AITH JUNIOR HIGH SCHOOL

STANDARDS & QUALITY REPORT

For session

2010—2011

AITH JUNIOR HIGH SCHOOL

STANDARDS & QUALITY REPORT

For session

2010 ­ 2011

CONTENT

Section 1 Our School

Section 2 School Aims

Section 3 Evaluation of Priorities and Targets From 2010­2011

Key Performance Outcomes

Section 4 How was evidence gathered?

Looking ahead to 2011­2012

Section 5 Active involvement in learning

SECTION 1

OUR SCHOOL ­

Aith Junior High School is situated at the head of Aith voe. The school provides nursery and primary education for children within the catchment area and beyond, if a specific placement request has been granted. The secondary department enrols pupils from Skeld, Happyhansel and Sandness Primary schools. These schools, along with Aith Primary Department, form an active learning group, sharing good practice and resources.

The West Mainland Leisure Centre, adjacent to the school, was opened in September 2002. This provides PE facilities for pupils as the decision was taken at that time to convert our original swimming pool and gym to much needed accommodation within the present building.

The school is also fortunate in having the Aith Community Hall close at hand. We hire space in the hall for exams, concerts, Christmas parties and services, specialist drama and music group visits and ‘Play van’ activities.

The Aith church is the venue for the Primary Easter service. We benefit greatly from these resources within the community.

At present Aith has a role of 171 pupils – 13 nursery, 58 primary and 100 secondary.

There is a teaching staff of 25 (full or part time), 1 classroom assistant, 1 early years worker and 1.5 ASN auxiliary support. Instrumental instructors provide specialist teaching to enhance the music curriculum. The school management team is supported by a Quality Improvement officer who is based at Hayfield House in Lerwick.

The School Library is organised by a member of the Library Service staff. This service is also extended to the associated primary schools through regular provision of resources for specific topics.

The school has 2 janitors and 2 clerical assistants. The Devolved School Management Officer (DSMO) for all schools in the Westside is shared with the Yell cluster and is based at Mid Yell school.

Kitchen staff provide approximately 125 meals daily and also prepare ‘Meals on Wheels’ for the local community on 3 days a week.

Cleaning staff are employed between 3.30pm and 5.30pm daily. Parent volunteers help with activities and a Parent Council has been formed.

The SIC provides a wide range of support services including science technicians who supply chemicals for topic kits, a technology technician who helps to maintain equipment in Craft & Design, an ICT technician who ensures that IT resources are up to date and working efficiently. Specialist support in aspects of learning and teaching or social, emotional or behavioural difficulties is also available.

Aith Junior High School has a positive working relationship with many agencies throughout Shetland and has close links with schools in Europe through the French exchange visits. The Global School Partnership helps organise links with a Jamaican school and through World Vision, we have links with a community in Myanmar.

All of the above mentioned help to create the positive ethos at Aith School where pupils and staff are motivated to learn.

SECTION 2 – SCHOOL AIMS

At Aith Junior High School we support the values underpinning the 3­18 Curriculum for Excellence. These values were developed, after extensive consultation with all stakeholders in 2002, by the Scottish Executive through the, “National Debate on Education”. They are defined by the ‘Four Purposes’ of education – to enable all young people to become, successful learners, confident individuals, responsible citizens and effective contributors.

We aim to enable all young people to become:

Successful Learners Confident Individuals With With

• enthusiasm and motivation for learning

• determination to reach high standards of achievements

• openness to new thinking and ideas

• self respect • a sense of physical, mental and

emotional wellbeing • secure values and beliefs • ambition

And able to And able to • use literacy, communication and

numeracy skills • use technology for learning • think creatively and

independently • learn independently and as part

of a group • make reasoned evaluation • link and apply different kinds of

learning in new situations

• relate to others and manage themselves

• pursue a healthy and active lifestyle • be self aware • develop and communicate their own

beliefs and view of the world • live as independently as they can • assess risk and take informed

decisions • achieve success in different areas of

activity

Effective contributors Responsible citizens With With

• an enterprising attitude • resilience • self­reliance

• respect for others • commitment to participate responsibly

in political, economic, social and cultural life

And able to And able to • communicate in different ways

and in different settings • work in partnership and in teams • take the initiative and lead • apply critical thinking within new

contexts • create and develop • solve problems

• develop knowledge and understanding of the world and Scotland’s place in it

• understand different beliefs and cultures

• make informed choices and decisions • evaluate environmental, scientific and

technological issues • develop informed, ethical views of

complex issues

These aims are reflected in policies and procedures and further developed through both staff and school development plans and through consultation with our stake holders.

