· Web viewSt Andrew’s and St Bride’s High School is a six year Roman Catholic comprehensive school serving the East Kilbride area. Our school is part is part of a Learning

St Andrew’s and St Bride’s High School

Standards and Quality Report &

Improvement Plan

Sessions 2018-2020

St A’s and St B’s HS, S & Q Report 2018/19 and SIP 2019/20 Page 1

Page

1. Introduction 3

2. The National Context for Learning 4

3. Our Priorities 7

4. Overall quality of our learners’ attainment and achievements 2016/17

a. Progress towards National Improvement Framework (NIF) Priorities

i. Attainment data for S3 pupils in Literacy and Numeracy

ii. National Benchmark Measure: % of leavers attaining Literacy and Numeracy

iii. National Benchmark Measure: Attainment versus Deprivation

iv. National Benchmark Measure: % of school leavers in positive

destinations

b. SQA Attainment data for 2018 12

c. Wider Achievements 16

5. How well does our school support children to learn and develop? 20

6. How well does our school improve the quality of its work? 31

a. Consultation Strategies

b. Continuous Professional Development

c. Self Evaluation

d. Quality Assurance

e. Review of School Improvement Plan (SIP) for 2017-18 34

f. Evaluation of core QIs 39

g. Pupil Equity Funding Evaluation 40

7. Overall statement for the school’s capacity for continuous improvement 40

8. School Improvement Plan 2018- 2019 41

9. Appendix 1 - Extended data 58

10. Appendix 2 – PEF Evaluation for 2017 – 2018 63


Contents

1. IntroductionSt Andrew’s and St Bride’s High School is a six year Roman Catholic comprehensive school serving the East Kilbride area. Our school is part is part of a Learning Community with six associated primaries, St Hilary’s, St Kenneth’s, St Leonard’s, St Louise, Our Lady of Lourdes and St Vincent’s, and we work together with our primary colleagues to maintain an effective continuum of support and learning for our young people. Our school has a roll of 1,395 pupils and a full time equivalent staffing of 96.2 teachers and 23.4 Support Staff. Our current FME is 7% and the average Attendance Figure for session 2018/19 was 94%.

Our purpose built school building was opened in August 2007 and is attractively placed close to East Kilbride Village. We have very good accommodation and all our classrooms provide a rich learning environment for pupils and throughout the school we have extensive provision to display examples of pupil work in order to celebrate their success and achievements. We have excellent provision for indoor PE facilities with a large Games Hall and two gymnasiums. The Headteacher is well supported by five Depute Headteachers, 15 Principal Teachers of Curriculum and 7 Pastoral Principal Teachers.

As a school we aim to be a Catholic, Christian inclusive school community in which the Gospel values permeate all that we do. St Andrew’s and St Bride’s High School meets

the needs of all pupils by providing a pathway for young people to achieve their potential through an inspiring environment, the provision of excellent learning and teaching and an ethos of hard work. It is a community in which everyone works in partnership to provide an education of the highest quality. Staff have very strong relationships with parents and are dedicated to ensuring that all pupils thrive in an environment which nurtures and

supports while equipping them with the necessary skills for a full and productive life. The leadership of staff at all levels helps to ensure that all

stakeholders feel valued and are encouraged to make full, worthwhile contributions, to the development of initiatives, policies and procedures.

The school has a broad and balanced curriculum. In S1 to S3 pupils follow a Broad General Education programme of study that reflects the principles and practices of Curriculum for Excellence. Interdisciplinary Learning opportunities form a fundamental part of this curriculum with the Personalisation and Choice programme beginning at the end of S2. Students follow 8 subject choices in S3 leading to National Qualification courses at the end of S4. The curriculum then narrows in S5 with students following 5 courses, reducing to 4 in S6.

In addition to being encouraged to achieve the highest standards in academic studies, St Andrew’s and St Bride’s High School pupils have the opportunity to participate in a wide variety of extra-curricular interests. More than 20 co-curricular activities are available throughout the year, spanning all stages within the school. We have a number of successful sports teams, dance groups, drama groups, creative writing, debating and public speaking, choir, concert and range of other bands. We provide many opportunities for our young people to go on a variety of trips and expeditions locally and abroad. At St Andrew’s and St Bride’s we believe that these leisure and school experiences make a very valuable contribution to a young person’s education.

Fiona MullenHeadteacher


The National Improvement Framework (NIF) for Scottish Education sets out the Scottish Government’s vision to continually improve Scottish Education and to close the attainment gap, delivering both excellence and equity. Our school, working in partnership with South Lanarkshire Council is fully committed to delivering these ambitious aims.The key priorities of the National Improvement Framework are:

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 Improvement in employability skills and sustained, positive school leaver destinations for all young

people

Key drivers of improvement have also been identified, these are:

School leadership. Teacher professionalism. Parental engagement. Assessment of children’s progress. School improvement. Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in South Lanarkshire Council.” Education Resources’ key purpose is to: “Raise achievement and attainment, inspire learners, transform learning and work in partnership to strengthen our communities”The priorities relating to this are:

Deliver high-quality early learning and childcare to give our children the best educational start Raise standards in literacy, numeracy and close the poverty-related attainment gap. Improve health and wellbeing to enable children and families to flourish. Support children and young people to develop their skills for learning, life and work. Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver through our annual School Improvement Plan (SIP.)

Assessment of children’s progress throughout the Broad General Education (to end of S3)As one of the drivers, our school, alongside all schools in Scotland, has been required to report on Curriculum for Excellence levels for literacy and numeracy achieved by all children at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council in June each year and collected subsequently by the Scottish Government. This data is based on teacher judgement, informed by a wide range of assessment evidence including standardised testing where appropriate. As from session 2016/17 all schools in Scotland will be required to participate in the new Scotland National Standardised Assessment (SNSA) project. This will further help inform teacher judgement of levels.The following table shows benchmarks for children achieving Curriculum for Excellence


1. The National Context for Education

Levels.

Level Stage covering 3 years approx.

Early The pre-school years and P1, or 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 Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and abilities. Many children not attaining National Levels


will have an Additional Support Plan (ASP) and may be making good progress but against different milestones e.g. individual targets. Learning progress is not about how fast children move through the levels but about ‘how much’ and ‘how well’ children learn, having depth and breadth of experiences at each level. Assessment of these levels is based on a wide variety of evidence and ways of measuring progress such as assessment of projects, general class work, observations and peer assessment. Where possible, children and young people are encouraged to be directly involved in the assessment process. Schools and teachers work with others to set shared standards for assessing progress. These standards are based on National “benchmarks” for each area of the curriculum. This process is called moderation and it ensures that schools have similar expectations.

