1

Whalsay School

School Improvement and Development Plan Session 2016-17

AND

Standards and Quality Report for

Session 2015-16

2

Contents Page:

Section 1: Welcome and Introductions, School Aims Pages: 2-4 Section 2: Review of last Session’s Improvement Plan Pages: 5-8 Section 3: How Good Is Our School? Pages: 9 -11 Section 4: Target Areas for Session 2016-17 Pages: 12 -15 Section 5: Areas for future development Page: 16

Section 1: Welcome and Introduction: Whalsay School serves the Island of Whalsay. It is a non-denominational school of 166 pupils. The School comprises of 3 separate buildings, Nursery, Primary and Secondary. The School’s refurbishment was completed in 1999. Primary Pupils move into our Secondary Department where they stay until S4. At this time they transfer to Anderson High School for S5/6, go to College or leave School. Our School Mission Statement, the core vision for our school, refers to providing a caring,

purposeful, happy and safe environment for our pupils and includes a commitment to covering all

aspects of each pupil’s development, including their physical, emotional and social wellbeing.

We intend to achieve a caring, purposeful, happy and safe environment by:

Encouraging pupils to generate respect for themselves, for others and for education

Making sure our school is well-ordered, stimulating and safe

Providing pupils with a well-balanced curriculum

Stimulating pupils and encouraging them to take responsibility for their own learning

Covering all aspects of each pupil’s development: Physical, Emotional, Social and Academic

Setting realistic and achievable targets

Encouraging open communication between Parents, Pupils, Staff and the Community

3

Our Learning Aims

We will respect and care for each other.

We will listen to each other and appreciate our differences.

We will agree on classroom rules and teacher expectations will

be shared with the pupils.

We have high expectations of behaviour.

We aim to make formative assessment an integral part of the

learning and teaching process throughout the school, including

sharing learning intentions, success criteria and learner’s being

given constructive feedback.

Pupils and staff will work together to create an enjoyable and

purposeful learning environment.

We endeavour to meet each of our pupils’ learning needs,

supporting and challenging appropriately.

We aim for positive interactions within our school community

with praise and encouragement being given when appropriate.

We aim to set regular homework which will support and

consolidate learning.

We endeavour to instil a positive attitude to lifelong learning

4

Our Staff

The names of our staff are:

- Temporary Head Teacher: Mrs B. Hughson - Depute Head Teacher: Mrs L Irvine - Temporary Principal Teacher – Pupil Support: Miss E. Irvine

ENGLISH Ms M. Holzheimer (temp)

MATHS Mr E. Irvine

SOCIAL SUBJECTS Mrs L. Wilson

FRENCH Ms M. Holzheimer (temp) Ms L. Tiffenau

SCIENCE Dr I. MacInnes

BIOLOGY Ms. L. Hull

BUSINESS STUDIES Mrs D. Johnson (temp)

CRAFT & DESIGN Miss E. Irvine

HOME ECONOMICS Miss E. Murray (Probationer)

ART & DESIGN Mr N. Stevenson

MUSIC Ms. R. Charles

PHYSICAL EDUCATION Miss E. Spence

ADDITIONAL SUPPORT NEEDS Mrs D. Johnson Mrs A.M Arthur is supporting Primary ASN

OFFICE Mrs C. Arthur (Mon - Wed) Mrs L. Sandison (Thur & Fri)- Mat Leave Mrs K. Jamieson (Mon & Tue – Sec, Thurs & Fri –Temp) Mrs B. Eunson (Wed - Fri)

PRIMARY 1/2 Mrs A. Anderson

PRIMARY 2/3/4 Mrs H. Cruddis

PRIMARY 4/5/6 Mrs J. Irvine and Miss. P. Irvine

PRIMARY 6/7 Miss J Nairn and Mrs A. Polson

NURSERY Mrs A.M. Arthur Mrs. P. Williamson – Mat. Leave Mrs. L. Meier – Temp Mrs D. Irvine Miss J. Stewart Mrs L. Shearer

CLASSROOM ASSISTANT Mrs A. Pottinger

JANITORIAL Mr L. Eunson

LIBRARY ASSISTANT Mrs E. Nisbet

SUPERVISORY ASSISTANTS Mrs L. Leask Mrs A. Gaines

INSTRUCTORS Mrs M. Poleson – Piano Mrs E. Henderson – Fiddle Mr P. Wood - Accordion

LEARNING SUPPORT WORKERS Mrs L. Polson Mrs V. Sandison Mrs L. Shearer

5

Section 2: Review of the School Improvement Plan 2015-16

Theme 1 Transitions

Secondary Staff were encouraged to team teach or peer observe P7 during Term 4. Maths

teacher taught a lesson on BODMAS to P7, and met with P7 teacher to discuss transition. P7

teacher observed S1 in maths and questioned them on their transition and maths in

particular i.e. topics they could cover more in depth in Primary.

