Standards & Quality Report 2017-18

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. 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. 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. 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. 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.  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. 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. 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. 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. 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. 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. 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. 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. 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