Mid Yell Junior High School

Standards & Quality Report 2018/19 School Improvement Plan 2019/20

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 1 of 26 Contents

Introduction ...... 3

Curriculum Rationale ...... 4

Our Island ...... 4

School Aim ...... 4

Curriculum Map ...... 5

Pupil Consultations ...... 6

Parental & Carer Engagement ...... 6

Staff Consultation ...... 7

Community Engagement ...... 7

Factors Affecting Progress ...... 8

Standards & Quality Report 2018/19 ...... 10

Self-Evaluation QIs: 1.3, 2.3, 3.1, 3.2 ...... 14

School Improvement Plan 2019/20 ...... 19

Working Time Agreement ...... 26

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 2 of 26

Introduction

Shetland Islands Council is committed to delivering the best possible outcomes for children and young people so that they have the best start in life and are ready to succeed by following the principles of Curriculum for Excellence, Getting it Right for Every Child (GIRFEC), and Developing the Young Workforce.

We want to know how well we are doing this and how we can improve. We are continuously evaluating what we do and how it makes a difference to our learners. We have been asking ourselves – staff, pupils, parents/carers, and other partners – the questions contained in this Standards and Quality Report. Our self-evaluation – involving staff, pupils, parents/carers, and other partners – is in the pages that follow, along with our main improvement priorities for session 2019-20. This report is based on the quality indicators in How Good is Our School? 4th Edition (2015) and How Good is our Early Learning and Childcare? (2016) and on the priorities and drivers of the National Improvement Framework.

The current National Improvement Priorities 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; and  Improvement in employability skills and sustained, positive school leaver destinations for all young people

The National Improvement Drivers are:

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 3 of 26 Curriculum Rationale

Our Island

Mid Yell Junior High School is an all-through school (3-16) serving the whole of Yell. The Nursery and Secondary Departments takes pupils from all over the island along with the Primary Department, which covers the central part of the island. Our associated Primary schools are Burravoe Primary School in the South of the island and Cullivoe Primary School in the North. On completion of their S4 pupils have the choice of transferring on to: Anderson High School, Lerwick or Brae High School, Brae, to complete their 5th and 6th years of school education.

Yell is second most northerly populated island in Britain with a population of around 900 people. Yell has good employment opportunities both on the island (including Salmon Farming Industries, Care, Bakery, Cottage Industries, Textiles, Ferries, Crofting, Fishing- Shell, Salmon & White) and, because of its good transport links, to the Mainland (including Sullom Voe Terminal, Shetland Gas Plant, NHS, IT Services).

School Aim

In Mid Yell Junior High School we aim to provide a broad, challenging and enjoyable education within a secure and happy environment. Creating a place where all members of the school community can become confident and enthusiastic learners, in order to reach their full potential in their chosen direction in life.1

We aim to provide a curriculum which:

1) is broad, balanced and provides for continuity and progression 2) is aspirational and challenging, well planned and suited for individuals, groups and classes 3) is properly resourced, and supported by staff development 4) continues to develop in line with current guidelines 5) allows equality of access for all pupils 6) encourages local studies and use of the dialect 7) embedding in growth mindset, challenge and nurturing ethos within every classroom and across the whole school .

1 Written and selected by the Pupils, Parents and Staff of Mid Yell Junior High School - October 2006

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 4 of 26

Curriculum Map – Whole School - Vision of Learner Journeys Curriculum for Excellence Mid Yell Junior High School Learner Journey Aim – to help our pupils become: Broad General Education  Successful Learners  Confident Individuals Nursery Lower Primary Top Primary Junior Phase Senior Phase  Responsible Citizens Early Yrs P1 P2 P3 P4 P5 P6 P7 S1 S2 S3 S4 S5 S6  Effective Contributors (3-5) CfE Levels Early Level First Level Second Level Curricular Areas: Languages (inc Second/Third Level Literacy, L2 – French, L3 - Mandarin), Mathematics (incl Numeracy), HWB, Expressive Arts, Technologies,

Sciences, Social Subjects, RME) Fourth Level

School/Community Events MVP Training Pupil Reps: Pupil Council, Young Ambassadors My WoW Lifeskills – Drugs & Alcohol, SHARE, Personal Ambassador, Finance, Careers Ed, Seasons for Growth, Personal Young Wellbeing, Enterprise(1 per year) Ambassador, S1/2 Wider Achievements* - John Muir Award, Saltire Saltire Volunteering Award, Elementary Food Ambassador, Hygiene Award S3 YPI Pupil Council Volunteering, JRSO, School Events, Pupil Council, Buddying, Community Events, Fit DYW – Careers Ed, Work Experience, SDS Meetings, Duke of Edinburgh Wider Achievements Fifteen, School Grounds, Primary Gathering, Primary Pupil Council, Transition Projects, Careers Events Work Experience STEM Events, Open Evening, School Concert, Growth Mindset, Golden Time Outdoor Education: Fit Fifteen, Camping Club, High Schools(s) and School Grounds College Visits Sustainability Ed - Eco Committee, Voar Redd Up AHS Transition Day International Ed – Erasmus Projects Elementary Health STEM Events & Safety Award Profiling – pupil profiles (term 4 CV) School Trips Annual Competitions (Maths, French, Dialect) STEM Projects and visitors LJs Takeover Event Personalised See below SQA Curriculum: Wider Achievements * Personalisation & Choice 6 subjects (out of 14) Employability SCQF SQA Qualification Level 4 (Typical route of progression) Vocational 7 Qualifications Transfer to AHS, BHS or Pathways N4 N3/4 /N5 Units Shetland College  National 5 appropriate pathway (plus Literacy & Numeracy) Bridges Project Work Placement Apprenticeship Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 5 of 26 Pupil Consultations - strategies to engage pupils in decisions about improving our work

Our pupils are consulted regularly throughout the school year on a wide range of issues and in a variety of ways. These include:-  Whole school Pupil Council  Primary Pupil Council  Bi-Annual Audits  Participation in various clubs, groups, young ambassadors and committees  Class discussions  Individual meetings between pupils and staff

