Self evaluation is deeply embedded in Oban High school and over the has used significant comprehensive evaluations by both external and internal partner to formulate our ongoing school improvement process, for example. 2015 – School Review (internal – with external invitees) 2014 – Full inspection (external) 2013 – School review – (authority led) 2012 – Investors in People (external) Although some of these evaluations noted cover the last four years, the significant development requirements highlighted still inform our SIP for the forthcoming year. The following self evaluation enquiries with all stakeholders have added to the work already noted; Viewpoint surveys with pupils with ASN 20 surveys listed with the number of respondents All Pts are involved in 10minute learning episodes which are fed back to the head teacher every 6 weeks Consultations with pupils – pupil focus groups Parent council feedback Departmental Meetings Management meetings and subsequent action arising from these Evaluating programmes of learning Insight analysis Sampling of learning experience and work done Island visits Discussions, and ongoing dialogue with primary colleagues Individual teachers reflecting and evaluating practise High level question Our key strengths Evidence Our areas for improvement How are we How do we know? What are we going to do now?
and focus on maximising their qualifications. Continue to support the schools of Traditional Music, Rugby and Dance. Widen and encourage further participation in additional activities and courses. How well do we support people to develop and learn We are good at supporting people to develop and learn. In the senior phase the breadth of our curriculum provides pathways to Employment, Further and Higher Education as well as progression for all our pupils. We offer 24 courses in S4 and 56 courses in S5/6. Insight SLDR Viewpoint Surveys School Review Pupil and parent questionnaires We will carry out review and departmental discussion sessions focused on reflection and improvement of the S1-S3 Curriculum. Consultation completed January 2017. New BGE to commence May 2017. We will review the assessment arrangements for the BGE. We will allocate specific Learning Support resources in order to mainstream teaching staff. We will develop course descriptors to better communicate the opportunities and learning available skill
to pupils. Currently undertaken by Assessment & Moderation Group. How do we improve the quality of our work We currently have well established professional learning groups which have been operating for the 18 months. . We have established observations and one to one dialogue which feeds into the professional learning groups to improve quality of teaching and experiences for learners. We build on the skills and talents of individuals to build leadership capacity, through our talent Management programme to develop leadership amongst staff. We reflect on high level questions, the school has a range of effective Staff have reflected individually on areas they wish to develop, and there are regular consultations and evaluation on the progress of the PLP groups. Observation of learning helps inform this process. Professional Learning sessions will be increased this year, with a mixture of compulsory sessions and opt in sessions. There will be a working group established to formulate the direction of the professional learning. (Completed – the creation of an assessment & moderation initiative) There will be targeted mentoring programmes for teachers to improve their practise. (PT learning support leading this and it is in place) . We can show the impact of professional learning in our learners experiences. This is still developing.
1 Improvement in attainment, particularly in literacy and numeracy Developing Self Evaluation HMIe Report SSLN OECD NPFN Scottish Government Literacy Action Plan Transforming Learning Resource Engaging parents and families: A toolkit for practitioners 2.3 3.2 Achieving 2 School Leadership Teacher Parental Engagement Assessment of children’s progress School improvement Working Group with primaries, secondary and Service 2 Closing the attainment gap between the most and disadvantaged children Developing Self Evaluation Transforming Learning Resource OECD Report NIF 2.3 2.5 3.2 Included Achieving 4,5, 8 Parental Engagement Assessment of children’s progress School improvement Children and Families SDS
positive school leaver destinations for all people. 2.4 2.7 3.1 3.3 Active Respected Included Teacher Parental Engagement Assessment of children’s progress School improvement Argyll College, UHI, for all group 5 Ensuring that teachers deliver high quality learning experiences for young people Embedding School Reviews HMIe Report Transforming Learning Resource Making Best use of Classroom assistants EEF resource 1.2 2.3 3.2 Safe Healthy Achieving Nurtured Active Respected Included 2,4,6,8 School Leadership Teacher Parental Engagement Assessment of children’s progress School improvement SCEL, Primaries, a of partners who provide CPD
