West Dunbartonshire Council Department of Educational Services

ST PETER THE APOSTLE HIGH SCHOOL

Standards & Quality Report

(October 2011) Head Teacher Michael Vassie Date October 2011 QIO David Fulton Date October 2011

GOOD PRACTICE : PRIMARY / SECONDARY TRANSITION PROJECT

Strengths Ensuring an effective transition programme from Primary 7 to First Year in secondary has been a priority in the School Improvement Plan since the school opened in 2009. The advantages are evident : build on prior learning to raise achievement and attainment; ensure consistency, continuity, challenge and progression for each individual pupil; track progress between the two schools; bring staff together as professional practitioners. However, there are also obstacles in the form of, perhaps, a lack of professional trust, poor communication and the logistics involved. Last session saw our attempt to improve primary / secondary transition through our Interdisciplinary Project “From the Swinging Sixties to the 21st Century”. The aim of this was to develop the four capacities of Curriculum for Excellence within the four contexts for learning required by that programme. The project allowed pupils in their respective primary schools to enjoy learning experiences which were then built upon through an IDL task in early S1. Pupils from each primary school worked on a separate area from the 60s and showcased their work by making a short DVD clip (filmed and produced by senior pupils from St Peter the Apostle HS – who also produced Primary 7 Yearbook DVDs). The areas of study were History & Politics, Fashion, Science, Youth Lifestyle, Music, Media and Sport. Over 30 staff representing every department in our school were involved through visits to the primaries, helping in their showcase or through participation in the final project which was held, out of normal timetable, in St Eunan’s Church Hall. Pupil and staff feedback was extremely positive and the project is now a permanent feature of our transition programme. Pupils from St Peter the Apostle High School were asked to represent WDC at an inter-authority / HMIe conference on their experiences during the project : they repeated their presentation in front of parents. On both occasions they received fantastic praise. The success of the project was due to the commitment of all staff, the professional dialogue between teachers and the involvement of pupils in a meaningful way. Joint work is continuing this session through the development of Thinking Skills units and a moderation pilot of writing across the cluster. It is planned to develop an approach to moderate reading along similar lines. Of course, at the same time, we will continue with our normal programme which includes curricular links, visits, Parent Information Evenings, induction days, a Maths Challenge and our primary football competition. Areas for Development • increase the number of staff involved in the transition programme • further develop professional dialogue between secondary and primary staffs, especially in the fields of experiences / outcomes and assessment & reporting • develop departmental links along the lines of the Maths Challenge

KEY IMPROVEMENTS School Focus

Quality Indicator 1.1: Improvements in Performance Level Strengths SQA exams S4 Attainment at every level in S4 was the best in the last three years : ie the year before amalgamation and the first two years of St Peter the Apostle High School. 2009 2010 2011 English 93% 94% 98% English & Maths 90% 88% 94% 5+ Foundation 92% 91% 96% 5+ General 77% 72% 73% 5+ Credit 29% 30% 31%

The school also did very well in relation to its 20 comparator schools : this is based on the school’s EMA / FSM figure of 27.4 (the range spreads from 25.5 to 29.6) Among these schools are Ayr Academy, Inverness High School, Clydebank High School, Tynecastle High School (Edinburgh), St Paul’s Academy (Dundee) and Notre Dame High School (Glasgow). The school was in the top 25% of these schools at all levels.

S5 Again figures for Higher in S5 saw improvements at every level. 2009 2010 2011 5 Highers 8% 5% 9% 3+ Highers 15% 15% 21% 1+ HIgher 34% 33% 39% Regarding comparitor schools, St Peter the Apostle HS was again in the top 25% of these schools at all levels. On the issue of resuts, the official WDC website stated: “Particular praise goes to St Peter the Apostle HS which showed improved results across the board and many of these scores were higher than the amalgamated results of the former schools of St Andrew’s HS and St Columba’s HS”

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S 5/6 These results were more disappointing. The S4 %s relate back to the last year of the two former schools and we have been informed that statistics based on figures in cases like this are notoriously unreliable. We certainly have a major issue regarding the AdvancedHigher figure of 7% which we beliieve should be 10%.

