3 training sessions, including support in form completion. DM agendas; observation forms and Line Management calendar are all linked to the five core QIs. All depts/facs will have had one day’s visit from HT or representative and received feedback on this. In addition, there have been SMT visits/observations. Pupils have been surveyed about school life; S6 have completed an exit survey and the Pupil Council have been surveyed on a number of occasions about such issues as the school environment; school house and extra curricular activities; ways of improving the school. Increasingly learners are being seen as essential to any evaluative exercise (eg surveys in faculties such as Bus, Tech, Health, Maths). 73 teaching and 25 non-teaching staff have completed the annual survey. This is the largest ever response. Results are currently being collated. 454 parents took part in our parental surveys issued at each parents’ evening. Feedback has been given to them on this and issues raised are helping formulate developments (eg understanding of CFE) A QI committee has been created to oversee whole school quality assurance issues. Issues arising from various sources have been actioned. These inlude surveying parental opinion at parents' evenings; analysis of these and of Staff and pupil questionnaires. This has led to: Corridor behaviour developments; Creation of Pupil Council; Greater communication with parents including use of texts/emails/website revamp. The committee also oversaw improvements such as a clear increase in amount and quality of work displayed around the school. Current display boards have been updated by prefects and others; additional display boards have been purchased for subject areas. Radio equipment has been purchased and training organised for staff and pupils. This has allowed 2 programmes to be created already with the aim for one per week. Election of prefects altered to allow for greater house affiliation; responsibility etc Classroom observations show that learners are increasingly involved in evaluative exercises (both of their own learning and the teaching process, e.g. Technical, Maths). All depts/faculties have completed a revised programme of self-evaluation. This is an ongoing reference point informing all we do rather than an annual timed exercise. Classroom observation is carried out. SMT’s aim in the next session is to observe all teachers each session as well as PTs. Additionally more examples of locally-arranged peer observation/ dialogue are emerging.

Theme 2.	Our self-evaluation practices focus on key areas affecting learners
Evidence:	All teachers fill in a form based on their own classroom practice. This focuses on Learners’ Experiences and Meeting Learners’ Needs. This is the basis of the school’s self-evaluation. QI committee is in place and active. It reviews all evaluative exercises to support impact on students. It has worked hard to deal with issues raised by pupils and staff (see above). Pupil council as been central in self evaluation (documented earlier) Parental surveys have focussed on issues to do with feedback, pupil-teacher interaction and ethos. Observation form now includes focuses on key areas with emphasis on improvements in performance and refers to previous targets set. QI committee to meet more regularly next session as meetings are programmed onto calendar from year’s start. Dept/faculty self-evaluation focuses on five key areas (as above, plus Improvements in Performance, Curriculum and Improvement Through Self-Evaluation). This is replicated at whole school level with the additional QI of Leadership of Innovation and Change. Dept reviews and SQA review meetings directly focus on learners’ experience and pupil attainment. Parental and pupil questionnaires are based on key areas as suggested by HMIe practice. The SDP has come directly from faculty and SMT QA returns and is more closely linked to staff priorities than ever before. It was shared with the management group as part of a support pack and warmly welcomed by a number of staff.

Theme 3.	Our self-evaluation activities have resulted in specific improvements
Evidence:	Various issues highlighted by the staff survey have led to concrete improvements. These include: Better communication with parents. Improvements include: HT’s newsletters home (5 since Christmas); website overhaul; feedback on parental surveys; keeping register of which parents attend parents evening. Better communication across the community: creation of Press Officer and Press Gang; radio training for staff and pupils which has led to two programmes; circulation of SMT diary and minutes across staff More inclusion of staff in creating vision for school: 4 staff strategy days; consultation on change of school day; increased membership of Management Group meetings; creation of calendar group Document collating good practice in ASN created and issued to PTs. Various issues highlighted by pupils have led to concrete improvement: Creation of pupil council Improvement in environment including £25,000 spent on toilet improvement; more bins and seats. Creation of more activities at lunchtime Creation of school radio. Further infrastructure requirements are currently under investigation. Actions to improve corridor behaviour including letting pupils out 2 minute earlier; prefect monitors etc. John Muir pupils carried out survey of pupils to determine how to improve the school environment. Led by Diane Ritchie and Soc Subs Improved school external environment to include: 8 new picnic benches ( 3 donated from TOTAL E&P, 5 bought with Reaching Out Funding) 1 bench to go outside Art at the Bus Park area 2 tonnes of compost for planters bought 3 additional planters donated by TOTAL E&P 6 large trees planted (Funded by EXXON Greener Grounds Project £600) York Street area has had some landscaping – plants on order Bus Park entrance now has 4 large self-watering planters with Peterhead Academy crests and name planted with Broom and seasonal flowers Funding applications to TESCO for £4000 for a small assault course (awaiting reply) Bid for Abbey National submitted to help meet costs for Assault course, football goals & Basket ball court (awaiting reply) Permission given for Graffiti walls in the small quads Timber stepping stones/ seating on order Quad planters tidied up and replanted Environmental garden tidied up and compost for vegetable planters bought and planters filled Granite garden tidied up and funding secured (£1500 for training and encouraging wildlife into the grounds) Better community links e.g. Peterhead Projects Limited for working in Community Woodlands and local improvement projects (DR now a Board member of PPL) JMA pupils have taken part in Outdoor Learning workshops with Juliet Robertson from Creative Star Student reports are now being sampled by DHTs/HT as matter of course. This has led to clear improvement in copies going home to parents. The high profile of self-evaluation as a whole has brought reflective practice into greater use throughout the school (e.g. DM agendas)

Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategies to evaluate impact on learning and achievement.
DHTs briefed more fully on line management meeting topics and briefing PTs more fully in their turn	From Aug	MOB	SMT/leadership time	More productive line management meetings; coherent evidence; deadlines met; better results
Updated staff planner to include key documentation	Aug 2012	TM	Better communication of school aims, dates and other aspects of school life.
Sharing good practice to be extended/ listening lunches to be extended	Ongoing	All teaching staff	Planned meetings re lunches Lunch costs	Scrutiny of agendas for all meetings to accommodate sharing good (classroom) practice
Monitoring of jotters/written work to take place as standard	New session onwards	MOB/SMT	Build into QA calendar. Time.	Clear evidence of improvement seen or underperformance addressed by Line Management meetings
Shadowing of pupils by DHTs	New session	MOB/SMT	As above	Better awareness of how pupils of all abilities have their needs met
Formalise QA policy	By Oct	MOB/QI comm	Time	Policy in place.
Improve and coordinate procedures for PDRS and CPD	By Jan 2013	DHT – all staff	Advice ex Aberdeenshire Council	Evidence of coordination between established CPD needs, PDRS and impact on learners
Further development of system to improve corridors	Summer 2012	Corridor Sub group	Staff/pupil views on corridor behaviour
Committee work better publicised across staff by termly committee digest	End of 11/12 session and termly thereafter	MOB/committee Leaders	Time to liaise with committee chairs and write digest	Staff more aware of committee achievements; staff views; ease of self evaluation procedures etc

Quality Indicator: 9.4 LEADERSHIP OF IMPROVEMENT AND CHANGE

Last Updated: April 2012	Improvement Plan Ref: Leadership
Current Quality level: 3 (Satisfactory)

Comment: This has been a period of immense change for SMT. Much has been achieved despite changes in personnel and reductions in resources. Three of the four aspects identified in the Improvement Plan have been met. These focus on: development of SMT/PT link roles; development of the Management Group; and improved communication to parents. All are dealt with in detail below. The aspect not met was concerned with resilience training which was started, but because of personnel changes, has not been concluded.

Theme 1.	We support and challenge staff and pupils.
Evidence:	We have communicated our vision more consistently and publicly this year through improved communication with staff and parents as a whole (see 5.9 for detailed egs.) Consultation has been extensive and continuous. Staff consultation has been extended through Staff meetings; calendar group; strategy days etc. Surveys of staff/pupil/parental views have been fundamental in creating our vision for future developments. (see 5.9) The change in the school day was managed effectively by consultation and negotiation at all levels including staff, pupils, parents, and other stakeholders. Consultation about CFE has been extensive (see TM’s documents) QA system provides a challenge for staff. However, it is supported by extensive training. (see notes under 5.9) Various measures have been introduced or extended to develop consistency across the school. A programme of weekly assemblies has been introduced to enhance the school community ethos; create an opportunity for speakers/visitors and increase the profile of SMT and HT throughout the school. Racial Awareness was promoted by GREC assemblies (April 12), for example. Three ‘blitzes’ on dress code and diaries have been carried out to achieve greater consistency in these areas. (see 5.9). A new system to address lateness has led to a decrease of 30% in offending. (TM’s data). A more pro-active system to tackle smokers outside the school gate has led to a significant decrease in numbers doing this. The Staff are supported by coherent H&S procedures. This year the Emergency Response Plan was trialled to ensure an alternative venue was available should the school require it. (SMT mins). The Personal Emergency Evacuation Plan ({PEEP) has also been pursued. Further H&S training was provided on inset days which included Fire Awareness, Manual Handling and risk assessments?. The building was made safer by consultation with AC which led to increase in CCTV cameras; signage and designated no go areas. A Business Continuity Plan trial was carried out to enable SMT to gauge alternatives to the school premises should an emergency occur. The strength of our H&S provision has been recognised by an award to our Support Services Coordinator who has been given the IOSH Certificate of Merit Award for proactive H&S management. Extra resources have been given to create an improved environment, including pupil toilets, staff room, improved corridors (carpet/decoration in all English and Maths rooms and 200 new desks) and classrooms; improved ICT facilities. We have maintained staffing levels despite the climate of austerity. Leadership is being developed at all levels of staff and pupils. This is evident in the Prefects’ role which has been extended and training provided. (see 1.1). Training provided for Pupil Council system (1.1). The Press Liaison role and leader of the Pupil Council have been created and allow staff to lead change.

