Standards and quality report2012 13v2

Junior High School

2012 / 2013

Standards and Quality Report

Each year we have a duty to report on the work of the school, outlining the

developments and progress we make to improve the quality of teaching and

learning for all in Stronsay Junior High School.

About our School

Stronsay Junior High School provides education for the island‟s children from pre-

school age 3 to the end of compulsory schooling age 16. Pupils can then transfer to

Kirkwall Grammar School, if they wish to do so, or move on to further education,

training or employment. Pupils transferring to Kirkwall Grammar School stay in the

Papdale Halls of Residence, and supporting our young people at this time of transition

presents an additional challenge for the school. Pupils also have the option of

transferring to Kirkwall Grammar School at the end of Secondary 2, although few

pupils do so.

The timetable for the Primary and Secondary Sector is in part dependent on the day

specialist teachers arrive and Loganair‟s timetable. Itinerant teachers generally spend

less time in school during the winter as the planes cannot fly in darkness. The number

and length of time each itinerant teacher is on Stronsay is decided centrally by the

authority.

The number of pupils on the roll in 2012/13 was:

Nursery Sector - 4

Primary Sector - 22

Secondary Sector - 26

The school has seen some changes in staff during this academic year. However they

are all suitably qualified including a Head Teacher, 3.6 FTE resident teaching staff,

2.9 FTE itinerant teaching staff, 2 Support for Learning Assistants and an Early Years

Worker with responsibility.

The learning and teaching team is ably supported by a committed group of non-teaching

staff including a Secretary/office auxiliary, Janitor and Kitchen staff. Cleaning staff

is contracted out.

This report covers the first full year of my headship at Stronsay School.

New Vision, Aims and Key words which have been developed through 2012/13

Vision Statement

Together our vision is to ensure that everyone achieves their full potential and enjoys being

part of a caring learning community.

Aims

Effective Contributors

To motivate everyone to participate with enthusiasm in the school community and wider world,

to be well organised, dedicated and open-minded.

Responsible Citizens

To encourage everyone to take care of the community and wider world. To do the best they can

in an honest and respectful way.

Confident Individuals

To inspire within everyone self confidence, tolerance and high expectations.

Successful Learners

To develop a life-long enthusiasm for learning; to have the confidence and ability to work

independently or with others whilst knowing when to ask for help.

Cultural Identity

To see our island as a benefit not a barrier; to embrace and enrich our unique resources -

friendliness, community spirit, heritage, landscape and culture - to help maintain and develop the

island as a great place to live.

„Proud to belong‟. „Proud to be a Limpet‟.

New Vision and Aims – Key words

Respect

Trust

Honesty

Responsibility

Kindness

Manners

Positivity

Sensibility

Inclusion

Summary of progress made on the 2011/12

School Improvement Plan.

Priority 1 To continue to embed and develop strategies which will underpin the

delivery of the Curriculum for Excellence.

1. What have we achieved?

The Curriculum for Excellence continues to be phased in, with an emphasis this

year on the introduction of the Curriculum for Excellence in S3. However,

across the school courses continue to be revised and developed. Secondary

teachers have been working on developing the new examination courses and this

has required staff to attend meetings across the country through SQA

Awareness Raising courses in each subject. The school continues to enhance its

links with other schools through Orkney Subject Groups, where staff from all 5

secondary schools meet not only to develop these new courses and moderate

work, but also develop a holistic approach to course development. Michelle

Sharpe from the SQA visited the school to provide further support to staff

and also to provide an information evening on the new examination system to

parents.

As part of these developments Mrs Rose took part in an authority working

group on developing moderation materials embedded in science.

The school has been working on pupil profiles. These are in addition to reports

and are produced from the learners‟ own perceptions. They focus on the

positives through the year and look for targets for the future. Profiles were

produced from Primary to S3. Learners have also worked on learning logs and

through this have developed their reflective skills, a practice which is key to

becoming independent learners.

The school has also undertaken work in the area of Health and Wellbeing.

Suzanne Hargreaves from Teaching Scotland visited the school and worked with

teaching and support staff to develop a whole school approach to this

development. A focus for the forthcoming year will be the whole school

„managing their own learning‟.

