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Gracemount High School

Standards, Quality and Improvement Plan

‘A learning Community Committed to Care and Excellence’

Standards and Quality Report for session: 2010-‐11 Improvement Plan for session: 2011-‐12

Gracemount High School SQUIP

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Table of Contents

Section Section title Page

Standards and quality report 1. Purpose of the report 3

2. School aims 3

3. The school in context 4

4. Improvement plan priorities 2011/12 5

5. Success and achievements 6

6. Work and life of the school 9

7. Vision and leadership 11

Improvement plan

8. Key areas for school improvement and Cluster Curriculum for Excellence Implementation Plan

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9. Action pages 15


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Standards & Quality Report 2010/11 Session

‘A learning Community Committed to Care and Excellence’


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1. Purpose of the Report “How good is our school?” is a question schools ask themselves on a regular basis. It is also the title of the document produced by Her Majesty’s Inspectorate of Education (HMIE) to assist schools in evaluating their own performance. This standards and quality report is a summary of the performance of Gracemount High School for session 2010/11. It has three main purposes: • to report on the progress made by Gracemount High School • to highlight achievements with pupils, staff, parents and others • to share areas for improvement during the session

2. School Aims Our Vision

Our fundamental purpose in Gracemount High School is to ensure the educational, personal, social and moral welfare of the young people in our care. Aims

Gracemount High School will: • Provide teaching and learning opportunities of the highest quality which build upon pupils’

talents, interests and prior attainments. • Develop skills and attitudes required by our youngsters for future adult life. • Develop an ethos of achievement which is characterised by friendliness, fairness and respect

for other people. • Develop an awareness and respect for the needs of our community and to encourage all

members of the school community to contribute towards the success of the school. • Provide opportunities for learning about and enhancing emotional and physical aspects of

health in our young people to contribute towards long term health and well being.

Values

In Gracemount High School we care about:

1. The needs of individuals by • Creating an orderly environment where individuals feel secure, safe, respected and

valued. • Promoting self-‐discipline and a sense of responsibility in our young people. • Promoting self-‐respect and respect for other people.

2. Personal achievement, brought about through

• Recognising the achievements of pupils and staff. • Helping individuals to achieve success. • Creating conditions which promote positive self-‐esteem.

3. The school community by

• Respecting and caring for our environment. • Being proud to be part of our school. • Communicating clearly with everyone. • Developing a strong partnership with parents and the wider community and

encouraging their involvement in the school. • Involving all members of the school community in the policy making process.

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3. The School in Context Gracemount High School is a small non-‐denominational secondary school with a roll of 623 which serves the community of South East Edinburgh. The school was founded in 1959 as a junior secondary school and since the late 1960s has been a fully comprehensive six year high school. In 1998 the City of Edinburgh Council commenced a strategy aimed at promoting community regeneration and social improvement in South East Edinburgh. Considerable investment was made in improving social amenities, the quality of public housing and, through encouraging private development, the balance of owner occupied housing. Amongst the range of strategic interventions made by City of Edinburgh Council one of the most significant was the construction of a new Gracemount High School built under PPP and opened in 2003. The rapid change in the social demographics of the community presents the school with the widest of challenges in supporting the diverse needs and aspirations of a complex and socially diverse community. In December 2006, Gracemount High School was invited to prepare a bid for the prestigious Schools of Ambition program. The school community embraced this opportunity to make a real transformational change and the school was accepted on the program in June 2007 and received £300,000 of funding to support our project. The school has been involved in Transformational Improvement during 2007-‐2010 as part of this program. One of the major developments within the Schools of Ambition project was to provide a new exciting and relevant curriculum which would best support learner’s needs. We fully recognised that many young people were not being best served by the standard curricular options being made available. As a result we have developed an approach based on personalisation and choice called “Building Pathways to Success” which is designed to ensure all our pupils have the opportunities to realise their full potential. Parents and pupils have been highly complementary of the new pathways approach which has improved the life chances of many of youngsters. At Gracemount High School we value all of our pupils equally and provide them with a range of individualised education programmes which are designed to meet their needs and prepare them for the next stage of their journey when they leave school. Examples of these include opportunities for fast track programmes, innovative vocational programmes and academy options in Dance and Football. The school’s philosophy is reflected in our motto which is “Committed to Care and Excellence”. We believe in challenging all our pupils to achieve their full potential both academically and through realising their wider gifts and talents in sports, music and the performing arts. We are also committed to developing the qualities and values in our young people which ensure they become responsible citizens of which this community can be proud. The school has a website which can be viewed at www.gracemount.edin.sch.uk


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4. Improvement Plan Priorities 2011-‐12 • Improvements in Performance –

• Continue to raise levels of achievement and attainment at all levels • Continue to develop Pathways to Success to ensure positive destinations for all

pupils

• Learners Experiences – • Continue to develop high quality stimulating learning environments, which promote

the effective use of ICT to enhance the learning experience, support learner independence and promote successful learners

• Curriculum –

• To continue to progress the implementation of the principles of Curriculum for Excellence.

