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Standards & Quality report 2017 18

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Standards & Quality Report 2017-18

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Standards & Quality report 2017 18

  1. 1. Standards and Quality Report 2017 / 2018 Each year we have a duty to report on the work of the school, outlining the developments and progress we make to improve the quality of teaching and learning for all in Stronsay Junior High School.
  2. 2. About our School Stronsay Junior High School provides education for the island’s children from pre- school at age 2 to the end of compulsory schooling at 16. Pupils can then transfer to Kirkwall Grammar School, if they wish to do so, or move on to further education, training or employment. Pupils transferring to Kirkwall Grammar School stay in the Papdale Halls of Residence, and supporting our young people at this time of transition presents an additional challenge for the school. The School also provides adult learning courses for the community from uncertified courses to develop an expertise in an area of interest, e.g. computing, to undertaking a Higher Qualification in Biology or Geography. The timetable for the primary and secondary sector is in part dependent on the day specialist teachers arriving and Loganair’s timetable. Itinerant teachers generally spend less time in school during the winter as the planes cannot land in darkness. The number of itinerant teachers and length of time each itinerant teacher is on Stronsay is decided centrally by the Authority. The number of pupils on the school roll in 2017/18 was: Nursery 5 Primary Sector 24 Secondary Sector 14 The learning and teaching team is ably supported by a committed group of non-teaching staff, including a secretary/office auxiliary, support for learning assistants, janitor and kitchen staff. Cleaning roles are contracted out. Vision Statement Together our vision is to ensure that everyone achieves their full potential and enjoys being part of a caring learning community. Aims Effective Contributors To motivate everyone to participate with enthusiasm in the school community and wider world, to be well organised, dedicated and open-minded. Responsible Citizens To encourage everyone to take care of the community and wider world. To do the best they can in an honest and respectful way.
  3. 3. Confident Individuals To inspire within everyone self-confidence, tolerance and high expectations. Successful Learners To develop a life-long enthusiasm for learning; to have the confidence and ability to work independently or with others whilst knowing when to ask for help. Cultural Identity To see our island as a benefit not a barrier; to embrace and enrich our unique resources - friendliness, community spirit, heritage, landscape, traditions and culture - to help maintain and develop the island as a great place to live. ‘Proud to belong’. ‘Proud to be a Limpet’. Vision and Aims – Key words Respect Trust Honesty Responsibility Kindness Manners Positivity Sensibility Inclusion Successes and Achievements As a small school on a small island, we know our learners extremely well and aim to support them as fully as possible. Our learners enjoy being at school and have reported that they have very good teachers. Learners feel that their teachers and support assistants really know them well: this makes the learners feel that teachers and other staff will give them appropriate support. Learners are able to make good progress and have their strengths and areas for development identified. The school team works hard to ensure that all pupils’ needs are met and effective support is given.
  4. 4. Summary of progress made on the 2017/18 School Improvement Plan Priority 1 Raising Attainment in Mathematics National Improvement Framework Priority: Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and the least disadvantaged children. National Improvement Driver: raising attainment in Numeracy and Mathematics. How well do young people learn and achieve? Quality Indicators 2.1 Curriculum 2.3 Learning, teaching and assessment How good are we at improving outcomes for all our learners? 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement Strengths We have achieved the following:  GL mathematic assessments undertaken and data analysed to determine gaps in pupils’ knowledge/skills which need to be addressed.  Mathematic booster groups developed to support learners’ progress; 3 in the primary sector, 1 in the secondary sector.  Heinemann Active Mathematics has been purchased for the primary sector with the active support of the Parent Council and funded through the Stronsay Development Trust. Training and time to implement the new course has been provided to primary teaching staff. This has included authority-led training on the teaching of maths and moderation in October’s in-service days led by Lynda Keith (a co-author of Heinemann Interactive Maths)  Further collaboration with Sanday School to develop learners’ mental maths agility through Number Talks and Active Maths training. The collaboration between the schools has also included the development of holistic assessments and the use of Curriculum for Excellence bench-marking materials to support moderation activities.  The nursery has continued to develop the indoor learning environment by enhancing the range of numeracy activities, including use of loose parts being developed and ensuring all areas of the nursery include Numeracy experiences.  Mrs Rose represented the authority as a Quality Assurance Moderation Support