Assessment of children’s progress throughout the Senior Phase (S4-S6) including success of securing Positive Destinations beyond schoolThe senior phase, which takes place from S4 to S6 in schools and includes ages 16 to 18 out of school, is the phase when the young person will build up a portfolio of qualifications. It is the stage of education at which the relationship between the curriculum and National Qualifications becomes of key significance.The senior phase enables young people to extend and deepen their learning and continue to develop skills for learning, life and work, through qualifications and also through a range of opportunities for personal development (for example work experience, volunteering etc.).

This stage supports young people in moving on to their post-school destination– whether that is college, university, training or employment.

Teachers will assess senior phase courses and units at National 1 (SCQF level 1) to National 4 (SCQF level 4). SQA will verify the assessments to make sure they meet national standards. Courses at National 5 (SCQF level 5), Higher (SCQF level 6) and Advanced Higher (SCQF level 7) levels will still include work that is assessed by teachers and lecturers, but learners will also have to pass a Course assessment for these qualifications – usually a question paper and/or coursework that will be marked by the Scottish Qualifications Authority (SQA).

Continued improvement of Learning and Teaching Improve attainment, particularly in Literacy and Numeracy Close the attainment gap between the most and least disadvantaged pupils Promote an ethos of achievement and inclusion Further develop the curriculum in line with Curriculum for Excellence Improve the Leadership of Staff and Pupils Develop effective Partnerships and engage Parents and Carers Improvement in children and young people’s health and wellbeing


2. Our Priorities

Improvement in employability skills and sustained, positive school-leaver destinations for all young people

What follows is our school’s data showing levels of achievement within both the broad general education (using teacher judgement information) and senior phase (using results of National Qualifications).




3. Overall quality of our learner’s experiences

The attainment of children and young people at St Andrew’s and St Bride’s continues to be a strength of the school. We are committed to raising attainment and recognising achievement, striving to provide high quality learning experiences at all times and in all contexts.

We have maintained consistently high standards of attainment for learners in the majority of curricular areas and levels of presentation, with the attainment of individuals and groups improving over time. Attainment in the majority of measures is well above national levels and those indicated in our virtual comparator school, with our exit figures for S6 pupils being particularly strong. Our pupils and young people perform well when compared with children and young people in similar schools.

Extended data available in Appendix 1.1

4.a Progress towards National Improvement Framework (NIF) Priorities

The NIF has identified 4 priorities

Improve attainment, particularly in Literacy and Numeracy Close the attainment gap between the most and least disadvantaged pupils Improvement in children and young people’s health and wellbeing Improvement in employability skills and sustained, positive school-leaver destinations for all

young people

4. a (i) Literacy and Numeracy

Progress of Literacy and Numeracy by the end of S3 (Teacher judgement)

Based on teacher professional judgement, the following graphs highlight the percentage of pupils achieving CfE level 3 or better for S3 pupils in 2015/16, 2016/17, 2017/18 and 2018/19. ((SLC and National figs for Reading unavailable at time of publishing)

Against the Local Authority and National figures our pupils are shown to be strong in each of the areas.

Object 4


Object 4

4. How well does our school support children to develop and learn?

Learning Environment

In St Andrew’s and St Brides’ High School our values and aims help to create a learning environment which promotes

faith and learning in an atmosphere which is happy, disciplined, purposeful and productiveexcellence and academic achievement in all areas of the curriculuma community which recognises and celebrates the wider achievements of all its pupilsthe holistic development of all pupils, allowing them to develop intellectually, spiritually and personally, whilst safeguarding their health, safety and well beingan inclusive atmosphere based on our Gospel values of respect, dignity, honesty, integrity, equality and equity anda belief that our talents and gifts should not only be used for ourselves but also in the service of others.

Our building is conducive to a focused learning environment. Teaching areas are bright with many displaying stimulating examples of pupil work and commercially produced materials, helping to create a classroom climate which is motivational for students. Each of the six wings has access to 20 portable netbooks, allowing access to digital research materials and online study support via the wireless network. Each classroom is also furnished with digital projectors allowing a variety of media to be used within lessons.

Throughout the school positive relationships are evident between pupils and staff, working very well with each other in an atmosphere of mutual respect. Pupils learn through the use of discussion and demonstration, sharing ideas, focusing on solutions and problem-solving approaches.

The whole school benefits from a very close professional working relationship with the school’s Chaplain and Lay Chaplain. Our Chaplains provide invaluable support to our pupils, staff and their families, particularly at times of family stress and bereavement. The work of our Chaplains is a key feature of the work of the school

Structure of the school week

The school operates on 33 periods, with 2 longer days, facilitating periods 1 -7, and 3 shorter days, with periods 1 – 6. Each day begins with 10 minutes registration. The relationship between the Registration teachers and their pupils is central to the success of the Pupil Support system. Where possible, the Registration Teacher moves with the class throughout their time in the school providing not only continuity but depth of understanding of the pupils and their needs.

Curriculum

The school’s Curriculum for Excellence (CfE) programme is a forward looking, coherent, flexible and enriched curriculum that provides our young people with the knowledge, skills and attributes they will need if they are to flourish in life, learning and work, now and in the future.

.

Broad General Education

All pupils in S1 – S3 follow a Broad General Education (BGE), covering 8 curricular areas including Expressive Arts, Health & Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Subjects and Technologies. Across the school, we have used CfE Experiences and Outcomes (Es and Os) effectively to improve many programmes and learning approaches. As a result, children receive a broad and balanced curriculum which not only develops their skills and increases their knowledge but promotes understanding.

In Social Subjects pupils in S1 and S2 follow a common course taught on a rotational basis to ensure specialist teaching. Personal and Social Education is integrated into the Religious and Moral

2. How well does our school improve the quality of its work?

Our school community has high aspirations and expectations for all staff and students. We engage regularly in quality improvement and moderation activities and increasingly have agreed standards and expectations. We regularly analyse data to make judgments about the quality of learning and teaching and the impact this has on the progress of our students, taking steps to ensure that planning, implementation, monitoring and evaluating is manageable and effective.

6.a Consultation Strategies

Throughout the year all stakeholders are regularly consulted on the progress and next steps for the school. For example,

Improvement Planning Week

Last year we introduced an ‘Improvement Planning Week’ and invited all groups and stakeholders across the school to participate in evaluating the SIP for 2015/16 and identifying the priorities for 2016/17. This year 18 groups participated including

Self Evaluation Group Numeracy GroupExtended Support for Learning Team Health and Wellbeing GroupMaking Rights Real Group Developing Scotland’s Young Workforce GroupDuke of Edinburgh Group Guidance GroupLiteracy Group Digital Literacy Strategy GroupWork Experience Group Transition GroupPastoral Team S1 – S3 Pupil Council groupsMiddle Leadership Team Parent Forum

Parent Council and Parent Forum

There is a very active Parent Council within the school which meets every second month. This platform is used to discuss and review new and recent initiatives within the school. Two Parent Forum meetings are also timetabled for September and April with the April meeting given over to the evaluation of the current SIP and the priorities for the coming year.