• Meeting Pupils Needs

• Improve attendance • Reduce exclusions • Continue to evaluate and develop GIRFEC

• To continue to improve partnerships with parents and pupils


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5. Successes & Achievements

1.1 Improvements in Performance –

We judge ourselves to be good overall in this area with some aspects of very good practice

5.4 Assessment for Learning –

We judge ourselves to good overall in this area with some aspects of very good practice

5.9 Improvement through Self Evaluation –

We judge ourselves to be very good overall in this area

Gracemount High School continues to make good improvements across almost all measures. Our Improvement Plan is the result of extensive consultation across all our stakeholders and has been evaluated through a rigorous program of self evaluation. This has enabled us to adapt our priorities throughout the year to take account of local circumstances.

Pupils in our school make good progress from their prior level of attainment. The attainment of individuals and groups in our school continues to improve. Attainment trends in our school are comparable with other similar schools and with levels of attainment in national examinations. We have very effective strategies for raising the attainment of those who are at risk of missing out. Our learners are increasingly successful, confident, exercise responsibility and contribute to the life of the school and the wider community. They are increasingly personally and socially adept and have achieved in a range of activities demonstrating personal achievement.

The priorities of our school’s Improvement Plan have had a measurable impact on improving the achievement and well-‐being of our learners and the work of the school.

Attainment continues to improve within most areas of the school with some aspects of excellence. We have maintained or improved almost all measures of exam attainment during the last session. Particular emphasis was placed on improving senior school attainment during 2010/11 and measures of attainment have improved here considerably.

Our Target Setting and Mentoring scheme is embedded across S3-‐6 and ensures all pupils know exactly what they are currently working towards, currently working at and what strategies they need to employ to ensure success. The majority of pupils are actively participating in their mentoring meetings. To compliment this scheme a program of Assertive Mentoring has been introduced for all S6 pupils. The evaluation of this by staff, pupils and parents has been very positive and it was considered an excellent support towards success. All pupils are tracked through SEEMIS and progress is evaluated through the use of MIDYIS and NFER testing.

GASS (Gracemount After School Study Support) continues to be offered to all pupils and the new targeted topic approach in the exam years has been very successful with pupils clearly making good use of the opportunity for supported study.

The 16+ Tracking Pilot was highly successful and this in conjunction with our other schemes has resulted in an excellent rate of Positive Destinations for our 2010/11 leavers. We were very proud to achieve a 100% rate at one point in the session. Although this has since reduced as some youngsters lost their placements it demonstrated to us it is an achievable target and we will continue to ensure our young people are supported towards positive sustained destinations at point of leaving.

S1 pupils have made very good progress in their new Curriculum for Excellence courses and it is clear pupils are working within the 4 capacities with increasing confidence. The majority of pupils are currently judged to be consolidating their learning within level 3 in most subjects.

The final year of 5-‐14 results continued to show improvement and the majority of pupils have progressed well through the levels. Pupils have been tracked throughout S1/2 in Maths and English. Pupils who were not able to progress in line with their peers due to barriers to learning have been


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identified, assessed and appropriate additional support is in place to support onward progression into S3.

Our results within S3/4 continue to be very good and most measures across the middle school have been sustained. 5+ passes at Credit level have declined this year and although this was expected in line with a less academically able cohort we will be targeting the Credit courses this session to ensure pupils are achieving Credit where able.

The majority of pupils are reaching their potential in S4 exams as evidenced through our tracking system using MidYIS and NFER testing. The use of our Target Setting and Mentoring scheme within S3/4 has clearly ensured pupils are well supported and challenged throughout and has enabled early interventions to be put in place where appropriate. Pupil confidence in the use of Study Skills also continues to strengthen and clearly aids exam preparation. This is evidenced through pupil mentoring interviews and final exam results.

We are particularly pleased with the success of our Pathways to Success and Access to Success programs within S3/4 which have directly improved the number of pupils leaving with 5+ awards. All pupils attending Gracemount High School are achieving 5+ awards including an award in English and Maths. Unfortunately we do continue to have a large minority of non attendees whom we have no influence with (10% of S4 roll 2010/11). We have however been able to secure additional support for these youngsters for example in Panmure Special School or the SNAP (School Non Attendees Program). We also continue to work closely with our partnership agencies within the GIRFEC model to improve the outcomes for these young people.

Results within the senior school have significantly improved. Higher results in particular continue to strengthen and we have a number of youngsters who have been very successful across their subjects including an S5 pupil achieving 5 A passes at Band 1. As this is the second year running this has been achieved by a Gracemount pupil this clearly demonstrates the climate for exceptionally high achievement is very much evident in the school. Last session we worked hard to promote an ethos of achievement across our senior school and the majority of pupils responded very well to our challenge. These pupils have been well rewarded and 44% our S6 leavers are now moving on to Higher Education.

Through Pathways to Success we have also opened up a number of less academic options for those pupils wishing to continue their education. This has ensured pupils who traditionally would not have been given an appropriate senior school curriculum for their needs are now well supported and are moving on towards sustained and worthwhile positive destinations.

Wider achievement is celebrated across the school and we continue to have excellent success with our wider achievement and vocational options including Outdoor Education, Work Experience, Forest Schools, XL, JET and Hair & Beauty. Achievement and high attainment is widely celebrated at our annual Celebration Evening.