Theme 2.	We use innovative approaches to improve the quality of learning and teaching and of outcomes for learners
Evidence	Text messaging is now used extensively to contact parents for such issues as notification of parents’ evenings; lateness; absence. It is also used to target pupils about meetings (eg pupil council) Partner agencies are used effectively (see 5.3 for detailed egs) Change has been negotiated well. The change to the school week involved extensive consultation and negotiation. (see minutes, letters to parents etc) Church Assemblies have taken place with S1 and 2 to increase the opportunities for them to be out in the community and to experience presentations by a wider variety of speakers. The website has been redeveloped this year, with specific emphasis now on pupils and parents. We have created a page for each faculty and also created zones for both pupils and parents. There has been extensive upgrading to ICT infrastructure. All PCs in Business Studies have been replaced; all laptops in Technical are due to be replaced shortly. The ICT suites are also being upgraded. 13 new smartboards along with speakers and new projectors were installed over the Easter break. These were installed in MFL, Maths, English and Social Subjects. Additional laptops have been provided to Guidance (staff and pupils) and Technical staff and further laptops are due for Guidance staff and SFL staff. ICT Training for P7 disabled pupil Easter Revision sessions Significant DDA and ASN work has been undertaken in school over the months June-Aug 2012. This has been driven in the main by the school leadership including ensuring appropriate provision. After school revision sessions created for specific pupils (see 1.1 for details)

Theme 3.	We consistently explore ways to support improvement through developing talents and skills
Evidence	Leadership has been encouraged among the staff: for example, a Press Coordinator role has been created to facilitate better communication within and without school. Laura Gauld appointed. First newsletter ready for end of term. The Pupil Council have been created and Christine Milne appointed in charge to further develop opportunities to hear Pupil Voice. C Kirk has been appointed as European Links Coordinator, a post which was previously at SMT level. The Calendar Group has created a strategic role for a variety of staff in deciding and communicating the organisation of the school year. (see minutes of meetings) The Budget Monitoring Group created to allow a variety of staff at all levels within the school to learn about the finance process and be part of its strategic development. Leadership at all levels promoted directly by the QI process as teachers are fundamental to the quality assurance process. PTs have been given a more strategic role by extending the personnel on the Management Group and holding four Strategy days in which consultation and decision making is carried out. SMT remits have been renegotiated. These have been made more comprehensive to demonstrate all that we do; more coherent in terms of grouping related tasks; they also include information on future tasks to ensure succession planning and CPD opportunities. DHT HT duty changed from week to day to allow all members of SMT to gain CPD benefits. There has been ongoing development of the support staff over the last 18 months. The annual review system (EAR) is now set up in all support areas and training plans are being built in both admin and Technicians to train staff in numerous tasks to prevent reliance on single individuals; keep jobs interesting and up skill our teams. Links with other schools and countries forged by visit from colleagues from Godalen College, Norway, who were investigated Scottish Education. (April 2012) A high positive engagement has been evident from SMT and all staff to new systems and developments.
Next Steps to Support Improvement / Maintain Quality
Action	When	Who	CPD/ Resource Needs	Expected strategies to evaluate impact on learning and achievement.
Induction of new head/acting head in QI and other systems	Aug 12 and Jan 13	MOB	Time	Head conversant/ involved in QA practices
Training session on crisis management	June – Sept 12	SMT	3 hours	Raised awareness.of procedures to deal with various crises.
If appropriate, 360 degree evaluation of leadership	Spring 2013	MOB/SMT	Staff/parental views feeding into improvement plan
Induction of new staff in QA process and other areas of school life	New session	ME/MOB	Time/visit to Ellon	Staff clear about their roles and expectations the school has for them
Identify teaching staff to lead the ongoing development of the site to expand the curricular basis and potential for online learning.	New session	SC/MOB	Website current, well used tool in teaching, learning and communication with learners and parents
Further develop EAR scheme to train non-teaching staff and aid succession planning.	New session	SC	Time	Staff trained in variety of roles; improved morale and flexibility.

Conclusion: CAPACITY FOR IMPROVEMENT

The target for the school is excellence in all of the 6 QIs. The capacity to achieve this aspiration is seen as good, this based on: Staff commitment to improvement/ staff levels of engagement with priorities Positive and improving relationships/ ethos in the school re learners and staff Clear commitment to engage learners and parents in all aspects of evaluation Improved levels of communication in the school among staff, pupils and parents Strong, supportive Senior Management Team Improved direction of school re key priority areas Improving relationships between parents and the school Improving relationships between school and the wider community Positive relationships with partners including Social Work; Banff and Buchan College and local employers Feedback gained via HMIE/Leadership for Learning visits Strong commitment within the Cluster to collaborative working and improving transition arrangements Constraints in overtaking targets are seen in aspects of: accommodation; insufficient time to prepare for all developments; future cuts in funding which may affect staffing levels and resourcing Staff working to contract