Pupil Councils and Forums

Learner Voice was re-launched last year with every year group electing two representatives from each class. During each term these representatives met as a year groups, supported by a member of staff, to share and discuss issues raised at meetings with their respective classes. Many of the issues raised by pupils were brought to the attention of staff and directly contributed to many significant changes across the school. These include changes to the canteen system, seating areas in the school, extra curricular activities, clubs and

excursions. Several other requests have been included in next year’s improvement plan. Learner’s Voice input and ideas was central in designing the new school website which was launched this year. The school diary/ study planner was evaluated by pupils across the school and their suggestions were


central in designing the layout of the new versions for this year.This session the agenda/ minutes of these meetings were publicised on a Pupil Council Noticeboard.

Questionnaires

Questionnaires are regularly used to evaluate impact of initiatives, events and parent information evenings. Results are analysed and discussed at SMT and used to inform changes and improvements.

The results of these surveys are publicised on the school web site and newsletters.

6.b Continuous Professional Learning

All our staff are engaging in a range of professional learning opportunities in order to build capacity and capability across the school so as to support the highest quality of learning and teaching. Professional learning activities are linked to the results of self evaluation and identified areas for improvement.

This session all staff engaged in training to

support the implementation of the National Qualifications at National 6 and 7 levels, including local moderation and verification proceduresthe use of the INSIGHT benchmarking tool

This session a programme of twilight workshops, ‘Planned Learning Activities’ (PLAs), was introduced, as well as, a ‘Professional Reading Group’ and wikispace. Participation in these events has been exceptionally strong helping to build capacity and capability, addressing the professional learning needs identified by the staff.

Professional Update

All 12 staff identified for ‘sign-off’ during session 2015-16 were successful. A comprehensive system of Professional Review and Development was used to support staff and identify professional development needs.

6.c Self Evaluation

Self evaluation is an integral part of the day to day practice of the school focusing on the key aspects of our pupils’ successes and achievements.

Self Evaluation and Improvement Working Group

This session two existing Self Evaluation and Improvement Plan groups were merged to form the Self Evaluation for Improvement working group. Other staff were invited to join creating a group of 20 members from most departments in the school. Those departments not represented were allocated a link person. The following priorities were undertaken

an audit of the Curriculum Experiences and Outcomes (Es & Os) of the Broad General Education. The results confirmed that all Experiences and Outcomes are being covered across the school.All departments produced a document on ‘Excellence in Learning and Teaching’ highlighting the key aspects and structures of an excellent lesson

The aim of this is to:o improve consistency in teaching approaches across the schoolo be used as a self evaluation and reflection toolo be used by all staff when giving feedback after classroom visit


The group worked with departments to produce departmental Improvement Plans and evaluate the priorities Using HGIOS 4 have a rolling focus on Quality Indicators 1.2, 2.3 and 3.2.

This session the group worked much more closely with Pupil Councils and the Parent Forum to ensure a greater understanding on what the improvement plan is and how students and parents can influence it. The Parent Forum in April was dedicated to this purpose and using the quality indicators from HGIOS 4 parental priorities were identified.

6.d Quality Assurance

Stewardship Meetings

Each session every Curricular Principal Teacher has two dedicated SQA stewardship meetings with their link DHT and the Head Teacher. Using INSIGHT and the Fyfe analysis materials each dept constructs an SQA Action Plan with specific reference to improving/consolidating SQA attainment. This evaluation is an increasingly rigorous and detailed discussion culminating in a dept action plan. The agreed action plan is then monitored and reviewed after the S4 and S5/6 Prelim Diets. The SQA action plans are detailed documents.This session each department will produce a detailed Standards and Quality Report.

Classroom Observations

The number of classroom visits increased last session to over 60, with a focus on consistency of approach in the use of learning intentions, success criteria and quality feedback. These visits confirmed that the vast majority of children are very enthusiastic and motivated to learn. This conclusion is supported by the data that was collected during the classroom visits.

Staff were commended on their efforts to ensure that pupils learn well in an environment that is stimulating and active. An increase in the use of a variety of AifL techniques and Cooperative Learning Strategies were evident in line with the new ‘Excellence in Learning and Teaching’ initiative.


6.e Review of School Improvement Plan for 2018/19

Priority 1 – Curriculum

Key Actions (How) Success Criteria Evaluation June 2018

1A Develop Numeracy

1A.1 Moderation of Numeracy benchmarks in STEM subjectsStarting with Maths and Science, PT Numeracy to chair meetings to discuss benchmarks at all CfE levels.Science to identify pieces of work that reflect chosen benchmarks as evidence of numeracy across the curriculum.

1A.1 After meeting with the Science faculty we have identified level 3 benchmarks which are being taught by science in the BGE. We have worked through the moderation process and have focussed on assessment and success criteria for the identified benchmarks. Moderation of the Mathematics department Level 3 benchmarks has also taken place. This has improved consistency of approach in the department and the department have produced appropriate success criteria. Staff more confident in being able to judge the Numeracy level a pupil is working at within the BGE

1A.2 Implement a cross-curricular Numeracy DayPupils in S2 will take part in a Numeracy day. Pupils will complete Numeracy activities with a focus across various subject areas and further develop their Numeracy skills

1A.2 IDL event for S2 pupils: Pupils participated in 5 different workshops from different areas of the curriculum and completed a logbook. Pupil feedback showed an improved understanding of Numeracy and Literacy not being just Maths and English. This also focused departments’ attention on the Literacy and Numeracy outcomes they are teaching on a day-to-day basis.

1A.3 Introduction of Numeracy core skills qualifications at SCQF levels 2,3 and 4.Programme of core skills in Numeracy developed to allow a successful alternative pathway in Numeracy for appropriate pupils

1A.3 Numeracy core skills materials at SCQF Level 2 were produced and successfully implemented. Levels 3 and 4 were not developed as SQA materials were used instead.

1A.4 Introduction of National 5 Numeracy Award 1A.4 National 5 Numeracy support materials were introduced and used by a number of pupils in S4, 5 and 6. An additional 20


Pupils who are unable to attain a National 5 maths award will now have the opportunity to attain a National 5 Numeracy award.

pupils have achieved Nat 5 Numeracy who would previously not have done.

1B Develop Literacy

1B.1 Identify and moderate benchmarks in S1 BGE courses within the Humanities curriculum

1B.1 Modern Studies, History, Drama and English courses all now aligned to appropriate literacy benchmarks. Moderation underway. Clear impact on quality of teaching and learning, and staff confidence.

1B.2 Develop the First Minister’s Reading ChallengeFocus on IDL

1B.2 S2 full participated in a ‘Whole Year Group’ Reading Challenge, engaging with the text ‘Noughts and Crosses’. Continued development of school’s reading for pleasure culture.

1C Develop Making Rights Real

1C Expand the pilot group to five departments to embed Rights Based Lessons in the BGE.Evaluations indicating that pupils have a greater awareness of their rights and responsibilities as they will experience Rights Based Learning in more departments.

