Dunbar Grammar School s1

Dunbar Grammar School

School Improvement Plan 2010-2011

Parent and Student Version

Introduction

It has been brought to my attention that previous improvement plans, though fine for educationalists, are not particularly accessible to parents and students. This has prevented parents and students being more actively involved in the design and execution of the plan. I have tried to pick out the main elements of the plan, where possible getting rid of any jargon. I hope you find this useful and are able to comment and/ or contribute to the plan.

Is there anything you disagree with? Is there anything missing? Please e-mail me with any comments on [email protected]

Section 1 Self-Evaluation This section lists the views of staff on where we think we are in relation to the national document ‘How Good Is Our School ?’ http://www.hmie.gov.uk/documents/publication/hgiosjte3.html

Each area of school life is graded on a 6 point scale and is upgraded each term in conjunction with a visit from Alison Wishart, our Authority Quality Improvement Officer.

If you disagree with our levels ( up or down!) please e-mail me giving your reasons and any evidence you may have to support your view.

Below is a description of each level

Level 6 excellent outstanding or sector leading Level 5 very good major strengths Level 4 good important strengths with areas for improvement Level 3 adequate strengths just outweigh weaknesses Level 2 weak important weaknesses Level 1 unsatisfactory major weaknesses o Quality Indicator Our Performance 1 Key performance outcomes 1.1 Improvements in performance 5 1.2 Fulfilment of statutory duties 5 2 Impact on learners 2.1 Learners’ experiences 5 2.2 The school’s successes in involving parents, carers and families 5 3 Impact on staff 3.1 The engagement of staff in the life and work of the school 5 4 Impact on the community 4.1 The school’s successes in engaging with the local community 4 4.2 The school’s successes in engaging with the wider community 5 5 Delivery of education 5.1 The curriculum 5 5.2 Teaching for effective learning 5 5.3 Meeting learning needs 5

5.4 Assessment for learning 5 5.5 Expectations and promoting achievement 5

5.6 Equality and fairness 5 5.7 Partnerships with learners and parents 5 5.8 Care, welfare and development 5 5.9 Improvement through self-evaluation 5 6 Policy development and planning 6.1 Policy review and development 5 6.2 Participation in policy and planning 5 6.3 Planning for improvement 5

7 Management and support of staff 7.1 Staff sufficiency, recruitment and retention 5 7.2 Staff deployment and teamwork 5 7.3 Staff development and review 5 8 Partnerships and resources 8.1 Partnerships with the community, educational establishments, agencies and employers 4 8.2 Management of finance for learning 4 8.3 Management and use of resources and space for learning 5 8.4 Managing information 5 9 Leadership 9.1 Vision, values and aims 5 9.2 Leadership and direction 5

9.3 Developing people and partnerships 5 9.4 Leadership of change and improvement 5

10 Capacity for Improvement 5 Area for Improvement 1

Impact By implementing agreed points from 2009-2010 the school will move closer to excellent, ambitious status and will continue to improve ethos and consequently meet all learners’ needs and improve all learners’ achievement and attainment.

Tasks When School of Ambition ‘Telling the Story’ shared publicly August 2010

How Individual Education and Action Plans (IEP and IAP) are written and stored will be agreed and implemented 2010-11

Current Merit System will be reviewed Sept 2010

Continue to improve parental communication through Ensure contact newsletters, focus group and improved website. is maintained with separated parents 2010-11

All existing policies centralised in electronic file 2010-11

Consideration of wider community involvement and more prevocational options available to students 2010-11 Area for Improvement 2

Impact All students will receive a consistent learning experience in both the in-school and wider curriculum, thus improving attendance and attainment. All students will feel ready for their next steps in life with positive destinations.