  5. 5. Officer focusing on the moderation of Curriculum for Excellence, levels 3 and 4 in mathematics and numeracy. In this role she developed her understanding of the requirements to achieve a level from a national perspective and cascaded this information throughout Orkney, by attending meetings with other schools during in- service days and providing information in written form to all Secondary Departments within Orkney.  The Stronsay Parent Council has applied to the Stronsay Development Trust for investment. This has allowed the School to purchase ‘hands on’ maths resources for the Secondary Department to support and develop mathematics, particularly higher- order thinking skills. The resources range from ‘Flip It’ cards, which are designed to encourage thinking ‘outside the box’, Mingles and Domino activities, which encourage pupils to access and share a wide range of strategies, and graded problem-solving cards, which allow pupils to choose the most appropriate methods needed to solve problems whilst encouraging them to talk about their solutions. Impact on learners:  The average standardised age score across the school, determined through the GL assessment has risen from 95.6 in 2017 to 99.4 in 2018.  The average standardised age score in the secondary sector has risen from 94.1 in 2017 to 110.8 in 2018.  The impact of delivering the new Heinemann Active Mathematics Course has been an enhanced enjoyment and engagement by the learners. Feedback from the learners through a range of mechanisms including learning conversations with the Head Teacher have included ‘do we need to stop now?’ and ‘we enjoy the lessons’.  Mental maths skills within the school have had a clear focus, including weekly mathematic problem-solving questions, which the learners have clearly engaged with.  Problem-solving skills within the nursery have continued to be developed, and recent examples have been praised by the Early Years Advisor as showing good practice.  Staff developed the skills to accurately moderate Curriculum for Excellence levels in mathematics and numeracy, thus ensuring that at an individual, class and school level they could accurately determine the attainment in mathematics and numeracy and also develop effective next steps in learning.  The impact of additional ‘Hands On’ resources for the secondary sector is that the learners show a higher level of motivation, engagement and enhanced peer-learning support within problem solving and mental maths. The activities range in challenge level and include problem-solving games and puzzles which can be used by an individual pupil to target areas for development or as a challenge to work at a higher level. The activities can also be used with a whole group to introduce new experiences or consolidate learning. Next steps:
  6. 6.  Continue to embed Heinemann Active Mathematics across the primary sector.  Continue to develop learning and teaching of Curriculum for Excellence Early and First level mathematics and numeracy through a play-based approach.  Continue to develop a rich maths environment within the nursery to explore maths concepts in the widest sense, including the development of adult-led small group activities focusing on numeracy.  Continue to ensure that the curriculum continues to follow Curriculum for Excellence guidance on learning pathways.  Continue to develop expertise on the use of bench-marking materials and the holistic assessment of attainment in line with Curriculum for Excellence/Education Scotland guidance.
  7. 7. Priority 2 Raising Attainment in Literacy National Improvement Framework Priority: Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and the least disadvantaged children. National Improvement Driver: Raising attainment in Literacy How well do young people learn and achieve? Quality Indicators: 2.1 Curriculum 2.3 Learning, teaching and assessment How good are we at improving outcomes for all our learners? 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement Strengths We have achieved the following:  We have continued to develop close links with Sanday School, and one of the focuses for this year was the development of holistic assessments to literacy assessment.  The school has also undertaken authority moderation of writing through an Orkney- wide in-service day.  Staff have undertaken training in the use and interpretation of Scottish National Standardised Assessments (SNSA). The appropriate learners across the school have undertaken the assessments and the results have been analysed.  The lower primary class and teacher have been actively involved in an authority Early Literacy Project delivered by Lynda Keith.  There has been a continued development of literacy within the nursery setting. Impact on learners  Staff continue to enhance their understanding of when a learner achieves a level and can effectively determine in partnership with the children the next steps in their learning.  The staff have developed their expertise in the development of holistic assessments and how to use these to determine a learner’s progress.  Staff have used the broad information obtained from SNSA assessments to support their professional judgement of a learner’s achievement of a level.  The Early Literacy Project has resulted in the classroom environment becoming more question based. The reduction and rearrangement of furniture in the classroom has resulted in a good flow of learning throughout the classroom. It became evident that the play-based learning was an opportunity to develop many skills from Building the Curriculum 4: Skills for Learning, Skills for Life, and Skills for Working. These include
  8. 8. thinking skills, remembering, applying information, as well as creating and evaluating their work. Whilst learning through play, children were working collaboratively, listening, compromising, taking the initiative, being resourceful, leading and inspiring others.  The Early Years Practitioner has continued to develop the environment to provide lots of opportunities for mark making at an appropriate level and enhanced the opportunities for reading and writing. Next steps:  Continue the development of literacy with a focus on reading in line with the authority developments. This will include: o Collaborative research and development of reading strategies using the resources of Anne Glennie. o Consideration of reading schemes and resources from the nursery upwards. o The Upper Primary staff and learners taking part in the authority-led 2nd Level Literacy Programme. o Continuing to develop the moderation of reading from Early to 3rd Level through joint moderation authority-wide moderation exercises. o Focusing within the nursery setting on listening and talking, supported by Lee- Anne Grey from the Early Learning and Care team of Orkney Island Council.
