Standards & Quality Report 2018-19

1. Standards and Quality
Report 2018 / 2019
Each year we have a legal 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 attending and working at 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 2018/19 was:
Nursery 6
Primary Sector 23
Secondary Sector 12
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

4. 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.
We would like to congratulate our S4 students and adult learners for their excellent
set of examination results this year. One student achieved 9 National 5 qualifications
and another achieved 7 National 5 qualifications. These are outstanding results; the
majority of S4 students in Scotland are given the opportunity to achieve 6 National 5
qualifications in S4. We would also like to congratulate two S3 students who undertook
National 5 Music exams a year early; both achieved a grade A. An adult learner
undertaking a Biology course achieved an excellent National 5 result. I would like to
take this opportunity to thank all the students, their families and staff for all their
hard work and support in making this possible for these outstanding students.
Summary of progress made on the 2018/19
School Improvement Plan
Priority 1 Raising Attainment in Literacy and Numeracy
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 and Numeracy.
How well do young people learn and achieve?
Quality Indicators
1.1 Self-evaluation for self-improvement
2.2 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:
 The continued embedding of the Heinemann Active Maths Scheme into the Primary
Classes.
 The school took part in an authority initiative on developing Numeracy and Maths
through active, play- based approaches. This included using the ideas set out within
the book ‘Problem Solving, Reasoning and Numeracy in the Early Years Foundation
Stage’ by Anita Hughes. This project was also supported at an authority level by
Lynda Keith (Consultant Curriculum Adviser).

5.  The development and implementation within the Primary Sector of the Reflective
Reading Project designed by Anne Glennie. This is part of an authority project on
developing literacy through active, independent learning approaches, which was
undertaken in partnership with Sanday School. This project was also supported at
authority level by Lynda Keith.
 Collaboration with the children has resulted in the development of a literacy rich
environment including the development of a small writing area which they name the
Imagination Station. This led onto the development of a reading area including a
reading tree.
 The school has had a focus on skills development through skills for learning, life and
work, which has included the following activities: the development of a display board
within the primary sector focusing on skills, which helps pupils reflect on their
learning and make their learning more evident. In turn, this helps them to think about
potential career paths involving those skills; the development of e-portfolios from the
Upper Primary Class through to S4 learners.
 The development of the e-portfolio has encouraged learners to evidence skills for
learning (cognitive, metacognitive and creativity skills). They are also encouraged to
apply and evidence the higher order skills of remembering, understanding, applying,
analysing, evaluating and creating. Teachers also reference the skills of learning, life
and work within programmes of study, lesson intentions and teaching.
 Inviting visiting authors to the school, Britt Harcus and Richard Clubley.
 Work undertaken within the Nursery to develop listening and talking opportunities,
including staff undertaking the ‘Learning Language and Loving it’ course run by the
central Early Years team of Orkney Islands Council.
 The continued implementation of Level 3 and 4 Benchmark criteria and the further
development of Quality Assured Assessments in line with Education Scotland
moderation cycle.
 The development of team-teaching of Mathematics in S1/2 using both secondary and
primary staff to enhance transition between sectors.
 Through the ‘Into Headship’ course a staff member has enhanced and developed her
leadership skills and has been instrumental in the development of the project on the
impact of pupil voice on raising attainment.
 The implementation of the Pupil Voice project. The objective of the project was to
drive improvement in the attainment of numeracy for all our pupils. The concept was
to make the most of one of our most powerful resources – our students - and was
based on a firm foundation of research through a literature review. Pupils and staff

6. highlighted a number of areas they wanted to develop together including active
learning, the use of technology and parental engagement.
 In the secondary sector the Pupil Voice has developed a Numeracy blog. The learners
share ideas and examples, and then discuss them through the blog. Bloggers share
their class work, photos, short video clips, power points, and good websites as a
resource for their parents.
 All pupils were involved in the Stronsay Youth Speaks Competition, which involved
individual production and presentation of speeches to the community. These were
linked to their spoken language performance in English. For the S4 pupils, they were
used for evidence to contribute towards their listening and talking portfolio as part
of their National 5 qualification.
Impact on learners:
 Through the analysis of GL mathematics assessments used across the school we have
found that the attainment has risen year on year from an average Standardised Score
of 95.6 to 102. Furthermore, of those tested, where previous data was available, two
thirds had increased their standardised scores. The average increase in Standardised
Attainment Scores across the pupils was 9.25 points, with one pupil increasing their
Standardised Attainment Score by 19 points.
 When analysing the information from SNSA and GL assessment data for attainment
within numeracy of secondary pupils, we found six pupils performing above the
average norm of distribution compared to their peers of a similar age and stage. One
pupil is below the average norm of distribution compared to their peers and one pupil
is borderline average. All other pupils are performing as expected for their age and
stage.
 The development of an active, play based approach to the learning of numeracy and
maths has led to more positive attitudes as the learners are increasingly seeing its
use within a context. There is also evidence that the children are showing increased
resilience, as there is an ethos developing of ‘Have a Go’ and the learners are using an
increasing range of resources to facilitate this.
 Pupils have given feedback which shows that they enjoy reflective reading and tasks.
Using a Chevalier board showed a high level of enjoyment of both the reading and
writing tasks.
 Pupil confidence has blossomed within the primary sector; adults have supported the