Parental & Carer Engagement - strategies involvement in decisions about improving our work

As a school community we work hard to try and engage with all our parents and carers. We attempt to do this in a wide variety of ways, offering a combination of opportunities at different times to try and ensure that all families can participate and build up stronger bonds. We arrange lots of different activities throughout the school year and use a variety of strategies to try and support these. Some of them include:-  Parent consultation evenings  Curriculum development evenings  Social Functions & Fundraising events  School days of action (Outside learning space development and school maintenance)  Golden time, Wider Achievements and Reward Afternoon activities  Parent Council meetings and events  Family Learning activities (In school and at home)  Newsletters, email communication and various online messengers (Class Dojo)  Home/School Diaries  Provide transport to activities  One to one meetings when required or requested  Open door policy  Open evenings and afternoons  School Play  Pupil Profiles - primary and secondary  Parent Information Sheets – nursery, primary and secondary  Website, Parent Council Facebook page  School Shows

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 6 of 26 Staff Consultation - strategies engaging in decisions about improving our work

As a school community we work hard to try and engage with all staff. We attempt to do this in a wide variety of ways, offering:

 Morning meetings  Staff Bulletins (along with pupil bulletins) on board and emailed out to all staff  Staff Meetings – nursery, primary, secondary, whole staff  Regular emails  Conversations in staffroom, between staff-staff and staff-line managers (always available)  Working with partners (attending meetings, cascading on return)  To do lists  Observations – post observations discussions  Peer-to-peer observations/meetings including “facetime”, “skype” (typically for job share)  Subject Development Groups  Professional Development Reviews

Community Partners - strategies engaging in decisions about improving our work

Our school works within our community:

Parent council

School grounds committee

Parent Helpers

Community Helpers (eg knitters, Old Haa representatives)

Partners: Sea Cadets, Cooke Aquaculture LJs, SDS, Open Peer Educators, STEM, Community Worker, Woman’s Aid

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 7 of 26 Factors Affecting Progress

1 Staffing Issues

Staff recruitment has been an issue during 2018/19 and have reduced staffing levels:

 0.3 FTE Primary Teacher – post remained vacant from Dec 2018 to Aug 2019 – covered by supply teacher and internal cover  0.6 FTE Art Teacher – timetable covered by temporary teacher (where possible) and internal cover  0.6 FTE Social Studies Teacher – post covered by temporary (probationer) teacher, supply teacher and internal cover (May 2019 staff member returned to post)  1 FTE – Business Education Teacher maternity leave (March 2019). Post covered temporarily by internal cover then by temporary teacher (probationer dual qualification) from April 2019  PEF Funding Project – revised plans due to no teaching staff available to undertake activities

2 Timetabling Issues

2018/19 school challenged by  staff shortages and illness covered by internal staff – staff working at the maximum working time agreement contact levels.

2019/20:  Shetland Island Council position paper on the Common Curriculum Structure in BGE and Senior Phase May 2018 document – “Equity for All” – cannot timetable this offer with some staff within their working time agreements.  S1 pupil 2019/20 intake is 18 pupils – Home Economics, Technical and Computing Rooms not fit to accommodate pupils – grouping have reduced flexibility in timetabling across secondary subjects.  S3 Vocational Pathways – 86% have been accepted onto a course

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 8 of 26 Summary of previous year’s developments achievements (2017-2018)

Priority Development Action Evaluation 1 Raising Attainment in Numeracy Limited Progress  Good progress  Completed 

Aims: - resources re-organised, evaluated, purchased, put into practice  to evaluate, modify, resource and evaluate the - Cluster numeracy progression framework devised teaching of Numeracy across BGE - Early years numeracy development booklet written and shared with  to ensure a consistent approach and raise attainment parents  to improve how we share the learning and teaching of - Numeracy attainment assessed and monitored using a variety of numeracy whole school, across cluster and at home. methods, progression tracked more closely 2 Family Learning & Parental Engagement Limited Progress  Good progress  Completed 

Aim - Audit of parental engagement across the school completed  To increase the positive impact of parental - Discussions held with Parent Council engagement to improve understanding of pupil - Research into current and best practice carried out attainment and achievement and how to support - Some changes made in formal communications with parents - Some planned practical programmes were cancelled due to other agencies staffing 3 Assessment Limited Progress  Good progress  Completed 

Aims: - New SQA arrangements - new courses have been successfully delivered  to implement New SQA Arrangements (Good results - 91% Passing N5, 42% attaining 5 or more As plus high levels  to facilitate Scottish National Standardised Assessments (SNSAs), of attainment for ASN pupils) analyse data and use data - SNSA Assessments completed, results analysed, areas of weakness  to develop knowledge of benchmarks – planning for assessment, identified and targeted profiling and Tracking and Monitoring systems - Most plans have benchmarks included and staff gaining confidence using benchmarks. - Pupil profile comments are beginning to include benchmark references 4 Developing Young Workforce Limited Progress  Good progress  Completed  - SDS Visits Aims: - DYW Young Ambassadors  to evaluate, modify and plan for opportunities specified in the - All P7, S2-4 have created a user account on My World of Work DYW guidance. - Most plans have DYW links – Nursery, Primary & Secondary  to develop pupils abilities to write CV - Developing links with local businesses – trips to Shetland Gas Plant,(TOTAL plc), Care Home, Cooke Aquaculture Ltd, Gath Wind Farm, Nova Innovation, SGP Employee – give talk. LJs take over. - Term 4 Profiles into a CV document – developing skills

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 9 of 26

Standards & Quality Report 2018/19

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 10 of 26

Health & Wellbeing (Growth Mindset & Whole School Nurture) NIF Priorities: Closing the attainment gap