1CRights based lessons are now firmly embedded into 8 departments throughout the school, each focusing on different rights and different perspectives of rights. Evaluation forms indicate that pupils almost unanimously have a better understanding of their rights and the UNCRC as a result.

1D DYW

1D DYW materials developed to be implemented into the PSE curriculum. Materials to be developed in order to meet the work placement standard

1D Material produced and in use as part of the S1 PSE curriculum.

Materials have been produced. Materials piloted with 1 S1 class during May and June.

1E Develop Digital Learning

1E Develop the knowledge and confidence of staff in Digital LearningAll staff to attend digital learning workshops during an in-service day. PLA will take place on certain aspects of Digital learning.

1E Drop in workshops to train staff on GLOW where the majority of staff attended. All staff now use GLOW everyday for email and some for resources.

1F Develop Senior Phase

1F All departments to modify the Higher (National 6) course in line with the new guidelines

1F All National 6 courses modified in line with the new standards and guidelines


1G 1 + 2 Strategy / Transition

1G.1 Audit Primary staff’s confidence of delivering language 3 and offer support when requiredA Modern Language Teacher will be allocated a primary school to support and work closely with.

1G.1 Met with staff from primaries to gauge support level required. Staff have committed to one meeting at SASB per term. Staff support visits to be implemented in session 2019-2020.

1G.2 Introduce AH Language Ambassadors 1G.2 Language ambassadors running in the department and assisting with homework, studies and lunchtime club for BGE pupils. Options for using them as support to primaries to be explored.

1H Develop PSE Programme

1H PSE to be developed to further include aspects of DYW, profiling etcAll S1 pupils will be taught PSE by their respective Guidance teacher who will all develop various aspects of the new PSE course

1H S1 classes were taught by Pupil Support staff once a week with a wide range of resources available. This included DYW work and the new MyMerit system. A review/audit of what was covered will be completed before the summer with a view to improve it for 2019/20

1I Develop Transition Programme

1I.1 Plan and deliver a digital Literacy programme for all p7 pupils

1I.1 The Digital Literacy Programme has been implemented in all Associate Primary Schools

1I.2 Analysis and Evaluation project rolled out to all associate primary schools.All p7 pupils will begin High School with more developed skills in A&E.

1I.2 All primary schools are now part of the transition programme for A&E. All pupils will have experience of A&E and have had the opportunity to develop their skills in this area.

1J Develop SCQF Framework

1J Raise awareness of the SCQF framework for Staff, pupils and parents A committee will be formed of staff ambassadors who can lead their departments in the promotion of the SCQF Framework.An S6 committee will be formed of SCQF Ambassadors who will promote the framework at key transitions to pupils (S2 to S3 & S4 to S5 to S6)Use social media to promote the SCQF Framework to the school communityShare SCQF literature with staff, pupils and parents

1J Principal Teacher Wider Achievement appointedImpact on Staff:

Staff training from SCQF and the School has been awarded Ambassador school status

Cross- Curricular working group established – staff ambassadors work with department’s to help identify courses to support those pupils in particular with barriers to learning

Impact on pupils: S6 SCQF ambassadors training delivered S6 ambassadors deliver lesson inserts into the S2 PSE

course to assist supporting through the Personalisation and Choice programme.

Assemblies delivered to each year group raising awareness of the SCQF framework

e.g. Accreditation for Dofe programme and other wider achievement awards


Impact on Parents: Parent’s evenings- Pop up stand / distribute literature to

promote the SCQF framework and wider achievement- Led by our S6 ambassador pupils

Priority 2 – Improvement


2A Develop BGE2A Cross sectoral working and staff training in all curricular areas on Moderation practices for the BGE in relation to judgement of a level. Staff more confident in being able to judge the level a pupil is working at within the BGE

2A The East Kilbride and Strathaven Collaborative was set up and led by Eileen brown (former HT) and Associate Inspector with Education Scotland to deliver a collaborative approach to moderation and BGE development.

1 DHT trained in leading moderation within each school

A lead teacher for all departments trained in leading moderation in their departments.

All teachers trained in the moderation cycle All teachers took part in 2 moderation training

days. First one on generating Learning Intentions and Success Criteria and the second one on moderating planning.

2B Develop Health & Wellbeing

2B Audit of Health and Wellbeing Es and Os, tracking and monitoring pupils with a particular focus on targeted pupils

2B Audit completed and gaps identified. PT H& WB will now work with the appropriate departments to plan on how all H&WB benchmarks will be covered across the school

2C DYW

2C Raise DYW profile through bulletin and Social Media

2C Termly DYW Good Practice Bulletin emailed to staff and pupils. Termly Oystercatcher DYW features. Frequent Twitter and school website updates.

DYW Twitter account and the school website are


updated regularly. A new DYW Facebook account has been created

and is in regular use. Digital notice boards in The Street are used

frequently.

2D Building the Community

2D Develop the Pastoral programme to enhance school charitable events

2D Mary’s Meals was at the centre of this work this year. We met our target of raising £4000 for Damu. C. Burns spoke to HTs of Primaries and they have increased their contributions to Mary’s Meals as a result.S6 charitie committee ensures further charities are represented.Introducing YPI will result in a charities fare in the school, with local charities present.

2E School Policy

2EPolicy on Nurture Room and Learning Zone2E Policies on the Learning Zone and nurture Room have been produced and implemented. Both environments are fully utilised throughout the school year.

2F Develop Making Rights Real

2F Gather evidence to support the award of Rights Respecting School

2F All evidence gathered. QLO visited the school to inspect the Charter and Rights based lessons. Targets were set to achieve the SLC MRR award in session 2019/20.

2G Guidance

2G Training PTs Guidance to record signifant events on pastoral notes.

PT Guidance will have more confidence to record significant events in order to create an order of significant events for pupils who are e.g. on CP register, who have recently went

through a bereavement

2G All PTs Guidance have received training on recording significant events on Pastoral Notes. All PTs are recording

2H Literacy2H Build teacher’s confidence and Capacity in Teaching LiteracyProvide a Teaching Literacy course

2H Training delivered to new staff and students to develop capacity and confidence in teaching reading within their subjects. Evaluations indicated increased confidence in providing reading instruction.


2I PEF2I A tracking and monitoring system established to track the spending and impact of the PEF on pupils.

2I System set up to monitor Attendance, Litearacy , Numeracy, Engagement and Pastoral Notes. This will be rolled out in session 2019/20

2J Digital Literacy

2J Promote and monitor how staff and pupils engage with GLOW

2J All staff and pupils now use GLOW for emails. The number of staff using GLOW to store files and access portals e.g. INSIGHT is increasing.