Many of our pupils are involved in groups across the school and have been experiencing great success. Some of these are shown below:

• Our Eco Team achieved their first Green Flag

• Our Ogwini Team raised funds and organized an exchange visit by teachers and pupils from our partnership school in South Africa as well as another hugely successful trip of 20 pupils and staff to Ogwini is February

• The Dance Academy had great academic and competitive success as well as putting on a magnificent summer show involving over 300 pupils

• The SFA Football Academy now runs from S1-‐6 giving pupils the chance to improve their sports, social and team skills as well as the opportunity to achieve a Sports Leadership qualification. The S2 group were runners up in the Edinburgh Schools League

• The new Drama department have achieved excellent first year results, have established a thriving Drama Club and put on a fantastic performance of Fame in the summer term


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• We continue to have a very successful Wind Band who have played on a number of occasions throughout the year including starring in the Easter Concert.

We also continue to run very successful residential opportunities for pupils which not only contribute to their development but also create great memories. Trips this year have included:

• Study trip to Auschwitz

• Ski trip to Italy

• Exchange trip to Ogwini, South Africa

• Dance study trip to Barcelona

• Outdoor Education in Loch Eil

Feedback from staff, pupils and parents show these opportunities are valued and really contribute to the confidence of our pupils.

Improvements in self evaluation have ensured all stakeholders are genuinely involved in leading the school and shaping our vision and direction. A rigorous calendar of self evaluation is in place which involves parents, pupils and staff. This has given us the ability to respond throughout the session to arising issues and has created a truly flexible improvement planning agenda. Some of our evaluation exercises are listed below:

• Regular classroom visits by SLT and PTs • Pupil, parent and staff forums and focus groups • Pupil, parent and staff questionnaires • SQA and Prelim exam performance analysis • SEEMIS tracking and monitoring of all pupils (attainment & attendance) • Internal Mini Review of focus departments (three times in year) • Evaluation against the QIs on departmental and whole school basis • Monthly review of departmental and whole school improvement plan • Strong SLT links to departments

Next Steps

• Continue to improve levels of attainment at all levels with a particular focus on Standard Grade Credit and Equivalent, 5+ passes and senior school progression

• Improve 5+ Credit passes in 2011/12 • Continue to focus on the number of pupils going on to and maintaining positive destinations • Continue to promote and encourage high achievement and attainment • Improve Tracking & Mentoring scheme • Continue to develop opportunities for wider achievement and vocational learning

throughout the curriculum • Continue to improve self evaluation in the school ensuring all stakeholders are fully involved

in the processes


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6 Work & Life of the School 2.1 Learners Experiences –

We judge ourselves to be good overall in this area although recognise some aspects of excellence across the school

5.1 The Curriculum – We judge ourselves to be very good overall in this area 5.3 Meeting Learning Needs – We judge ourselves to very good overall in this area 5.9 Improvement through Self Evaluation – We judge ourselves to be very good overall in this area The majority of our learners are motivated and eager participants in their learning. They are actively involved in their own learning and development and show increasing skills as learners. They are responsible and contribute actively to the life of the school and the wider community through our pupil/staff groups such as ECO and Charities groups and also through our whole school Community Days. In our school, learners are treated with equality, fairness and respect and this is evidenced through positive results in our Bullying survey. Our Target Setting & Mentoring scheme and Active Learning methodologies continue to support learners to be active participants in their learning. Staff are using Active Learning strategies with increasing confidence. Cooperative learning is increasingly embedded in practice. AIFL is mostly embedded across the school with some areas of excellent practice. Our high quality in-‐house CPD program has effectively supported staff development in this area and staff feedback has been highly complimentary. Evidence of progress has been observed through classroom visits and pupils comment on the effective use of these strategies in their learning. A significant group of staff have completed the Cooperative Learning Academy and share their experiences positively with other staff. We have a waiting list of staff ready to undertake the Cooperative Learning Academy training and all staff are very keen to try new Learning & Teaching approaches. All staff have begun to make use of GLOW and a series of in-‐house CPD sessions and drop in workshops have supported this. Many departments have significant content available for pupils and this have been particularly effective during study leave exam preparation. All departments are now ready to make significant use of GLOW as a Learning & Teaching tool during the 2011/12 session. Almost all pupils, including those at risk of missing out and those who are vulnerable, have progressed well and make very good progress from their prior levels of attainment and wider achievement. Our Access to Success program has been highly successful in supporting vulnerable youngsters and all staff have contributed positively to the early identification and positive intervention strategies. Our learners know that their views are sought and acted on. They tell us that they are very satisfied with the school’s provision. The majority of pupils feel they have appropriate opportunities to express their views which are taken into account in decision making and we have a very active Pupil Council who fully contribute to the development of the school. Evidence from our focus groups and questionnaires show the majority of our learners feel safe, nurtured, healthy, achieving, active, included, respected and responsible and help to develop these qualities in others. Our curriculum has a clear rationale based on shared values. It is designed to promote challenge, enjoyment, breadth and depth, progression, relevance, coherence, personalisation and choice in