The school has continued to develop its provision of Religious Observance in line

with recommendations from the last HMIe report. We have fulfilled our

requirements and have had assemblies on a range of themes including Harvest,

Christmas, Respect, Easter, Celebration assemblies etc.

2. Impact on Learners

The impact on learners is that the developing courses are more relevant

and thus are more motivational.

Pupils‟ attainment continues to rise and they make progress in line, or

above, expectations.

Interdisciplinary approaches are enjoyed and have included a Burns

supper and science project.

Parents, learners and staff have been informed on developments to new

examination courses and are prepared, as far as possible, for their

implementation.

Learners across the school have been setting targets and have become

increasingly reflective in their learning. As this continues to develop and

embed we see them becoming more responsible for their learning.

Leadership opportunities continue to be developed and these include:

Junior Road Safety Officers, Sports leadership Course leading onto

Sports Ambassador Roles for both Stronsay and Orkney as a whole.

3. What we plan to do next

The School will continue to develop the new examination courses to meet

the needs of all learners in S4.

Increased number of interdisciplinary projects to be developed including

Armistice Day, World Water Day and a day to celebrate our new aims.

To continue to develop the provision of Health and Wellbeing Education

with learners having their own targets in this area.

To continue to refine our tracking and monitoring process to ensure that

progress is carefully monitored and any interventions occur at an early

point.

To develop our skills in the area of Speaking and Listening in line with a

whole Orkney initiative.

Portfolios to be developed across the school from Primary 2 upwards.

To continue to develop leadership opportunities across the school.

To review transitions which enhance the experience for learners across

the school.

Priority 2 Review of the ethos, values and aims of Stronsay School


An Aims and Ethos day occurred in October where the process of starting to

review the aims and ethos of the school occurred. This process involved the

learners, all staff and members of the community. A working group was

developed and through this ideas were assimilated into a vision statement, along

with aims and key words which are important to everyone. These have now been

agreed and published.

The school continues to strive to improve communication links with parents and

has introduced curriculum information letters for parents and also homework

timetables.

2. Impact on Learning

The revised vision and aims will underpin all we do; the learners have been

actively involved in the process, listened to and their views counted, therefore

there is a greater ownership by the learners for their school and, through this,

an enhanced motivation.

3. What we plan to do next

The key is to embed the vision statement, aims and key words into everything

we do, therefore we need to ensure everyone knows them and feel they are

part of the life of the school. To do this we will develop displays throughout the

school and murals on the outside walls. Planning will be linked to these aims and

an interdisciplinary day will occur in late January to reinforce and celebrate

this development with the community.

We also aim to revise the school website to reflect our new aims and values.

Priority 3 Development of the outdoor learning environment

1. What has been achieved?

The school has developed guidelines with clear risk assessments in place for

groups to go on impromptu visits to set locations on the isle. Parents have given

their permission for these events which will allow for greater flexibility in

delivering the curriculum. This was also a recommendation from the previous

HMIe visit.

Nursery outdoor clothing has been purchased with support from the Parent

Council.

2. Impact on learners

Greater flexibility in the delivery of learning and therefore an ability to

respond rapidly to opportunities to use the isle as a learning resource.

Increased motivation.

Outdoor off-site learning environments available at short notice.

3. Next Steps

Working party to develop the whole school site.

Development of partnerships with other organisations, e.g Development

Trust, RSPB etc, to support the enhancement of the site to aid learning.

To continue to review the internal layout of the school and its resources to

ensure it meets the needs of all future learners on the Isle.

Priority 5 To continue to develop the nursery


The school had an HMIe follow up visit in September 2012. This was very

successful and the school received recognition for the progress made since the

original inspection. The nursery was deemed not to require any further follow

up inspections.

The nursery also developed both the internal and external learning areas

enhancing the opportunities for role play and for the development of literacy

and numeracy. By building on observations the planning is more focused on

children‟s interests. The Early Years Worker has successfully completed the

Priority 4 Development of tracking and monitoring


A whole school tracking and monitoring timetable has been developed. This has

enabled us to develop a whole school perspective on reading, spelling ages etc,

and to provide interventions as required. With changes due to the introduction

of the Curriculum for Excellence, the school continues to develop learners‟

ability to set appropriate targets for themselves and to use this information to

track their progress. We also continue to refine the information available to

provide national benchmarking feedback. This includes pips, midyis and Scotxed

data.