French and Social Subjects teachers did a lesson on teamwork and memory when covering

the class. Science teacher led a session where pupils prepared presentations on John Muir

experience. CDEG teacher visited to observe pupils working. HE teacher did a project with

P4/5 where P7 pupils helped out. Music, Art and PE teachers teach pupils throughout

Primary.

All pupils all felt this was useful: they got to know the teachers and what lessons might be

like.

Staff felt observing pupils/peer working in a ‘normal’ P7 lesson provided insight into pupil’s

personalities, strengths and weaknesses. Having P7 visit to secondary classrooms for ‘stand

alone’ lessons may be more useful than delivering a lesson at Primary. Primary teachers may

want to peer observe teaching of S1 across different curricular areas.

The transition sheet was discussed at a full staff meeting. It focuses on Pupil Support and

Personal and Social Information, and is provided to each Secondary teacher along with the

with the P7 report. These documents provide the basis for discussion at a meeting of

Secondary teachers and P7 teacher.

The P7 Profile was discussed at a full staff meeting. P7 teacher and PT pupil support agreed

that P7 Profile would be separate to Glow e-portfolios. P7 Profile was completed by each

pupil and parents added comments. Pupils also completed a Passport.

P7 Profiles and Passports have been circulated amongst all Secondary teachers. P7 Profile

and Passport led to duplication and some sections being completed in one document but

not the other. This could be refined, with emphasis on P7 Profile including information

pupils understand will be read and used by Secondary Teachers to gain an understanding of

their personalities, strengths and weaknesses.

All pupils feel the teachers know them well or very well.

S1 prepared for and taught P7 about CAD. P7 pupils were involved in RSPB rock pool project

with S2 and S4 Biology pupils, the Science teacher and Social Subjects teacher. P7 worked

with S2 for the Conservation (Voar Redd Up) section of their John Muir Award.

All pupils felt this was useful: it allowed them to get to know secondary pupils, made them

more excited about secondary and helped with thinking, ICT and other skills.

6

Staff involved felt this allowed them to get to know P7.

At S1 Parents Evening in October 2015, Parent views were sought about the Transition

process for their child. All Parents felt that pupils were well or very well prepared for moving

to Secondary. All Parents were aware of the transition support offered by the school and all

but one Parent had looked at the transition Booklet with their child and found it useful. All

Parents were satisfied that Secondary Teachers knew their child well or very well at that

time. Suggestions for improvement to the Transition Process were a request for Parents to

be shown around the secondary Department before transition. All Parents had enjoyed the

presentation by their children at Achievement Day in June 2015.

At Parents Evening in June 2016, Parents felt that S1 had gone well or very well for their

child and most said that their child was more confident and happy. All Parents were very

satisfied that Secondary Teachers knew their child.

At Achievement Morning in June 2016, P7 Parents were invited to visit the Secondary

Department, had the opportunity to ask the PT Pupil Support and the HT any questions, and

were given a tour of the Secondary Dept. by the P7 children.

BGE – Senior Phase

PT Pupil Support undertook training in Glow. P7 pupils use e-portfolios. ICT issues distracted

from Achievement Mornings. Reflection was done well by many pupils but some did not

value it highly. Pupil comments were not easily accessible to parents/teachers. S3 Profiles

were produced.

Secondary Pupils were re-introduced to Reflection and S3 Profile at an assembly. A

refreshed paper based system was introduced. Pupils continue to reflect and write

achievements on a sheet at the end of each term, these are sent home to be seen by parents

and kept in individual Pupil Achievement folders. Feedback was given to pupils following first

reflection comment.