Priority 1 Improvement in children and young people’s health and wellbeing HGIOS4: 3.1 Ensuring Wellbeing, Equality & Inclusion 3.2 Raising Attainment & Achievement To evaluate, modify and resource the teaching of HWB (growth mindset & whole school Area for Development nurture) placing HWB at heart of teaching and learning across the school. (Cluster development – long term impact across North Isles) Desired Outcomes Implementation Process Progress Made  Self-evaluation current resources and sharing To place HWB at heart of approaches. Limited Progress  Good progress  Completed  teaching and learning.  Provide resources and share the importance of raising developing a growth mindset and nurturing approaches To develop resilience, confidence with teachers, students and families – whole school This work has made a significant impact on our school community. From our monthly and improved learning outcomes  Incorporate dedicated HWB learning time for GM & focus posters to our Nurture week activities we have drawn attention to this Nurture incorporating into wider achievements for all learners important aspect of our school and highlighted how we must all play our part in  Host HWB nights and activities – yoga creating a nurturing school community.  Provide resources for home learning including inks to To use up to date and accurate additional online resources to families assessment in planning  Work as a cluster to develop language/approaches interventions for students.  Promote/develop the teaching of HWB (GMS & Nurture) across whole curriculum: how wellbeing impacts on pupil attainment and their responsibility to support To demonstrate a positive impact on learners HWB. Use of SCARF online resources. attainment as a result of receiving  Evaluate the programme, impact on attitudes to additional funding from Pupil Equity learning, inclusions, pupil attainment and ownership of Funding. learning

Next Steps Continued focus in 2019/20 aim to further embedded this vision and attitudes across the school.

Evidence (How do we know? Why? How? Who? What? For Evaluation (linked to HGIOS4 challenge questions) gathering planned evidence) How well are our approaches to raising attainment improving outcomes for young Pupil quality of work and attainment levels people? Participation in dev. night - yoga and numeracy events How is our focus on HWB leading to raised attainment across curriculum? Teacher judgements How well do we use evidence to measure progress over time? Teachers’ plans How well is assessment evidence used to inform teacher judgements? Progress of identified children How well do we track, recognise and value personal achievements of all learners? Audit – peer obs, pupil/parent questionnaires How well are we removing barriers and ensuring equity for all? Attendance at homework club

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 11 of 26 Curriculum Rationale Priority 2 National Priority – Improving attainment HGIOS4 – 2.2 Curriculum 2.3 T, L & A, 2.4 Personalised Support To revisit and refresh our curriculum design and development placing currency, the Area for Development needs of learner at centre of process and take account of local and national circumstances which ensures strong outcomes for all learners. Desired Outcome Implementation Process Progress Made A clear and aspirational vision Audit views current school curriculum – mapping E&Os, identifying gaps, local (unique setting) and national circumstances, pupil opportunities, personalisation Limited Progress  Good progress  Completed  for our school curriculum and choice and ensure rights and wellbeing shaped by the whole school Provide opportunities for whole school community to comment on what makes

community. our school unique and their vision for the MYJHS school’s values. In the course of the school year we have engaged with groups of pupils, Refresh curriculum – current Provide regular and varied opportunities for less formal communication parents and staff to gather views on how relevant our current curriculum is educational thinking and and if we need to refresh the educational offer we make to our pupils and debate within whole school Provide learner progression pathway documents for assessment of individual their families. From the initial feedback it is clear that this review and refresh is learning journeys - Literacy, Numeracy (HWB in future) needed in order to ensure we are making best use of our time, resources community. and skills to help our young people, their families and the community of Yell Develop a whole school Literacy, Numeracy and HWB outcomes and share to best face the challenges of the future. Curriculum offering flexible with all staff, pupils and parents.

learner pathways – build on Staff Meetings (primary & secondary) prior experiences, principles of 1. Moderation of pupil work - evaluate progression and issues 2. Planning meetings – look to identify issues and better IDLE curriculum design, develops opportunities (better links better learning) capacities and skills for 3. Pupil Progress Meetings – discuss needs, issues, strategies, sharing understanding – vision of pupils across the school. learning, life and work Pull together all the information collected and build our new curriculum, refresh our CFE document to reflect Next Steps changes Evidence (How do we know? Why? How? Who? Evaluation (linked to HGIOS4 challenge questions) What? For gathering planned evidence)  How much account is taken of local and national policy and guidance when agreeing the rationale/design for our curriculum? Summary of audit  To what extent do we take account for all the factors that make our school unique?  Does the curriculum experienced by our learners reflect our rational? How do we know? Observations (challenge, pace, range of approaches,  To what extent does our curriculum promote equality and raise attainment for all learners? differentiation)  How effective is the leadership of curriculum development at all levels? Pupil feedback  Do staff consider whether their learning, teaching & assessment approaches meet the needs of diverse learners? Curriculum Mapping and Evaluation  How good is our understanding of differentiation? Do staff use a range of approaches to meet the needs of all Record of meetings learners? Feedback from families – from audit of vision/profile  How do we know if personalised support is having the desired impact of improving outcomes for learners? Audit of Personalised support – improved outcomes  To what extent is our school an inclusive learner environment? Improved Curriculum  How effectively do we involve parents and partner agencies to ensure learners benefit from the right support at the right time including next steps in learning, changes and choices?