SECTION 3 ­ EVALUATION OF PRIORITIES AND TARGETS FROM 2010­2011 The 2010­2011 School Development Plan had 5 target areas with specific outcomes within each. This section evaluates the progress made in each of these areas.

TARGET 1 – To continue the engagement, development and implementation of ‘Curriculum for Excellence’. A The visual overview chart, links school, practise and development of initiatives with the

“Four Purposes” of learning. It is successful in giving a quick, clear overview of curricular developments. CPD initiatives for staff (Tapestry and Co­operative Learning) were added plus the primary, ‘Task Force’ groups, Learning Stories in the Nursery and 16+ developments. This is simply an overview – details of CfE “Experiences & Outcomes” are contained in learning plans.

B Staff in all areas of the school have made very good progress in embedding the principles of CfE within their teaching and programmes of work. It should be remembered that “Curriculum for Excellence” is not a syllabus but a dynamic process of improvement covering all aspects of teaching/learning. Classroom monitoring by senior staff shows that a wider range of methodology is being used and that most pupils are actively involved in their learning. The CPD opportunity embraced by staff included Co­operative Learning , Leading & Learning for Understanding (Tapestry initiatives – Glasgow/Harvard University) and moderation of attainment workshops throughout the year. This does have a positive impact – sharing of good practice is encouraged. In particular, regular meetings with staff from the associated primary schools has provided the opportunity to share ideas and enhance the transition process

C This is an ongoing development. The idea of the ‘Hub’ system within Shetland is still at the planning stage but will be implemented over the next 2/3 years. There will be more sharing of staff between schools. Despite uncertainties, the school has produced a draft curriculum map which has been shared with the SIC School Service. The timetable has been adapted to allow S1/S2 classes opportunities for cross curriculum work e.g. IT and Art for the animation topic. This worked well for all concerned. This area will continue to focus on the development plan to allow for implementation of ‘Hub’ schools. Staff have also been involved in the Local Authority Moderation group and a ‘Moderation in Writing Day’ was organised for Primary and Secondary teachers, in the Westside, who are involved in P7/S1 transition. A report on this was produced for other schools to access. Moderation of pupils work will feature in the collegiate timetable next session and further developments of the NARS site is expected. This all supports curriculum development with a focus on standards of achievement.

D/E Continue development of behaviour support/club/Learning Teams and Task­force in Primary After consultation with the Behaviour Support Team it was decided to merge the strategies used successfully with a small group of children, into the Task Force activities. Six groups were formed, using vertical grouping from P3­P7. Activities focused on the Health & Well Being experiences and outcomes and were timetabled for 10 minutes at the end of each day. A further three, half­hour sessions were timetabled for team building activities supported by ASN staff and the classroom assistant. Pupils needing extra support for any aspect of learning become part of short term ‘learning teams’ where similar specific needs can be addressed over a focused timescale e.g. handwriting or basic numeracy skills in a 4­6 week block. The PT curriculum in primary produced a report detailing activities and planning. The positive impact shows in pupils taking pride in their achievements and having a greater sense of responsibility for their learning and in the developing understanding of the needs of other pupils.

F Literacy and numeracy experiences and outcomes have been identified in all S1 courses and will be further developed as this co­hort moves into S2. The draft S1

subject reports now have information for parents on the broader aspects of literacy and numeracy. The levels are described within a letter enclosed with reports and feedback sought from parents. An audit of Literacy Across the Curriculum was completed effectively by a member of staff with advice produced for all departments. Advice memos have also been produced for pupils e.g. Some awkward spellings. Maths staff led a collegiate time on Numeracy Across the Curriculum and are presently devising a booklet for staff. Health and Well Being continues to be a focus in all areas. Most pupils are more able to identify learning styles and are working within the relevant levels of level 2/3. Cross Curricular learning has always been present in the school through One World Week, Activity Week, Enterprise, Eco­schools, Voar Redd up, Drama and Musical events, transition activities and links with outside agencies, e.g SYIS or Youth Voice. Evaluation from all involved are mainly positive and give useful ideas for future initiatives. Nursery/Primary topics continue to develop to meet the new experiences and outcomes. The Primary topic year plan was e­mailed to specialist secondary staff at the end of summer term. Liaison between Primary and Secondary staff to link learning of P7 into S1 happened at the beginning of the new session. This was felt by all to be effective. Nursery/Primary continued to successfully develop a flexible topic grid aimed at combining with subject­specific plans to ensure that a broad general education (including all E & O’s) will be experienced by all pupils. One example of cross curricular working would be the P3­5 and P6­7 joint ‘Games’ topic which allowed for greater joint working. The pupils gave presentations to the other classes, allowing them to develop knowledge and understanding. The P1/2 “Toys” topic also allowed links with the older pupils in developing and sharing board games. Pupil evaluation shows enjoyment of active learning and an understanding of the relevance of skills learned to the wider world.