7. development of literacy by listening to pupils’ ideas about classroom design, and using
their ideas to improve the space.
 There has been an increase in the reading scores of pupils in general. Narrowing the
attainment gap in reading has become more problematic with those pupils who have
diagnosed learning difficulties. There are 4 pupils in particular who require more
targeted support, which has been put implemented. The Intervention programmes Toe
by Toe, Word Wasp, Nessy and Alpha to Omega are in place and the National
Strategies Booster programme is also being used with secondary pupils. The limited
time available for specialist teaching is used effectively to ensure that each child who
has barriers to his/her learning is given additional tuition.
 Information obtained from Scottish National Standardised Assessments shows that
the learners are making good progress commensurate with their age and ability.
 Development of a clear understanding of level 3 and 4 by learners and staff in
literacy and numeracy by the effective use of benchmarks and moderation of
assessments.
 Within the Nursery, learning in numeracy and literacy were intertwined with play. An
audit of maths and language opportunities for children has been carried out by staff.
As a result clear areas of strength and development have been identified. These
identified areas for improvement are built on what is already good practice.
 There were a number of outcomes from the Pupil Voice project, including teachers
reporting becoming more confident with the full range of resources offered from the
Heinemann Active Maths scheme. The pupils had asked for more interactive
computer based activities which led teachers to explore and become familiar with a
new aspect of our subscription of the numeracy scheme. Now the pupils have become
independent with this resource.
 In the secondary sector the learners have quickly taken complete ownership of the
blog. The impact on their learning can be seen through their active engagement in
trying to understand the strategies we are developing in class. There is more
discussion in class time regarding strategy, whereas before they would simply take on
board what has been taught. They are now showing real determination to understand
so that they can share this learning on the blog. The blog is helping the pupils to
engage in the class and have their individual solutions taken seriously through shared
ownership.
 With a focus throughout the school on skills for learning life and work, the learners
have become aware of the key skills and higher thinking involved and have an
understanding of the terminology which they are encouraged to use in a consistent
manner. The use of IDL days have been used to bring these skills together in a
context that the learners can understand.
Next steps:

8. Priority 2 To improve Physical and Mental Wellbeing
National Improvement Framework Priority:
National Improvement Driver: Improvement of children and young people’s health and
wellbeing.
How well do young people learn and achieve?
Quality Indicators:
1.1Self-evaluation for self-improvement
1.5 Management of Resources to Promote Equity
2.1 Safeguarding and Child Protection
2.2 Curriculum
2.4 Personalised Support
2.7 Partnerships
3.1 Ensuring wellbeing, equality and inclusion
Strengths
We have achieved the following:
 The continued development of the Health and Wellbeing programmes across the
school, including the use of Jigsaw resources within the primary sector. The
programmes have evolved to meet the individual needs of learners as the year
 To continue to embed existing projects including the development of Reflective
Reading and Heinemann Active Mathematics within the Primary Sector;
 Implementation of the Author in Residence Scheme across the primary sector with
the author Harry Josephine Giles working across the Primary Sector;
 Introduction of Project X a new reading scheme designed to target children who find
reading a challenge;
 Development of partnerships with the Regional Improvement Collaborative to
enhance the delivery of the teaching of Mathematics across the Northern Alliance;
 The continued development of a tracking system for Literacy and Numeracy (Level3);
 Continue to develop the power of the ‘Pupil Voice’ in the development of Numeracy;
 The school will continue to embed the development of skills for learning, life and
work. The e-portfolios will continue to be used as a mechanism for learners to review
their skills and higher order thinking. Continuing best practice by staff on embedding
skills for learning, life and work within their programmes of study, lesson planning
and teaching will be cascaded through the staff to ensure a consistency of approach.
The School will continue to develop strong links with the Orkney DYW and SDS
teams and will seek opportunities to embed the advice they provide to pupils across
the school in the context of our remote island setting.

