Belmont Academy Standards & Quality Report JUNE 2015
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Belmont Academy Standards & Quality Report JUNE 2015 Belmont Academy S & Q Report June 2015 PURPOSE The purpose of this Report is to highlight and evaluate the work of Belmont Academy for Session 2014-15. The evaluations are based on several qualitative and quantitative sources as outlined below: Meetings: Reviews/Visits: Stakeholder Views: House Teams VSE Feedback Presentation (SAC) SSLN Departmental Personal Achievement Self-evaluation RRS Survey SLT SQA Review (and Action Plans) Anti-bullying Surveys MCMC Steering Group Nursing Services review Pupil Council Head Teachers/Joint Head Teachers Classroom Observations Pupil Voice Cluster RRS Visit (UNICEF) Senior Student Council School-College Partnership Education Scotland: Whole School Assemblies: Curriculum Architecture Group Technologies Impact Review “You Said, We Did” Project Groups Political Literacy review Staff Views/Questionnaires Whole School ISIS/Twilight Evaluation of support for PE Parent Questionnaires QA (4 per annum) DMR/Efficiency Savings Group Chaplaincy Team Parent Council In addition, statistical evidence has been gathered from SQA Exam results and STACs analysis for 2013-14. CEM data has been used as predictive indicators of performance as well as providing robust, reliable and objective information to help us facilitate self-evaluation and inform learning and teaching. Other recent quantitative data includes attendance figures (particularly at the end of each term), positive destination statistics (from our SDS partner), and FME, LAAC and exclusion figures. This information has been used to ascertain current positions as well as making judgements with regards to improvements in the MCMC agenda, attainment performance and meeting pupils needs. Our VSE Authority Review Visit 2014 helped us gather crucial information about overall pupil experience and helped to determine strategic priorities for improvement for session 2014 -2015 specifically, but also for improvements in subsequent sessions including 2015-2016. Belmont Academy S & Q Report June 2015 Whole school activities have centred on self-evaluation exercises where departments have worked collaboratively using HGIOS indicators to address: How are we doing? How do we know? What are our next steps? From here, staff have carried out Improvement Plan audits within their own departments, used DM Minutes, classroom and SLT observations and tracking data to support the writing of the S & Q Report as well as identify improvement priorities for next year. The SLT has traffic lighted last year’s Improvement Plan and gathered pertinent information from across the school. We have carried out several surveys (see aforementioned) to ascertain the views of stakeholders. Along with the indicators outlined above these have been invaluable tools to support the prioritisation and direction of the Improvement Plan for 2015-16. Belmont Academy S & Q Report June 2015 THE SCHOOL CONTEXT Belmont Academy is in the south west part of the town of Ayr. The information is based on a roll of 1279 pupils. The school has six partner primary schools – Alloway, Braehead, Doonfoot, Holmston, Kincaidston and Tarbolton. The school also has a large number of pupils who come on placing requests. In addition, the school links with Southcraig Campus a Special Needs school. The social-economic background of our pupil intake is very mixed. In the Scottish Index of Multiple Deprivation (SIMD) where Decile 1 is the most deprived and Decile 10 the most affluent the school roll breaks down as: Decile 1 2 3 4 5 6 7 8 9 10 Unknown No. 118 118 138 141 185 40 51 95 258 126 8 %age 9.2% 9.2% 10.8% 11.0% 14.5% 3.1% 4.0% 7.4% 20.2% 9.9% 0.01% The table shows that 29.2% of our cohort fall in deciles 1, 2 and 3 which represent areas with the highest levels of deprivation. Nationally, these represent the most deprived 30% of the population. Similarly 37.5% of our cohort falls into deciles 8, 9 and 10 which represent highest levels of affluence. Nationally this equates to the least deprived 30% of the population. These figures are a reflection of the truly comprehensive nature of the school. We strive to cater for all pupils, maximising attainment and achievement. The S1 intake has been capped at 240 which was initially planned to allow the school roll to drop to less than 1300. There are many placing requests from out with the catchment area. For session 2015-16 the S1 figure is 235. The school also has a consistently high staying –on rate. The