G Each S1 now has an e­portfolio in which they record achievement, both in and out of school as well as reflecting on their learning and linking this to the 4 capacities. . They also have pages dedicated to their interests, strengths and preferred learning styles and also reflect on their progress regularly after reports and set targets for the following session. The pupils find this resource very user friendly and easy to understand and have engaged with it by bringing in some of their achievements from outside of school to include. Staff were given an in­service session on explaining its purpose and how they could all play a part in its effectiveness. Parents were invited to log on with their children at parents evening and to contribute ideas for the section on wider achievement.

H An enhanced Peer Support Service has been planned and pupils who have volunteered to be supporters are in the process of being trained to respond positively in providing a network to listen to and advise younger pupils as they progress through secondary school. Literature produced includes a Peer Support Service Handbook, Questionnaire, Peer Support Service – Teacher’s Handbook and a draft Peer Support Service Policy. The Scheme will be trialled and evaluated in 2011­12.

I 16+ Learning Choices Various strategies are used within PSE to highlight the range of options for 16+ pupils. These include internet research, visiting speakers including Anderson High School, Shetland College, SDS Scotland and Train Shetland, careers guidance lessons and access and involvement in careers conventions including local opportunities event in Anderson High School and individual interviews with SDS link officer. Each S4 pupil is issued with a Learning Offer form after discussion with them and there is also involvement of parents through parent’s night. Signed form by pupil, parent, pupil support teacher and 16+ learning co­ordinator collected and electronic

format sent to Hayfield House by 15 th June. Closer links continue to be developed with partner providers through staff involvement in Vocational Pathways and 16+ co­ ordinator meetings.

J Staff are increasingly using new strategies effectively across all areas of the school. The involvement of staff in both Co­operative Learning training and the Tapestry Partnership (through planned staff development sessions) has led to a reflect approach in teaching and an expectation that pupils will take responsibility to develop their learning. It would be wrong to suggest that all pupils welcome this responsibility but the development of learning stories/PLPs and e­portfolios is showing most contribute well to this journey. (The Tapestry Partnership is a World Wide scheme developed at Harvard University and supported by councils and Universities in Scotland with the aim of inspiring teaching and learning in all of our schools. It can be accessed on­line or on­site as part of a teacher’s Continuing Professional Development).

K Lesley Roberts led a collegiate workshop where staff had to examine their own practice and identify where improvement or change could be made. Response sheets from the workshop were collated by Lesley and a report sent to the school. It did show that staff were very aware of their responsibilities and ready to challenge discrimination. Resources throughout the school were shown to reflect the needs of pupils and offered equal access across the curriculum. A member of the senior management team has completed Equalities and Diversity training. Both Focused Learning and Learning/Teaching policies are in the process of being updated. These will be available for consultation next session.

L Draft report formats have been developed at Nursery, Primary and S1. A revised ‘PLP guide for teachers’, has been produced in Primary to ensure that the process stays on track. The aim is to link the PLPs and reports more closely. An explanatory letter for parents was drafted. The original plan was to present the draft Report/Evaluation format to the Parent Council who would seek views of parents. As the January meeting was postponed due to the weather and no further opportunity arose, the views of parents will be included in the comment sheets enclosed with the new ­ End of Year Evaluation. Teachers have reported that parental input to the PLPs, particularly in the early years, is increasingly focusing on links between home and school learning. Pupils are responding well to this. Staff had produced an overview leaflet for parents about PLPs as the format has changed slightly over the past 2 years. Cameras have also been bought to aid evidence gathering when linking activities to the “Experiences and Outcomes”. These photographs can be included in PLPs. This target continues to be a focus for development.

TARGET 2 – To continue to develop a clear link between Homework and effective learning in Secondary Department

A A homework log was developed but has proved to be inconvenient for staff and Principal Teachers who report that though issues about homework have lessened, contact could be made earlier when issues do arise. At the May Inset, Secondary staff requested that the log became electronic like the exclusion register. This has been done and staff were e­mailed to raise awareness.

B The homework scheduler is completed mainly by English, Maths, French, Science and Social Subjects. The scheme has worked well. Staff can now gauge the workload level expected of pupils and focus homework as appropriate.

C Staff diaries show homework tasks issued. The schedules for S1/2 have been reviewed. The quality of homework returned varies greatly. This shows the need to monitor this more closely in 2011/2012.