A new format was created for S3 Profile. It was completed partly by pupils in Achievement

morning/ASDAN and partly through pasting in comments written by pupils for inclusion in

subject reports to parents. This causes some duplication of work for pupils.

Reflection on achievement is done well by many pupils, feedback made pupils value the

process more. Parent signing the Reflection sheets provides communication beyond yearly

report. Subject teachers cannot easily access pupil reflection in their curricular area.

Next Steps:

Refine system to remove duplication for pupils. Create system where subject teachers can

access comments more easily. Continue involving parents. Consider if timing of reflection

can be staggered for each class, perhaps to be in line with tracking and reporting.

Decide if e-portfolios are best way of ensuring focused and valuable reflection. Have a

system where pupils get some feedback and subject teachers have access to comments.

Continue to encourage parental involvement.

7

Theme 2 - Early Years Provision

Fortnightly meetings were established which allowed pupil needs to be discussed followed

by the opportunity to discuss nursery developments. The Learning Support Workers

attended the beginning of each meeting where pupil needs were being discussed. This was

useful and allowed everyone to discuss strategies and next steps.

Pupils receive a healthy snack each day following guidance from Setting the Table. Two

members of staff attended training on this initiative.

Nursery pupils are encouraged to be physically active as often as possible. Each week they

have P.E (indoors during terms 2 and 3); hall time; walks around the school grounds and

local community; gardening and outdoor play.

All Nursery staff attended valuable in-service events centred on ‘Building the Ambition’

which gave them practical ideas for using resources to develop children’s communication

and creativity, inquiry and curiosity.

Activities were set up in the nursery to promote child-led learning and to give pupils more

responsibility for their learning.

The nursery teacher focused on developing the planning system including the wellbeing

indicators of GIRFEC (SHANARRI), this is an area that is still being developed to ensure all

paperwork that is complete has a clear purpose and allows all staff to contribute to.

A child-led planning sheet was introduced which all staff contribute to. This is used to plan

future learning and meet the children’s needs and interests.

Ideas for the outdoor area have been discussed; this is an area that needs further

development.

Theme 3: Assessment and Moderation in the Broad General Education

PIPS system reintroduced to Primary Department to supplement tracking evidence and used with P1, P3, P5, and P7. This has helped teachers when forming judgements in pupil attainment and identifying gaps in learning when planning

Tracking sheets have been created in the Primary for each writing genre. Class teachers can refer to these throughout the teaching and assessment process, particularly to support with success criteria for the different levels.

Upper primary teachers successfully taught writing through focusing on one genre at a time to allow the pupils to gain a deeper knowledge and understanding. This was demonstrated on a long-term writing plan for the year group. The middle and upper stages teachers will be encouraged to work together to plan yearly writing topics to ensure breadth and depth.

Primary Teachers have worked with the Secondary Maths Teacher to team teach, discuss

standards and plan for transition

8

Primary Staff moderated pupil work at development meetings although more time needs to be given to this. They were also involved in a useful moderation exercise with the Aith Cluster, to moderate Numeracy.

Secondary staff attended Subject Development Group Meetings where some moderation was undertaken.

Next Steps:

Accelerated Reader Scheme will be introduced to help track reading

Nursery, Primary and Secondary assessment procedures are to be updated to coincide with Authority policy.

Yearly calendar to include moderation meetings

Theme 4: 1 + 2 Modern Foreign Language Initiative

Primary 1 teacher attended training to become a trainer for the authority and was assigned

schools to support. She was able to provide regular support to our teachers throughout the

year.

Primary staff had a meeting in term 1 where Depute Head introduced Plplatform and the

teachers had the opportunity to explore the resource, with support from the P1 teacher.

Primary staff familiarised themselves with the Plplatform as part of their own CPD and

completed a termly plan for French.

A homework passport was introduced in term 2 to involve and support the parents in

helping their children’s learning. The French phrases being taught in term 2 were added to

the school website so that parents could hear the correct pronunciation for the French

vocabulary.

The pupils enjoyed learning the new language and Primary 1 pupils in particular made

fantastic progress. Primary 1 pupils performed a selection of songs confidently in French at

the Musical Evening in term 3.

The Parent Council organised a very successful French-themed coffee morning in term 4

which was well attended by the school community and raised an excellent amount for the

Parent Council funds. Primary and Secondary pupils supported with the decorations and

making games for the event and they helped to run the various stalls on the day. Secondary

pupils baked French cakes and biscuits which were enjoyed by all.