9. progressed.
 The continued embedding of the Prince’s Trust Achieve Award
 The Support for Learning teacher has undertaken training organised by Orkney
Islands Council on implementing the concept of Synergy within our School.
 A programme devised by Dr Jim White Consultant Clinical Psychologist in conjunction
with Warwick and Edinburgh Universities to reduce stress within S3 learners was
implemented.
 The School has evolved the Pupil Council into two Pupil Parliaments, which mirror the
primary and secondary sectors of the school. This has been embraced by the pupils
and has resulted in a range of developments across the School.
 The School has been awarded the Silver Sport Scotland Award.
 Secondary HWB scheme evolved to allow 1:1 sessions to address individual needs of
learners.
 The Secondary students had an opportunity to undertake an Outward Bound trip to
Loch Eil which had a focus on developing HWB and the learner’s leadership skills. This
trip was supported by the Parent Council, Stronsay Development Trust and the
Community Council.
Impact on learners
 Health and Wellbeing needs of the learners addressed and individual support given as
required. Learners feel safe and supported within school.
 Princes Trust award develops the four capacities of Curriculum for Excellence and
provides an opportunity for equity across the S2 learners. This is also an opportunity
for the learners to explicitly link learning across the curriculum to meaningful
contexts.
 Increased participation and enjoyment in sport as outlined in a joint evaluation with
the Active Sports team.
 The strategies learned on the Synergy training course are being applied by the
trained member of staff in meetings with pupils, parents and colleagues. This is having
a positive impact. In particular, the motivational interviewing technique is facilitating
people to resolve issues and difficulties for themselves, and empowering them to have
an increased solution-focused approach to challenging situations.

10.  Child Plans are regularly reviewed and this is now involving professionals attending by
VC if they are unable to come out to Stronsay. Paper work for the reviews is mostly
completed during the meetings so that copies of action plans and intervention
strategies are available to be taken away at the end of the meeting.
 Within the Nursery, children are happy and comfortable in their surroundings. The
morning routine was led by the children; children decided together when to have group
time and helped each other share their stories. This gave children confidence and
helped to make them feel respected.
 The Secondary students through the Pupil Parliament volunteered to help fill the
Christmas Shoe boxes; they ran a Children in Need event with the theme, ‘Do your
own Disney’ and, finally, they organised a sponsored walk to raise money for mental
health charities. After much research the Secondary learners chose to support the
charities Gatepost and the Fisherman’s Mission. The Secondary Pupil Parliament also
raised and discussed current issues including diversity awareness.
 The Primary Pupil Parliament has taken on a large, long term project with the idea of
improving the outdoor spaces. This led on to them successfully applying for funding
from Cooke Aquaculture to improve some of the outdoor areas around the school. This
includes establishing a friendship garden in the front playground and developing an
outdoor classroom area in the “Wild Area” at the back of the school, along with
reinstating the pond and waterfall.
 The learners involved in the Outward Bound Trust course in Loch Eil developed their
social and emotional skills. The pupils were exposed to new challenging experiences.
They were supported to develop skills that allowed them to face challenges head on
and overcome them. Learners became more aware of their capabilities and developed
confidence and self-belief. They developed perseverance, resilience and problem
solving skills. They became better at planning, setting goals and developing personal
responsibility. Stronger relationships were formed and social skills (teamwork,
communication and leadership) developed.
 The S3 students felt that by undertaking the course on stress they had gained
knowledge of coping strategies to use when in stressful situations.
Next steps:
 The introduction of monthly visits of the School Nurse team to support the
development of HWB across the school and to address the individual needs of
learners.
 The introduction of Secondary Jigsaw PSE Scheme.
 Introduction to the work of Paul Dix on behaviour management.
 The next step for Synergy is for whole school staff training to take place in 2020,
led by Imogen Kerr (Educational Psychologist).
 Review of child planning as part of an ongoing authority led review on the
effectiveness and management of the Child Planning process. This will optimise the
opportunities for professionals and parents to focus on the individual needs and

11. outcomes of the learners.
 The development of the exterior learning spaces in line with the Primary Pupil
Parliament plans.
 The School is now working towards the Gold Sport Scotland Award.
 Introduction of Bikeability Level 2 and the continuation of the Level 1 Course.
 Continued investigation into the use of ICT and software to enhance learning
experiences in line with Orkney Islands Council’s Change Project and the Regional
Improvement Collaborative.
Priority 3 Continued development of teaching and learning and the assessment of
Children’s Progress
National Improvement Framework Priority: Improvement in attainment, particularly in
literacy and numeracy. Closing the attainment gap between the most and the least
advantaged 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.
 Spanish has been introduced into S1 as part of the 2+1 Scottish Government
languages initiative.
 The School with support from the Stronsay Development Trust has purchased a
package of Support for Learning Diagnostic tools, providing enhanced evidence of
needs and helping to inform the development of further strategies to support
learners. These are used to track progress at the very least on an annual basis. For
children with learning difficulties, more regular assessment is conducted.
 The adjustment of the use of auxiliary time from the office has been used to target
further support for learners within the primary sector.
 The School has continued to refine its tracking system in line with the school self-
evaluation calendar.
 The School continues to be actively involved in developing vocational experiences, and
has been working closely with the Orkney Offer group to provide two S4 learners
with the opportunity to take part in vocational courses at Orkney College, including
Horticulture and Maritime studies. The school has also been developing the
opportunities to promote STEM subjects and careers and this has included successful
bids to support the successful STEM club run within the school and projects
promoting STEM activities including engineering ( Production of a Dinghy).
 Inter- Disciplinary Learning Day focused on the Heritage of Stronsay and this was
linked to renewable energy sector and recycling.