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learning for all pupils. The curriculum takes account of our local circumstances and of local and national advice. It leaves scope for teams and individual teachers to introduce well-‐considered innovations to meet the needs of learners. In Gracemount High School we develop and refresh our curriculum on a regular basis, involving all staff in the process and taking account of the views of our learners and parents. We have reflected in staff working groups on the range and quality of experiences for learners, the impact of these experiences on learners and the outcomes they achieve. Through rigorous consultation we have planned our new Curriculum for Excellence in line with national advice through Building the Curriculum. We continue to evaluate its effectiveness and have looked carefully at how our new S1 curriculum has impacted on learners in order to continue to develop our new curriculum to best effect. Our new S1 and S2 courses have been developed to be stimulating, challenging, relevant and enjoyable. Timetabling supports progression within curriculum areas in al years. Teachers are planning activities which develop learners’ literacy, Numeracy and Health & Wellbeing skills as appropriate to the curriculum area. Coordinators in all 3 areas continue to support this development. We continue to take positive and proactive steps to ensure that factors such as the learning environment, family circumstances, health needs or disability, or social or emotional factors which may hinder learning are promptly identified and addressed effectively. Learning support staff and partner agencies in our school provide valuable support and advice to staff and individual learners and contribute towards meeting learning needs. A very strong Pupil Support department ensures our pupils are very well supported whatever their needs. Individualised educational programmes and additional support plans contain appropriate learning targets for our learners. We involve parents and learners well in reviewing learners’ needs and learning plans. We ensure we meet the needs of all appropriate legislation. We have recently amended all school policies in line with recent changes for example in ASL Act. Where necessary we ensured staff are aware of their responsibilities and share any changes through our handbook, leaflets, communications with parents and staff sessions. We have produced an extensive set of information leaflets available for parents in school and via our website. These are designed to be informative and are written in plain English. We have clearly displayed information in a number of languages directing parents and community users how to request any of our leaflets in another language. We have fully adopted the new GIRFEC system in the school and have used previous best practice in our PSG to ensure this transition has been effective in supporting our young people. We continue to engage with our partnership agencies to adopt best practice in GIRFEC where appropriate. Self evaluation is key in all aspects of our progress and as previously intimated is a rigorous tool for continuous evaluation and flexible planning throughout the session. We firmly believe this should involve the whole school community. Next Steps

• Continue to support development of AIFL, Active Learning and Cooperative Learning • Develop Learning Communities to support staff development in Learning & Teaching • Support the continuing implementation of GLOW as a Learning & Teaching resource • Continue to implement Curriculum for Excellence • Continue to improve GIRFEC system, reduce exclusions and improve attendance • Continue to develop ways to engage the whole school community on school planning


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7 Vision & Leadership 5.9 Improvement through Self Evaluation – We judge ourselves to be very good overall in this area 9.2 Leadership & Direction We judge ourselves to be very good overall in this area 9.3 Developing People & Partnerships We judge ourselves to be excellent overall in this area 9.4 Leadership of Improvement & Change We judge ourselves to be very good overall in this area

Continuous improvement and successes and achievements for learners are central to our school’s strategic direction. We have ensured that Learning and Teaching is the central focus of our improvement plans, and that improvement priorities are linked to classroom practice. Through consultation groups, emails, presentations and summary leaflets we have communicated a clear view of our school’s aims so that the whole school community are clear and committed to their part in achieving them and aware of the implications for what happens in the classroom. We make transparent and evidence-‐based decisions on the allocation of resources to target key agreed objectives and achieve best value. A finance group has been set up to contribute to any key financial allocation decisions and a fair and consistent bidding process has been established for departments and groups requesting additional resources. Our Principal Teachers and Senior Leadership Team demonstrate that they are committed to learning by making class visits, modelling good practice, giving appropriate feedback, sharing insights widely and stimulating self-‐evaluation. We actively reinforce a culture where staff feel able and confident to take lead roles within and beyond the classroom Our approach to leadership is consultative and collegiate, securing shared commitment. Our annual Staff Health Survey and Improvement Planning Consultation Sessions have shown that we have developed a supportive work environment in which people share a sense of responsibility to ensure successes and achievements for learners. Our working relationships are built on trust and a genuine concern for staff and partners. We help people tackle challenging problems, share information and deal with difficulties. We reinforce an atmosphere of collective responsibility and mutual support across the school community. Everyone is encouraged to recognise and celebrate their achievements. We hold an annual staff celebration where successes throughout the session and shared and applauded. We encourage staff leadership and development and have a high number of staff undertaking additional personal study each year as a result. We use partnership working and team development to secure continuous improvement. An ethos of teamwork is evident in our school. We engage actively with relevant partners and have high levels of participation by partners in our own work and improvement. We evaluate team performance regularly against agreed objectives and HGIOS as appropriate. We are committed to planning and implementing strategies for improvement. We understand the need for support and challenge, have demanding targets, manage change effectively and use best practice in self-‐evaluation to improve learning. Improvement in our school takes account of our capacity for improvement and staff have time to consider and embed changes. 2010/11 has given us some significant challenges to overcome both nationally and locally and we have met these as a team. As we move forward in the 2011/12 session we firmly believe our positive ethos and culture of support will aid the transition through some significant organisational changes.


