ULLAPOOL HIGH SCHOOL SCHOOL IMPROVEMENT PLAN 2014-16

WORKING GROUP R.MCF, A.HUN, R.O’L, J.MIL, I.WIL, L.NAI, E.TRA, T.DAW, C.MAC

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ULLAPOOL HIGH SCHOOL

OUR SCHOOL PRIORITIES Please link the improvement priorities from your Standards and Quality Report.

OUR IMPROVEMENT PROJECTS I = Implemented C = continued E=evaluated

WHAT DIFFERENCE WILL WE MAKE?

Year 1- 2014/15 Year 2 – 2015/16 Year 3 – 2016/17

How well do young people learn and achieve? (Authority Priorities)

Improve the quality of assessment for learning Improve the quality of assessment of learning

1.1 (Imp in performance) and 2.1 (Learners’ experiences)

Further develop and improve tracking, monitoring and sharing progress across the School

Pupils, parents and teachers will know:

Where they are

Where they want to be

How to get there

How well does the school support young people to develop and learn? (Authority Priorities) Ensure pupils receive a coherent and progressive curriculum from 3-18 Support the development of new Qualifications and ensure learner pathways lead to positive destinations Supporting schools to meet the needs of all learners through universal and targeted support

1.1 5.1 (Curriculum) and 5.3 (Meeting Learners Needs)

Develop, consult and review the curriculum-with regard to Senior Phase and BGE Further develop the provision for meeting all Leaner Needs with a focus on transitions and sharing SfL expertise

Learning for Sustainability Equalities Training

Deliver full entitlement for BGE linking to Senior Phase including:

Specialisation and breadth

Range of pathways articulated

Access to appropriate levels at National exams

Provision and development of New Higher

On-going Review of Nationals

Meet National requirements

Youngsters will experience:

Coherent progression at each stage

More individualised learning where appropriate. Staff will have:

Opportunities for training

Guidance and discussion around specific pupils

Better understanding of how to fully utilise the skills and expertise within SfL

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How well does the school improve the quality of its work? (Authority Priorities) Continue to develop and ensure impact of self-evaluation systems Develop leadership capacity and provide a strategy for supporting Head teachers

5.9 (Self Evaluation)

Further develop a climate and culture that fully utilises qualitative self-evaluation with the focus on improving outcomes for all learners

The school will gather evidence from many sources and further develop their responses to this by making evidence based decisions that have a positive impact on classroom practice and overall achievement. In particular: Staff will develop shared understanding of:

SPBT/Insight

Qualitative language and processes

Links to PRD and Update School and Departments will produce:

Shared Standards and Quality Reports

Focus and plan on specific areas of classroom practice

QA calendar

System for ensuring links to cycle of Improvement

Opportunity for external validation

Additional Priorities

Government initiatives: 1+2 languages, PE target Early, Years Collaborative. Using systems and processes: GLOW and MIS training School: Equalities Training, Learning for Sustainability, Shared Vision, SOSCAs

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Development project title: Further develop and Improve Tracking, Monitoring and Sharing Progress Across the School

Linked to QIs: 1.1, 2.1 (4.1, 9.1, 9.3) What difference will it make for learners? (why are we taking this forward?)

• Looking inwards: Good start on profiling, learner conversations. Strong reporting episodes with very good parental returns. Parents’ evening engagement satisfactory. Use of SOSCAs data satisfactory. Use of Progression Frameworks/SAL’s at very early stage.

• Looking outwards: Tracking and monitoring systems in place in many other schools. Links to SOSCAs data. SPBT/INSIGHT Profiling required at P7 and S3…develop process that builds on this throughout year. SEEMIS implementation. Progression Frameworks/SAL’s being developed across Scotland in all curricular areas via Ed Scotland.

• Looking forwards: Concept of Value added. Develop language of skills for pupils. Pupils more engaged in where they are and how they learn. Develop parents understanding. Articulate with Senior Profiles (and profiles being developed by University and College). Everyone knows where they are, what the next steps are and how to get there.

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Criteria for success Profiles are built on regularly-explicit reference to skills development in classes. Development and use of learning logs. Development of learner conversations based on logs. Promotion of logs to encourage dialogue with staff/pupils, parents/pupils and staff/parents with evidence that this is happening. Evidence that this is feeding into profiling. Use of INSIGHT/SPBT and SOSCA’s data that is referred to in SQR for departments that informs qualitative SQR produced by all departments. (Link with self-evaluation) SEEMIS implemented and being used. Membership of Tracking and Monitoring group by HT leads to development here. Attendance and engagement at Parent’s evening increases.