2. Impact on learners

The impact of these developments has been to enable us to refine our ability to

monitor the progress of each learner against prior attainment and national

guidelines. This allows us to ensure the learning is appropriately challenging to

meet the needs of each pupil. The result of this is to continually raise

attainment and achievement across the school.

3. Next Steps

To continue to develop tracking and monitoring systems as part of a

whole Orkney initiative to further enhance the information available to

aid learning.

To develop moderation and verification systems to meet the

requirements of new SQA examinations.

first year of the HNC course on Early Child Care and has been actively involved

in working with other early year settings.


The learning environment has been developed to be more stimulating and

focused on the needs of the children in the nursery. Through these

developments it is clear that the children are more motivated and are making

significant steps in their learning. The children (and staff) thoroughly enjoy

the sessions which are a wonderful introduction to their formal education.

3. Next Steps

For the early years worker to continue with second year of the HNC

course and also to undertake further courses on food hygiene and

infection control.

To further embed the work on planning to ensure that the children in our

care receive well planned learning experiences that build on and extend

their learning.

Priority 6 To continue to develop arrangements to support learners who

have additional support needs.


During the visit of the HMIe in September a review was also undertaken

of the progress that had been made in the development of Support for

Learning. HMIe felt that documentation was in place and significant

progress had been made in this area. The school has reviewed support

for learning procedures and have revised the development of IEP‟s for

learners. Progress of learners with additional support needs are being

carefully monitored and appropriate interventions put in place to support

their needs.


Learners progress has been carefully monitored and appropriate

interventions put into place. The majority of learners with additional

support needs are making good to very good progress.

3. Next Steps

The school has had a change in support for learning teacher and

for this forthcoming year Mrs Bowen is taking up the post. The

main key areas for development in the forthcoming year are;

To enhance the use of dyslexia friendly approaches across

the school.

To continue to refine the delivery of SfL approaches to aid

the learners in our care.

To continue to develop our expertise to ensure we meet the

needs of learners with very complex needs.

Successes and Achievements

Existing strengths

The school aims to produce a learning environment which meets the needs of the

learners in its care. We evaluate their progress using a wide range of methods. We

believe that:

Attainment at the end of S4 continues to be very good with pupils achieving a

wide range of qualifications. The following table shows attainment over time:

By the end of S4

All Candidates

Percentage

2004 2005 2006 2007 2008 2009 2010 2011 2012

Eng Lev 3 100 100 89 100 91 88 100 100 100

Maths Lev 3 100 100 89 88 91 88 100 100 100

Eng & Maths 100 100 89 88 91 88 100 100 100

5+ Level 3 100 100 89 88 91 100 100 100 100

5+ Level 4 89 100 89 75 91 88 100 100 89

5+ Level 5 56 63 0 75 45 38 67 64 33

Midyis data shows that the value added by the pupils through the secondary

sector is often above the expected national norm.

The school has embraced the Curriculum for Excellence and adjusted the

teaching to attempt to fulfil the ethos behind the initiative. Our planning is in

line with the experiences and outcomes and departments have been developing

ways of assessing and recording in line with this.

Learners‟ evaluations show they are engaged meaningfully with their learning.

The school and the community of Stronsay work hard together to provide a wide

range of opportunities to broaden achievements and these include:

o Music lessons in a range of instruments, enhanced by opportunities on the

Isle, with musical events in school and in the community to entertain and

celebrate their efforts.

o Sporting activities including after-school football club and rugby training

sessions provided by the Rugby Development Officer.

o Raising awareness and involvement in fund raising, including Children in

Need, Comic Relief and the Poppy Appeal.

o The development of interdisciplinary projects/ activities have enabled

learners to embrace new ideas and skills and has resulted in a real

enjoyment of learning. This year interdisciplinary activities have included

a Burns night and a Science/Geography project.

As a small school on a small island we know our learners extremely well and aim to

support them as fully as possible, the health and wellbeing of our learners is therefore

fundamental to all we do.

Priorities for future development

The school through the evaluations it has undertaken has produced a School

Improvement Plan and within this plan the following priorities have been highlighted:

Continued development of the Curriculum for Excellence Continued development of Self Evaluation across the school Development of leadership across the school Review of the effectiveness of transition across the school Continue the development of support for learning for all learners across

the school Continue the development of the Nursery Provision Ensure the facilities of the school are fit for purpose to meet the need

of the learners in our care.