12.  The School continues to enhance the teaching of music, with tuition presently in
Brass, Stringed instruments, Accordion and Piano. The school has also developed an
Orchestra containing 20 members.
Impact:
 S1 learners clearly enjoying learning a new language and are making good
progress in developing their skills in Spanish.
 The impact of implementing such a rigorous diagnostic assessment procedure
is that the teachers and support assistants have a much clearer picture of
the needs of the children in their classes. The information is used to draw up
IEPs, create a support for learning register, differentiate lesson plans, and
most importantly to enable a more holistic view of a child’s needs. It has also
been possible to begin the authority dyslexia identification process for 6
pupils.
 The Dyscalculia screener has been used to assess learners across the school
that are at risk of dyscalculia. No one has been found to be at risk so far.
 The tracking system allows teaching staff to access meaningful information
on a learner’s progress and attainment, helping teachers to plan for the
individual needs of learners.
 Additional support within the Primary Sector has allowed for targeted
support for children with additional needs, improving their confidence and
motivation in their work. The analysis of data shows these children are making
appropriate progress in most cases.
 The STEM club within the school is extremely popular and a significant
number of learners attend STEM activities and show interest in careers
within STEM areas. The learners successfully competed in a Bridge Building
Competition supported by the Construction and Industry Training Board,
winning overall best design. The STEM club also competed and won the
regional Hydrogen Car Competition which was run in conjunction with the
Scottish Council for Development and Industry.
 The school hosted several Science Festival workshops across both the
primary and secondary sectors. These workshops further developed links with
the science community and other organisations. They also raised learners’
awareness of STEM skills and possible future career options.
 The increased opportunities for S4 students to undertake individual learning
pathways via the college has significantly enriched their educational
experiences.
 The school, through continuous self-evaluation, is aware of its strengths and
areas for development and this information is used to refine future
developments.

13.  There has been an increased uptake in String instrument tuition, including the
introduction of Cello and Bass. Some learners have successfully undertaken
ABRSM (Associated Board of the Royal Schools of Music) exams playing the
Violin. We have also started ABRSM theory qualifications for S4 learners.
 Some of our learners participated in a Junior/Beginner music course held in
Kirkwall. There has been an expansion of school orchestra members to around
20 people, featuring strings, woodwind and brass. There is a clear love of
music and an enjoyment in learning and playing instruments by a significant
proportion of learners, which mirrors the heritage and traditions of the
island.
Next steps:
 Spanish to be timetabled for S2 in the forthcoming academic year (2019/20).
 We aim to increase the involvement of the Parent Council and Pupil Parliament in our
planned review of the quality indicators when undertaking self-evaluation ofthe
School.
 To consider the implementation of the work by Paul Rix on behaviour management
 Further bid for STEM projects including computer programming and appropriate
resources to facilitate the teaching of this throughout the Junior High Schools.
 To continue the aims and objectives of Developing the Young Workforce to ensure
that vocational opportunities for remote island learners are continuing to be
enhanced, and to develop a Career Fair based on Stronsay for the school and the
wider community.
 To undertake a review of the reward system of the school to ensure it remains valued
by all.
 To continue to develop the wide range of musical tuition available to the learners
within the School.
 One member of staff will in 2019/20 undertake the ‘Moving Into Headship’ course
and a further member will undertake the second year of their Master’s into Critical
enquiry. One member of staff has gained the Master’s level Competence in
Psychometric Testing (Education) Award with Assessment for Access Arrangements –
CPT3A - through Middlesex University. This qualification entitles the staff member
to be a registered member of the British Psychological Society.
Priorities for future development
The school, through the evaluations it has undertaken, has produced a School
Improvement Plan in line with this Standards and Quality Report. Due to the increasing
scope of development opportunities and the enthusiasm of staff to undertake them, we
have decided to revert back to a three year School Improvement Plan. This is to ensure
that the plan is manageable, and that high quality development takes place. 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.

14. Therefore, the School Improvement Plan for
2019/20 has been developed to be spread over
three years. It 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-advantaged children.
 Improvement in children and young people’s health and wellbeing.
To do this we have five school priorities which are:
 Raising attainment in Literacy and Numeracy
 The Development of HW/ Enrichment of the Curriculum
 Closing the Attainment Gap and Professional Learning
 Family Learning
 Leadership and Management
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