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 12 of 26 PEF Funding Projects NIF Priority: improvement in attainment, particularly in literacy and numeracy Priority 3 Closing the attainment gap between the most & least disadvantaged children and young people

HGIOS4 – 2.1 Safeguarding 2.2 Curriculum, 2.4 Personal Support 3.1 Inclusion 3.2 Raising Attainmt & Achievemt 1. Development of literacy and numeracy program – Area for Development 2. Identify support and level of need – mentor program Desired Outcome Implementation Process Progress Made  ACEs NHS document circulated to all staff Limited Progress  Good progress  Completed  Staff made aware of ACEs and how it  Regular shared links from ACEs Facebook page eg video links impacts on pupil attainment  Staff use information to inform planning and practice Through the work we have carried out this year staff are far more aware of the impact which children’s experiences has  Use PEF funding to appoint a dedicated member of staff (Mon and Wed) on their learning and development. We have offered a Dedicated Literacy and Numeracy 1 hour dedicated literacy and numeracy hours. greater support to individuals in a variety of ways, from hours across primary all levels  Use SEAL numeracy resources ensuring they have the correct equipment in school to making  Use SNSA data to identify gaps sure they can attend social events. We have had a significant impact on the standard of homework they complete and  Identify pupils helped establish better routines and study habits. We have  MT allocated time to mentor ensured that children can attend weekly Youth Café events Mentor Program  Mentor will have weekly chats with pupils – discuss their learning and other despite significant travel difficulties and supported their concerns, engage pupils and parent in conversations about attainment, homework attendance at other ‘off island’ experiences. Supporting identified pupils. engaging in plans and any other issues eg resources needed, social experiences missed, support emotional issues. In numeracy and literacy we tried a variety of ‘systems’ to  Support parental engagement – out reach parents nights make best use of staff time to support small groups. This became challenging when identified staff were no longer  Identify pupils with gaps – social experience available. The alternative arrangements didn’t work so well Social experiences access  Identify experiences – target pupils eg reward afternoons, whole school projects and so progress was limited. A more targeted intervention  Support transport to Youth Cafe plan might have more success.

Continue mentoring programme, identifying new pupils needing support, use staff flexibly to best support numeracy and literacy Next Steps programmes, ensure review of curriculum takes account of social experiences and opportunities Evidence (How do we know? Why? How? Evaluation (linked to HGIOS4 challenge questions) Who? What? For gathering planned evidence)  How effective are our approaches to support wellbeing? Pupil quality of work and attainment levels – literacy and  Does the school promote an ethos and culture of positive engagement and participation with its pupils and parents?  To what extent does our curriculum promote equity and raise attainment for all pupils? numeracy – SNSA and INSIGHT data  How well do staff know learners as individuals? Participation in parents night and other activities  Are there robust arrangements in place to ensure all learners have regular communication and discussions with a key adult to review Teacher judgements their learning and plan next steps?  Are staff able to access effective levels of support and training to build their capacity to engage with the needs of diverse learners? Teachers’ plans  Do staff and partners use a range of approaches that meet the needs of all learners? Progress of identified children  How do we know if personalised support is having the desired impacts of improving outcomes for learners? Audit – mentoring, attainment, participation pupils/parents  How well do all staff understand their role and responsibility in supporting learner’s health and wellbeing? Attendance at homework club  How well can we demonstrate improved attainment for groups and individuals facing barriers to learning?  How well does our school ensure that the curriculum is designed to develop and promote equality, eliminating discrimination? Greater confidence – pupils will voice issues

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 13 of 26

Other Ongoing School Developments Task Progress Made Limited Progress  Good progress  Completed  L3 – Confucius Classrooms (Confucius) HGIOS 4 – 1.2 Leadership of Learning , 2.2 Curriculum, 2.7 Partnerships  Working collegiately with Confucius Classroom staff to widen learning experiences language and culture L3 New primary Confucius hub launched and in into primary and S1/2 classes – timetabled and supported by staff place  Develop our pupils are Global Citizens Plans made for new teacher to be based in our  Link to whole school development projects – Growth Mindset & Confucius philosophy, use of digital technologies – podcasting learning school

Limited Progress  Good progress  Completed  Erasmus Project - Let’s Think About Plastics (MYJHS, Reunion Island & Switzerland) HGIOS 4 – 1.2 Leadership of Learning , 2.2 Curriculum, 2.7 Partnerships,  Working collegiately, widening learning experiences, digital learning, global learning and learning about Extreme Redd Ups, Reunion and Swiss sustainability, collaboration with wider world as global citizens Trip to

Limited Progress  Good progress  Completed  Outdoor Learning – Camping Club, Duke of Edinburgh Award Wider Achievements (NIF Priority 3, 4, NIF Driver 4, HGIOS? 4 QIs: 3.2 Raising Achievement, 3.3)  Recognising and value the personal achievements of all learners in outdoor learning.  Outdoor learning experiences are progressive, develop skills, opportunities & encouraging healthy lifestyle choices.  Adding to suite of qualification options to recognise and celebrate achievements.

https://beta.gov.scot/publications/2018-national-improvement-framework-improvement-plan/

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 14 of 26 School Self Evaluation and Priorities for Further Improvement

Quality Indicator Leadership of Change QI 1.3 Self-Evaluation HGIOS4 Grade 3 How well are we Developing a shared vision, values and aims relevant to the school and its community Vision, values and aims are shared doing? through staff meetings (daily, planning, moderation and whole staff), daily bulletin (including nurturing, growth mindset What is working well for focus, pupil issues), displays, emails – staff and parents, SMT/peer observations, PRDs and at pupil council meetings. Pupils our learners? are supported to understand the vision, aims and values through 4 contexts (personal development & ethos and life of the school– lifeskills, wider achievements pupil council , curriculum, IDL project). All staff have a good understanding of our local community – social, economic and cultural context of our learners. Strategic planning for continuous improvement SMT create conditions where staff mostly feel confident to continuously develop their curriculum, learning and teaching and personal development. Plans, planning and moderation meetings, peer and SMT observation (and discussions) and PRDs encourage teachers to have ownership of their department and personal development, to: reflect, evaluate and develop their practice. Data analysis – formative and summative data, SNSA data, SQA and INSIGHT data – shared to help develop our knowledge of our collective strengths and development needs and identify future improvements and provides evidence of positive impact on learners. Outdoor learning, global citizen and sustainability curriculum being refreshed. Implementing improvement and change Departments develop termly plans – reviewing and refreshing given reflections on self-evaluations – and take responsibility for implementing change within their department. Moderation and planning meeting, PRDs, self-evaluation are used when considering how to move our school forward. SMT are supportive of changes, share visions and key information (variety of methods) but there is a need to work more effectively with staff to challenge, support, and complete a more robust evaluation of progress. Communication between staff is a key factor in the progress our school makes, this is something that is constantly under review. How do you know? Tracking and monitoring system, SQA, INSIGHT, SNSA data and analysis – good progress is being made by all learners – high What evidence of expectations – challenge all to do highest National qualifications (inc risky presentations, pupils determined to try) positive impact on Staff (moderation and planning) meetings – pupil work and assessment - identifies inconsistencies in expectations learners Merits/Demerit – identifies inconsistencies in expectations Ethos – nurturing across school around school, pupil council PRDS, Peer and SMT observations - inconsistencies. What are we going to 1. Our rationale, vision, values and aims need to be refreshed, shared and promoted (debate, ownership and clarity for all do now? stakeholders) to guide our curriculum developments, reflections and identification of future improvements. What are your 2. Although staff are committed to improving outcomes for learners and believe they are ambitions for our learners there is improvements priorities inconsistency of high expectations in daily activities across departments. in this area? 3. Monitor implementation of improvement actions and their impact on learners. 4. Work with staff more effectively to: challenge, support and work more flexibility, to ensure they feel valued and included – sharing of information, decision making and responsibility for implementing change.