9

SECTION 3: Audit– How Good Is Our School

In Session 2015-16, we have undertaken these self-evaluation exercises:

Self - Evaluation Involvement

Progress with the school development plan – feedback at Collegiate meetings

SMT and all school staff

Evaluation of course plans through feedback from DHT

SMT and all Teaching Staff

Professional Practice and Development All Staff through PRD, GTCS Professional Learning and

the ERD process

Evaluation of Pupil Progress Weekly Support for Learning Meeting attended by

SMT and ASN Teacher

Monitoring periods in Secondary

Pupil Reporting Process Feedback from Pupils and Parents following Reporting

– pupil and parent comment slip on all reports.

Profiling and PLP’s Pupils and Teachers storing best work and evidence.

Some use made of GLOW Blogs

Nursery Parental Questionnaire Parents, Staff

Nursery Self Evaluation Care Commission Document and Inspection

Termly Quality Assurance Visit by SIC Quality

Improvement Officer

QIO(Mrs M Spence), SMT , Teachers and Pupils

Feedback from Pupil Council HT and DHT meet regularly with Pupil Council and

discuss ideas.

Classroom Observations SMT, Teachers and Pupils

SIC Priorities and Sic Children’s Services Improvement

Plan

HT attended Shetland Learning Partnership and

Quality Improvement Framework meetings.

Sharing good practice in the classroom All Teachers, through Staff meetings and attendance

at SIC Subject Development Group meetings

Parental Feedback Regular Parent Council Meetings and invitation to

Parents to attend Quality Improvement Framework

stakeholder group.

10

Attainment

S4 Attainment, 2009-2016:

2009 2010 2011 2012 2013 2014 2015 2016

Prelim No. obtaining 5 or more at

SCQF Level 5

24% 30%/25% 29% 69% 24% 58% 36% 27%

SG/NQ

Results

29% 38%/31% 57% 69% 35% 75% 93% 65%

Prelim No. obtaining 5 or more SCQF

Level 4

94% 69%/56% 80% 100% 88% 75% 93% 90%

SG/NQ

Results

88% 92%/80% 100% 92% 88% 83% 93% 90%

Prelim No. obtaining or more 5 at

SCQF Level 3-5

100% 100%/50

%

100% 100% 88% 100% 93% 90%

SG/NQ

Results

100% 100%/81

%

100% 92% 100% 100% 93% 90%

Insight is a major online benchmarking tool designed by the Scottish Government, to help bring

about improvements for pupils in the senior phase (S4 to S6). It is a professional tool for secondary

schools and local authorities to identify areas of success and where improvements can be made.

The graph below shows attainment from 2016 results, for Whalsay School, in comparison to a Virtual

comparator, Shetland Islands and Nationally. Whalsay School results are higher than both Virtual

Comparator and National average.

All Teachers are aware of their responsibility with regard to Literacy, Numeracy and Health &

Wellbeing.

This graph shows how Whalsay School is performing at SCQF Levels 4 and 5, in terms of pupil

attainment in Literacy and Numeracy, in comparison to a virtual comparator.

11

Secondary Staff review and evaluate their exam results on an annual basis, both with colleagues at a

Staff meeting and with their Line Manager. Pupil performance is compared against predictions and

relative ratings, across subjects within the school as well as with similarly sized schools within the

Authority and across Scotland.

Pupils are interviewed regularly by their Pupil Support Teacher, to discuss their progress across the

curriculum, set targets and implement strategies to improve attainment.

Tracking and Monitoring periods are set up through our SEEMIS system, completed by Teachers and

monitored by the PT Pupil Support.

In Nursery and Primary, pupils are assessed by their class teacher using a wide range of assessment

tools and strategies. Formative assessment strategies are implemented daily and aim to involve the

pupils in the assessment process through self, peer and group assessment. These are all skills that

need taught to ensure the pupils engage in the process effectively. Summative assessments are also

completed when appropriate. When making judgements regarding whether a pupil has achieved an

outcome or a level, staff take into account everything a child has done and consider a wide-range of

evidence. Regular staff meetings are held which focus on moderation and allow staff to discuss the

levels achieved.