2K Building Community

2K.1 Plan, develop and implement a Spiritual retreat for all staff during inservice day 4 in February 2019

2K.1There was an opportunity held this year based on Ignatian spirituality by Anne Moore. We also had a talk from Natalie Finnegan for all staff at the beginning of the day.In the future we agreed that a retreat for staff out of school would be beneficial. There will be options for staff retreats during inservice days.

2K.2 Introduce opportunities for staff to develop in our community of faith & learning through the PLA programme.All staff will be invited to attend a PLA.

2K.2 Not yet achieved. This will be addressed in the SIP for 2019/20.

2L Develop Numeracy & Literacy

2L A Passport to S2 introducedA series of parent/carer and pupil workshops to be introduced at the end of S1 with a focus on Literacy and Numeracy skills being used throughout the curriculum.

2L Our S1 family Literacy and Numeracy programme has assisted parents and children with their basic skills by giving parents the skills and strategies to help their children at home and at school.

2M Develop Communication for all

2M A5 postcard produced for DYWPostacrd produced for DYW to communicate to all stakeholders illustrating the ambition, focus and resources (including staff) in this area. This will serve as a prototype

2M DYW Postcard produced as a template for others to use.


Stakeholders for all areas of learning across the school

2N SNSA Improvement

2N Maths and English Curriculum to be modified as a result of the SNSA data obtained in June 2018

2N Mathematics curriculum in S3 was recorded to ensure that all Numeracy benchamrks had been covered before the SNSA was administered. Teaching had a greater focus on problem solving type questions.

2O Validated Self Evaluation

2O Focussing on HGIOS 4 QI 2.6 Self Evaluate Transition procedures across the school

2O A team consisting of a QLO, 2 Head Teachers and a Depute Head Teacher visited the school and carried out the VSO focusing on QI 2.6 Transitions. The Impact of the VSO was as follows:

The SMT and lead teachers have gained confidence, a better understanding in this process of school evaluation.

The VSO team agreed with the evaluation of the school for this QI to be Very Good (5)

2P Implement New National 6 Courses

2P Implementation of new SQA guildelines and assessment practices for the new Highers fully implemented. Pupils presented for Higher qualifications that meet the new arrangements

2P All departments implemented the new standards (including resources) and exams this session

Priority 3 - GIRFEC



3A Expand the use of the Risk Matrix

3A The Risk Matrix to be used by PT Guidance for S1-S3 pupils.The risk matrix will be used to identify pupils working through the BGE who are in danger of not achieving any qualifications by the time they leave school.

3A The PTs Guidance completed the Risk Matrix for all S1-S3 pupils. However, the tracking system currently in use gave them the same information to put in place various interventions. A review will take place in August 2019

3B Pastoral 3B Review the provision of retreats across all year groups 3B Completed. Updates to S2 retreats and will bring in S4

retreats with Net ministry.

3C Transition

3C.1 RMCE department and CARITAS pupils to work closely with all p7 pupils to help them gain the Pope Francis Award

3C.1 Not yet achieved. Has been added to DIP for next year.

3C.2 Sports Leaders to deliver extracurricular activities to all Associate Primary Schools

3C.2 Sports Leaders delivered coaching to all but 1 of the associate primary schools due to timetabling clashes.

3C.3 Primary Visits to Promote Numeracy in Transition 3C.3 Piloted with St Vincent’s with great success.

3C.4 Expand the Literacy Transition to all Associate Primary Schools

3C.4 All primary schools are now proactively involved in the Literacy Transition project, with all pupils working through a unit on ‘In Your Own Words’, and primary seven teachers observing best practice within the English department.

3D Literacy 3D Embed and Expand ‘Shared reading at Reg’ 3D Reading at Registration continues to be a highly successful intervention. Evaluation from pupils (S1 and S6) indicate increased reading confidence and fluency.


6.f Revie of HGIOS Quality Indicators for 2018/19

Quality Indicator

Key Strengths Areas for DevelopmentSchool Self-

Evaluation1.3Leadership of Change

Almost all working groups are led by middle leaders and teachers. Senior staff have built capacity in staff and afforded them the opportunities to take forward whole school priorities. Almost all staff are involved in the working groups.

Implement all aspects of the NIF including standardised testing.Develop senior phase courses in line with SQA changes to National 5Develop BGE courses in line with the introduction to the BenchmarksImplement aspects of the Making Rights Real programmeAdvertise ambition, focus and resources developed within working groups

5

2.3Learning, teaching and assessment

Revised ‘Excellence in Learning and Teaching Policy’ has been used within the school for 18 months. SMT visits, using this document, illustrate that almost all observed lessons demonstrate very good to excellent practice.All pupils take part in 5 Interdisciplinary learning challenges throughout the BGE.

Continue to enhance Excellence in Learning and Teaching policy to try and maximise its use throughout the school.SMT and PTs to continue to use this policy to evaluate teaching and learning.Refocus one interdisciplinary challenge to concentrate on Literacy and Numeracy

4

3.1Ensuring wellbeing, equity and inclusion

Pastoral Care is of a very high standard.Assertive Mentoring for S4-S6 in place to support targeted pupils.Buddying system in place to help support vulnerable pupils

Use the PEF monies to support newly set up Nurture Base and a Learning Zone, catering for vulnerable pupils as they develop their lifeskills and access to the curriculumAppointment of PEF PT Health and Wellbeing and PEF PT Wider Achievement

4

3.2 Raising attainment and achievement

Exam performance at National 5, Higher and Advanced Higher is increasing for pupils as a cohort.Senior phase tracking system following progress from S4 – S6.The number of opportunities for pupils to access extra-curricular activities and vocational courses of work has increased e.g. National 4 vocational course during study leave

Tracking and monitoring system continuing to be developed and used for the BGE.Leaver’s figures for session 16-17 illustrated a stronger picture than session 15-16. The number of pupils leaving this year was larger as a percentage when compared to previous years.Continued focus on this area

4


6.g Pupil Equity Fund Evaluation

Please see Appendix 2

7. Overall evaluation of our school’s capacity for continuous improvement?

Self-evaluation has become part of the culture of school improvement within St Andrew’s and St Bride’s High School. We are fully aware of the need to be accountable to our students, parents and carers, staff and all stakeholders involved with the school. Through the high expectations and aspirations we set we engage regularly in quality improvement and moderation activities and increasingly have agreed standards and expectations. We regularly analyse data to make judgments about the quality of learning and teaching and the impact this has on the progress of our students, taking steps to ensure that planning, implementation, monitoring and evaluating is manageable and effective.

There is also a strong correlation between the culture of self-evaluation and ethos of leadership across the school. Staff at all levels take on leadership roles with 8 Middle Leaders currently shadowing Senior leaders and more that 15 teaching staff taking on wider responsibilities and shadowing Middle Leaders. Pupils have also been exposed to increasing opportunities to lead learning in a variety of subject areas and whole school initiatives.