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Through our consultation sessions we have developed a shared vision of what is important for our school, its community and our learners. We plan improvements in line with that vision. Results of our self evaluation exercises are routinely used to consolidate what we do well and to share good practice for example, all departmental and SLT agendas contain a section to discuss Good Practice and this has been invaluable in sharing innovation across the school. SLT link members share what they find across their group of link departments. We always aim to develop leadership across the school and seek opportunities regularly. Through staff mentoring and Professional Review & Development we actively encourage each other to stretch our capabilities. We have a strong culture of “Can Do” and actively seek ideas for leadership from staff, pupils and parents. Feedback has shown this is a real strength in our school community. Our School Mini Reviews are a good example of staff leadership activity where a group of staff voluntary lead a review of Learning & Teaching in a group of departments. The results are fed back by this group of staff to those involved and to the whole staff through a sharing session and a written report. Feedback from the staff and departments involved in the mini reviews has been very positive and it is clear the staff taking on leadership roles have developed positively as a result. Self evaluation is key to our shared leadership and is used effectively to gain a shared understanding for the vision and direction of the school. Next Steps

• Continue to provide meaningful opportunities for shared self evaluation to inform the vision and direction of the school

• Continue to develop leadership across the school community and to provide opportunities for self development

• Continue to explore opportunities to enhance partnerships across the school community • Actively seek new partnerships with agencies, local businesses and community groups to

further enhance the school provision


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Improvement Plan 2011/12 Session

‘A learning Community Committed to Care and Excellence’.


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HGIOS 3

8. Key Areas for school improvement August 2011 -‐ June 2014

Key Priority 2011-‐2012 2012-‐2013 2013-‐2014

• Improvements in Performance

• Learners Experiences: Active Learning & Learning & Teaching GLOW

• Curriculum for Excellence Moderation & Assessment Embedding Literacy, Numeracy, HWB Evaluating S1/2 provision Planning S3 and senior phase curriculum

• Meeting Pupils Needs: Attendance Exclusions GIRFEC

• Increased Parental Involvement

• Increased Pupil Leadership & Voice

• Wider Achievement: Global Citizenship Eco Schools Healthy Schools

Curriculum for Excellence: Cluster Implementation Plan

Curriculum Area 2011-‐2012 2012-‐2013 2013-‐2014

Health & Wellbeing Expressive Arts RME

Modern Languages Social Studies Technologies

Technologies RME Expressive Arts Science Social Studies Modern languages

Science


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Action Page – Improvements in Performance Priority: Increase Attainment and Wider Achievement Key area Improvements in Performance

Quality indicator(s) 1.1 Improvements in Performance

• Standards of attainment over time • Overall quality of learners achievements • Impact of the school improvement plan

1.2 Assessment for Learning • Use of assessment information to

identify and plan future learning • Arrangements for recording and

reporting Outcomes and impact on learners • Continue to improve levels of attainment at all levels with a particular focus on Standard Grade

and Equivalent at levels 3/4 and senior school progression • Pupils will show good progression across levels from S1-‐6 • Senior school attainment will improve in all measures • Lowest attaining pupils including BME and LAC will continue to improve measures of success • The number of pupils going on to an maintaining positive destinations will continue to improve • Pupils will be inspired towards success through the successful promotion of high achievement

and attainment Resources (including CPD)

• Photocopy costs • Materials to supplement departments where gaps in achievement are identified • Live & Learn costs • Staff CPD • Funding to continue support Pathways to Success

Monitoring and evaluation of impact • Increased attainment measured through STACS • Positive progression measured through STACS and MidYIS • 16+destinations measured • Tracking of lowest 20% pupils measured to show improvement • Pupil satisfaction measured through questionnaires and focus groups • Achievement survey of all pupils then tracking

Overall responsibility P Walker/SLT Priority timescale 3 year plan


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Priority: Improve Attainment Implement new SEEMIS Tracking & Mentoring system to improve and formalise pupil tracking to identify emerging under performance and reward positive achievements. Tasks By whom Timescale Evaluate current Target Setting & Tracking system through staff and pupil evaluations

PW May 2011

Introduce new Tracking & Mentoring system to staff for consultation

PW/SR June 2011

Following consultation amend procedures and reintroduce new Tracking & Mentoring system to staff

LMO August 2011

Train all staff on the administration and use of the new SEEMIS tracking and reporting modules and new Tracking & Mentoring procedures

PW/LMO/SR August 2011

Implement new mentoring system through Group Tutors including staff training on procedures

PW/LMO October 2011

Interim evaluation of new Tracking & Mentoring system to facilitate system improvements mid term (include attainment tracking through Sep-‐Dec)

PW/LMO January 2012

Evaluate impact of Tracking & Mentoring system through pupil, staff and parent evaluations and attainment tracking

PW/LMO May 2011

Improve the use of pupil study skills across the school

Tasks By whom Timescale

Standardise staff study skills expectations across the school by agreeing and sharing through a staff/pupil focus group the main methodologies which we will focus on

LMcO October 2011

Focus pupil study skills through program of input from Live & Learn and in-‐house study skills sessions

LMcO/LS/SW October 2011

Support common study skills approach by producing a short study skills manual for use by parents, pupils and staff, organising parent information sessions and sharing methodologies through GLOW.