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 15 of 26 Quality Indicator Learning, Teaching & Assessment QI 2.3 Self-Evaluation HGIOS4 Grade 3 How well are we Learning and engagement doing? The learning environment is built on positive, nurturing ethos and challenging relationships (mostly) which leads to good quality What is working well for learning outcomes. Learners achievements in and out of school are recorded and celebrated within the school (profiles, wall our learners? displays and at assemblies) and are used to support pupils develop understanding of the embedded skills for life, learning and work (needs to be overt). Pupils play active leadership roles within the school from pupil council, young ambassadors, wider achievements opportunities – to lead learning, make decisions and contribute to life of school and community. Most pupils are eager to learn, engaged, resilient, motivated and work well in class. Our learners are successful, can be confident and responsible. Quality of teaching The shared vision for our curriculum to be challenging but nurturing (including growth mindset) and for staff to use the Good Lesson Journey along with formative assessment strategies has been shared termly. Staff are required to develop plans and schemes of work that offer a variety of learner experiences, activities, pace and challenge. There is a wide range of learning and teaching opportunities across the school. From SMT visits there remains inconsistency applying good lesson journey – sharing of purpose of learning, feedback and questioning could be shared more effectively. Effective use of assessment Assessment methods vary across the school – approaches used are matched to learning and needs of learner. Assessment is embedded at the planning stage. All teachers are required to analyse the SNSA, SQA and INSIGHT data – data is shared in booklet form and requires comments focused on improvements. Planning, tracking and monitoring Planning is proportionate and manageable and the template identifies vision for term – what is to be learned and assessed – and is linked to parent information sheets and pupil profiles. Staff are responsible for the strategic overview of their curriculum plans for their areas. Responsibility for All – literacy has a planned whole school target per term whereas numeracy whole school overview sheet is to be completed by departments identifying their intentions – for both a body of evidence is to be gathered per term for moderation across the curriculum – to support reliable holistic decisions and facilitate professional dialogue understanding. At scheduled points in school year parents are informed of pupil progress – profiles, report & parents night. How do you know? Dialogue – discussions with staff, pupils and QIO, pupil council, PRDs What evidence of Pupil work and assessment (in jotters, profiles, SNSA data, INSIGHT) positive impact on Whole school tracking and monitoring systems; pupil profile, reports, plans learners Staff (moderation and planning) meetings Peer and SMT observations, ethos, School trips/competitions, school shows/events, Erasmus events. What are we going to  More opportunities are needed for pupils to engage in leading learning and evaluating their learning journey, to be assessed, do now? understand and reflect on high quality feedback on where they are and how to improve – be given independence and What are your ownership for their journey and feel challenged by it. improvements priorities  More consistent use – good lesson journey – active, effective feedback which is challenging for all. in this area?  Departments have to create own systems of tracking and monitoring in addition to the whole school system – some departments need to develop a transparent manageable system – which can be shared with pupils, parents and SMT.

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 16 of 26 Quality Indicator Ensuring wellbeing, equity & inclusion QI 3.1 Self-Evaluation HGIOS4 Grade 4 How well are we doing? Well being What is working well for our A lot of time and effort has gone into promoting the wellbeing of our pupils and staff over the last year. Our developing a growth Mindset, our learners? nurturing school and well being activities have made a significant impact on the culture and ethos of our school. Staff are far more aware of the well being agenda, the difficulties which young people may be facing and the importance of looking after every individuals’ needs. Through our nurture week, newsletters and information sheets we have also tried to share the importance of this area with our parents and community. Through SHANARRI evaluations and other activities we ask our pupils to reflect on their well being and we monitor any significant information, putting support and links with other agencies in place as required. We have established a mentoring system where staff members are linked with pupils who need a bit more one to one support, providing weekly opportunities to discuss their learning, any other issues they have and any support which is needed. We have built up a very positive, supportive and respectful ethos where everyone feels valued and included. Fulfilment of Statutory Duties Staff engage in CPD activities, local authority training sessions and actively strive to ensure we comply with all statutory duties. We use resources (including staff) creatively to make sure that we meet these duties despite reductions in staffing and budget. We try to ensure that our pupils, parents and the community are well aware of the statutory duties and expectations they should have in relation to education. Inclusion and equality One of the main features of our school is that every pupil is treated as an individual, celebrating how different we all are but sharing a common aim. Over the past few years our school has been challenged to ensure that young people with diverse changes in their sexuality are supported effectively. This has been a great learning journey for us all but something which has been achieved, in the most part, with sensitivity, respect and understanding. Our pupils have learned to be accepting of other people, value their contributions and have empathy for those dealing with injustice or discrimination. Through the use of our PEF funding we have worked hard to best support all our pupils, identify the support required for individuals and put that in place to help them attain and achieve. We have worked closely with our Youth Worker, local employers and other agencies to ensure that these young people have the same opportunities as their peers both in and out of school. How do you know? Pupils attainment data reviewed, attendance figures, homework logs, merits and demerits, mentor What evidence of positive meetings, Youth Club and Café attendance, pupil profiles, staff meeting minutes impact on learners