Tasks When All teachers adopt a consistent approach to learning in line with best practice, ensuring students know what they are learning, why they are learning something and summarising lessons at the end of periods 2010-11 All teachers improve learning experience in lessons by using Assessment is For Learning and Active learning ( see links for details) AIFL http://www.scotland.gov.uk/Publications/2005/09/20105413/54156 and Active Learning http://en.wikipedia.org/wiki/Active_learning 2010-11

Number of teachers delivering Learn 2 Learn ( L2L) will be increased and new module will be introduced to S2. See link for information http://www.learn2learn.co.uk/ 2010-11

Evaluate L2L and Rich Tasks (projects delivered by a variety of departments working collaboratively)

All teachers become familiar with Learn 2 Learn techniques Term 1 and look at how to embed these in the delivery of subject lessons 2010-11

Area for Improvement 3 Impact Most students will reach level 4 in literacy and numeracy by the end of S3, enabling them to access fully the curriculum and/or working life. All students will be able to enjoy a healthy and fulfilling physical life and mental well-being

Tasks When We will identify three champions, one for Literacy, Numeracy and Health and Well-Being Aug 2010

Principal Teachers will identify and promote aspects of Literacy, Numeracy and Health and Well-Being within their subject areas. 2010-11

Area for Improvement 4

Impact All students experience an improvement in their S1 and S2 learning experiences in terms of challenge and enjoyment, breadth, progression, depth, relevance, coherence and personalisation and choice. As a result most students will engage with learning thus improving attainment and achievement and their readiness for the 21st Century.

Tasks When Rich Tasks (projects delivered by a variety of departments working collaboratively) to be incorporated into S1-S2 learning experience with a suspended week being identified to enable interdisciplinary collaboration. 2010-11

One teacher will take responsibility for the mapping of ICT August Provision across S1 and S2 2010

Technologies Course developed and introduced to S1 and S2 to cover Curriculum for Excellence Experiences and Outcomes. June/Aug See Learning and Teaching Scotland for information 2010 http://www.ltscotland.org.uk/myexperiencesandoutcomes/

Area for Improvement 5

Impact All stakeholders will understand the term home learning and the importance of learning outside the classroom. This will result in learning being more flexible and attainment will improve

Tasks When A group will be set up to look at the meaning of home learning 2010

Consultation with all stakeholders (parents, students, teachers) 2010

New programme will be explained to all stakeholders 2011

New programme will be embedded in departmental learning Term 3 planning 2011 Area for Improvement 6

Impact All teachers are reflective practitioners ( evaluate their teaching, knowledge and impact) who take every opportunity to evaluate and improve learning. This will improve the learning experiences for students and have a positive impact on attainment and wider achievement

Tasks When A formal programme of peer observation will be put in place (Teachers will watch other teachers teach and discuss lessons as part of continuous professional development) 2010

All learning programmes/syllabuses are audited and improved where necessary using departmental and student feedback Ongoing Area for Improvement 7

Impact We will have a curricular framework which will prepare students for the 21st century, world of work, contain all seven principles* and thus meet all learners’ needs.

* Principles Challenge and enjoyment, Breadth, Progression, Depth, Personalisation and choice, Coherence, Relevance

Tasks When Starting with S1 (2010) programmes of study will be agreed by all departments June 2010

Transition into S2 will include opportunities for personalisation and choice and this will be shared with all stakeholders Term 1 2010 We will explore the possibility of allowing some students to spend more time on certain subjects ‘master subjects’ whilst Jan maintaining the breadth until the end of S3 2011

Curricular Transition between P6 and S2 improved across Departments. Improve primary-secondary teacher communication Ongoing

A spreadsheet containing all of the experiences and outcomes Term 1 in a curriculum for excellence will be completed by all staff 2010 Area for Improvement 8

Impact All teachers will have developed learning experiences in line with Curriculum for Excellence and are able to make full use new management system, thus improving teaching and learning and attainment.

Tasks When New Courses to be developed in line with CfE Ongoing

All staff proficient in use of SEEMIS (Management Information System) 2010-11

Reporting system amended to meet needs of learners Term 1 2010