The quality of continuing professional development has also increased with monthly Planned Learning Activities well attended by teaching and support staff across the school and other local schools. To date 15 staff are actively engaged in accredited Professional Learning qualifications ranging from Masters level courses, SCEL Leadership qualifications to Post Graduate Diplomas.

Signed: F Mullen (Headteacher)

Date: August 2019


Education ResourcesCurriculum and Quality Improvement Service

St Andrew’s and St Bride’s High SchoolSchool Improvement Plan 2017 - 2020

Year 32019 - 2020


Education ResourcesCurriculum and Quality Improvement Service

Contents1. Establishment 3 Year Improvement Plan Overview

2. Establishment Strategic Improvement Plan

3. Establishment Operational Improvement Plan (Action Plan)

4. Establishment Maintenance Plan


Overview of Establishment 3 Year Cycle of Improvement Plan Priorities Sessions: 2017 - 2020 National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing

children’s progress 3.3 Increasing creativity and employability/ Developing

creativity and skills for life and learning

Transforming Learning andTeaching

Implementing Curriculum for Excellence

Meeting the Needs of all Learners’,GIRFEC and Statutory Duties

Skills for Learning, Life and Work

Professional Learning

Leadership (Change and Improvement)

Strategic Priorities 3 Year Cycle


As a community of faith and learning we strive to

Provide opportunities for spiritual growth and the chance to become closer to God, understanding His role in the world

Deliver high quality learning and teaching to give our children the best possible chances in life Recognise achievement and improve attainment Raise standards in Literacy and Numeracy to help reduce the poverty related attainment gap Improve Health and Wellbeing to allow our pupils to flourish Support our young people to develop Skills for Life, Learning and work so as to secure positive, sustained,

destinations Ensure that inclusion and equity of provision are at the heart of what we do

Over this 3 year cycle we will focus on:

Improving attainment and achievement opportunities Implementing & embracing the revised CfE Improving the learning environment for all pupils in St Andrew’s and St Bride’s High School Developing / updating whole school policies

Strategic Improvement Planning for Establishment Session: 2017/18 – 2019/20


National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.

Collaboration and consultation (list stakeholders):

Staff Pupils Parents

National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership


Parental engagement


School improvement





Transform Learning andTeaching/Implement CfE





Strategic Priority PEF Intended Impact Measures of Success Actual Impact


LiteracyY To increase the Literacy levels of the

targeted pupils and hence decrease the attainment gap

Using the BGE Benchmarking tool,The attainment gap will decrease in Literacy

NumeracyY To increase the Numeracy levels of the

targeted pupils and hence decrease the attainment gap

Using the BGE Benchmarking tool,The attainment gap will decrease in Numeracy

Health & WellbeingY To increase the opportunities for pupils in

the targeted group to improve their physical, spiritual and mental wellbeing

Attendance at clubs & s1 – s3 retreats of targeted pupils. This cost will be met for these pupils if this is an issue for them

DYW YTo increase the awareness of careers to all pupils

Pupils in targeted group will receive support in the transitional stage as they move from the BGE to the Senior Phase in career education

Wider Achievement Y To broaden the learner pathway for the targeted group Pupils in targeted

Operational Improvement Planning (Action Plan) for Establishment: Session: 2019/20


Strategic Priority 1: Curriculum

National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership


Parental engagement


School improvement










Key Actions (How) Lead Person (s) / Resources

Timescale Success Criteria


1A Develop Numeracy

N McCormick 1A.1 Assign and moderate 3rd and 4th level numeracy benchmarks in S2 BGE courses in Mathematics and Science curriculum

N McCormick Aug 2018 – June 2019

1A.2 Assign and moderate third level numeracy benchmarks in S1 BGE courses with a focus on Home economics, ICT and Business and Technology.

N McCormick Aug 2018 – June 2019

1A.3 Teaching and learning materials for National 5 numeracy qualification in order for pupils to achieve level 5 Numeracy who are in danger of not

1B Develop Literacy

M Wilkie Aug 2019 – June 2020

1B.1 Moderate 3rd level literacy benchmarks in BGE in Arts & Humanities subjects


1B.2 Moderate and introduce 3rd level literacy benchmarks in new RMCE BGE courses.


1B.3 A Sub group to be set up to introduce a consistent to learning teaching and assessing research skills into S2 English and Science courses


1B.4 Introduce Multiple choice assessment for grammar and punctuation to S3 English

1C Develop Making Rights Real

S Dickie Aug 2019 – June 2020

1C Implement Making Rights real into the Rapid Response IDL

1D Develop Health & Wellbeing

N Murchie Aug 2019 – June 2020

1D.1 Incorporate Health & Wellbeing benchmarks into S1 PSE programme.

L McQueenAug 2019 – June 2020 1D.2 Implement a programme of PE into S6 Private Study


Key Actions (How) Lead Person (s) / Resources


1E Develop Senior Phase

SMT / PT Curriculum

Aug 2019 – June 2020

1E All departments to modify the Advanced Higher (National 7) course in line with the new guidelines.

1F Guidance / RMCE B Nelson & F Vannini

Aug 2019 – June 2020

1F.1 Moderate 3rd level BGE PSE benchmarks and implement into S1 PSE course including Mental Health content.

1G Develop Wider Achievement

M Campbell August 2019 – June 2020

1G.1 Implement the Mental Health and Wellbeing Award in through RMCE (S2/3) at level 4/5.

M Campbell & F Vannini

August 2019 – June 2020 1G.2 Implement the C-Youth Philanthropy Initiative to S2 RMCE classes.

M Campbell August 2019 – June 2020 1G.3 Implement the Personal Development Award at Level 6.

1H Develop Transition Programme

K Slowey August 2019 – June 2020

1H.1 Expand the curriculum transition to P6 & P7 involving the subjects of Science, Drama, Social Subjects, PE, Computing, Modern Languages, Literacy & Numeracy.

K Slowey August 2019 – June 2020

1H.2 Liaise with primary staff to identify the benchmarks taught in primary schools to ensure the primary and secondary curriculum dovetails.

1I Develop DYWS McLean August 2019 –

June 20201I.1 Implement career materials into S2 programme

S McLean August 2019 – June 2020

1I.2 Implement Gradu8 into the S2 personalisation and choice programme for February 2020.