Gender, disability and race

GENDER When considering issues re attainment by boys and girls the small numbers of pupils

attending Stronsay Junior High mean that it is not possible to report on attainment

without identifying individual pupils.

DISABILITY

Because of low numbers it is impossible to disaggregate these figures on the basis of

specific types of support needed without risking identifying individual pupils. Figures

are therefore reported for the group as a whole.

RACE

Numbers of pupils from minority ethnic groups at Stronsay Junior High School are very

low and it is not therefore possible to report on attainment without identifying

individual pupils. The Authority has collected data on the achievement and attainment

of minority ethnic pupils for Orkney as a whole and will report on this in the Authority

equality report.

Exclusions. There were no exclusions this year.

Work and life of the School In 2012/13 the following opportunities have occurred:

Visit from Gideons

Safe Islander Event in Kirkwall (S1/2 pupils)

Tag Rugby Festival in Kirkwall (Upper Primary Pupils)

Roddy Hogg Event in Kirkwall (S1/2 pupills)

Hockey Festival in Kirkwall (P6&7)

Driving Ambition Trip (S4)

Instrumental Course

Annual Book Fair

Work experience for S4 pupils

Pre sea course for S4 pupils

Trip to Orkney College (S3/4 pupils)

Rugby Coaching sessions

Visits from Youth Counsellors

Visit from Learning Teaching Scotland representative

Troot release trip (Upper Primary)

Cycle safety training (P6/P7/S1)

Trip to Stronsay Bird Reserve (primary pupils)

Sports Leadership course (S4)

Bridge Build Competition in Kirkwall

Primary Athletics

P7 residential trip to Hoy

Fishing Trip to mainland Orkney

The Great Stronsay Fishing

Trip

Articles from Limpet 2012-13

By S2 pupils

On the Friday 14th of June the Stronsay S2 and S3 boys went on a

fishing trip to the Kirbister Loch. Pupils Thomas Fish, Ieuan Evans,

James MacLeod, Daniel Scanlan, Matthew Boler, Jack Holland.

They were accompanied by Mr A King, the Stronsay Junior High

head teacher and Mr Pietri, the school‟s French teacher.

The pupils enjoyed the fishing trip except the long journey in; but

they all agreed saving a life was more important than the fishing

trip.

Here‟s what they said:

“We enjoyed taking part in the fishing trip,

especially trying out all the different ways of fishing on lochs. We

were a bit disappointed that out of all of us only Thomas Fish (the

star pupil) caught a fish which was a brown trout. Well done and

thank you to Mr Pietri, Mr

King and some of the S5 KGS

pupils for taking us on the

tri”.

Sports Day On the 11th of June 2013 pupils took part in Stronsay School sports day.

Parents and spectators came to watch the morning events, which consisted of

running, egg and spoon, 3 legged, sack race, wheel barrow and shuttle runs.

These where mostly individual races giving the pupils an opportunity to compete

against their fellow class mates.

After the morning races the pupils

where sent back to class and got to

watch a film while waiting for dinner. After lunch pupils where put into group

teams and sent back outside to participate in the afternoon events. Long jump,

netball shooting, beat the goalie, hoops on chair, wellies in a tyre, obstacle

course with water, obstacle course without water and parachute obstacle course

where all activities that took place.

After each group had been to every station everyone took they‟re places ready

for tug of war. The scores were counted up and the overall winners where St

Catherine‟s with 1137 points, second was Mill Bay with 1110, third was Bu Sands

with 1089 and then Ayre O‟Myers with 778 points.

Everyone participated and tried their best; it was a fun and active day.

Stronsay in the Pier Arts Centre The Pier Arts Centre held an exhibition between the 9th and 23rd of February

2013 showcasing a selection of Primary and Junior Secondary exhibits. It had

been arranged by Orkney‟s Itinerant Art Teachers.

The Centre also held an exhibition of Under

Graduate work from Colleges and Universities

from around Scotland.