What are we going to do  Provide free fruit for Primary and Secondary pupils – daily now?  Attend further training in LGBT awareness What are your improvements  Ensure pupils have opportunities to learn and reflect on discrimination and in equality priorities in this area?  Continue to focus on Monthly Growth Mindset strategies and monitor impact on pupils  Provide a mentor to identified pupils  Develop better links with school nurse service, monthly drop in clinics to be set up

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 17 of 26 Quality Indicator Raising attainment and achievement QI 3.2 Self-Evaluation HGIOS4 Grade 5 How well are we doing? Attainment in literacy and numeracy What is working well for our INSIGHT literacy and numeracy data clearly shows learners make very good progress in their literacy and numeracy learners? data compared to local, national and our virtual comparator. We have a clearly stated ambition that all learners should exit our school with literacy and numeracy qualifications that are reflect their abilities, and a few have exceeded these. SNSA data shows current learners are making good progress and this data is shared and used to inform interventions. Attainment over time Across the curriculum there is a range of attainment levels which is being monitored – some maintaining consistently high standards, many improving standards and a few variable performances. Robust tracking systems - progression frameworks are used to monitor progress in primary departments and are used to identify intervention and as a tool to share prior achievements data at transition points. Whole school tracking system (continually being adapted to take account of best practice) in secondary is used to monitor whole school achievements and departments are required to track curriculum progress. Staff are gaining more confidence in making assessment judgements within CfE levels, using benchmarks and moderation and SQA entries and estimates. Most staff confidently engage with critical enquiry re attainment, improvements and make changes to their practice. From 2018/19 session it has become clear that there is a need for more robust assessments; to fully engage pupils throughout their learning journey to make good (aspirational) decision-making about their learning pathways and empower pupils to understand how to improve. Careers education and profiles aim to link learning, achievement and routes of progression. Overall quality of learner achievements Overall, most learners are successful, confidently contribute to the life of the school, wider community and as global citizens (Erasmus and Confucius classrooms). All are encouraged, appreciated and challenged to get involved in a variety of active learning experiences, inside and outside school, increasing responsibilities and empowerment. Equity for all learners Equity is for all our learners. We promote equality of high aspiration for success and achievement for all. Appropriate interventions are adapted to support our learners achieve their best – from mentors, homework club, and targeted ASN involvement together with differentiation, classroom assistants and adapted timetables. All our learners consistently move into varied and appropriate sustained positive destinations on leaving our school. How do you know? Formative and summative assessments, SNSA data, SQA data and INSIGHT data, moderation meetings, feedback – What evidence of positive staff and pupils, profiling, reporting and whole school tracking and monitoring systems – analysis (using local and impact on learners national comparators), evaluation and improvement actions. Plans, progression frameworks and profiles collect data on developing capacities, wider achievements – career aspirations, global citizens and sustainability and community involvement. What we going to do now?  From 2018/19 session it has become clear that there is a need for more robust assessments; to fully engage What are your improvements pupils throughout their learning journey to make good (aspirational) decision-making about their learning priorities in this area? pathways and empower pupils to understand how to improve.

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 18 of 26

School Improvement Plan 2019/20

MYJHS School Improvement Plan 2019/10 Page 19 of 26 Factors Influencing the Improvement Plan

School •Assessment (New SQA Arrangements, Standardised Assessment and Benchmarks, Tracking and Monitoring) •Career Education (Developing Young Workforce) •Outdoor Learning Factors •Family Learning •Equity & Excellence - Pupil Equity Fund Projects

Local •Schools and Quality Improvement Service Plan •DYW •Use of ICT in education Authority •Local inequalities and the attainment gap •Shetland Islands Council NIF Plan •Schools and Quality Improvement Service Plan Factors •SIC Operational Guidance: School Improvement Planning and Standards and Quality Reporting •SIC Strategy for Parental Involvement 2018

•National Improvement Framework •Curriculum for Excellence National •Getting it Right for Every Child (GIRFEC) •Education (Scotland) Act 2016 •How Good is Our School (4th Edition) Factors •SQA Changes •Headteachers' Charter (Empowerment) •“Learning Together”: Scotland’s national action plan for parental involvement etc. 2018-2021

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 20 of 26 School Improvement Plan Details 2019/20

Curriculum 1 NIF Priorities: Closing the attainment gap Priority Improvement in children and young people’s health and wellbeing HGIOS4: 2.2 Curriculum 3.1 Ensuring Wellbeing, Equality & Inclusion 3.2 Raising Attainment & Achievement To revisit and re-fresh our nursery/school curriculum to create a strategic whole school curriculum Area for Development that places learners at centre of process and take account of local and national circumstances which ensures strong outcomes for all learners. Desired Outcome Implementation Process By Whom Time Scale Resources Monitoring

To develop and promote whole Strategic Overview  Self-evaluation/audit of current approaches to identify Whole staff meet school curriculum aim (high strengths and development needs – across Dept Dev time aspiration for all our learners) – Pupil assessment nursery/school and within departments – using visual share and promote – with all planners. Parents meeting stakeholders,  Re-visit programmes of work to specifically targeting Qualitative Data