  9. 9. Priority 3 Enhance knowledge of attainment and the continued development of partnerships between children, parents and staff to inform next steps in learning. National Improvement Framework Priority: Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and the least disadvantaged children. National Improvement Driver: Assessment of children’s progress, parental engagement. How well do young people learn and achieve? Quality Indicators: 2.3 Learning, teaching and assessment. 2.5 Family Learning 2.7 Partnerships 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and Achievement. Strengths We have achieved the following:  E-portfolios have been introduced for S1 to S3 learners.  The staff have introduced evidence weeks.  We have continued to develop, enhance and embed the tracking system across the school.  We have continued to develop and embed target weeks in secondary and primary sectors.  We have reviewed the effectiveness of Child Plan Meetings and the effectiveness of communication between multi agency school/parents and learners of children with specific needs. Impact on learners  E-portfolios have taken over from learner logs and achievement logs. Learners are extremely proud of their e-portfolios, which they greatly value. The development of e-portfolios has also impacted on their computer skills, developing their skills in the effective use of computer files.  The development of evidence week has been an effective tool to aid P7 transition, providing work showing the working level of P7 learners.  The tracking information continues to contain key information including Pips, Midyis, GL assessment data, as well as reading and spelling ages. This information is used by staff to set appropriate targets for learners and to highlight strengths and development areas. This year has seen the introduction of tracking holistic assessments and the ability to include incident logs to enable us to review patterns in behaviour across the school.  Learners in the primary sector have completed the target setting process in three of
  10. 10. the terms during the academic year. In the secondary sector the target setting process has occurred twice through the academic year. This has focused the learners’ attention on their next steps in learning, which have been reinforced in learning conversations between the Head Teacher and the learners.  The start of a new Support for Learning Teacher for the school has been an ideal opportunity to review present practice and to look for areas of improvement. This has included the review of the assessment tools used and the effectiveness of the support given to learners to meet their individual needs. Next steps:  To purchase support for learning diagnostic tools and to assess all learners across the school in the first instance. This project is being actively supported by the Stronsay Parent Council and funded through Stronsay Development Trust.  To review the effective use of Support for Learning assistance in line with the authority-wide re-assignment of support for learning hours.  To continue to embed a range of assessment tools, including holistic assessments, GL maths, writing assessments, SNSA, Pips and Midyis.  To continue to develop and embed the whole school tracking system to facilitate focused learning.  To develop the authority Synergy project within the school to optimise the use of specialist support.
  11. 11. Priority 4: To improve physical and mental wellbeing: National Improvement Framework Priority: Improvement of Children’s and Young people’s health and wellbeing. National Improvement Driver: Assessment of children’s progress. How well do young people learn and achieve? Quality Indicators: 2.1 Arrangements to ensure wellbeing 2.4 Personalised Support 2.7 Partnerships 3.1 Ensuring wellbeing, equality and inclusion Strengths: We have achieved the following:  The primary sector has received the resources to deliver the Jigsaw programme for development of Personal and Social Education (PSE). The staff have also been provided time to develop the resources for the mixed-year classes we have within the primary sector.  Staff have had training to enhance their knowledge of the Health and Wellbeing Indicators.  The school has continued to develop the physical and mental health of the learners in our care. This has included the introduction of the daily mile in the primary sector, as well as community netball, netball trips including the Fun5z, the development of clubs in Football, Dance and Sports Skills, Primary Athletics and an Active Club for older learners. There was also a secondary residential trip to the Outward Bound Centre at Loch Eil. Sporting achievements were also displayed on the newly created Sports Board, as well as being uploaded onto the School Blog.  The school has continued to develop the Achievement Awards programme as part of the Prince’s Trust.  The Primary Sector also produced a ‘Wizard of Oz’ production, which included learning the lines, acting, creating their own outfits. They also learnt how to undertake a production including backstage activities, e.g. building staging, making scenery and preparing props. A similar production on a smaller scale was also undertaken in the secondary sector with the S1 and 2 learners performing the play titled Perfection City.  Members of staff worked collaboratively within the authority to develop, plan, resource and develop a day of interdisciplinary learning on the subject of Japan. This included a successful partnership with Aquatera, a renewables company based in Orkney with direct links to Japan. Two members from the company, Yuka and Jen, were key contributors to a carousel of activities that were offered to our P1-S3 students. Yuka provided information on what it is like to live in Japan and Jen on the