Pupils from Stronsay had several pieces of work

exhibited in different categories. The pupils

who took part were: Ocean and Leah, who

displayed some of their S4 Art work; Natalie,

Molly and James displayed work they did on the

peacock; Rebecca F. and Daniel displayed some

ink printing work.

On Saturday the 16th, the Pier

Arts Centre held the opening of

the exhibition and invitations

were sent out to all students

and pupils whose art work had

been chosen. The exhibition was

extremely busy with a great

turnout.

SCHOOL DISPLAY OF

EXHIBITED PIECES

Mrs Dennison’s Retirement

On Friday 21st December 2012, Mrs Dennison retired from Stronsay School

after 30+ years of dedicated teaching. To mark this momentous occasion,the

whole school celebrated at the Kirk where the Stronsay community gathered.

During the carol service, former head teacher, Mae Laverie gave a heartfelt

speech about Mrs Dennison’s time at Stronsay School. She was then presented

with a scrapbook containing photos, stories and messages from past and present

pupils and members of the community. On behalf of the Parent Council, Gaynor

Smith then gave a speech on her experiences working with Mrs Dennison and

how she was a credit to Stronsay School. Surprising her, she was given flowers,

malteasers and vouchers which were presented by Ocean Miller, S4 (previously

taught by Mrs Dennison) and two children from the current Lower Primary

class, Daniel Whiteman and Amber Ewen. On Friday evening, Mrs Dennison

celebrated her retirement with her colleagues, having a special meal.

Mrs Dennison is going to be greatly missed around the school but we all wish

her well and hope she enjoys her retirement.

Effectiveness and Deployment of Staff

Team work is promoted through regular staff meetings. These take the form of whole

staff and departmental meetings. The school has used its available resources to the

best effect, ensuring specialists are available to teach the appropriate subjects.

Classroom Assistants have a weekly opportunity for consultation with the Support for

Learning teacher. This is used to provide guidance and training.

The school has also had a several changes in staff:

Mrs Evans arrived to teach the Upper Primary. Mrs Evans became a permanent member

of staff during the spring.

Mrs Groat returned from maternity leave in the summer term.

Mrs Dennison retired at Christmas after 30+ years of service at the school.

Mrs Weaver was employed as the permanent Early Years Worker

Mrs Cooper was employed for additional support for learning hours.

Mrs Brown was appointed for an additional day to enhance the teaching of art.

Mrs Barber was appointed for an additional day a fortnight to enhance the teaching of

social subjects.

Mrs Maxwell resigned her support for learning and music tuition post to emigrate to

Canada.

Inclusion and Equality—promoting equality

The school is aware of its duties, general and specific under the Race Relations

(Amendment) Act, the Disability Discrimination Act and the Equality Act 2006.

Equality issues are discussed and ethnic, religious, cultural and linguistic diversity is

recognised, valued and promoted as a positive feature of the school. There is no

barrier to participation in activities through culture and language, disability, race,

religion, sexual orientation or additional support needs.

All staff are informed about the legal aspects of racial discrimination and are aware of

ensuring that there is no racial harassment or sexual discrimination. Equality issues are

addressed through the PSD curriculum. Circle time is used in primary classes and anti-

bullying/anti-racism are some of the topics for class discussions and assemblies.

We believe that the promotion of equal access to sport is an important priority.

Our Active Schools Coordinator plays a key role in our developments.

Access to the school buildings and classrooms for disabled pupils is assessed regularly

and necessary improvements identified.

Vision and leadership

The school continues to develop a wide range of initiatives and through these

experiences staff gain considerable leadership opportunities. In the forthcoming year

the school will pilot replacing the Principle Teacher role and directing the funds for

whole school development. As part of this process Mrs Evans, Mrs Rose and Mrs

Maxwell took responsibility for the school in the Head teacher‟s absence. The school

also strives to develop leadership opportunities for the pupils and considerable work

has occurred in this area through interdisciplinary projects. Examples of this include

the development of Burns night, which had significant community involvement, and the

implementation of a Sports Leadership course for secondary pupils.

Conclusion

This has been a busy year with the school continuing to develop in-line with the

recommendations from the HMIe inspection report, published in September 2011. It

has been wonderful to see everyone work together to meet the needs of the learners in

our care. We now look forward to an exciting year with the implementation of the new

examination system in 2013/14.

Andrew King , Head teacher