What are we going to do and when (How will we take this forward?) Development of Learning Logs-launched and evaluated (Aug-Apr) Explicit reference to skills development(Aug-Apr) Development of Profiling using the above(Aug-Apr) Insight(SPBT) analysis Develop SOSCA’s use: Added Value P7-S2 (Aug-Oct) SQR produced by depts. (Oct 14) SEEMIS implementation (Oct-) Trial of different parent’s evening formats and research into best practice (throughout year) Development of communication with community including vision consultation and website

Who will do this? HT and working group(AI,RO’L,LS,AHun) Depts AI and Guidance HT, SMT and depts Depts All staff Working Group (TD,IM,LS,JM) HT

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Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?)

Learning Logs-starting from zero use-evaluation in January 2015 Profiling – monitoring of process by depts./guidance - Dec 14 and Apr 15 INSIGHT analysis-Meeting with all depts., feed into SQR report –Oct 14 SEEMIS training-Evaluate process - Dec 2014 Parent’s Evening-Surveys and questionnaires – June 14-Apr 15 ‘Vision’ Board produced – Dec 14 Website produced and in use – throughout year

Who will do this? HT + working group AI+Guidance HT, SMT HT + Office Working Group HT HT

Expected Resource Needs SEEMIS Training Vision Board SQR templates Website training INSIGHT training Learning Logs WTA

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Development project title: Develop, Consult and Review the Curriculum-with regard to Senior Phase and BGE

Linked to QIs: 5.1, 5.3 (4.2, 6.2) What difference will it make for learners? (why are we taking this forward?)

• Looking inwards: School does not currently meet the requirements at both a National and Council level (Highland Steer) School has just started break-up of existing 2+2+2 model moving to 3+3 consultation and implementation by next year (2015-16) Need to ensure all courses provide specialisation and breadth S3 Need to develop learner pathways Develop use of Progression Frameworks/SAL’s and other tracking mechanisms for aiding coursing decisions Further develop certificate courses appropriate to learners’ needs

• Looking outwards: Work with Colleges/employers and Universities on Learner Pathways (Woods’ Commission, CITB, Uni entry requirements) New Higher to be fully implemented by 2015-16. HMIE BGE toolkit to be published over Summer 2014.

• Looking forwards: School will meet the requirements of Highland Steer and provide an entitlement for pupils that will ensure smooth progression from P7 to their intended destination. The school will work on developing these pathways and will monitor the pupils’ progress through to positive, sustained destinations. The school will work with partners to ensure that we can offer as many opportunities as we can.

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Criteria for success New Curriculum rationale and structure produced. New Highers researched, resourced and ready for launch SAL’s/Progression Frameworks and tracking of progression utilised for coursing decisions Partners’ engaged with school over provision of courses Youngsters have chance to lead on innovation

What are we going to do and when (How will we take this forward?) Rationale and structure consulted on and agreed by December 2014 New Option Choice process by Feb 2015 Senior Phase/BGE implemented June 2015 Highers researched, resourced and ready by Apr 15 Link with depts. Re monitoring of progression and revision of coursing by Feb 15 Stakeholder engagement at various events (parent’s evenings, focus groups etc), throughout 1

st term

Development of Senior School Leadership model Aug 14 -

Who will do this? HT,SMT, stakeholders All depts. BC, Guidance and depts. HT HT/AF

Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?)

Rationale produced and agreed - Dec 2014 New Option Choice process by Feb 2015 - Check progress Jan 2015 Senior Phase/BGE implemented June 2015 – Progress Check March 2015 Progress on new Higher – checked Dec 2014, March 2015 Coursing decisions for specialising in S3 and Senior Phase validated and understood – Guidance Jan 15 Stakeholder engagement survey – Jan 15 Senior Leaders monitor take up/ sustainability – Aug 14, Dec 14, Mar 15

Who will do this? HT HT HT Dept BC HT HT/AF

Expected Resource Needs Visits/materials – other schools, Ed Scotland research, QIO meetings, parents events, CADO input, WTA

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Development project title: Further develop the provision for meeting all Learner Needs with a focus on transitions and sharing SfL expertise

Linked to QIs: 5.1, 5.3 (9.3) What difference will it make for learners?