Through Personal Learning Profiles (PLPs), pupils and teachers set targets each term which are then

shared with parents. The targets are evaluated at the end of each term and parents have the

opportunity to make comments and share any achievements from home. Pupils select their best

pieces of work for the PLP and teachers also keep a folder with assessment evidence.

12

Section 4: The Target Areas for Session 2016-17

Target 1- Raising Attainment and Achievement QI- 3.2, 2.2, 1.2

Tasks Implementation Strategies Resources Lead Person(s)

Success Criteria What will be the impact on our learners

Monitoring and Evaluation How do we know the impact on our learners

1. Northern Alliance Raising Attainment through Literacy, Language and Communication Project piloted with pupils in Primary 1/2

Class Teacher and DHT attend launch event of pilot project in Aberdeen

Phonological awareness and pre-handwriting data screen tool completed with Pupils in P1/2

Class Teacher and DHT attend follow-up event in Shetland. Early Years and ASN staff attend twilight session with James Cook (project co-ordinator)

Developmental approach to literacy introduced using four continuums

Parents introduced to the pilot project and support activities explained.

Further screening undertaken to determine pupil progress

Class Teacher & DHT attend celebration event

Lynsey Irvine Class Teacher Lynsey Irvine Class Teacher ASN Teacher Lynsey Irvine Class Teacher Early Years Staff ASN Teacher Class Teacher Lynsey Irvine QIO Early Years Highland Literacy Blog ASN teacher Early Years Staff Lynsey Irvine Class Teacher Lynsey Irvine Class Teacher ASN Teacher Lynsey Irvine Class Teacher

Clear understanding of all aspects of pilot programme Baseline assessment complete to support with planning cycle All relevant staff have clear understanding of project and how to support pupils Learning activities introduced to meet pupils’ needs and support pupil progress Pupils will be supported in school and at home Progress from baseline assessment Staff are confident in using programme

Feedback from Staff Pupil needs met Feedback from Staff Pupil needs met Pupil needs met Feedback from parents and pupils Comparison of results Attainment gap bridged Feedback from Northern Alliance project which school can develop in future years Pupils progress identified

13

2. Introduce Accelerated Reader programme to pupils in Primary 4 – S2 for a 5 year period

Funding sourced for Accelerated Reader programme

Staff receive training from Renaissance Learning

School Library is organised to support the programme

Reading Plan introduced for pupils in Primary 4 – S2

Pupils introduced to the programme

Baseline assessment completed for all pupils

Teaching Staff track and monitor pupil progress in reading

Parents support reading by use of Home Connect

Programme maintained over a 5 year period

Brenda Hughson Brenda Hughson Teaching Staff Library assistant Library Assistant Brenda Hughson Lynsey Irvine Class Teachers English Teacher

Brenda Hughson Lynsey Irvine Class Teachers English Teacher

Brenda Hughson Lynsey Irvine Brenda Hughson Lynsey Irvine Class Teachers English Teacher

Accredited programme in place to support reading Staff are knowledgeable and confident Books are easily identified by pupils Reading time becomes embedded in curriculum Pupil progress is monitored

Parents are supporting reading Pupils will become familiar with programme over 5 year period

Staff, Parent and Pupil Feedback Pupil Reading Age data compared Pupil needs met

3. Teacher Learning Community in Cooperative Learning established

Staff trained to lead TLC in Cooperative Learning

Teaching Staff to attend 6 sessions as part of WTA in 2016-17

Strategies trialled with Classes

Julia Nairn Nick Stevenson Teaching Staff

Pupils are more able to work collaboratively, and attainment is increased

Feedback from Staff and Pupils

4. Wider Achievement Opportunities for Secondary pupils developed, to replace the ASDAN Scheme

Ideas for wider achievement developed

Teaching Staff work with a group of pupils

Opportunities to work with the wider community developed

Nationally accredited awards investigated

Recognition for school based opportunities developed

Brenda Hughson Eyvor Irvine Secondary Staff Secondary Staff Secondary Staff Brenda Hughson Eyvor Irvine

Pupils have access to a range of wider achievement opportunities Pupils are able to participate in the local community

Feedback from Staff, Parents and Pupils Portfolios of evidence for a range of activities

14

Target 2 – Tracking, Monitoring and Assessment QI- 2.3, 3.2

Tasks Implementation Strategies

Resources Lead Person(s)