  12. 12. technology behind the renewable industry with a focus on the similarities between Japan and Orkney. The wide diversity of activities involved on the day involved Staff at the School working in collaboration to identify their individual contribution to our STEAM project. We aimed to nurture critical thinking, to develop our students to gain a greater understanding of Japan and foster their ability to problem solve creatively. The strength in our day came from this collaboration, the input from Aquatera and also the whole School involvement across all age ranges. Every child had the opportunity to experience common activities, share their experiences and interact with new people which, in an isles setting, is a really valuable experience for our students. Impact on learners:  The Jigsaw resources have enabled the development of an enhanced PSE programme which will be embedded in the 2018/19 academic year. It is too early to fully assess the impact of the Jigsaw programme but this will clearly occur through the next academic year.  The Support for Learning teacher has promoted the use of the Shanarri wheel within the school. The learners have seen Good Work Board which was started in term 2, as a positive development by the learners, as they can see improvements in their work, celebrated by the community of Stronsay. The effectiveness and the structure of the Pupil Council has been reviewed, leading to the development of a Pupil Parliament which will be embedded during the forthcoming academic year and a member of the Pupil Parliament will attend Parent Council meetings, to represent the thoughts and feelings of the learners.  The fitness of learners has improved through the introduction of the daily mile, etc., which has also helped towards the development of positive behaviour.  The children undertaking the Fun5z competition, achieved significant success winning the Netball Orkney’s P4/5 tournament, this had a very positive impact on the children’s self-confidence.  The learners within secondary sector have continued to follow the Princes Trust, Achievement Awards. Three learners within S2 have gained “The Prince’s Trust Award in Personal Development and Employability Skills at SCQF Level 3”.  The Loch Eil residential trip had a focus on developing the leaderships of the learners. All students undertook a wide range of activities which stretched their abilities and challenged them individually to achieve their potential. All learners obtained a certificate in recognition of their achievement in completing the Outward
  13. 13. Bound Course.  The Wizard Oz developed the following skills within the learners, talking and listening skills, learning and presenting lines with fluency, confidence and waiting for their cue, as well as their movement and acting skills. This gave them confidence amongst their peers and a sheer enjoyment and respect of sharing and being part of a successful production.  The Learners and Staff provided very positive feedback from IDL Japan day. The children particularly valued the chance to meet somebody from Japan and experience the culture first hand through food, clothing (see the front cover) and language. Our visitors also spoke highly of our school and our approach to the day. The feedback comments from learners included; ‘I liked trying the sushi and the presentation on Japanese Culture by Yuka. Please come again’ and ‘I loved to do Science and origami and everything was amazing /awesome/fantastic and I learnt lots things about Japan. I love it’. The day had a hugely positive ‘feel good’ impact; Students and Staff were enthused at the end of the day, in part, because of the variety of experiences and opportunities that our project day allowed to develop for each individual participant. Students came away from the day having solved problems, having made Japanese music and developed their own robots. They had also eaten Japanese food whilst dressed in kimonos walking around a Japanese information area. They wrote Japanese poetry and used calligraphy and laughed and learnt in equal proportions. Ultimately, they had a clearer knowledge and understanding of the links and diversity between our Isles and Japan. Next steps:  To continue to develop and embed the Jigsaw resources/programme in the primary sector.  To continue to develop and embed opportunities to develop the physical health and wellbeing of learners, including working towards the Silver Sport Scotland Sports Award.  To approach the Stronsay Parent Council to access staging for the school and community use.  To continue to develop further IDL days in line with Orkney Islands Council programme .
  14. 14. Priorities for future development The school, through the evaluations it has undertaken, has produced a School Improvement Plan in line with this Standard and Quality Report. This will be an extremely busy year as the authority develops a change initiative around e-learning. Due to budget reductions and a review of Support for Learning provision across the authority, it will be a challenging period of change to ensure the quality of education provided meets the needs of all learners. The School Improvement Plan for 2018/19 links to the National Improvement Framework Priorities, including:  Improvement in attainment, particularly in literacy and numeracy, closing the attainment gap between the most- and least-disadvantaged children.  Improvement in children and young people’s health and wellbeing. To do this we have three school priorities which are:  Raising attainment in literacy and numeracy  Improving physical and mental wellbeing  Continuing to develop teaching and learning and the assessment of children’s progress. What is our capacity for continuous improvement? Quality Indicator School self-evaluation Inspection evaluation 1.3 Leadership of change Good 2.3 Learning, teaching and assessment Good 3.1 Ensuring wellbeing, equity and inclusion Good 3.2 Raising attainment and achievement Good

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