2009 2010 2011 1 Ad H 9% 10% 7% 5 Highers 18% 18% 14% 3+ Highers 25% 28% 27% 1+ Highers 40% 44% 38% As ever, there were some outstanding individual performances. Of particular note is a student who gained three Advanced Higher As at Grade 1 – in addition to her 5 Higher As at Grade 1 and 8 Standard Grades at level 1. Areas for Development There was considerable inconsistency between departments and within departments from level to level. These concerns have been addressed through a rigorous programme of analysis, evaluations and reviews with the Head Teacher, SLT and WDC. Every department has devised an Action Plan regarding Raising Attainment under the following headings:

- SQA / STACs analysis - Learning & Teaching - Tracking - Department - Parental Parrtnership - Improvement Planning

In addition, WDC has appointed a PT Raising Attainment with the following remit:

Whole school role • whole school consistency re pupils in danger of dropping levels : pupils facing NABs and NAB resits

• whole school monitoring re tracking : overview of pupils causing concern • attendance and timekeeping concerns impacting on performance • support staff re attainment data : whole school overview eg re UPS / NABs / prelims etc Identified focus groups

• identify focus groups / monitor eg at Standard Grade pupils aiming to move from 2s to 3s and from 5s to 4s : overview of pupils on cusp of 5+ Credits / 3+ Highers / 5+ Highers

• identify target areas eg folio work / internal assessments • develop practical strategies : study skills / confidence / revision planning Relationalships / motivation • motivate pupils : establish personal relationships with individual pupils and focus groups

Links • link with departments / PTs : in a way that suits both departments and the whole school Raising Attainment agenda • link with SLT : regular meetings with SLT : two way process

• link with Support for Learning Department to maximise impact on (individual) pupils Quality Indicator 2.1: Learners Experiences Level Strengths The school makes every effort to provide experiences that meet the needs and abilities of all pupils. Learning visits, audits, reviews, pupil self assessment and parental feedback all indicate that pupils are motivated, enthusiastic, and keen to take responsibility for their learning. Lessons and learning experiences are varied and relevant to pupils’ lives. Pupil progress at all levels is good and is built on prior knowledge and achievement. Teacher feedback is constructive and praise is used appropriately to support the learning process. Staff are dedicated, knowledgeable, highly professional and show a strong commitment to cater for the needs of all pupils. Across the school pupils are treated with respect, fairness, and equality. Departments operate their own reward systems recognising the achievements of pupils beyond academic learning. This system is supported by two School Awards’ Ceremonies Pupils are actively involved in their learning through an increased use of co-operative learning strategies and AifL techniques. Lessons are varied and challenging and achieve a good balance between knowledge and understanding and skills development. A wide variety of approaches / methodologies is employed. Resources are used effectively and imaginatively, especially in the field of ICT and modern technology (eg Laser Cutter). A number of Rich Tasks have been used to develop links between curricular areas: these will be replaced by a timetabled Interdisciplinary Learning (IDL) curriculum next session. Strong partnership is at the heart of the new IDL curriculum. Creativity is facilitated through public performances in WDC and school concerts, recitals, dance shows (nationally recognised participation in ‘Beastie’ at the Theatre Royal); through displays of pupil work and through imaginative teaching and learning strategies. Pupils feel confident about expressing their opinions, and their views are captured through evaluations and, more formally, through the Pupil Forum and Council. These views and opinions are used to identify strengths and areas for development that in turn can affect future planning. This has especially been the case with the recent Pupil Voice evaluations on Curriculum Design, Assessment is for Learning and Homework Policy. Learning experiences are regularly enhanced through outside contributions eg visiting chefs, the ‘Lab in a Lorry’ and ‘Planetarium’ workshops, pupils going to Chemistry Camp and Higher History and Modern Studies Roadshows, presentation by NASA astronauts. Clubs, visits and educational trips (from Scottish Parliament to Berlin) all add to enrich learning experiences. In addition, pupils are constantly encouraged to become involved, and take a leading role, in the numerous charity works organised by the school: partner schools in Tanzania and the Democratic Republic of the Congo; pilgrimages to Lourdes : Fair Trade appeals ; sponsored walks - the most recent resulting in over £5000 being raised for