For subsequent our lower SIMD pupils match or overtake VC levels. Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Most deprived 30%: are targeted for additional support strategies in a range of subject areas – additional homework, supported study in school and after, peer tutoring as well as teacher input, additional trips and activities to help build confidence and relationships. Possible school holiday projects with teacher input. Encouraged by guidance staff to do DofE and other enhancement activities. (Working with families links are made with outreach activities – focus on helping with learning and supporting activities). – not started yet. Each enhancement activity examined for low SIMD (2-5) at time of application. Termly review and data kept of levels of participation SIMD2-5 Guidance and SLT Teacher volunteers. All staff. Involvement of external partners to be explored by Board of Studies. Financial package to be agreed and funding set CPD on SIMD and impact on attainment all staff. Enhanced Easter programme being improved on from lat year’s model. Current model of senior phase curriculum to be reassessed in light of experiences from other schools and authorities and to ensure that we have planned fully for progression. Research - August 2016 Ongoing 2016-17 All staff Pupils Parents Argyll College Visits to other establishments with various models Working Group established Senior Phase Benchmarking Tool to be used. Progression from the BGE to the Senior – updated Guidance to be followed. PT Learning Support will analyse current impact, develop and implement strategies for improvement to ensure our Classroom Ongoing throughout 2016-17, checkpoint 1 should PT Learning support, support assistants and teaching staff. EEF Toolkit data to be used to ensue action and strategy have research evidence base.
3 Improvement in children and young people’s health and wellbeing Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and development Overall approach to assessment is proportionate, reliable and manageable. Assessment is planned as part of Learning and Teaching. Pupils to receive accurate and meaningful feedback on learning at all stages. Staff to be using tracking and monitoring information to record pupils progress and to feedback to pupils. Fortnightly checks in Board of Studies meetings; 6 weekly checks with subject PTs in Performance review meetings. All staff Time given in In-service; twilight sessions and DMs. My Time teachers to hold key conversations with pupils. At identified times in year, specific to year group needs. To be outlined in whole school calendar All My Time Teachers Advice for all My Time Teachers from PTG line managers. Being reviewed by My Time working group – NM leading. Initial feedback to Management Teram – Thurs 12.1.17. 1-1/Feedback slot in February In-Service days. All staff to be able to accurately identify what the differentiation needs are of pupils and ensure that appropriate strategies are used. Ongoing throughout the session. Checkpoint 1 end of October to check what further training may need to go into the Nov in service time. Checkpoint 1 hasn’t happened. PT Support All teaching staff. Education Scotland professional learning pack for dyslexia. Dyslexia Scotland subject specific resources.
4 Improvement in employability skills and sustained, positive school leaver destinations for all young people. Further rise in sustainable destinations as evidenced in the SLDR Report to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Delivery of SfLLW to be quality assured in the BGE and phased implementation carried forward into S4. S3 – QA of SfLLW through 2016-17. Checkpoint Feb 17 S4 – Introduction of through 2016-17 S5-6 Introduction of SfLLW 2017-18 All Staff SDS Business community On-going CPD delivered on development with specific focus on sharing good practice Include business community in delivering in service on use out with education. Increase business / employer engagement in delivery of the curriculum including; Pathways, FLP’s, WBVL opportunities, mentoring, CV creation, industry interviews and specific lesson delivery. 2016-17 – Increase Pathways provider by 15. December 2016 – At least 50% of S4 interviewed by business partner – not complete. NM Post 16 Teacher My Time Teachers SDS Business community My WOW Career Education Standard Work Experience Standard NM to work on this with employers in June. Continue to explore opportunities with FE providers to increase the number and variety of additional courses that can be offered through partnership working. Jan 2017 – Increased of senior phase vocational opportunities for pupils in 2017-18 session NM Argyll College DYW reports Interdisciplinary learning is planned, meaningful and occurs across faculties. To be confirmed following the Review prior to October. TBC – Subject to moderation of the BGE. TBC Evidence of Impact on learners – How do we know?