LMcO/LS October 2011

Increase use of GASS through extending new focussed session model

LMcO September 2011

Evaluate use of GASS through monitoring numbers and pupil feedback

LMO December 2011


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Improve attainment outcomes for lowest attaining pupils Tasks By whom Timescale Use rigorous tracking of lowest attaining pupils to enable appropriate early interventions

PW/PST/LS

November 2011

Agree intervention strategies through PST & SLT to support lowest achieving pupils and those in danger of missing out in education and implement strategies for support

PST/SLT November 2011

Setup a working group to explore new Alternative Pathways options to support pupil success at all levels

LS/AG

September 2011

16+ Tracking to be continued in conjunction with Careers Scotland LS/PST/KJ

April 2012

Continue to develop and extend Dance Academy and SFA Football Academy LS/PK/KMcS December 2011

Develop wider achievement options including new Sports Leadership and JASS in S2 SR/PK/HC December 2011

Improve S5/6 Attainment Tasks By whom Timescale

Evaluate and extend Assertive Mentoring scheme for targeted S5/6 pupils to be implemented in conjunction with new Tracking & Mentoring system.

PW/LS/LMcO September 2011

Rigorous tracking of S5/6 in conjunction with class teachers to identify potential underperformance to allow early intervention strategies to be in place in time for effective implementation

SLT/PST November 2011

Continue to engage parents in pupils learning through home contact at least monthly to enable home support strategies to be implemented

PST/LMO October 2011

Promote High Achievement & Attainment Tasks By whom Timescale Update electronic and notice boards to celebrate success at all levels and look for opportunities to share success at all levels

ALL October 2011

Continue to develop more opportunities for wider achievement including school show, sports leaders, Football Academy, Dance Academy, Forest Schools, JASS etc.

SLT January 2012


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Action Page – Learners Experiences Priority Learners Experiences Key area Active Learning and AifL

Quality indicator(s) 2.1, 5.2, 5.3, 5.4, 5.9

Outcomes and impact on learners Develop the confidence and capability of staff, through professional dialogue and support, to provide a high quality, stimulating learning experience, which supports learner independence and promotes successful learners, confident individuals, effective contributors and responsible citizens; • Pupils’ engagement and enthusiasm for learning will be improved by their active participation in a

more varied learning experience. • Pupils will develop their communication skills, their confidence and their ability to contribute

effectively through discussion and working co-‐operatively in groups. • Pupils will be more actively involved in their own learning and will have increased independence

and responsibility for what is to be learned, how they will learn and for evaluating learning. • All of our pupils will learn more successfully. Resources (including CPD)

• Budget to support in-‐house CPD programme led and delivered by GHS staff • Staff development budget and CAT to support implementation of Gracemount Learning

Communities • Operational budget to support active learning in the classroom • CPD funding to continue to develop Cooperative Learning

Monitoring and evaluation of impact • Monitoring of learners’ experience • Monitoring of attainment data • Gracemount Learning Communities to gather quantitative data on the extent of active learning

approaches • Pupil feedback • SLT classroom visits to share classroom experience • Internal Review Overall responsibility Stephen Rafferty

Priority timescale 2 years


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Priority: Learners Experiences – Learning & Teaching Support improvements in consistency of approach in Learning & Teaching Tasks By whom Timescale Conduct cooperative learning session with all teaching staff to agree good practice approach to lesson planning

SR May 2011

Plan L&T CAT sessions for across 2011/12 to support L&T improvements

PW/SR June 2011

Support consistency of approach in L&T and improvements in AifL and Active Learning through the implementation of Gracemount Learning Rounds

SR/Learners Group

June 2011

Launch Gracemount Learning Communities with staff in conjunction with agreement on L&T priorities for improvement 2011/12

SR August 2011

First Learning Communities meeting to take place during September CAT session to discuss findings, agree ongoing priorities and identify emerging CPD needs

ALL/SR September 2011

Evaluate impact of GLCs during last GLC meetings April 2011 ALL/SR April 2012

Provide CPD opportunities to support improvements in Learning & Teaching

Tasks By whom Timescale Recruit and meet with planning/delivery group to plan initial in-‐house CPD.

SR, Learners Group

June 2011

Provide CPD throughout session through planned programme and in response to needs identified through Gracemount Learning Communities

SR/Learners Group/Delivery Group

August 11 onwards First GLC input Sep 2011

Provide input into the induction programme for NQT’s and new members of staff to ensure consistency of approach to L&T methodologies

Learners Group September 2011

Evaluate impact of in-‐house CPD sessions through ongoing evaluations from staff and end of session evaluation of L&T across the school (class visits/GLCs/Internal Reviews/pupil feedback)

SLT/SR April 2012


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Evaluate improvements in consistency of approach in L&T

Tasks By whom Timescale Calendar a program of classroom visits by SLT SLT Sep 11 – Jun 12

Calendar three internal reviews throughout the session to support departmental self evaluation

SR Oct 11/Feb 12/May 12

L&T agenda item to be discussed at departmental/HoD and SLT meetings on a regular basis

ALL September 2011

Pupil evaluation of learning approaches to be undertaken through annual self evaluation and questionnaires

LM March 2012

Evaluate practice across the school with authority template for HGIOS 2.1 & 5.3

ALL Whole school June 11 & Mar 12 Dept Aug 11/Mar 12


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Priority Learners Experiences -‐ Effective use of ICT including GLOW Key area Implementation of GLOW to support learning and teaching.

Quality indicator(s) 2.1, 5.2, 5.3, 5.9

Outcomes and impact on learners • Pupils’ engagement and enthusiasm for learning will be improved by their active participation in a

more varied learning experience supported by stimulating and engaging multi-‐media resources. • Through their access to on-‐line materials, pupils will be more actively involved in their own

learning and will have increased independence and responsibility for what is to be learned, how they will learn and for evaluating learning.