To develop: pace and challenge – appropriate for individual, groups All Staff – visual plan Nursery Scrap - added details transparent strategic whole school and classes. books  To develop system for sharing with pupils their learner Visual Planners onto plans overview using visual planners Pupil Council journey – scaffolding ownership and empowering pupils Aug 2019- E&Os - pupil profile (curriculum areas and to evaluate their learning and skills development – Benchmarks responsibilities for all L & N) All staff, June 2021 SQA docs - pupil attitudes improving engagement and confidence with profiles. - quality of work pupils, Responsibility for All - Trial Development of: - self evaluation focus: pace and challenge  Literacy strategic overview planner – termly focus have parents Skills Sheets per - gaps identified been created and shared with staff (Blooms Taxonomy). topic To give ownership to learners for Cross cutting  Numeracy strategic overview planner – one per class per their journey – mapping own themes term– staff record on sheets their terms focus. progression and understand next  Meetings – moderation and planning – professional Ed Scot steps  aim better profiling  learning and collegiate working - curriculum, challenge, SDG positive impact on attainment. sharing expectations and good practice. Evidence (How do we know? Why? How? Who? Evaluation (linked to HGIOS4 challenge questions) What? For gathering planned evidence) How well is our curriculum developing? Termly plans – pace, challenge, skills Do we have transparent strategic overview of our curriculum across whole school take account of our Strategic Whole School Overview – Visual Plans – gaps identified rationale, local, national guidance and support materials and information? Responsibility of all – improved moderation and planning discussions To what extent does the curriculum promote equality, raise attainment and improve outcomes for all? using robust assessment evidence How well are our pupils included in planning, reflecting on progress and identifying opportunities for Pupil work and attainment levels – more consistently standard personalisation and choice – curriculum and skills development? owner across the school focus challenge, shared expectations, skills Do we share understanding of what progression looks like? (staff, pupils and parents) development, How well do teachers understand their responsibility of pupil ownership and profiling of their learning, Improved pupil profiles - pupils will be able to confidently discuss capacities, and skills development (including cross cutting themes)? their learning journey and progression and take ownership Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 21 of 26 Leadership of Change Priority 2 National Priority – Improving attainment HGIOS4 – 1.3 Leadership of Change 2.2 Curriculum 2.3 T, L & A To collaborate with all stakeholders to develop a shared vision of our school – rationale, Area for Development vision, aims and values which take account of our local contexts (social, economic and cultural) – which will inspire and motivate high expectations in all learners. Desired Outcome Implementation Process By Whom Time Scale Resources Monitoring

Audit current school curriculum (using visual planners and department plans):  Use national and SDG information and advice A clear and aspirational vision  Look at local setting for our school curriculum  Identity pupil opportunities for: personalisation and choice, skills development. shaped by the whole school community. Share our curriculum with our parents and ask for feedback – local (unique setting) and national circumstances, All school staff E&Os Provide opportunities for whole school community to comment on what makes SMT Benchmarks Refresh curriculum – current our school unique and their vision for the MYJHS school’s values. Pupil Council Planning Formats Parent Council Postcard parental Curriculum educational thinking and Provide regular and varied opportunities for less formal communication Parents Aug 2019- engagement Rational debate within whole school Staff Meetings (primary & secondary) Partner June 2020 Mentors Parental community.  Planning meetings – look to identify issues and better IDLE providers Curriculum Model feedback opportunities (better links better learning) – targeted staff Local Employers CFE information SDS Various meetings To promote our school vision of: Provide resources and share to all stakeholders our aims: Cluster  aspiration for all together  Aspiration and how to support parent support pupils  healthy lifestyle choices  Healthy lifestyle choice information  ethos nurturing school and  What is nurture and what we do to be nurturing growth mindset.  What is a growth mindset and actions

Evidence (How do we know? Why? How? Who? Evaluation (linked to HGIOS4 challenge questions) What? For gathering planned evidence)

 Updated rational, vision and aims statements  To what extent does our school community have ownership of our rationale, vision, aims and values?  What makes our school unique? Shared and promoted  What strategies do we employ to translate our rationale, vision, values and aims into daily practice within  Curriculum includes local issues our school? How effective are these?  Pupils can share what makes our school and locality unique  Does everyone in the school have a clear understanding of our collective strengths and areas for  Curriculum Mapping development?  Feedback from stakeholders – from audit of vision/profile  How effectively do we involve parents and partner agencies to ensure learners benefit from the right  Ethos – nurturing and a school culture of growth mindset support at the right time including next steps in learning, changes and choices?  Improved outcomes for all

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 22 of 26 Learning, Teaching and Assessment Priority 3 National Priority – Improving attainment HGIOS4 –2.3 T, L & A, 2.4 Personalised Support, 3.1 Wellbeing, Equality and Inclusion Area for Development To revisit and refresh assessment – planning, tracking and monitoring

Desired Outcome Implementation Process By Whom Time Scale Resources Monitoring Learning environment is nurturing and Audit – share current practice and evaluate effectiveness appropriately challenging leading to (department and whole school) for: high quality learning outcomes.  Challenge – is there challenge in every lesson – what does it look like, does it meet the needs of the pupils? Learners receive high quality  Sharing success and progression feedback giving them ownerships of  Pupil ownership of learning journey, progression and their learning and progression – they decision making E&Os understand what they need to  Robustness of assessment – matched to learner and Benchmarks improve. planned curricular assessment (area and L & N) CFE information Robust assessments match learner  Robustness of assessment – for informing improvements Staff SQA Arrangements Teacher plans needs, supporting them to understand  Quality of feedback – pupil and teachers view Pupils Aug 2019- Current practice Assessment where they are in their learning  Department tracking and monitoring systems – what do they Pupil Council records look like how and who are they share with? Parents June 2020 Investigate current Profiles (curriculum, capacities and skills),  Whole school monitoring system – how is it used and how best practice – LTA Strategies informing improvements in teaching can it be made more useful for decision making? national advice and learning. from Ed Scot Classroom observations term 1 – focus – observing challenge, pupil Tracking and monitoring systems are dialogue on feedback, ownership of progression and decision transparent, well understood and is making and discussion with staff – what systems do they use.

used to support teachers and pupils in Department – look adapt best practice for their lessons and systems decision making. Whole school system – share, evaluate strengths and weakness and adapt policy/procedures. Evidence (How do we know? Why? How? Who? Evaluation (linked to HGIOS4 challenge questions) What? For gathering planned evidence)  How well are enabling learners to become independent learners – to take responsibility for their learning  Whole school tracking and monitoring system will be journey and decision making?  How confident are we that all learners experience activities which are varied, differentiated, provide more effective effective support and challenge?  Department tracking will be robust and transparent and  How well do we communicate the purpose of learning and give effective explanation for all learners? based on a suitable body of evidence (easily shared)  How well do we make use of a range of valid, reliable and relevant assessment tools and approaches to  Pupils will be able to confidently discuss their learning, support the improvement of pupils learning? Is a body of evidence gathered robust? assessment and next steps (developing independence  How effective is our tracking and monitoring system? o Do we record, analyse and use assessment information to identify development needs of and ownership) individual learners and groups?  Learners will experience high quality challenging lessons. o How effectively do we share this information with pupil, staff and parents?  Profiles and reports will share robust and informative o How well do we use this information to change our practice and make valid decisions? feedback focused on improving learning o How do we use this data to engage in learners in self-assessment to improve their learning?

