Session: 2018-2019 Glasgow City Council Education Services: Improvement Planning Establishment Hyndland Secondary School Maura McNeil Head of Establishment NW 1 Area/Local Improvement Group Jim Wilson Head of Service Area Education Officer/ Quality Improvement Officer CONTENTS 1. Vision, Values and Aims 2. Summary of Self-Evaluation Process / Priorities for Improvement in the current session 3. Action Planning Glasgow City Council Education Services: Improvement Planning Action Plan Summary for Stakeholders 1. Our Vision, Values and Aims Hyndland Secondary School Our Goals, Our Values, Our School Safe - Emotional and physical wellbeing is fundamental in our school and our school community Healthy - Our school encourages all aspects of good mental and physical health choices. Nurtured – Our school is a happy, caring and considerate environment Included - We are involved in activities, friendships and having fun. We are welcomed and engaged in the life of Hyndland Secondary School. Respected - Our school respects all pupils, staff and those in the community. Responsible - We can play our part in creating a learning and social environment that is safe, secure and focused on achievement Active – Pupils all have the opportunity to take an active role, have an active voice in the school and make decisions about their learning. Achieving – I can make the best of the opportunities that are presented to me and approach my learning in a positive way. These are our school expectations, goals and values. Pupils should be aware that for excellent behaviour, setting high standards and making contributions to the school and our community, they can all be rewarded. 2. Summary of our self-evaluation process. An in-depth self-evaluation exercise has taken place with a focus on QI 2.3. Parents, pupils and staff have been consulted and we have been participating in the GCC DHT Learning and Teaching trios with Castlemilk High School and Lourdes Secondary school. This is informing our work with SI-PE. All middle leaders and SLT were involved in evaluating progress with SIP for Session 2017 – 1 to identify the priorities for session 2017 -18. Staff then spent time in departmental groups looking at the draft SIP and identifying their departmental priorities using this HGIOS 4 and other evidence for their on-going self-evaluation throughout the session. Parent Council Members were also consulted as to what they felt the priorities were going forward. This, along with evidence collected from questionnaires and parent / carer focus groups throughout the session allowed us to capture the views of parents / carers. Glasgow City Council Education Services: Improvement Planning 2. Summary of our self-evaluation process. The Junior Pupils Council has worked alongside pupils in their year groups, associate primaries vision, values and aims. This work highlighted strengths and areas for improvement that fed into the priorities for next session. Senior Students were asked for their views at the Senior Conference and a staff were invited to complete an HMIe style questionnaire. Strengths identified: How good is our leadership and approach to improvement? All members of our school community are committed to ensuring that we achieve the highest possible standards and successes for all of our learners. We continually reflect on our practice taking into account our self-evaluation and vision for continuous improvements. We have reviewed our strategies to monitor and evaluate the work of the school with a particular focus on the impact on individual groups of learners. This session we participated in trios with Castlemilk High School and Lourdes Secondary School. All members of our school community contribute the plans for our continuous improvements and senior leaders effectively guide and manage the strategic direction. Middle leaders work very effectively and are having an increased role in supporting and challenging each other. There is very high quality professional dialogue and collegiate learning both across the school and within departments. Time is protected to enable this to take place. How good is the quality of care and education we offer? Almost all young people are eager and active participants who are fully engaged, resilient, highly motivated and interact well during activities. This was noted during our trio visits and through the learner conversations that formed part of this exercise. They are successful, confident and responsible and contribute very effectively to the life of the school and the wider community through a vast range of curricular and extracurricular activities. Information regarding pupil progress in the Senior Phase is interrogated closely and is used to inform and support the next stages in learning. Middle leaders worked together in trios to understand better their departmental / faculty attainment and to begin to gain an understanding of attainment across the curriculum. There was also a focus on how they ensure equity of provision and opportunities for all with a focus on how PEF / Attainment Challenge Funding supported this. There is a vast amount of information regarding learners available to all staff to assist with the planning of learning. How good are we at improving outcomes for all our learners? Across the curriculum areas we have raised attainment continuously over time of all learners, in particular in S4-6. We have very robust tracking in place in the Senior Phase and INSIGHT data demonstrated that attainment of specific groups of leaners has improved consistently over time. This is including the most disadvantaged young people. Our learners have a range of skills and attributes that have been developed through the very wide range of activities that are on offer to them from S1-6. These allow them to develop their confidence and they contribute vastly to the life of the school. The Acting PT 1 posts for Enhanced Transitions (P7 – S1 and BGE – Senior Phase 2 Posts) and PT Personal Support have provided further targeted support for young people in danger of missing out. Almost all young people move into positive destination. Priorities for development: 1: Improving the quality of our teaching and learning 2: Development of leadership at all levels 3:Improving outcomes for all young people Glasgow City Council Education Services: Improvement Planning 3. Action Planning Quality No. NIF Priority NIF Driver Priority Indicator 1 2.2 Teacher Professionalism Improving the quality of our teaching and learning 2.3 Assessment of children’s progress 2.4 Performance information Timescale Tasks to achieve priority Evidence of Impact > (data, observation, views) and checkpoints Continue to refine BGE & NQ courses and assessment in-line with benchmarks Classroom observations in all areas and updated course specifications for Higher Courses, with a key Staff / pupil / Parent feedback via questionnaires and focus groups focus on a consistent approach to homework and feedback and further BGE Tracking data develop our use of Show my Homework to support this. Show My Homework data Review our literacy policy to further embed moderation across the curriculum Classroom observations using the benchmarks, review our Literacy Intervention programme and Staff / pupil feedback via questionnaires and focus groups continue to review PST time with a view to enhance literacy skills ensuring all Literacy data young people are making progress from their prior levels of attainment. Check point Review our numeracy policy to further embed moderation across the Classroom observations January 2019. curriculum using the benchmarks, embed the Numeracy Recovery Staff / pupil / Parent feedback via questionnaires and focus groups Programme and continue to review PST time with a view to enhance June 2019 Numeracy data Numeracy skills ensuring all young people are making progress from their prior levels of attainment. Further develop our approaches to Health and Well-being across the school Classroom observations including the embedding of Nurture, gaining of LGBT Charter and Rights Staff / pupil / Parent feedback via questionnaires and focus groups Respecting Schools Develop our Digital Literacy policy in preparation for the introduction of iPads Continue to engage in GCC Dylan Wiliams Tapestry Teaching and Learning Classroom observations CPD and introduce Making Thinking Visible. Staff / pupil feedback via questionnaires and focus groups Staff leading on this priority – including partners Resources and staff development PT Posts from PEF – focus still to be identified. In-service Days Glasgow City Council Education Services: Improvement Planning PT PC Departmental activity time PT Curriculum Staff training PST Tutors Meeting time DHT L&T PEF Funding All teaching staff WSA time Parents / Carers No. Quality Indicator NIF Priority NIF Driver Priority 2 1.2 School Leadership Development of leadership at all levels 1.3 1.4 Timescale Tasks to achieve priority Evidence of Impact > (data, observation, views) and checkpoints Departments / Faculties to continue to explore leadership opportunities Check point October 2018 Pupil views for young people within their areas including peer / cross age tutoring and May 2019 supporting extra-curricular activities Departments / Faculties to review use of collegiate time to maximise Check point October 2018 Minutes of meetings opportunities for collaboration including moderation of Literacy and May 2019 Feedback from staff via questionnaires / focus groups Numeracy in the BGE, joint planning and sharing of excellent practice