• All of our pupils will learn more successfully through access to high quality, personalised learning opportunities.

• Learners will enjoy increased continuity and more opportunities for home learning. • Parental access to GLOW will improve home communication and pupil learning support Resources (including CPD) • Budget to support in-‐house CPD programme led and delivered by GHS staff • Budget to purchase improvements to ICT equipment as part of Edinburgh Refresh programme

Monitoring and evaluation of impact • Monitoring of learners’ experience • Monitoring of attainment data by teachers, department heads and SLT links • Gracemount Learning Communities to gather quantitative data on the extent of the use of GLOW • Audit of traffic including hit count statistics • Pupil feedback (survey monkey/GLOW survey) • SLT classroom visits • Internal Review • Review of use of home learning activities by departments Overall responsibility Stephen Rafferty & Steven Whyte

Priority timescale 1 Year


22

Priority: Learners Experiences -‐ Effective use of ICT including GLOW Improve the use of GLOW across the school Tasks By whom Timescale Raise further staff awareness of GLOW through in-‐service session

SW

August 2011

Identify key members of staff (GLOW worms) to support GLOW within each departments.

SR/SW/AD August 2011

Identify and then develop a core group (a department outside IT and pupil group) as a focus for the development of GLOW and as a means of obtaining and sharing success data

SR/SW/AD August – December 2011

Implement lunchtime drop-‐ins to support development SW/AD Session 2011/12

Staff training through in-‐service, CAT and in-‐house CPD

SW/AD Session 2011/12

Staff GLOW challenge to support staff use

SW October 2011

Pilot parental access to GLOW with a view to a roll out in 2012/13 session

SW September 2011

Implement improvements to ICT Hardware as part of CEC ICT refresh

AD/SR/SW December 2011


23

Action Page – Curriculum for Excellence Priority: Continue to introduce Curriculum for Excellence Key area Curriculum

Quality indicator(s) 5.1 The Curriculum • The rationale and design of the curriculum • The development of the curriculum • Programmes and courses • Transitions

Outcomes and impact on learners • Pupils will be provided with a relevant. Innovative curriculum which best meets all their needs • All pupils will be provided with 120 minutes of core PE per week • Increased opportunities for enterprise and work based learning will be available • A curricular model will be provided based of CFE Experiences and Outcomes • Literacy, Numeracy and Health and Wellbeing will be embedded across learning • Increased opportunities for pupil choice in learning Resources (including CPD)

• Photocopy costs • Staff CPD • In Service opportunities for collaborative planning • New material costs

Monitoring and evaluation of impact

• Audit of the S1/2 curriculum • L&T surveys in S1 to audit impact

Overall responsibility Stephen Rafferty Priority timescale 3 years


24

Priority : Continue to Introduce Curriculum for Excellence S1 & S2 curriculum to be introduced, evaluated and developed Tasks By whom Timescale S1/2 Curriculum to be audited against the E’s and O’s, cross curricular themes and interdisciplinary provision

DEPT/SR

December 2011

Personal Learning Planning and Personalisation and Choice to be implemented across S1/2 through subject planning and Tracking & Mentoring system

LMO/SR

August 2011

CPD to be provided to support the implementation of CFE including Gracemount Learning Communities to support improvements in L&T methodologies (see L&T priority)

SR August 2011 – April 2012

Ensure appropriate PTs/Curricular leaders attend CEC subject meetings

SLT Session 2011/12

Meeting with DHT Curriculum and PTs for progress check PTs/SR October 2011

Cross Curricular themes to continue to be supported and developed Tasks By whom Timescale

Literacy, Numeracy and Health & Well Being to continue to be developed including coordinators for each continuing to be supported

SR

August 2011

Sharing of good practice across HWB, Literacy and Numeracy to be facilitated through display in staffroom and on pupil wall

SR

September 2011

S3-‐6 curriculum to be planned and consulted Tasks By whom Timescale

Consultation and planning to take place for new S3 and senior phase curricular models

HT/SR

October 2011

S3 curriculum to be developed for 2012/13 session ALL June 2012

Begin to plan for new senior phase assessment provision including exploring new qualifications in vocational learning and alternative curricular provision.

SR/LS/PTs Session 2011/12

Moderation of assessment and sharing of standards to take place Tasks By whom Timescale Moderate assessment of S1/2 levels at cluster, neighbourhood and city wide levels including Cluster exercise during January in-‐service and neighbourhood exercise October 2011

SR/PTs Session 2011/12 (Oct 11) (Jan 12)


25

Action Page – Meeting Pupils Needs Priority: Improve attendance; Improve Exclusions; Evaluate and develop GIRFEC Key area Meeting Pupils Needs

Quality indicator(s) 5.3, 5.6

Outcomes and impact on learners • Pupil will attend regularly accessing the full educational experience • Pupil behaviour will be effectively managed through appropriate curricular provision and

intervention strategies preventing exclusion where possible • GIRFEC will be implemented effectively providing an appropriate model for pupils in need of

additional support

Resources (including CPD) • Staff CPD • Staffing costs for positive action strategies

Monitoring and evaluation of impact • Monitor monthly attendance and exclusion report • GIRFEC evaluation at end of session • PSG/PST Minutes