table below shows the percentage of pupils who stay beyond their statutory leaving date. Belmont Academy S & Q Report June 2015 Percentage of Students Staying On 2010 2011 2012 2013 2014 Sept 86 88 85 92 85 S5 All Jan S5 73 79 77 78 72 Students Sept 65 72 82 84 73 S6 Sept 88 87 87 90 85 S5 Male Jan S5 72 76 76 76 69 Students Sept 67 71 81 83 73 S6 Sept 85 89 84 95 85 S5 Female Jan S5 74 81 77 80 75 Students Sept 63 74 83 85 73 S6 The FSM entitlement is 14.7% @ 23.4.15 which equates to 189 pupils (based on a roll of 1279). The positive destinations figures for 2013/14 can be seen below. Belmont Academy S & Q Report June 2015 Leaver Destinations 2013/14 School Return Total Total Work Other Higher Change Further Activity Leavers Seeking Positive Training Voluntary Voluntary Education Education Not Known Not Seeking Agreements Employment Unemployed Unemployed Unemployed Ayr Initial 20.8 45.4 7.7 15.4 3.1 6.2 1.5 130 92.3 7.7 -3.8 Academy Follow Up 18.5 42.3 6.9 18.5 2.3 10.0 1.5 130 88.5 11.5 Belmont Initial 44.6 31.8 0.9 12.4 0.4 0.4 9.0 0.4 233 90.6 9.4 0.8 Academy Follow Up 44.6 30.5 1.3 14.2 0.9 7.7 0.9 233 91.4 8.6 Carrick Initial 31.4 36.3 3.9 16.7 1.0 2.0 6.9 2.0 102 91.2 8.8 1.9 Academy Follow Up 28.4 39.2 1.0 23.5 1.0 4.9 2.0 102 93.1 6.9 Girvan Initial 30.6 34.2 1.8 13.5 6.3 11.7 1.8 111 86.5 13.5 -2.7 Academy Follow Up 30.6 29.7 5.4 15.3 0.9 1.8 12.6 3.6 111 83.8 16.2 Kyle Initial 57.4 22.0 4.3 7.8 0.7 1.4 5.7 0.7 141 93.6 6.4 -1.4 Academy Follow Up 56.0 15.6 5.7 14.2 0.7 7.1 0.7 141 92.2 7.8 Marr Initial 45.0 33.0 1.0 12.5 0.5 7.0 1.0 200 92.0 8.0 2.5 College Follow Up 44.5 33.0 0.5 16.5 4.5 1.0 200 94.5 5.5 Prestwick Initial 46.2 27.4 0.4 21.1 4.0 0.9 223 95.1 4.9 0.4 Academy Follow Up 46.6 26.0 1.3 20.6 0.9 3.6 0.9 223 95.5 4.5 Initial 44.0 33.6 2.6 12.9 0.9 6.0 116 94.0 6.0 QMA -2.7 Follow Up 41.7 28.7 0.9 19.1 0.9 7.8 0.9 115 91.3 8.7 South Initial 41.6 32.2 2.4 14.3 0.3 1.4 6.9 1.0 1,256 92.1 7.9 -0.2 Ayrshire Follow Up 40.7 30.1 2.5 17.5 0.3 0.7 6.9 1.3 1,255 91.9 8.1 The data for leaver destination is given for the previous session. The initial information is gathered in June and followed up in September to ascertain any changes. The school leaver destinations are very positive for the vast number of pupils with only 20 of the 233 leavers not in a positive destination. The figures are comparable with other schools in the Authority. However, we continue to find strategies to improve the opportunities for young people and will strive to improve this figure. Belmont Academy S & Q Report June 2015 VISION All our young people will achieve: Skills for Learning All young people will: benefit from their education, the experience supporting them in different ways to maximise their potential value their learning experience and achievements build up a strong foundation of knowledge and understanding understand the purpose and relevance of their learning use technology for learning think creatively and independently learn autonomously and as part of a group to be able to link and apply different kinds of learning to new situations Skills for Life To help all young people: understand diverse cultures and beliefs and support them in developing concern, tolerance, care and respect for themselves and others understand the rights and responsibilities of individuals, groups and nations pursue a healthy and active lifestyle make informed decisions and achieve success in different activities Skills for Work To give all young people: the confidence, attributes and capabilities to make valuable contributions to society the opportunities for further study and work through improved skills, greater confidence and improved attitudes to enterprise, work and lifelong learning the ability to communicate in different ways, work in partnership, take the initiative and demonstrate leadership the skills to apply critical thinking to solve problems and to be creative in new contexts All underpinned by a continuing focus on literacy, numeracy and health and wellbeing Belmont Academy S & Q Report June 2015 VALUES Ensure everyone achieves their best Develop the skills Provide a broad, to enable young balanced and people to appropriate embrace lifelong curriculum learning opportunities Maximising Potential Ensure all pupils Develop access a full and citizenship, self- rewarding respect and educational respect for others experience Belmont Academy S & Q Report June 2015 SCHOOL AIMS Statement of School Aims The aims of Belmont Academy have been developed in consultation with the staff, parents, Parent Council and pupils and other stakeholders.