1J Developing Enterprise

P Harvie August 2019 1J.1 Develop and implement a strategy to provide opportunities for pupils to take part in entrepreneurial skills in S1 to S3

P Harvie August 20191J.2 Introduce leadership opportunities for S6 as Enterprise Ambassadors

1K Develop Charities N McMillan August 2019 1K Implement a charities programme into C-YPI within S2 RMCE & S1 PSE


Strategic Priority 2: Improvement


School leadership


Parental engagement


School improvement











Key Actions (How) Lead Person / Resources


2A Reporting SMT Oct 2019 – June 2020

2A Implement training programme for the new SEEMiS BGE Progress and Achievement Reporting formats

Train 3 SMT through SLC in October 2019 Introduce new programme to Middle Managers in Novemeber 2019 Train all staff by June 2020

2B Moderation SMT Aug 2019 – June 2020

2B All departments responsible for providing evidence to support achievement of level 3 in the BGE

Moderation action plan produced per curricular area demonstrating the path to May 2020

One programme of work produced by each curricular cluster to demonstrate achievement of a level by May 2020

2C Develop BGE Tracking System for PEF + SIMD 1 - 3 pupils

R Clark Aug 2018 – June 2019

2C Tracking system set up for all FME pupils in S1 – S3 tracking Attendance Late coming Participation Engagement Effort Progress in Literacy & Numeracy Pastoral Care Risk matrix Next Steps


Key Actions (How)Lead Person /

ResourcesTimescale Success Criteria

2D Develop Wider Achievement

M Campbell Aug 2019 – June 2020

2D.1 Introduction of John Muir Award for all S1 pupils


2D.2 Implement My MerIT for all S1-S2 pupils to track achievement and development of a skills profile


2D.3 Pilot the My MyMerIT e-profile with 1 associate primary. St Vincent’s Primary


2D.4 Introduce Wider achievement awards into the S1-2 commendation awards

2E Develop Charities N McMillan Aug 2019 – June 2020

2E Implement a whole school Charities calendar

2F School Policies

SMT Aug 2019– June 2020

2F 1. School Policy on Cost of the School Day written and implemented

Track pupil participation in clubs and excursions though PT Health & Wellbeing and PT Wider Achievement

Target more support where issues are identified Publicise the supports that are available to vulnerable pupils and

their families Encourage more pupils in receipt of FME to use the school canteen

through information to parents

SMT Aug 2019– June 2020

2F.2 School Policy on Communications written and implemented Shortlife working group set up Revision of Attendance, Class Performance and Change of Level

Letters (see AC) Depts Pilototing Merit/Demerit system on SEEMiS




2G Develop Making Rights Real S Dickie Aug 2019– June

20202G Achieve the South Lanarkshire Making Rights Real Award.

2H Guidance B Nelson Aug 2019 – June

2020

2H.1 Implement a leadership programme for aspiring PTs Guidance including:

Programme of PLAs Programme of shadowing PTs remits

B Nelson Aug 2019 – June 2020

2H.2 Imnplement a policy of PT Guidance attending all relevant JATs to present the case for pupils in their guidance group

2I Dvelop Literacy M Wilkie Aug 2018 – June 2019

2I Produce a writing and listening and talking components to the Teaching Literacy course

2J Develop Digital Literacy

J Hamilton / G McIntosh

Aug 2019 – June 2020

2J.1 Implement a Digital Literacy Ambassador programme

2K Develop Health & Wellbeing

N Murchie / L McQueen

Aug 2019 – June 2020

2K.1 Implement a peer mentoring programme for S6 pupils. Staff to get trained by Webinar on training pupils to mentor peers

with anxiety issues S6 pupils to mentor pupils S1 – S3 who have been identified as

having issues relsting to anxiety.N Murchie / L McQueen

Aug 2019 – June 2020

2K.2 Implement a Health & Wellbeing Ambassador programme

2L Pastoral

F Vannini Aug 2019 – June 2020

2L.1 Organise a whole staff retreat on the February inservice day


2L.2 Introduce Developing in Faith into the Whole School QA calendar


2L.3 Organise a pilgrimage to Medjugore for staff and pupils

2M Numeracy N McCormick Aug 2019 – June 2020

2M Implement a Numeracy transition workshop with P5/6 pupils in the associated primary schools.


Strategic Priority 3: GIRFEC


School leadership


Parental engagement


School improvement













3A Guidance B Nelson Aug 2018 – June 2019

3A Implement a tracking system to monitor attendance and latecoming for all pupils and logging all interventions

3B Health & Wellbeing


3B.1 Implement Parental engagement activities e.g Headstrong on mental health This will help support the parents / carers to help them support their children.


3B.2 Implement staff CPD activities on Mental including training 15 staff in Mental Health First Aid.This will allow staff to support pupils more effectively


3B.3 Implement a wellbeing tracking and monitoring system in S1-S6. Information will be gathered via 2 questionnaires per school year for all pupils.

3C Transition


3C.1 Wellbeing tracking and monitoring system to be piloted in 1 primary school in 2020-2021 after the implementation in S1-S6

L D’Arcy Aug 2019 – June 2020

3C.2 Introduce a computing element to enhance the Stepping Stones Transition programme

N McCormick By June 2019

M Wilkie By June 2019




3D Literacy M Wilkie Aug 2019 – June 2020

3D.1 Expand the Literacy and Numeracy workshops to include all parents / carers of S1-S3

3E Pastoral


3E.1 Implement a leadership programme to allow all CARITAS pupils to support P7s through the Pope Francis Award.


3E.2 Implement an Entrepreneurial programme aimed at vulnerable children


3E.3 Introduce the Fully Alive retreat to all S4 pupils

F Vannini Aug 2019 - June 2020 3E.4 Implement a Faith Family Learning workshop

3F Digital Literacy J Hamilton Aug 2019 - June 2020

3F Training workshops on Dictation, Image to Speech, Words to Speech and Applied Digital Skills delivered to staff.This helps support staff so that they can help pupils use this software in order to best access the curriculum.

3G DYW S McLean Aug 2019 - June 2020 3G Implement an S4 Skills week This will allow the pupils to evaluate


Key Actions (How)Lead Person /

ResourcesTimescale Success Criteria

3H Numeracy N McCormick Aug 2019 - June 20203H Introduce a series of Numeracy workshops for families of S1-S3 pupils identified as at risk of not achieving their potential due to poverty

3I Improving gender balance and equalities

B McGinlay Aug 2019 - June 2020 3I.1 Deliver CPD to staff via a PLA

B McGinlay Aug 2019 - June 2020

3I.2 Undertake an audit to explore a gender imbalance in subject choice and learner pathways to benchmark

B McGinlay Aug 2019 - June 20203I.3 Consult the Pupil Parliament to explore how pupils can contribute to improving the gender balance in all subjects

B McGinlay Aug 2019 - June 2020

3I.4 Hannah Brown from Education Scotland will deliver a presentation to all S2 parents at the Personalisation and Choice Information Evening


Establishment Maintenance Improvement Planning Session: 2019/20National Improvement Framework Key Priorities 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; and Improvement in employability skills and sustained positive school leaver destinations for all young people.National Improvement Framework Key Drivers HGIOS 4 and Early Learning and Childcare Indicators SLC Education Resources Themes

School leadership


Parental engagement


School improvement











Key Actions (from previous plans)