Overall responsibility Louise Sinclair Priority timescale 2 years


26

Priority Meeting Pupils Needs Tasks By Whom Timescale Implement strategies to improve pupil attendance in conjunction with EWO

PST/SLT/EWO December 2011

Track attendance statistics with bi-‐monthly milestone check on progress LS

Oct 11/Dec 11/Feb 12/Apr 12/Jun12

Continue to implement Pathways To Success including Access to Success to provide intervention for pupils in danger of exclusion

LS March 2012

Track pupils in Access to Success program and check progress on monthly basis with final evaluation of progress at point of leaving

PST/LS Monthly August 2012

Implement new Positive Behaviour Management strategies to improve behaviour across all year groups

ALL/PW/LS December 2011

Track pupil behaviour patterns through new Tracking & Mentoring system, on line referrals and exclusion figures (bi-‐monthly)

PST/LS Oct 11/Dec 11/Feb 12/Apr 12/Jun12

All appropriate staff to be trained in Level 1/2 GIRFEC and model to be fully adopted

SLT/PST September 2011

Evaluate PSG model using HGIOS toolkit to evaluate impact of GIRFEC model PST March 2012


27

Action Page – Increase Parental Involvement Priority: Increase Parental Involvement Key area Parental Involvement

Quality indicator(s) 2.2 The extent to which parents, carers and families are committed to and actively involved in the life of the school. 5.7 Partnerships with Learners and parents

Outcomes and impact on learners • More parents will be directly involved in the life and work of the school. • Pupils will benefit from increased parental understanding of teaching, learning and the

curriculum. • Parents will participate well in relevant meetings and school events. • Parents will consider all communication with the school to be highly effective. • Parents will be actively contributing to the development of school policies and to school

improvement. Resources (including CPD)

• Costs for mailing and texting • Photocopy costs • Staff time for web, newsletters and leaflets • Time for working group to meet

Monitoring and evaluation of impact

• Increased number of parents directly involved with the school • Parental satisfaction survey and forums

Overall responsibility Headteacher with chair of Parent Council Priority timescale 1 year


28

Priority: Improve Parental Involvement Improve the use of email as a means of communication Tasks By whom Timescale Use a section requesting email details from parents to be issued with Data capture form issued annually

PW/Admin Support/Parent Council

August 2011

Update the bank of parent email contacts for use for circulating newsletters etc.

Admin support

September 2011

Continue to explore methods of making best use of parental email contact and monitor

PW/Admin Support/Parent Council

December 2011

Develop Glow as a means of communication Tasks By whom Timescale Continue to investigate the potential of GLOW as a means of communication

SW

August – December 2011

Offer GLOW Information workshops to parents SW/AD

August – December 2011

Improve Parental involvement in the life of the school Tasks By whom Timescale

Invite parents to attend information workshops on topics such as

• Internet Safety/Child Protection • Drugs Awareness • Curriculum for Excellence

LS/PW

August 2011– April 2012

Further develop opportunities such as the Open Evening

LS/LMcO

October 11

Review and further develop the variety of Social opportunities offered to parents

LS August – December 2011

Promote the various school information points e.g. school website, Facebook, Leaflets etc. and encourage parents to use it to access more information Tasks By whom Timescale Explore all opportunities to share information PW August –

December 2011


29

Action Page – Increase Pupil Leadership & Wider Achievement Priority: Increase Pupil Leadership & Wider Achievement Key area Pupil Leadership, Wider Achievement

Quality indicator(s) 2.1, 6.2

Outcomes and impact on learners • More pupils will be directly involved in planning the life and work of the school. • Pupils will benefit from increased understanding of teaching, learning and the curriculum. • Pupils will participate well in and lead relevant meetings and school events. • Pupils will be actively contributing to the development of school policies and to school

improvement • Pupils will have opportunities to lead key developments and will feel they can make a real

difference to the school Resources (including CPD)

• Staff time for pupil council, Gracemount Ogwini Team, Eco Team & Health group • Photocopy costs

Monitoring and evaluation of impact • Increased number of pupils directly involved with school improvement • Pupil satisfaction survey and forums

Overall responsibility Headteacher, chair of Pupil Council, HWB, GOT and GET coordinators Priority timescale 1 year


30

Priority: Increase Pupil Leadership & Wider Achievement Develop Pupil Council Model Tasks By whom Timescale Continue to develop and consolidate the Pupil Council model including elections for key members

CH/PC

Sep 2011

Pupil council plan to be agreed and implemented throughout session

CH/PC Sep 2011

Wider Pupil Council involvement to be explored on a cluster, city and nationwide model including through the use of GLOW

CH/PC Dec 2011

Develop Pupil Leadership through involvement in key improvement initiatives Tasks By whom Timescale Gracemount Ogwini Team, Eco Team and Health Group to meet and plan actions for 2011/12 session including recruiting new membership

LB/FL/AG

Sep 2011

Pupils to lead initiatives within the school and impact to be evaluated at meeting mid point in session

LB/FL/AG Dec 2011

Pupils to be given opportunities to feedback on the work of the school through questionnaires, forums and feedback drop box

PW Dec 2011 Mar 2012

Pupil membership on Parent Council and key improvement groups

ALL Sep 2011

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