D A questionnaire completed by secondary parents and pupils gave useful information used in producing a draft policy document. Emphasis is on encouraging learners to

take on responsibility and use own time well, beyond that of fixed tasks are set by staff to ensure pupils are covering course content effectively. The survey showed the time spent by S1 pupils on homework was on average 1.3 hours, S2 – 2.2 hours and S3 – 4.8 hours. In S3, 25% of pupils expressed a wish for more formal homework assignments with emphasis on revision material. The time spent accessing on­line social networking sites/screen time was 23 hours. Some pertinent comments from pupils were: • I learn better when I revise but not with homework • Give a little more revision sheets at the end of a topic. • No more homework needed, if people want to revise, they’re given sheets to do

so pupils should be able to decide how much effort they want to do depending on how much they think they need”.

• “Well if teachers aren’t giving it to us, they obviously don’t think we need any more homework! So maybe not”. Generally, comments highlighted some valid points but also showed that some pupils expected to be given sheets of revision notes rather than engage with learning throughout courses.

TARGET 3 ­ Updating links with parents following the publication of the SIC Schools Service Parental involvement strategy.

The Nusery class continues to hold successful, “’Bring an Adult to Nursery Days’, throughout the year. Family members report that it is interesting to have direct experience of the learning activities on offer and share ideas with staff. Greater parental involvement is being achieved by sending the PLPs home termly. Parents have responded well to the new Short Term Target Sheets. Evidence of this was clear from positive verbal feedback at Parents’ Evenings and through the completion of the ‘Wider Achievement Section’. Parents actively participated in the P1/2 topic on ‘Toys’, by sending in reports, toys or talking to the class about toys they played with when young. The liaison for the new P1 intake has taken place, informally, across the year when the P1 teacher visits the Nursery class. All parents are invited to a meeting in June. This is well attended. Parents visit all areas of the school. In the first term of the new session, parents have the chance to attend learning workshops. Experience shows that parents welcome the chance to ask further questions after their child has been in school for a few weeks. The School’s support for the Parent Council continues. Plans are in place to establish an enthusiastic group for next session. The Chairperson is active as a representative at local and national level. The Schools Complaints Procedures have been updated in line with the Parental Involvement Act 2006 and will be included in both staff and school handbooks next session. The school also welcomes positive feedback from parents and the community. Staff and pupils are alerted to compliments and to cards/letters received.

TARGET 4 – To continue development of ICT after introduction of Seemis and forthcoming upgrade of computer network. A ‘Glow’, is now being used throughout the school to access, for example, ‘Glow­meets’

where authors are speaking. Technology can still let us down so a back­up plan is always needed. In the Secondary department, the Consolarium tutorials were used for ‘Scratch programming’. All pupils use Glow e­mails. S2 had a tutorial session with Gerri Tait (Glow trainer LTS), on blogging. This was to explore how this might be used in creating/maintaining e­portfolios. Feedback from pupils was that they also found this cumbersome. Staff devised a more user friendly e­portfolio for pupils.

There was a well attended tutorial session for staff with a local trainer. Further training was available at the October Inset but conflicting priorities meant that few staff could access this. 20% of staff have added material to sites and 30% have looked for resources successfully. The majority of staff still find it challenging to use. Web casts have had to be abandoned because of sound quality. ‘Glow’ remains an on­going development for staff.

B Teaching staff accessed training at Collegiate time, on the use of Seemis for tracking, monitoring and reporting. S2, S3 and S4 reports were produced using this system, linked with regular tracking intervals. Staff were given remote access to Seemis as report writing is done outwith the school day. Despite initial problems with the system, staff and parental feedback is generally positive. Admin staff also prefer this system for collating reports and received prompt support from trainers if any queries arose. It is hoped that a new CfE report may become available through Seemis as the previous one did not allow for the detail and information staff want to include. Admin staff find the system efficient to use in all aspects of school management and the SQA diet. On­going training is valuable and support is readily given from central staff if required.

C The scheduled upgrade went ahead in July/August 2010 with minimum problems. The network operates successfully and there is improved wireless connections throughout the school. All rooms have IP phones. Emergency phones are located in the main office and server cupboard. The school has ready access to the ICT helpdesk for support with any issues and regular visits from a technician to deal with maintenance.

TARGET 5 – To ensure maintenance work required on the school roof remains a high priority The preliminary work on the school roof has now been completed i.e. architectural planning and the relocation of the servers from the loft space to designated areas within the school building (July/August 2010). However, due to decisions made around allocation of the Capital Programme budget, the work scheduled for summer 2011 is listed for summer 2012. Heat loss from the roof space remains an issue. This target remains a priority for the next session.