• Looking inwards: Very good work/training and strong ethos of inclusion within Sfl and school. Great provision of SfL staff. Evidence that perhaps staff skills are not fully utilised in all areas (HT observations/conversations). Probationer in PE will help establish links in HWB. Transition programme strong with very good links to Primary and initial discussions on a Numeracy project undertaken this year. Transition to Senior phase now on agenda, as well as ongoing work on supporting youngsters onto next stage. ASG meetings 4 times a year very productive.

• Looking outwards: Literacy, Numeracy Health and Well-being agenda. New exam provisions. On-going need to adapt to the needs of pupils as they arrive (with whatever SEBN they bring, autism a specific focus this year). Legislative requirements. Named adult model. ASG projects on Literacy/Numeracy and Health and Well-Being phasing in.

• Looking forwards: Continued development which enables all staff to share in the expertise gained by SfL. Meeting learner needs continues to be seen as the role of all staff.

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Criteria for success Training opportunities continue to be taken up and then shared with all staff Staff attend specific ‘updates’ for specific children More evidence of Classroom assistants being used to facilitate different types of learning Evidence of class teacher and SfL dialogue being a regular feature of practice Sosca’s, SAL’s, Progression Frameworks enter everyday discussion New exam provision for special needs understood by all stakeholders Value Added shows improved performance

What are we going to do and when (How will we take this forward?) Training on-going. Sharing with staff at INSET/ Staff forum and ad hoc (Aug -) SfL/Guidance will hold ‘around the child’ communication meetings as and when necessary (Aug -) Department to discuss and implement ways to improve use of SfL provision(Aug-Oct) Guidance on SEN provision for exams produced, discussed and disseminated(Jan 15) Numeracy Transition Project

Who will do this? HT, RO’L BC/SfL/Guidance Depts RO’L RC

Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?)

Count uptake and provision of training in school, evaluate quality – ongoing Count, evaluate ‘specific’ meetings – ongoing Evidence of different practice taking place-Apr 15 (HT observation, dept report) SEN guidance for exams produced – Jan 15 Numeracy new plan in place and running – Apr 15

Who will do this? RO’L RO’L HT, Depts RO’L RC

Expected Resource Needs Meeting time, WTA

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Development project title: Further develop a Climate and Culture that fully utilises qualitative self-evaluation with the focus on improving outcomes for all learners

Linked to QIs: 5.9 (3.1, 5.2, 6.1, 6.2, 6.3, 7.3, 9.4) What difference will it make for learners? (why are we taking this forward?)

• Looking inwards: Some very good examples of strong self-evaluation in the school but it is patchy, with no over-arching model that encompasses it and no method of getting good practice out of one department into others. Some evidence of pupil consultation and some co-authoring of courses taking place. (HT observations and discussions).

• Looking outwards: Validated self-evaluation encouraged by Ed Scotland. Inspection due. Other authorities recording ‘Excellent’ in this area. SISE agenda. Highland model for teacher sharing and observation of lessons. GTC Update and PRD processes.

• Looking forwards: Moving towards a consistent, shared cycle of improvement. This will link qualitative review of the school and depts., with the improvement plan and also with individual PRD.

Criteria for success QA calendar consulted and produced. TLC link for classroom focus produced and in use SQR reports produced by school and depts. Validated Self-Evaluation episodes take place Professional Update and its link to PRD in operation “You said-we did” boards in depts., in use

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What are we going to do and when (How will we take this forward?) QA calendar consulted and produced rolling programme through-out year (Aug-) A list of identified foci for classroom obs and improvement identified (Sept 14) SQR reports produced (Oct 14) Validated self-evaluation process agreed (Aug-Oct 14) Validated Self-Evaluation takes place (Nov 14, Feb 15) Attendance and dissemination of Professional Update News (Aug -) Developing PRD and link to CPD provision ‘You said-we did in operation’ (Oct-)

Who will do this? Working Group(RO’L,AH,IW)+PT’s IW + working group All staff with HT to provide guidance Working group + HT+QIO HT, then selected depts. AF AF + HT Depts

Monitoring and evaluation procedures (evidence of success) (How are we going to do this and when?)

Progress updates to HT Oct 14, Dec 14, Feb 14 Classroom Focii Sheet produced and in use Sept 14, Sept 14 - SQR reports produced - Oct 14 VSE process enacted – Nov 14; evaluated Mar 15 Progress updates to HT re Prof Update and PRD - Oct 14, Dec 14, Feb 14 ‘You said – we did’ posters in classrooms – Dec-

Who will do this? Working Group IW, HT Depts QIO,HT AF Depts

Expected Resource Needs Meeting times, training, SQR sheets, Noticeboards, research time, WTA

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