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Children’s Hospices in one afternoon. This variety of learning experiences enables our pupils to take a more global view of their community and the important part they can play in it as responsible citizens. The school runs its own Enterprise Business and Credit Union. Areas for Development • Ensure greater consistency regarding use of co-operative active learning • Share good practice within departments, across school and between schools • Take a more rigorous approach to gathering pupils’ views on a regular basis and act upon them. • Develop an overview of skills development at department and whole school level especially regarding skills for life, learning and work • Continue to develop opportunities for pupils to make an effective contribution to the school and wider community. Quality Indicator 5.1: The Curriculum Level Strengths The curriculum in St Peter the Apostle High School is based on the principles of breadth, balance, depth, challenge, relevance, progression and personalisation. Departmental documentation in the form of rationales, planners and progression routes demonstrate that departments offer courses of work that meet the needs of all pupils. Classroom observations, official audits and reviews indicate that pupils encounter challenging courses involving a wide range of learning experiences and approaches. The curriculum is delivered by a staff that combines great experience with enthusiasm and professionalism. Membership of working groups and committees at school, local and national level is high. Staff in the school have produced three NARs for the new qualifications, two of which have been quality marked: many staff are SQA markers. The scope of the curriculum is wide ranging - from a very effective (and nationally recognised) transition project with our partner primaries, to Access, Standard Grade, Intermediate 1 and 2s and Higher in most subjects. In addition we offer courses in Travel & Tourism, Politics, Photography, Psychology, Leadership, Drama, Dance, ESOL and Media Studies. Of particular note is the number of Advanced Higher we offer on a regular basis. We have provision for Advanced Higher in English, Mathematics, Biology, Chemistry, Physics, Graphic Communication, Home Economics, French, Spanish, Art & Design, Music, Computing and History. The curriculum is enhanced through the work of our MCMC staff who have developed very good partnerships with bodies like the Tullochan Trust to offer alternative courses such as ‘Youth Achievement’, ‘Heads Up’, Inspiring Scotland’ and ‘Fire Reach’. Links with Clydebank and Anniesland Colleges and have resulted in a number of relevant vocational courses. Our more informal curriculum enhances pupil choice, creativity and responsibility - numerous sport clubs and teams, educational trips from New Lanark to Poland, participation in the Duke of Edinburgh scheme and the Mark Scott Leadership for Life programme. We have strong links with Glasgow University (GU REACH programme), Strathclyde University (S@S Accelerate Programme) and the Diocese (the Caritas Award). The curriculum has undergone considerable review in the past two years in preparation for Curriculum for Excellence. The school and all departments have produced a CfE Rationale which ensures that all national guidance regarding capacities / contexts / entitlements are being satisfied. Staff have been given time to engage in professional dialogue with their colleagues. A Curricular Design group which has incorporated staff, pupils and parent views, has resulted in significant changes to lower school provision eg timetabled Health and Well Being, timetabled Interdisciplinary Learning and electives in S2. This work has been supported through a number of In-Service days devoted to these issues: staff are in no doubt that the delivery of literacy, numeracy and health and wellbeing is a whole school responsibility, as reflected in our ‘Responsibility of All’ strategy paper. A Curricular Design Group for the Upper School has now been established with a wide ranging staff / departmental membership. Parents have been involved

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through Information Evenings and consultation regarding curricular design. A Parent Partnership Group has been established to support the development of the IDL curriculum. In advance of the timetabled Interdisciplinary Learning periods next session, considerable work has been done regarding strengthening curricular links across departments. This has been achieved through a number of ‘Rich Tasks’ in both First and Second Year (a recent whole school Mini Olympics day as part of our HWB programme) and in co-operation between subjects eg Computing and Physics; Geography and Physical Education; Chemistry, History and Art & Design; Modern Languages and Business Studies: Design, Graphics & Technology and Physics. Areas for Development • Develop provision of skills for life, learning and work • Work on transition at all stages especially regarding with colleges and other agencies • Develop IDL / curricular links • Develop curricular design for upper school • Assessment : develop departmental policy on sharing the standard Quality Indicator 5.3: Meeting Learning Needs Level Strengths The school places considerable emphasis on meeting the needs and abilities of every pupil. The school vision highlights our aim for a school where all children are treated equally and where inclusion is an active, positive aspect of everything we do. Various reviews, audits and reports have indicated there is such a culture of inclusion, support and challenge across the school. Tasks, activities and a wide range of resources are all designed to provide opportunities for every child to maximise his / her potential. Differentiated material, varied approaches and styles, support from Learning Assistants, advice from the Support for Learning Department and liaison with primaries have all resulted in individual needs being identified and programmes of work being produced that meet the varying needs of all learners. The cluster moderation project has developed confidence in teachers’ judgements regarding pupil learning in literacy. Learning visits and reviews also indicate that the pace of learning is appropriate, offering both support and challenge. Staff are clearly aware that meeting the needs of all learners is the responsibility of all. Across departments, staff have gained expertise in this field through In-Service, CPD and membership of relevant groups : many have experience of working in Pastoral Care and /or Learning Support. Many staff also have training in Solutions Oriented Schools / Restorative Practices approaches. Staff are aware of any possible barriers to learning and these are overcome by way of positive, active and imaginative methodologies. Departmental systems of tracking and target setting enable individual progress to be monitored and reviewed. This has resulted in individual programmes of work with personalised learning targets to be developed, as appropriate. Work is progressing to allow parents to support their child’s learning through our departmental website and homework policy. The Pupil Support team provides comprehensive support for the learning needs of our most vulnerable and challenging pupils in accordance with ASL legislation and GIRFEC requirements. Pupils’ additional support needs are addressed effectively using relevant support plans within a staged intervention framework. There is an integrated