Strategic Priority 1 CurriculumA. Further develop the S2 IDL programme in LiteracyB. Complete the Health & Wellbeing Audit to identify the gapsC. Further explore vocational courses in the Senior PhaseD. Review newly moderated S1 level 3 Numeracy benchmarks in Mathematics and ScienceE. Review and modify the S2 IDL programme based on first year feedback from pupil evaluations

Strategic Priority 2 ImprovementA. Continue to raise the profile of Health & Wellbeing eventsB. Continue to raise the profile and promote charities and initiatives throughout the schoolC. Further Continue to increase the awareness of the SCQF Framework for all staff, pupils and parentsD. Continue to analyse the SNSA data for all Literacy and Numeracy components for P7 and S3, identify trends and put in place interventions as appropriateE. Complete the installation of Vocabulary Blocks across the schoolF. Identify year-on-year trends when analysing and sharing SNSA P7 and S3 data to support teaching and learning, and professional judgement of numeracy levels

Strategic Priority 3 GIRFECA. Continue to work with Canine Scotland and use the Therapet to help support anxious youngstersB. Continue to develop Pupil Voice through the Making Rights Real programmeC. Provide Numeracy tutoring sessions for S1-S3 pupils who are at risk of not achieving level 3 / 4 Numeracy by the end of S3.


Appendix 1 Insight National Benchmark Measures

1.1 National Benchmark Measure: Improving Attainment for AllAll Leavers

(Complementary tariff score)

Establishment YearLowest

attaining20%

Middle attaining

60%

Highest attaining

20%Number in Cohort

St Andrew's and St Bride's High School 2018 289 857 1344 224

Virtual Comparator 2018 247 782 1334 2240South Lanarkshire 2018 119 571 1200 3344West Partnership 2018 140 598 1216 17888National 2018 134 589 1243 51335St Andrew's and St Bride's High School 2017 287 1117 2022 216

Virtual Comparator 2017 289 1023 1902 2160

South Lanarkshire 2017 176 867 1823 3367

West Partnership 2017 187 880 1856 17598

National 2017 172 842 1830 51258St Andrew's and St Bride's High School 2016 224 743 1293 270












National 2013 124 560 1240 51632


1.2 Breadth and Depth - All Leavers 2017/18

St Andrew’s and St Bride’s

Awards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7Number in Cohort

1 or more 199 199 199 198 192 161 72 2052 or more 198 198 198 198 186 150 39 2053 or more 198 198 198 198 182 142 7 2054 or more 198 198 198 198 174 129 0 2055 or more 197 197 197 197 161 112 0 2056 or more 194 194 194 193 145 80 0 2057 or more 188 188 188 187 137 39 0 2058 or more 177 177 177 177 113 13 0 2059 or more 127 127 127 127 81 4 0 20510 or more 69 69 69 69 42 0 0 205

Virtual Comparator

Awards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7Number in Cohort

1 or more 2028 2027 2025 2011 1886 1546 572 20502 or more 2010 2009 2007 1980 1807 1370 234 20503 or more 1989 1988 1987 1952 1736 1216 88 20504 or more 1969 1969 1968 1924 1639 1044 8 20505 or more 1927 1927 1925 1872 1500 880 0 20506 or more 1844 1844 1842 1794 1339 636 0 20507 or more 1615 1614 1612 1565 1075 349 0 20508 or more 1303 1303 1298 1256 839 137 0 20509 or more 843 843 841 805 488 37 0 205010 or more 491 490 487 464 262 5 0 2050

1.3 National Benchmark Measure: Percentage of Leavers Attaining Literacy and Numeracy


DisplayName Year

% Level 4 Literacy and Numeracy

% Level 5 Literacy and Numeracy

Number in Cohort

St Andrew's and St Bride's High School 2014 93.75 81.25 224Virtual Comparator 2014 91.47 70.45 2240South Lanarkshire 2014 82.24 55.95 3344The West Partnership 2014 81.79 58.12 17888National 2014 81.24 55.29 51335St Andrew's and St Bride's High School 2015 94.81 80.95 231Virtual Comparator 2015 92.99 74.24 2310South Lanarkshire 2015 85.71 60.48 3274The West Partnership 2015 85.91 60.89 18083National 2015 85.76 58.62 52433St Andrew's and St Bride's High School 2016 90.74 78.52 270Virtual Comparator 2016 94.22 74.74 2700South Lanarkshire 2016 87.27 62.05 3481The West Partnership 2016 87.7 64.34 18235National 2016 88.06 64.21 52249St Andrew's and St Bride's High School 2017 94.44 78.24 216Virtual Comparator 2017 95.42 76.71 2160South Lanarkshire 2017 88.27 65.96 3367The West Partnership 2017 88.46 67.18 17598National 2017 89.15 66.45 51258St Andrew's and St Bride's High School 2018 93.17 76.1 205Virtual Comparator 2018 93.37 76.54 2050South Lanarkshire 2018 87.96 63.14 3256The West Partnership 2018 88.97 68.39 17209National 2018 89.07 67.1 49724


1.4 National Benchmark Measure: Attainment versus Deprivation

Establishment Year

Number in Cohort

SIMD 1 Average

SIMD 2 Average

SIMD 3 Average

SIMD 4 Average

SIMD 5 Average

SIMD 6 Average

SIMD 7 Average

SIMD 8 Average

SIMD 9 Average

SIMD 10 Average

St Andrew's and St Bride's High School

2013/14 224 314 367 890 1123 1156 1181 1074 1258 1332 1457

National2013/14 51335 559 622 695 770 825 885 961 1028 1126 1267


2014/15 231 1004 548 877 936 970 1058 1165 1053 1433 1169

National2014/15 52433 577 650 698 792 849 922 982 1052 1159 1291


2015/16 270 568 1321 786 849 832 1077 1001 1079 1426 1448

National2015/16 52249 590 662 720 797 854 935 987 1063 1148 1300


2016/17 216 17 1896 891 910 1135 1172 1299 1267 1381 1118

National2016/17 51258 612 657 736 796 882 937 989 1086 1163 1285


2017/18 205 0 954 853 960 1100 1270 1195 1389 1596 1651

National2017/18 49724 622 665 739 802 877 948 999 1068 1182 1309


1.5 National Benchmark Measure: Percentage of School Leavers in a Positive Destination

Establishment Year

% of Schools Leavers in a Positive Destination

Number in Cohort


2013/14 93.75 224

Virtual Comparator2013/14 95.31 2240

South Lanarkshire2013/14 92.28 3344

The West Partnership2013/14 92.08 17888

National2013/14 92.52 51335


2014/15 93.94 231




National2014/15 93.02 52433


2015/16 93.33 270




National2015/16 93.33 52249


2016/17 97.69 216




National 2016/1 93.72 51258


7St Andrew's and St Bride's High School

2017/18 96.59 205




National2017/18 94.39 49724


· Web viewSt Andrew’s and St Bride’s High School is a six year Roman Catholic comprehensive school serving the East Kilbride area. Our school is part is part of a Learning

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