Success Criteria What will be the impact on our learners

Monitoring and Evaluation How do we know the impact on our learners

5. Implement Shetland Strategy for Tracking, monitoring and moderation in the Broad General Education

Folio of Evidence for every learner agreed with class teachers and implemented

SEEMIS system for tracking and monitoring set up for Primary

Pupil progress monitored by Class Teachers and SMT

Teachers engage in regular moderation activities to ensure confidence in their professional judgements, within school, cluster and at Subject Development meetings

Brenda Hughson Lynsey Irvine Lynsey Irvine Brenda Hughson Lynsey Irvine Class Teachers

Pupils aware of progress and next steps, information accessible to parents Consistent strategy used across the school. Clear understanding of pupil progress Agreed standards on level of work. Pupils and Parents are given accurate report

Pupil needs met Staff discussions

6. National Assessment tools are implemented in the BGE – Significant Aspects of learning or Benchmarking Tools.

Embed assessment in teacher planning process

Teachers track progress on basis of SALS or National Benchmarking tool

Lynsey Irvine Teaching Staff Teaching Staff

Whole school approach. Clear planning and assessment cycle allowing pupil needs to be met

Staff feedback

7. Pupil Learning Profiles are steam-lined and their use is extended into Secondary Department

Trial using GLOW for target-setting from P4.

Class teachers to agree on format. Julia Nairn to support implementation.

Lynsey Irvine Julia Nairn GLOW (Stephen Renwick) Eyvor Irvine

Pupils involved in target setting and setting next steps using GLOW. Pupils share targets with parents at home.

Feedback from staff, pupils and parents

15

Target 4- Outdoor Play QI- 2.2

Tasks Implementation Strategies

Resources Lead Person(s)

Success Criteria What will be the impact on our learners

Monitoring and Evaluation How do we know the impact on our learners

Increase opportunities for Outdoor Play in Early Years

Audit current practice and identify opportunities for outdoor play

Organise current resources to identify any gaps

Involve pupils and parents in planning

Look at local and national examples of positive outdoor play opportunities

Investigate whether funding is available to support any new developments

Lynsey Irvine Early Years Staff Early Years Staff Early Years Staff Lynsey Irvine Early Years Staff Lynsey Irvine

Wider range of learning opportunities for pupils to develop wellbeing, communication, maths, curiosity, inquiry and creativity Well organised and accessible resources

Staff, pupil and parent feedback

Adapt PLPs/

Learning Stories for

Early Primary

Lynsey Irvine Class Teachers (Early Primary) Learning Support Workers

Pupils develop awareness of strengths and next steps.

Feedback from staff, pupils and parents

8. Implement Changes to assessments in National Qualifications

Teachers are aware of assessment review in their subject area

Teachers implement changes as required

Brenda Hughson Secondary Teaching Staff

National Standards are in place

SQA Verification process Staff feedback

16

Section 5 – 3 Year Priorities 2016-19

The next 3 years will continue to be a time of change, reflecting educational policy and strategies at

both local and National level. Themes central to our schools development planning will include:

Whalsay School:

Homework in early Secondary

Pupil Voice both in the classroom and in the school as a whole

Outdoor Learning

Eco School Status

SIC Children’s Services:

Quality Improvement Framework

ASN Self – Evaluation Tool

National:

National Improvement Framework

HGIOS 4

Family Learning

Developing the Young Workforce

17

Confident Individuals – Learning through Work week

Some Pupil experiences in 2015-16

Responsible Citizens – Blythswood Shoebox Appeal

Effective Contributors –

Young Sports Ambassadors

Netball & Football Event

Responsible Citizens – Blythswood Shoebox Appeal

Successful Learners – P2/3 visit the Whalsay

Heritage Centre

Effective Contributors – Pupils participate in

Wool Week 2015

18

Effective Contributors – Youth Philanthropy

Initiative Winners present cheque for

£3000.00 to RNLI

Confident Individuals – Secondary Pupils visit

the Imperial War Museum during a trip to

London

Successful Learners – Young Engineers ROV

Project

Confident Individuals – Nursery learn writing &

numeracy skills through outdoor play

Responsible Citizens – P5 pupils

give presentation on the Eatwell

Guide during Health Afternoon