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 23 of 26 PEF Funding Projects NIF Priority: improvement in attainment, particularly in literacy and numeracy Priority 4 Closing the attainment gap between the most & least disadvantaged children and young people

HGIOS4 – 2.1 Safeguarding 2.2 Curriculum, 2.4 Personald Support 3.1 Inclusion 3.2 Raising Attainmt & Achievemt 1. Development of literacy and numeracy program – Planned interventions Area for Development 2. Identify support and level of need – mentor program, NHS links Time Desired Outcome Implementation Process By Whom Resources Monitoring Scale  Children identified as needing support. Extra staff time  Programmes of work are identified/created to support their Progs of work Individuals/sm groups of children are needs. ES Plans Pupil Attainment given target support to help raise their ML June 2020 Staff evaluations  Staff identified to support their learning Assessments attainment in Numeracy and Literacy MC Pupil evaluations  Assessments are used to monitor progress Links with  Parents are involved in the process Home   Identified pupils paired with a staff mentor  Regular meetings are planned to discuss pupil progress/worries/successes Mentors Individuals are supported to achieve  Resources available to support meet the pupils needs in and out of school Pupil Attainment  Good communication between mentor and home FH Timetables Pupil Attendance the best they can academically, June 2020  Mentor acts as advocate for pupil as required with other staff/agencies ML Weekly Meets SHANARRI evals socially and emotionally.  Links built up with NHS school nurse and other agencies Monthly Clinics Homework Diaries

Evidence (How do we know? Why? How? Evaluation (linked to HGIOS4 challenge questions) Who? What? For gathering planned evidence)  How effective are our approaches to support wellbeing?  Does the school promote an ethos and culture of positive engagement and participation with its pupils and parents?  To what extent does our curriculum promote equity and raise attainment for all pupils? Pupil quality of work and attainment levels – literacy and  How well do staff know learners as individuals?  Are there robust arrangements in place to ensure all learners have regular communication and discussions with a key adult to review numeracy – SNSA and INSIGHT data their learning and plan next steps? Participation in parents night and other activities  Are staff able to access effective levels of support and training to build their capacity to engage with the needs of diverse learners? Teacher judgements  Do staff and partners use a range of approaches that meet the needs of all learners?  How do we know if personalised support is having the desired impacts of improving outcomes for learners? Teachers’ plans  How well do all staff understand their role and responsibility in supporting learner’s health and wellbeing? Progress of identified children  How well can we demonstrate improved attainment for groups and individuals facing barriers to learning?  How well does our school ensure that the curriculum is designed to develop and promote equality, eliminating discrimination? Audit – mentoring, attainment, participation pupils/parents

Attendance at homework club Greater confidence – pupils will voice issues

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 24 of 26 Other Ongoing School Developments Task Responsibilities SLT Point of Contact

Erasmus Project - Let’s Think About Plastics (MYJHS, Reunion Island & Switzerland) IB, ET all staff ML HGIOS 4 – 1.2 Leadership of Learning , 2.2 Curriculum, 2.7 Partnerships,  Working collegiately, widening learning experiences, digital learning, global learning and learning about ST sustainability, collaboration with wider world as global citizens MAPA Training – to support several pupils now attending our school Individual staff ML

Nursery Hours Expansion – Planning for extension of hours in Aug 2020 AMS, KB, GJ, ML, ML – adaptations to the nursery and outside spaces – new patterns of working, CPD for staff Confucius Hub – Changes in LA structure – New staff based in MYJHS, ML ML programme of work/curriculum created, Meet L3 Vision https://beta.gov.scot/publications/2018-national-improvement-framework-improvement-plan/

Mid Yell Junior High School Standards & Quality Report 2018/19 and School Improvement Plan 2019/20 Page 25 of 26 Mid Yell Junior High School Working Time Agreement 2019/20

SCHOOL AGREEMENT ON 35 HOUR WORKING WEEK

1.0 FTE teacher’s working week consisting of (pro rata):  maximum 22.5 hours - class contact  7.5 hours - preparation and correction (may be undertaken at a time and place of the teacher’s own choosing in consultation with their line manager).  5 hours - collegiate activities.

The total per annum must be a maximum of 190 hours (5 hours x 38 weeks).

1 FTE hours Parents Meetings, Open Nights, Concerts, S4 Leavers Meal 15 (Primary – P1 Welcome, 2 nights + 1 workshop) (Secondary - S1, S2, S3, S4) Staff Meetings 46 (Morning, Nursery/Primary/Secondary/Whole/ASN/ Pupil Support)

Whole School Development 10

Preparation of Reports and Tracking & Progress 15

Department Developments 40 (Planning, IDLE, Staff Led CPD & Working Groups)

Professional Review and Development & Self Evaluation 4

Pupil Support Meetings 10 (incl Mentors, Transition) Assessment Activities 20 (SDG Twilight, Moderation, Internal Verificat’n, External Verificat’n)

Additional Supervised Pupil Activity 10

Flexibility 20

Teachers working between 2 schools should prioritise using flexibility to attend Parents’ nights.

MYJHS School Improvement Plan 2019/10 Page 26 of 26