KEY PERFORMANCE OUTCOMES

In previous years National Tests Results were reported on in this section. This was done as a whole school percentage because our school roll is small compared to those in mainland Scotland. Individual pupils could be identified if done on a class by class basis. The National Tests are no longer with us. More emphasis is now placed on the daily on­ going assessment and gathering of evidence in each pupil’s personal file. This comprises of a ‘Learning Story’ in nursery, a ‘Personal Learning Plan’ in primary and an ‘E­Portfolio­ in S1 and S2. A ‘Record of Achievement’ is compiled in S3 and S4. Tracking and monitoring systems are still there and are being developed to ensure that this is a rigorous process. The Levels set out in Curriculum for Excellence (CfE) are noted below: Level Stage

Early The pre­school years and P1or later for some

First To the end of P4, but earlier or later for some

Second To the end of P7, but earlier or later for some

Third and Fourth S1 to S3, but earlier for some

The Fourth level broadly equates to SCQF level 4

Senior Phase S4­S6 and College or other means of study

At all stages, children are working at a level matching their developmental needs with sufficient challenge to move learning forward. Additional support in learning or with behavioural issues is available to ensure that every pupil has the opportunity to access all areas of the curriculum. Aith Junior High took part in piloting the Scottish Survey of Achievement Reading assessments for primary pupils in 2011 and in the S.S.A. maths tests for a random sample of pupils from P3 to S2. The Scottish Survey of Achievement provides national statistics in attainment and is not reported on at a school by school level. The Standard Grade exams will be the norm for this year and next. By 2014, the new National Qualifications 4 and 5 will be in place. The Standard Grade results at Aith Junior High School for the 2010/2011 session showed that of those pupils sitting 5 or more subjects, 61.5% attained 5 or more Standard Grades at Credit level; 100% attained 5 or more at General Level and 100% gained 5 or more passes at Foundation Level or equivalent. (Full comparative information on a National Level is available from the School Office).

SECTION 4 – HOW WAS EVIDENCE GATHERED? SCHOOL SELF EVALUATION A How was evidence gathered?

The priorities in our 2011/2012 School Development Plan have been decided using information from the following sources:

• 2010 – 2011 School Development Plan and review • Aims of the school • National Priorities • The Journey to Excellence, Parts 3 & 4 • Self evaluation procedures • Collegiate time meetings with staff • Consultation with all stake holders through discussion, questionnaires, suggestion

boxes • Consideration of SIC Schools Service Improvement Plan 2010 – 2011 and the

Shetland Children and Young People’s Service Plan • Care Commission self evaluation • McCrone requirements on the working week for staff

Priorities and Targets for Session 2011­2012 After consultation and consideration of school needs arising from evaluation procedures, the priorities were decided and are included in the present School Development Plan. This is available on our website www.aith.shetland.sch.uk. Paper copies are available on request from the School Office. SUMMARY OF TARGETS TARGET 1: To continue the development and implementation process for Curriculum

for Excellence We are thinking about what and how we teach, how to timetable secondary classes in the future, cross curricular work in literacy, numeracy and health and well being. We will continue to develop tracking, monitoring and moderation systems. TARGET 2: To review our ‘Code of Conduct’ and pupil/parent/carer leaflets on

expectations of all members of this learning community. Expectations in life do change as do modes of communication. We will review all of our systems to ensure that “Respect for self and others” remains at the centre of our ethos and supports learning and teaching in the school. TARGET 3: To manage Aith Junior High School – changes due to aspects of the SIC

Schools Service Blueprint for Education The impact of reduction in specialist staff working in the Primary Department, secondary staffing review and ‘Hub’ organisation will mean adapting some parts of the curriculum to ensure best use of staff and also to establish clear links with the Anderson High over curricular development. TARGET 4: To introduce the Rights Respecting Schools Scheme (Unicef) into the

school We plan to ensure that the school ethos and curriculum reflects the Standards described within this scheme e.g. Children are empowered to become active citizens and learners ( www.rrsa.org.uk) TARGET 5: To develop the present school community links and partnership work The school is supported well by Youth Community workers. The plan is to ensure this support, and that of other agencies, enhances the curriculum rather than duplicate provision. A “Westside Learning Partnership” is in the early stages of development. TARGET 6: To ensure maintenance work required on the school roof remains a priority This work remains on the Capital programme. It has been delayed yet again but latest forecast is summer 2012 for phase 2 of this work.

SECTION 5 – ACTIVE INVOLVEMENT IN LEARNING – Some examples PRIMARY

NURSERY

SECONDARY