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support structure with every child having a named pupil support teacher (approximately 50 members of staff are involved in a pastoral role). Pupils are supported in their learning outside of mainstream classes in the Pupil Support Learning Centre. Courses are delivered by Pupil and Family Support staff (eg Seasons for Growth), Support for Learning staff and network support staff (eg Toe by Toe). Liaison with outside agencies like the Tullochan Trust enable our MCMC team to deliver a number of alternative courses eg ‘Youth Achievement’, ‘Heads Up’, Inspiring Scotland’ and ‘Fire Reach’. Relevant information is distributed through the intranet, CPD sessions and presentations to staff. Parents are involved in supporting pupils and meeting needs in a variety of ways from review meetings to Parent Information Evenings to specific programmes delivered by the school Educational Psychologist (eg Handling Teenage Behaviour). Areas for Development • Further strengthen links between departments and Pupil Support / Learning Support • Further develop links with primaries re assessment procedures and prior learning • Further develop individual programmes of work as appropriate, including programmes for the more able pupils : to look at pace of learning / appropriate challenge for all levels • Improve communication with parents to allow for greater parental involvement and support • Take account of Pupil Voice and act on it Quality Indicator 5.9: Improvement Through Self Evaluation Level Strengths Improvement through self - evaluation has been quickly embedded into the life and practice of St Peter the Apostle High School. The focus for this has been learning and teaching, but our approach also includes an evaluation of attendance, exclusions, and leavers’ destinations. It is clearly stated in our Vision and Values that our aim is for a school that is accountable for its actions through rigorous self -evaluation. Self -evaluation has been a priority in all School and Departmental Improvement Plans since the school opened. Documentation was distributed via a Self Evaluation starter paper which referred staff to important reports such as publications like “Learning Together: Opening up Learning, (HMIe 2009)” and “ Improving Outcomes for Learners Through Self Evaluation, (HMIe 2008)” There is on-going self evaluation through a series of HT, SLT and PT visits, PT Forums, departmental monitoring & evaluation, tracking and target setting, pupil / parent interviews, PRD interviews and official meetings with the HT and link SLT member (SQA results & Action Plans, prelims and appeals, Curriculum for Excellence progress etc). In addition, there has been a staff evaluation of relationships in the school and a new holistic approach to tracking in Third Year through the ‘Mind, Body and Soul’ programme. There is also a more formal approach to self evaluation, but one that still involves all staff in a collegiate approach. In all formal reviews over the last year (Learning & Teaching, Curriculum for Excellence rationale, Homework Policy and Assessment is for Learning), in - service days, DMs, PT Forums and meetings with HT / SLT have allowed for professional dialogue. PTs and departments have been asked to evaluate their own practice in advance of rigorous SLT reviews eg the S1 / 2 Learning & Teaching reviews resulted in every teacher (120) being visited by a member of SLT.

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At the same time we have developed a system of consulting with parents and pupils on these matters. Parents and pupils have been consulted over curriculum design and a new homework policy : pupils have been consulted and asked to evaluate the provision of homework, the quality of learning and teaching (“What makes an excellent lesson?”) and the effectiveness of Assessment is for Learning techniques in classes. Evidence gained from this triangulation has been integrated into final reports which have, in turn, impacted of future developments. For example, the S1/2 Learning & Teaching review indicated work to be done especially in the areas of homework and consistency regarding the application of Assessment is for Learning techniques. These two areas informed last session’s School Improvement Plan (and all Departmental Improvement Plans) in the form of precise priorities. We now have a new Homework Policy and the resulting departmental audit, and SLT Assessment is for Learning review (over 70 visits) and particularly pupil comment, has highlighted effective questioning and peer / self evaluation as future priorities. Good progress has also been made regarding the sharing of good practice - not only through peer visits but in an imaginative use of the school intranet where exemplar lessons and ‘top tips’ are posted. Areas for Development • Involve all staff in peer assessment • Ensure greater consistency of self evaluation, methodology across departments and whole school : further develop the sharing of good practice • Have a clearer vision of what success for learners looks like and communicate this to pupils, staff and parents • Further develop opportunities to seek the views of pupils and parents / greater use of pupil evaluation

KEY IMPROVEMENTS Authority Focus

Development of Pupil Voice Level Strengths The school has made very good progress in seeking the views and opinions of all pupils. The opportunities provided, the reaction of pupils and the quality of responses have all resulted in significant pupil influence in the decision making processes of our school. Every pupil in the school has the opportunity to express their ‘voice’ through our election process. Pupils in every class vote for a class representative who then automatically becomes a member of the Year Group Forum ( ie 10 – 11 depending on the number of classes in a year). Two class reps from every year plus the Head Boy and Head Girl form the Pupil Council that, therefore, consists of 14 members. It is the Pupil Council and the Year Group Forums that are mainly responsible for the Pupil Voice being heard across the school. For example, the Pupil Council has liaised with the Parent Council regarding a survey of traffic concerns. However, pupil voice is heard in every class and lesson through good and effective learning and teaching. Co-operative learning, Assessment is for Learning techniques, effective feedback, pupil evaluation and pupil interviews all enable pupils to express their opinions and teachers to act on them (see 2.1 / 5.1 / 5.3 and 5.9 above). Pupil Voice is also evidenced through the wide range of pupil led activities and subsequent evaluations eg the primary / secondary transition project, the school Advent and Lenten

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programmes where pupil representatives led many of the activities, the Buddy system, the Morph Enterprise group etc. Pupils are given training and opportunities to develop the ability to express their opinions in a public sphere eg Higher Leadership, Leadership in-service, community work via ‘Bankie Talk’ etc This session there has been a drive to involve pupils more in the actual decision making processes in the school. This has taken a number of forms. The Pupil Council and Year Group Forums have created their own evaluation tools regarding Learning & Teaching, Homework Policy, Assessment is for Learning. These exercises have involved the sampling of over 100 pupils at a time from every level in the school, analysing their responses and producing reports. With the Learning & teaching review the Pupil Council used Survey Monkey to determine pupil views on ‘What makes an excellent lesson?’. In the case of the Assessment is for Learning review, six pupil discussion forums were organised involving over 50 pupils to discuss the issues (films were filmed and transcribed). For the Homework Policy members of the Pupil Council addressed year group assemblies regarding consultation on the quantity and quality of homework. In all these cases, pupil opinion / evaluation impacted on the final reports and next session’s School Improvement Plan. Next session the new S1 reporting format will be evaluated by pupils in August / September. Pupils were also intrinsically involved in our review of the lower school curriculum. There were separate meetings of the Pupil Council and Primary 7 pupils from associated primaries to discuss curricular design. The views of these two groups were given equal weight to departments, parents and SLT and were absolutely central to the final decision regarding timetabling Interdisciplinary Learning in S1 & S2 and electives in S2 (at the expense of other subjects). Areas for Development • to create more opportunities for all pupils to make a valuable contribution to the decision making process in the school • to strengthen pupil voice in the assessment process • to continue to develop pupil partnership in curricular design for the upper school

School Contact Details Head Teacher Michael Vassie Address Kirkoswald Drive Clydebank G81 2DB Tel No 0141 533 3100 Fax No 0141 533 3139 E-mail schooloffice@stpeter-apostle.w-dunbarton.sch.uk Web www.scottishschools.info/stpetertheapostle We will work together to ensure that everyone in our community is valued and has the opportunity to learn for life and to achieve their potential.

Aim We aim to enable everyone in West Dunbartonshire to become:

Successful learners

Confident individuals

Responsible citizens

Effective contributors

now and throughout their future lives.

To achieve our aim, we will:

Deliver courses and activities which meet the needs of all learners

Provide services and manage resources to support learning

Value differences, promote equal opportunities and foster inclusion

Promote partnership, collegiality and community participation

Celebrate success

Monitor, evaluate and review the quality of our services

West Dunbartonshire Council: An Education Authority of Ambition